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Lesson plans
Lesson plans
Lesson plans
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Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
Lesson plans
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Lesson plans

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The following lesson plan were used during my English professional teaching

The following lesson plan were used during my English professional teaching

Published in: Education, Lifestyle
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  • 1. Topic: What Is A Pet? Date: 24/06/2013 First grade Time: 80 minutes Main Goal: Objectives Students show understanding of the difference between animals that can be kept as pets and animals that cannot through recalling the animal group discussion and creating a pet animal 1. Actively listen and identify types of animals that make good pets. 2. Apply the vocabulary on animals to create a pet. 3. Recognize animals that are not usually pets. 4. Identify general facts about different pets like what they eat and where they live. Stage Objectives Procedures Assessment Criteria Materials Time Introduction Ask the students to name the animals learned previously Name animals in English Participate actively 5 minutes Warm up 1 Have the students listen the farm song Sing along with the song Recall the animals mentioned in the song The CD with the song The CD player 15 minutes Presentation 1-4 The teacher shows10 colorful pictures of differentanimals and ask the students to repeat their names. She will introduce 5 new animals that are not pets. The teacher will ask the students to identify which of those animals are not pets. The teacher will ask ss which pets they have. Pronounce the names of the animals Differentiate between pet and wild animals Mention the names of the pets they have at home Pictures of the animals 20 minutes Practice 2 Ss post the images of several animals on the board and write down their corresponding names. Recall the animals vocabulary accurately Color pencils, glue, scissors and the photocopy. Paper bag 20 minutes Closing activity 3 Ss create a paper pet and gather in groups according to the pet they have. Ss discuss the reasons why they created that pet and say the food they eat and where they live. Selects the nicest pet. Express their creativity according to the topic studied. Prizes (chocolates) 20
  • 2. Topic: Me and minutes community helpers Date: 22/06/2013 First grade Duration: 80 minutes Main Goal: Students identify community helpers and where they work. Objetives 1. Write their personal information. 2. Identify the main community workers vocabulary 3. Distinguish between the community workers and where to they work and do . Stage Objectives Procedures Assessment Criteria Materials Time Introduction Talk about what is our community show pictures and introduces the vocabulary Answer with the main institutions and places. Images 10 minutes Warm up 1 Have the students to fill out the personal contact information sheet Fill out their personal information properly The worksheet 15 minutes Presentation 2 The teacher plays the community workers bingo with the students and check their participation Listen and match according to what the teacher pronounces Recognize the community helpers and how they work or how they use them as a mean of transportation Bingo worksheet and pictures 20 minutes Practice 2−3 Ss match the community helpers to their places. They draw two new helpers in the blank spaces and write down their names Color pencils, glue, scissors and the photocopy. 20 minutes Closing activity 3 The students draw which profession they like to be in the future. The teacher evaluate their pronunciation recalling the main community helpers Choose their favorite community helpers. Restate the community helpers with accurate pronunciation Color pencils 15
  • 3. Topic: Shapes, sizes and colors Date: 15/07/2013 First grade Duration: 80 minutes Main goal: students will learn the basic shapes Objectives (square, rectangle, triangle, and circle) and remember de the colors 1. Name each shape with 100 percent accuracy. 2. Recognize objects according to theirs shapes 3. Name different objects according to the type of shapes. 4. Draw each shape to the best of their ability. Stage Objective s Procedures Assessment Criteria Materials Time Introduction 1 Ask the students if they know any names of shapes. I will also inquire about where they see different shapes around their homes or outside. Participate actively 5 minutes Warm up 1-2 I hide 6 different objects and instruct the SS the characteristics of their shapes, so they need to find them Recognize the objects according to the characteristics given A box of milk, an orange, a warning sign And a dice 15 minutes Presentation 2-3 First, we learn about circles. Circles are round. Can anyone give me an example of a circle object in your house? What about in our classroom? Circles do not have straight edges or corners. (I hang the large yellow circle on the chalkboard). I continue with the rest of the shapes. Each color shape is paste on the boar and I write down its name below. Pronounce the shapes Differentiate characteristics of the shapes Recognize objects according to their shape Identify the color of the shapes. Pictures of the color shapes 20 minutes Practice 2-4 SS works with worksheet to recognize the correct shape and their names. They also have to draw on their notebooks and color them the shapes Color pencils, glue, scissors and the photocopy. 20 minutes Closing activity 2 I review the shapes one last time by holding up the larger shapes to the entire class and have them answer as a group what shape it is that I am holding up for them to see. Pictures of the color shapes 20
