1-Lesson Plan-Clase Experimental 2-03-08-15

INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFEORADO DE INGLÉS LESSON PLAN #2 EXPERIMENTAL TRAINEE: ALMEIRA, Marcela.

DATE: 3th August SCHOOL: Colegio Gral. Manuel Belgrano.

COURSE: 5to 3ra HUM TIME: 80 minutes.

TYPE OF LESSON: Presentation TOPIC: Welcome to the refuge.

CONTEXT:

CHARACTERISTICS OF THE STUDENTS:

C O N T E N T S

CONCEPTUAL: REVISION: Vocabulary: Jobs and professions (Lawyer, sheriff, hunter, pizza delivery, constructor, homemaker, cook, vet, doctor).

PRESENTATION: Vocabulary: Jobs and professions (Nurse, architect, mechanic, artist, scientist, shop assistant, etc).

Grammatical Structure: She/he is a/an Function: Recognizing and expressing people’s jobs or professions.

ATTITUDINAL: Cooperative work and participation during the lesson.

ASSUMPTIONS:

It’s a group of 22 students: 14 girls and 8 boys. Their relationship is excellent. They can efficiently work in groups or pairs. They relate to each other respectfully and friendly. Their relationship with their teacher is as well based on respect and trust.

They are eager to participate and to use English as much as possible during the lessons. The group has already worked with a trainee teacher, so they are familiar with the situation.

AIMS: By the end of the lesson students should be able to: MAIN AIM: Recognize and express people’s jobs or professions SUBSIDIARY AIM: Express people jobs/professions using the correct article.

PERSONA AIM: I will try to motivate students to participate and engage them.

STEP

TIME

Warming up

2 min.

CONTENT & SKILL Speaking: Remembering the

PROCEDURAL:  Remembering the previous lessons characters.  Watching the trailer of “The Walking Dead”  About the video.  Remembering jobs and professions.  Speaking about their jobs and what they want to be.  Making their own Datasheet  Reading a comic  Getting to know the rules of the contest.  Talking about the pictures on the book  Matching activity.  Revising the use of “a/an”  Making changes in their refuge crew  Memory game.  Putting the letters in order to form the jobs/professions

Students are supposed to know the verb to be, personality adjectives (“Look like vs. be like”), physical description, likes and dislikes (love hate, not mind), simple present, present continuous, future “Going to”, past simple (was/were).

Jobs and professions (Lawyer, warrior, sheriff, leader, drifter, hunter, pizza delivery, supply runner, sergeant, constructor, construction crew, housewife/homemaker, counselor, cook, farmer, vet, doctor).

INTERACTION PATTERNS:  Team work;  Whole class;  Individual work.

RESOURCES: Projector (video and PPP), photocopies, text book, blackboard, images.

TEACHER’S WORDS AND ACTIONS (* From now on T clarifies the meanings of all the words Ss do not understand by using flashcards, mimics, or examples they

LEARNER’S ACTIONS AND INTERACTIONS Ss rearrange the tables to form the groups.

previous lessons characters.

5 min.

Watching and listening: Watching the trailer of “The Walking Dead” Speaking: About the video.

5 min.

Practice

5 min.

5 min.

7 min.

Reading and writing: remembering jobs and professions.

Speaking: About their jobs and what they want to be.

Writing: Making their own Datasheet

can understand).

T asks Ss some questions about the previous lesson. E.g. “Do you remember our last lesson? We talked about some characters, what are their names? They are from a TV show, what is its name?”

Then T tells them that they are going to see a video related to the TV show.

T plays the trailer. (Video)

They answer the questions.

T asks Ss some questions about what they have just seen. E.g.

If Ss saw the characters from the previous lesson, Who was there and who wasn’t. What happened to him? Where was he when he woke up? Were there people on the streets?”

T explains that in this TV show, instead of “zombies”, they refer to the infected as “walkers”.

T then asks Ss what they think people need to survive in an apocalypse.

T asks Ss “If you had a refuge with a small community, and food and clothes, would you let other people live with you?” (T leads Ss to the idea that in order to survive, you cannot let many people into your refuge, only the ones that can help.)

T asks students to look at the table they have drawn on their folders the previous lesson and to read some of the jobs professions they have included. (If they did not do it at home, T helps them do it in class, on the board). There they will have to include all the ones that were on the characters’ datasheet the previous lesson. (Attachment 1) T asks Ss if any of them works, what they do, if they like it, etc.

T then asks each student to tell her what they want to be.

Ss answer the questions.

T gives Ss a sheet of paper with an incomplete card. (Each card will have a number (#1, #2, etc). Ss will have to make groups according to the number they have on their copy).

T asks Ss to imagine they have a refuge where a small community lives. They, the 3 members of each group will be the founder members. (Attachment 2) Then, she asks them to make their own datasheet, but completing only some points (name, age, job/profession) of the three (each member of the team has its own copy) T explains that they will have to complete it pretending that they

Ss watch the video.

Ss mention things needed to survive (food, water, refuge, etc.).

Ss give their opinion about inviting people or not and they justify their answers.

Ss select the ones they would let in, and say why.

