ICT APPLIED TO LANGUAGE TEACHING 2011Assignment # 2: EDUCATIONAL SOFTWARE - Authoring toolsStudents : Caia Yanina, Schor Eleonora, Rosato DanielaSchool: Escuela nº 2 “Republica de Panamá”– D.E. nº16Grade: 4th formTime: 40 minutes each lesson.Book: Incredible English 3.Communicative goal: Talking about food and healthy habitsGrammar Focus: Simple Present (1st person - affirmative and negativeforms)Vocabulary Focus: food and drinksRecycled language: verb to be.---------------------------------------------------------------------------------------------------------- LESSON 1In this lesson, the teacher will introduce new vocabulary: Food and DrinksActivationThe teacher will play hangman with the word FOOD on the bb.Comprehension and ClarificationThe teacher will hand out copies to the students. In those, students will bepresented with three kinds of children: one who eats very unhealthily,one who leads a healthy lifestyle and one who eats both healthy andunhealthy food. Ss will have to read the texts that describe the childrenand match them with the pictures of 3 different boys.Now, the kids will do the hot potatoes activity (JMATCH), in which theywill have to look at the picture, guess what it is and match with thecorrect word.Later on, she will elicit the structures for Simple Present 1s person inaffirmative and negative.Application*Activity #1:In pairs, the students will work on their computers on the JQUIZ activity ofHot Potatoes. They will have to choose the best option to answer thequestions posed. The teacher will monitor them while working.
*Activity # 2:Students will have to write their own eating routine. They will have to usethe structures presented and food and drink items taught during theclass. The teacher will monitor them and will help them make a posterwith two columns: one including all the healthy habits and another oneincluding the unhealthy ones.ReflectionMatch the following pictures on the left column with the column on theright according to what they are: HEALTHY UNHEALTHY
LESSON 2ActivationThe teacher wil show students food flashcards. They will have to say thename of the food and if it is healthy or unhealthy.Comprehension and ClarificationThe teacher will introduce the use of should/shouldn’t. She will showstudents some flashcards and say if she should or shouldn’t eat the foodon the picture. Then, the teacher will write sentences on the bb and willask students if they should or shouldn´t eat those food elements.Application*Activity #1:In small groups, the students will work on their computers on the JCLOZEactivity of Hot Potatoes. They will have to fill in the gaps. The teacher willmonitor them while working.*Activity # 2:Now, students will work on the JCROSS activity of Hot Potatoes in whichthey will have to complete the crossword. If they are stuck, they canclick on a number in the grid to see the clues. The teacher will monitorthem while working.*Activity # 3:Students will finally work on the JMIX activity of Hot Potatoes. They willhave to make a cake, putting the parts in order to make a sentence. Theteacher will give students a piece of paper with items in which they willhave to write the sentences in the correct order.ReflectionMatch the beginning of the sentence with the corresponding ending.YOU SHOULD EAT CHOCOLATE. APPLES. HAMBURGERS. TOMATOES.YOU SHOULDN´T EAT PASTA. HOT DOGS. SWEETS. SALAD.
This lesson plan was aimed at young learners, between the ages of 7 and 10.The topic of the unit of work is really suitable both for the age and thecultural contex of the children, since its a topic of interest to them andthey can find a connection with the real life using the language.It is aimed at young learners of a beginners level since the structures thatare being presented are simple and easy to follow.The unit of work is organised on a general English basis.I believe there is a wide variety of activities, ranging from a short videopresentation, to a song to be completed. The topic is of interest to thestudents and they are presented in a way that students of a young age caneasily follow without too much intervention on the part of the teacher.The lessons are focused on the following skills and language areas: onreading, in order to do the activities; on listening, as children have to watcha video and listen to a song; on writing, in order to complete some tasks; onvocabulary, as the topic is about different kinds of toys and what they aremade of; and finally, on grammar, because as children learn the newvocabulary, they also learn “have got” and “haven’t got”Most activities are done in groups and the aim of the different activities(in groups as well as individual) is completely clear to the learners. Thereare short and easy instructions.There is much multimedia content in the lessons. The first lesson startswith a short video session which is a good start point to motivate children.There is also audio present in the class as children have to listen to a songand remember some of the toys they hear, and both of the activities aresuitable for the learners’ age and level of English.Most of the activities are checked orally all together (the teacher and thechildren). At the computers, the teacher monitors the children during thedifferent activities, and if they have doubts, they check it orally with theteacher.