  • 4. Topic: My classroom and supplies Date: 15/07/2013 Second grade Time: 80 minutes Main goal: the students will apply Objectives: the classroom and supplies vocabulary . 1. Recall the classroom supplies vocabulary. 2. Recognize some classroom supplies. 3. Show understanding of the vocabulary. 4. Practice the classroom supplies vocabulary. Stage Objectives Procedures Assessment Criteria Materials Time Introduction 1 Ask the students if they remember the classroom and supplies vocabulary Participate actively 5 minutes Warm up 1-2 Teacher provides several names of the classroom supplies to three voluntaries; they have their eyes cover with a handkerchief. Then, the rest of the group guides them to match the word given with the classroom supply. Demonstrate team work Identify the supply vocabulary and their meaning Words: teacher´s desk, chalkboard, wastebasket, chalk, chalkboard eraser and 3 handkerchiefs 20 minutes Presentation 3 Teacher provides a supply bingo card to the SS. Then they start to play bingo and the teacher name the different supplies and check their matching. Distinguish the supply vocabulary. Bingo cards 20 minutes Practice 2 SS will work individually with a crossword worksheet to practice the supply vocabulary and understanding. Evaluate their understanding matching the picture with the name Crossword sheet 20 minutes Closing activity SS plays a memory game with the classroom supplies vocabulary that are paste it on the board. Demonstrate their memory skills. 15 minutes
  • 5. Topic: Taking care of the animals Date: 29/07/2013 Second grade Duration 80 minutes Main Goal: students will know basic information related to Animals needs. Objectives: 1. Recall animals name and sounds 2. Identify the basic needs of an animal. 3. Distinguish the different type of animals. 4. Produce the understand of the topic Stage Objectives Procedures Assessment Criteria Materials Time Introduction 1 Ask the students if they have a pet at home Participate actively 10 minutes Warm up 1 Each student is secretly given an animal, then, instruct them to gather in groups according to the animal that they have but they can not say the name instead they made the animals ´sound to gathered in groups Demonstrate understanding following instructions Name the animals Recognize the animal’s sounds. 15 minutes Presentation 2-3 Teacher explains the animals need using three different categories (food, home and company) using images and flashcards to paste on the board base on where they life categories: aquatic. , land and aerial animals.SS will review the name of the animals and come to the board to match them according to the categories given. Classify the animals according to where they life. Associate the different types of animals according to where they life Identify the animals needs Animals Flashcards Images Scotch tape 20 minutes Practice 2-3 SS will work in groups to create a collage according to what animals eat, live and if they need company. Then, they show their work to the rest of the group. Apply the vocabulary and ideas creating the collage Cardboard, Magazines and newspapers, glue, scissors and markers. 20 minutes Closing activity 4 SS draws their on pet and how they take care of it. Illustrate their topic understanding and creativity Color pencils Notebook 15
  • 6. Topic: Parts of the house Date: 26/06/2013 Third grade Duration 80 minutes Main goal Students show understanding of the different parts of the house and their specific vocabulary according to each room. Objectives 1. Actively listen and identify the parts of the house. 2. Associate the vocabulary of each room. 3. Recognize the main activities that people do on each room. Stage Objectiv es Procedures Assessment Criteria Materials Time Introduction 1 Ask the students if they remember some part of the house Name parts of the house in English Participate actively 5 minutes Warm up 2 Have the students to stand up move their desk and make a circle. I give to each student a paper with the name of either one part of the house or a specific object. They need to match it with the house paste on the board. Identify the meaning of the word given Match their word with the picture Image of house Words of the part of the house 15 minutes Presentation 2 Use the same house paste on the board with the division of the rooms and pronounce the main objects of each room. SS works with a worksheet to associate the picture with the correct name of the room or object. SS responses to their favorite room and share it with the rest of the group. Pronounce the names of the part of the house Differentiate between the different objects that belong to each room in the house Mention their favorite room Pictures of the animals Worksheet Glue and pencil 20 minutes Practice 3 SS work individually on their notebooks answering to the question what do you they on your favorite room? They also draw that action Choose their favorite room in the house Illustrate what they do on that room Illustrate their favorite room and action Color pencils, glue, scissors and their notebooks 20 minutes Closing activity 3 SS works with a worksheet where they need to recognize the name of the room according to the picture Discriminate the name of the rooms Worksheet 20
  • 7. Bedroom Bathroom Kitchen Living room Washing machine Basement
  • 8. Topic: My community Date: 24/07/2013 Third grade Duration: 80 minutes Main Goal: Students explore attributes of the community in which they live. They relate the different places and helpers of the community. Objectives 1. Identify a variety of places of their community. 2. Recognize who works in the various buildings in their community 3. Classify different items, objects or equipment according to their neighborhood location. Stage Objectives Procedures Assessment Criteria Materials Time Introduction Define a community ask them how makes a community and what places can we find there. Mention key words of the community. Participate actively 5 minutes Warm up 1-2 Ask for five volunteers .Each of them will represent one of the main helps in our community. The rest of the group has to guess which character they are representing. The teacher describe some characteristics of the community helper while the student is performing Perform the role of the community helper Listen to the characteristics of the character. Associate the character according to his/her role Words: teacher, doctor, police, cashier and fire fighter 20minutes Presentation 1-3 Use a worksheet to introduce the vocabulary of the community places an the