Ss tell the class about their jobs and about what they want to be when they are adults.

Ss complete their cards.

Reading: Reading a comic 7 min.

3 min.

Listening: Getting to know the rules of the contest.

5 min.

5 min.

3 min.

Reading and Speaking: Talking about the pictures on the book Reading and writing: Matching activity.

are older and they work as whatever they want to be when adult.

And then she asks them to choose 5 of the jobs/professions mentioned in class that they would like to have in their refuge.

T asks e.g. “Would you invite a pizza delivery? Would you invite a doctor? What about a hunter?”

T tells Ss that there is a place called Alexandria, which is a safe refuge. She tells them that there also are admitted only those who can somehow help.

T tells students that she will project a comic and that she needs them to read it. So starting from the right, every S will have to read one dialogue balloon, and then the partner next to him will continue, and so on until there is nothing more to be read.

(PPP) T asks Ss some general questions about the comic, e.g. “Why was Rick accepted? Is everyone admitted? Who are?”

T explains that this is important for them because for the last lesson, on 31st August (approx.), they will have to present an important assignment. And everything they learn and do during the lessons (related to “The walking dead” or with the book) from now on will be important for it will all be included in that assignment.

T tells Ss that just as Rick had to tell his story in order to be accepted, they will have to imagine that their refuge was attacked and so they had move to another one, but in order to be admitted, they will have to tell the leader about their characteristics, jobs, and skills.

T informs Ss that some of the work or tasks they perform during all the lessons will have a score. It will be individual. Each S will have one, but then, they will be added to the other members of his group’s, so the team with higher score will have leverage.

There are 7 teams, but only 5 can be accepted. So every point counts.

T also tells Ss that there are prizes for the first three teams that are accepted. (PPP) T asks Ss to open their books on page 19. (She projects the page so that they can see well). (Attachment #3) T asks students what they can see on the page/projection.

T asks Ss to read aloud the professions listed.

T then asks Ss to looks at the pictures below and to individually match them to the words on the list.

Once they have finished, T asks the class to tell their answers

Ss choose the ones that they would invite.

Ss read what is inside the dialogue balloons.

Ss answer the questions.

Ss listen and ask questions to clarify their doubts.

Ss look at the pictures and say what they see.

Ss read the words in the list.

Ss match the pictures with the names of the professions.

Speaking and writing: Revising the use of “a/an” Presentation

5 min.

3 min.

Writing: Making changes in their refuge crew Watching and writing: Memory game.

5 min.

Practice

7 min.

Writing: Putting the letters in order to form the jobs/professions

and they check them with the projection. (PPP) T then Asks Ss to look at exercise number 3, on the same page.

She asks them I they remember when do we use the article “a” and when “an”.

If they do not remember, T shows them an example (“a doctor”, “an architect”), and she asks Ss to tell the difference. One it is clear, T ass Ss to complete the blanks.

Then T asks Ss to read the professions below, on ex. 4. And she shows some pictures in case they do not know the professions.

After the chart is completed, T tells Ss that if they want to change one of the professionals on their “refuge” for one of those who appear in this chart, this is the moment.

T gives Ss the photocopy of a chart. (Attachment #4) She asks Ss to read what is in it and then, she tells Ss that this activity can earn each team 3 points, so first they will have to choose a captain to represent them.

Then, T shows them the pictures that match the words on the chart to make sure everyone recognizes the professions.

Then T explains that she will show them a sequence of pictures.

It will be shown three times, and they will have to pay attention and try to remember the sequence, for after the third time, they will have to write the number of appearance next to each word in the chart (e.g. “Doctor 5, Mechanic 1”, and so on).

There will be 2 different sequences with the same images (in a different order).

The one rule is foe Ss to hold their hands up (or at least far from the charts) while looking at the sequence, and to write the numbers only after the third time they see such sequence.

The second sequence will be shown not three times, but only twice. So they will have to be more focused.

Once the sequence is finished and they complete both columns, T asks for the captains to come to the front with their tables, to check who did well and earned the points. (The team(s) with more correct answers wins the points).

T introduces the last game of the day. With this one, the can win 5 points. With such purpose, the whole team will have to go to the front. Each member of the team will choose a piece of paper where there will be a sentence. (Attachment #5)3 T explains that Ss have to write the sentence on the blackboard spelling the profession/job correctly. And they have only 1 minute to do so.

Ss tell her if they remember, and if not, they look at the examples and tell the difference.

The ones who want to change the professionals do it and tell the class about the changes.

Ss look carefully at the PPP’s sequences and then right the numbers on their tables.

Captains go to the front to check the answers.

Each team goes to the front. Its members take a piece of paper.

Then they write the sentences on the board, spelling correctly the profession/job.

If all the members of the team make the right sentences, they get 5 points. If two make the right sentences, they get 2 points.

If only one makes the right sentence, they get 1 point.

After each team performs the activity, the whole class checks the words on the board.

ATTACHMENT SHEET:

Attachment #3:

Attachment #1:

JOBS PROFESSIONS Delivery Doctor Hunter

Lawyer

Attachment #2:

(Attachment #4)

(Attachment #5)