Lesson pLanTopic: The celebrations - Christmas dayCourse: 8ºBPurpose: Describing the Christmas celebration through the obs...
After the description, teacher asks them to imagine that this party was the lastyear, so she asks: what were there in this...
moment, because some of them (or all the students) read their texts aloud forthe rest of the group and if the time is shor...
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Christmas

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Christmas

  1. 1. Lesson pLanTopic: The celebrations - Christmas dayCourse: 8ºBPurpose: Describing the Christmas celebration through the observation of imagesContent: Simple past “There was” “There were”Agenda: Brainstorming Game Christmas celebration pictures Exercise filling in the blacks Description of a Christmas party ReadingEvents:Presenting the topic, teacher asks the students about the different celebrationsthey know around the world, but specially in Colombia, doing like abrainstorming. Trying to remember these celebrations, students participate in agame –competition by rows or lines- in which they have to match some imagesof different and common celebrations –that are stuck on the board- with theircorrect names. It is done with the purpose students familiarize with thevocabulary of this topic they have to work during the next classes.These names are practiced modeling the students’ pronunciation when theteacher asks them about the months in which we celebrate all of them (here,they can remember the vocabulary of the months and the dates.) CHRISTMAS DAY HOLY WEEK MOTHER’S DAYAfter that, teacher asks them about the most important celebration in the world,then they talk about Christmas and the different things they do in this time ofthe year and finally teacher tells then the purpose of the class.Continuing with this topic, teacher presents the students a big image (or twosmall ones) about a Christmas party and she asks about the things they can seein it. While they describe the image, teacher is writing on the board thevocabulary they are using (that is like a response, because when students saythe words in Spanish, teacher writes them in English and pronounces it).
  2. 2. After the description, teacher asks them to imagine that this party was the lastyear, so she asks: what were there in this party? Teacher starts answering thisquestion by using the vocabulary students said in the first description and alsoby using the structure “There was/were”. She sticks three papers on the boardshowing this structure and giving some examples in such a way studentsunderstand the singular and plural use of it. WAS one tree / a nativity scene THERE WERE two bells / many giftsThen, teacher asks them to describe again the picture, but using this structure.Maybe here, some students could go at the front of the classroom to build somesentences related to this description by removing the papers.To practice this grammar content, students receive a sheet of paper with a smallpicture of a Christmas party and with some exercises to fill in the blanks with“there was” or “there were” according to the things they observed in it. At theend of this exercise, they could do in pairs, they share the answers -reading thesentences aloud- with the rest of the group and the teacher to solve questions.Example: Image about a Christmas partyObserve the picture and complete the blacks with there was or there wereExample: there was a tree 1. ______________ five gifts 4. There ______ a turkey 2. ______________ ten people 5. ____________ two children 3. ______________ a cakeAfter teacher is sure students have understood, each one of them receives asheet of paper in which they have to describe the Christmas party they had inthe last December. This is part of the students’ production in which they have tocreate a text that contains the date of the party and the things they say in thatcelebration (here, teacher present a model that helps the students to organizetheir ideas). The drawing is optional although it could be good for the reading
  3. 3. moment, because some of them (or all the students) read their texts aloud forthe rest of the group and if the time is short, it could be read in pairs.Students hand this exercise to the teacher.Finishing the lesson, teacher asks the students about the things they learnt andwhat for they learnt it.Resources: Flash cards with words and images, sheets of paper with the exercises and for student’s production.Assessment: It is done from the very beginning when the students aretrying to speak in English but using the Spanish in some moment, it helpsteacher knows the students’ prior knowledge and to compare it with the resultsat the end of the lesson and after they have finished the production that is akind of evaluation.Assessment is also done in the moment students work in pairs, when theyparticipate in class and in the practice exercise, trying to give them directfeedback about the questions and the good results they have, specially beingwith students who may have more problems.***This lesson plan is the beginning of the celebrations unit in which teacher isgoing to teach simple past tense. Liliana Maria Ramirez Vanegas

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