equipment that they use, they need to cut each of them and I write the main equipment on the board.SS paste each of the picture on their books and copy from the board. They also write down their function in the community. Repeat accurately the vocabulary Produce their matching on the book recognizing the workers and what they do. Worksheet 20 minutes Practice 2-3 Provide each student with a copy of my community. Have students cut apart the sorting cards. Instruct students to mix up the cards and look at the pictures on them to decide which community building each belongs to. Invite students to glue the corresponding picture cards below the community buildings on the mat. Recognize the workers of the community and the equipment that they use. Identify the importance of the workers in the community Color pencils, glue, scissors and the photocopy of the cards and. 20 minutes Closing activity 2 SS works with a puzzle to find some key works of the community helpers and places. Solve the puzzle Worksheet pencil 15 minutes
  • 9. Topic: Typical Costa Rican food Date: Level: sixth grade Duration: 80 minutes Goal: Students show understanding of the difference between Costa Rican typical breakfast and lunch food and the one from United States. Objectives: 1. Actively listen and identify the typical food vocabulary. 2. Recognize the difference between Costa Rican and USA typical food. 3. Express main ideas, opinions and point of views related to the topic and according to the material provided. Stage Objective Procedure Assessment criteria Materials time Introduction Ask the SS if they like gallo pinto or not Participate actively 5 Warm up In pairs have the students to come up with their likes and dislikes about food. Demonstrate use of the vocabulary 15 minutes Presentation 1 2 The teacher will give the worksheet and read aloud for the students. Ask the SS to repeat it. Teacher will summarize the main ideas of the dialogue. Have the students to read the dialogue in pairs Pronounce the food vocabulary. Differentiate between Costa Rican and USA typical food Demonstrate fluency Typical food worksheet 20minutes Practice SS answer the question relate to the dialogue. Demonstrate reading comprehension of the dialogue. Typical food worksheet 20 minutes Closing activity 3 SS discuss about what do they prefer to have for breakfast; they also need to write down the main differences between Costa Rica and USA breakfast. Use the typical food vocabulary Recognize the main difference between type of breakfast 15 minutes
  • 10. Situation: Tom is from the United States. He is talking to Ana, her Costa Rican friend. Tom: What do you usually have for breakfast? Ana: Sometimes, I eat “gallo pinto” with eggs. Sometimes, I have tortillas with sour cream, or I eat bread and butter with cheese. I seldom eat cereal. I always drink coffee, too. What about you? Tom: Well, here in Costa Rica, I eat “gallo pinto”, eggs, and tortillas. I drink coffee, too. But at home I don´t eat as much as here in Costa Rica, I usually have cereal, pancakes or fried bacon with eggs. I drink orange juice or milk. Ana: Really? Is it true that people in your country don’t eat much for lunch? Tom: Yes. We usually eat a sandwich, a hamburger, a piece of pizza or a salad. Lunch is a light meal for us almost every day. But here, I love “casados” with meat and one or more kind of picadillos. Ana: Great! I’m glad you like our food. According to the conversation above write the whole sentence that best completes the sentence. 1) Tom and Ana are __. a) having a light meal b) eating dinner at home c) talking about food customs d) discussing about their countries 2) Costa Ricans’ breakfast is ____. a) the same as a “casado” b) usually cereal or pancakes c) usually heavier than the US d) as light as the one in Tom’s country 3) Tom enjoys to eat __ the most. a) Casados b) Picadillos c) gallo pinto d) homemade tortillas 4) U.S. people __. a) eat a light lunch b) have a heavy breakfast c) prefer a sandwich in the morning d) eat tortillas with sour cream for dinner
  • 11. 5) In the dialogue, Tom says he ____ for breakfast. a) rarely eats eggs b) never drinks coffee here c) drinks a different thing at home d) always prefers to eat pancakes 6) The word “casados” refers to a __. a) type of breakfast b) light meal for dinner c) heavy dish including picadillo d) dish of “gallo pinto” with eggs
  • 12. Topic: Costa Rica and the English speaking countries (customs and traditions) Date: 26/07/2013 Sixth grade Duration: 80 minutes Main Goal: Students show understanding of the different type folk tales between USA and Costa Rica Objectives: 1. Actively participate and recall folk tales characters. 2. Modify and original folk tale and recreate the ending. 3. Explain their point of view relate to the topics given. Stage Objectives Procedures Assessment Criteria Materials Time Introduction Ask if they remember some folk tales Participate actively 5 minutes Warm up 1 Give a card to each of the SS with a name of a Costa Rica folk tales character. The SS paste it on their back and ask their partner some general questions to try to guess their character. Relate the character according to the characteristics obtained Card with characters Scotch tape 15 minutes Presentation 2 Have the students in 4 groups, each group should choose a leader. The leader should read the folk tale. Then give them the cards. Have the students finishing the story according to the character in the card or they can use their creativity and change the ending. Demonstrate their team work skills Show reading comprehension Rewrite the story or the ending Handout 1 and 2 20 minutes Practice 3 Read the handout related to the Spanish society and traditions. Discuss it in pair and then share your opinion and difference from other countries Comprehend the text Produce their own ideas and opinion Compare with different countries Handout 3 20 minutes Closing activity 3 Write down what aspects or traditions they don not like about our society and explain the reason. Defend their point of view Justify their answers 20 minutes
  • 13. Handout # 2
  • 14. Handout 3

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