Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Secondary less full 1 a 8

451 views

Published on

Planificación escuela secundaria 2

Published in: Education
  • The Insider's Edge You've Been Looking For.... ●●● http://t.cn/A6hP86vM
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Mike Cruickshank Profit Maximiser http://t.cn/A6hPRLE0
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Easy and hassle free way to make money online! I have just registered with this site and straight away I was making money! It doesn't get any better than this. Thank you for taking out all the hassle and making money answering surveys as easy as possible even for non-techie guys like me! ♣♣♣ https://bit.ly/2Ruzr8s
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • I am so pleased that I found you! I have suffered from Sleep Apnea for years. I have tried everything to fix the problem but nothing has worked. For the last years I have been trying to use a CPAP machine on and off but it is very difficult to sleep with. It's noisy and very uncomfortable. I had no idea there was a natural way to help me. I am so pleased that I found you! ▲▲▲ http://t.cn/AigiCT7Q
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Create Your Own Odds Playing The Lottery ●●● http://t.cn/Airfq84N
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

Secondary less full 1 a 8

  1. 1. Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Sports Clase Nº: 1 Fecha: September 12th Hora: 10.30h a 11. 30h Turno: Mañana Duración de la clase: 60’ Teaching points: -Sports -Present Continuous Lesson Aims: By the end of the lesson, Ss will: -Be able to recognize sport vocabulary. -Be able to identify and describe actions related to sports. -Develop their listening and speaking skills through oral communicative interaction. -Develop their writing skills by writing about their favourite athlete.
  2. 2. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Pronouns he/she Talk about habits/routines/ facts Wh- questions: where/what/when He/she is from… He/she is … years old He/she lives… He/she always has… Pronunciation of the third person singular. NEW archery, athletics, basketball, cycling, football, artistic gymnastics, hockey, judo, swimming, rugby, tennis, volleyball Describe and talk about actions related to sports What is he/she doing? He/she is running, jumping, swimming, playing football, playing tennis…. The correct pronunciation of the sport words and the –ing form of the verbs through repetition and practisce in context. Teaching approach: The lesson is delivered under the Communicative Approach.
  3. 3. Integration of skills: Speaking and listening through oral practice. Writing and reading skills by getting information from a text and writing about their favourite athlete. Materials and resources: pictures with the different sports (archery, athletics, basketball, cycling, football, artistic gymnastics, hockey, judo, swimming, rugby, tennis, volleyball), notebook, power point presentation, chalk, board, game board, sport cards (archery, athletics, basketball, cycling, football, artistic gymnastics, hockey, judo, swimming, rugby, tennis, volleyball), token, tales, dice, “gold medal”, worksheets with exercises for each student. Pedagogical use of ICT in class: https://www.dropbox.com/s/zcydvech9w8aqi1/OLYMPIC%20GAMES%20 %20joha%20orig1.ppsx?dl=0 (To watch the power point PRESENTATION you have to open the link and then go to the option “ABRIR” and then “abrir en power point escritorio”) A power point about different athletes and I will also give the students this link https://www.rio2016.com/es where they will find information about different athletes to write their paragraph. Seating arrangement: Depending on the type of activity, students will be sitting in pairs or in groups. Cooperative work: Students will work in groups, and individually while interacting with the teacher. Possible problems and possible solutions regarding behaviour: Maybe students get so excited at the time of playing the game and find it difficult to understand the instructions of the game in English, so I will mime and exemplify as much as possible. I´ll also ask each group to choose a “captain” that would be in charge of throwing the dice and moving the tale. I will be there to guide them, especially during the first time they have to mime the actions. Potential problems students may have with the language: The pronunciation of some of the sports words and verbs might be difficult for them. We will practice them through repetition in context. Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or miminge. Comentario [A1]: Board game Comentario [A2]: I couldn´t open this file.
  4. 4. Warmp Up (2 minutes) First I will greet the students, then I will say… “I really love sports! Do you like sports?” Ss: Yes! T: me too! Development Activity 1 (5 minutes) These are some of the sports that were in the Rio Olympic Games (T shows them a poster with sport pictures) My favourite sport is Artistic Gymnastics… What about you? Which of these is your favourite sport? Ss: Football! Hockey! Swimming! Transition: “Great! Here I’ll show some of my favorite athletes at the Rio Olympic Games” Comentario [A3]: Check spelling of running and gymnastics.
  5. 5. Activity 2 (15 minutes) Here I´ll show students the power point (T shows the first picture of the athlete) T: Do you know this athlete? Ss: yes! Usain Bolt T: good! T: Do you know where is he from? Ss: Jamaica! Great! What sport does he practisce? (T tells students they can look at the poster if they do not remember the name of the sport) Ss: Running! (After activating students´ schemata about the athlete T moves on to the next picture in which Usain Bolt is running at the Olympic Games) T: “I love this picture of him… here he’s running. Can you repeat? Ss: he´s running We will continue like that with all the athletes. Transition: Great! Well done! Now I’d like you to do the following activity… Activity 3: (10 minutes) T gives each students a worksheet. “Here you have to match the athlete with the sport he/she practisces and also what he/she is doing... You have five minutes to complete this activity” I’ll help them with the first one Comentario [A4]: Language. Word order. Do you know where he is from?
  6. 6. T: Look at the first picture… what is the name of this sport? Ss: cycling T: good! and what is he doing? Ss: Riding his bike! T: good! This is the way you have to continue…
  7. 7. RUNNING HE´S PLAYING VOLLEYBALL. BASKETBALL SHE´S PLAYING TENNIS. CYCLING HE´S PLAYING RUGBY. FOOTBALL HE’S RUNNING ARCHERY HE´S PLAYING BASKETBALL. HOCKEY HE´S CYCLING. JUDO SHE´S SHOOTING THE ARROW. SWIMMING HE´S SWIMMING. TENNIS SHE´S JUMPING. RUGBY HE´S PLAYING HOCKEY. VOLLEYBALL SHE´S FIGHTING. ARTISTIC GYMNASTICS HE´S PLAYING FOOTBALL. Con formato: Derecha: 2 cm Comentario [A5]: Do use punctuation marks.
  8. 8. Ready? Now let´s correct it! The second athlete… What sport does he practisce? Ss: Running! T: and what is he doing? Ss: He´s running! T: Great! The next one!.... (we will continue correcting all the sentences together) Transition: Well done! These are amazing athletes and win lots of medals in every Olympic Game. Would you like to win a medal? Ss:Yes! Let´s play a game. Constanza told me you love playing games! Activity 4: (20 minutes) Comentario [A6]: check
  9. 9. Materials: game board, sports cards, token, tiles. Objective of the game: the goal of this game is to be the first to reach “the gold medal”. Instructions: -Place the cards face down (the sports cards include all the sports I´ve presented: archery, athletics, basketball, cycling, football, artistic gymnastics, hockey, judo, swimming, rugby, tennis, volleyball) -Divide students into teams -If players land at PICK A CARD or ON A BLACK SQUARE, they pick a card and act out the sport written on it for the rest of the team to guess. (SPORT CARD: FOOTBALL, Ss: he’s playing football) -If the team guesses correctly, they throw the dice again. If they don´t, it’s the other team’s turn to throw the dice. “Now, I need you to separate into two teams” (here the T forms the groups) “In order to play the game each group will choose a captain that would be in charge of throwing the dice and moving the tile” (T gives each group its tale) “The objective of the game is to be the first one to reach the gold medal (T shows them the “gold medal”), so in order to do this you will throw the dice and move the tile. If you land at PICK A CARD or ON A BLACK SQUARE, you pick a card and act out the sport written on it for the rest of Comentario [A7]: board game Comentario [A8]: How will you make sure they produce complete sentences instead of just shouting the name of the sport? Comentario [A9]: If the sentence is grammatically incorrect or incomplete, will they lose their turn?
  10. 10. the team to guess (It´s like what we call in Spanish, “a prenda”). For example: SPORT CARD: FOOTBALL, so you mime the action for the rest of your group. If the team guesses correctly, they throw the dice again. If they don´t, it’s the other team’s turn to throw the dice. You’ll have 30 seconds to guess the action” (T will mime and exemplify as much as possible while giving the instructions) Who wants to pick a card and mime an action as an example? S: me! T: great! S: mmm… volleyball T: ok! Remember to read it in silence. Your mates cannot hear you or see the sport card. You have to mime the action to your group. T: and.. could you guess what is he doing? Ss: he´s playing volleyball! T: “excellent! So...this is what you have to do when you land at pick a card or on a black square. As you guessed it correctly, you have to throw the dice again. It´s your turn again. Do you understand? Ready to play?” (T gives each group a tile) Transition: Well done! Congrats to all of you! Now let´s sit down… I need you to help me analyze these sentences Activity 5 (5minutes) (T writes the two sentences on the board) Usain Bolt lives in Jamaica Usain Bolt is running Comentario [A10]: Language. … what he is doing Comentario [A11]: Who will get the token? Will it be the captain? Comentario [A12]: Playing games with large groups might be challenging. You should have a bunch of classroom management strategies at hand so as to cope with the situation.
  11. 11. Which sentence is about now? Which sentence is true day after day? Ss: the second is about now! Great! So we use the present continuous to talk about actions that last a short time. The actions are happening now. And we use the present simple (T points at the first sentence) Usain Bolt lives in Jamaica to talk about actions that are true for all time or a long time. Good! T: Can you give me more examples using the present simple and continuous? (I will elicit more examples and write them on the board) What about Paula Pareto? Ss: She lives in Argentina She is fighting Great! Can you give me more examples…? T: good! Write down these sentences on your folders. Closure and homework (3 minutes) (T gives each student the following activity) “For the next class I want you to think of an athlete you like. You are going to make an oral presentation. You will include a picture of your athlete and also write: What´s the athlete name? Where is he/she from? How old is he/she? Where is the athlete in the picture? What is he/she doing in the picture?” The next class you are going to tell us about your athlete Here you will find information about different athletes: Comentario [A13]: Or states Comentario [A14]: Paraphrase. Comentario [A15]: How many? Comentario [A16]: They should practise before they are assessed. During this lesson, the utterances they have produced have been much more simple than what you expect them to do on their own for next class. Weak learners might need more exposure and practice.
  12. 12. https://www.rio2016.com/es Sources: http://goo.gl/EaxINP http://goo.gl/J1nK25 http://goo.gl/9nSQEe http://goo.gl/nwiXMe http://goo.gl/MOvqpk http://goo.gl/rYHhDS http://goo.gl/sp6lub http://goo.gl/IFIE7A http://goo.gl/1Uc3iX http://goo.gl/glbyz2 http://goo.gl/oscbx8 http://goo.gl/F05b73 http://goo.gl/F9Kd2e http://goo.gl/UGTVBr http://goo.gl/JkojH0 http://goo.gl/4QEAdS http://goo.gl/MkEcGj http://goo.gl/TZ2IX1 http://goo.gl/uCPLU5 http://goo.gl/tzOUED http://goo.gl/pP9W5a http://goo.gl/q8ptpL http://goo.gl/E1dM1w http://goo.gl/1pFKEi http://goo.gl/Qhspid The teacher’s magazine
  13. 13. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Coherence and sequencing x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Observations Minimum score: 21 / 35 Score: __21__ /35 = 6 Dear Johanna, You´ve worked hard developing your own materials. Well done! Pay attention to the spelling mistakes we have spotted and correct them before printing the worksheets. Have second thoughts as regards their homework. You may ask them to write a short paragraph, and then practise speaking about their favourite athletes in class. Have a nice lesson! Your tutors
  14. 14. Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Sports Clase Nº: 2 Fecha: September 12th Hora: 11.40h a 12. 40h Turno: Mañana Duración de la clase: 60’ Teaching points: -Sports -Present Continuous Lesson Aims: By the end of the lesson, Ss will: -Be able to describe actions related to sports. -Develop their listening and speaking skills by interacting with the teacher and partners. -Develop their reading and writing skills by getting information from a text.
  15. 15. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION archery, athletics, basketball, cycling, football, artistic gymnastics, hockey, judo, swimming, rugby, tennis, volleyball adverbs of frequency: always, sometimes. Breakfast, lunch, dinner Talk about habits/routines/ facts. Describe and talk about actions related to sports. Wh- questions: where/what/when He/she is from… He/she is… years old He/she lives… He/she always has… What is he/she doing? He/she is running, jumping, swimming, playing football, playing tennis…. Pronunciation of the third person singular. NEW Adjectives Humble Beautiful Funny Paradisiac Talk about different athletes. -He´s famous for -We love him because… The correct pronunciation of the adjectives through repetition and practise in context. Teaching approach: The lesson is delivered under the Communicative Approach. Comentario [A17]: Is this adjective relevant in the context of the lesson/unit? Comentario [A18]: practice
  16. 16. Integration of skills: Speaking and listening through oral practice. Writing and reading skills by getting information from a text Materials and resources: pictures of different athletes, chalk, board, worksheets with exercises for each student. Pedagogical use of ICT in class: No use of ICT in class or at home. Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work in pairs, and individually while interacting with the teacher. Possible problems and possible solutions regarding behaviour: Students might get distracted or do not want to participate when they have to talk about their athlete. I´ll monitor them to make sure they are participating and using the language. If not I´ll ask them to tell me about their athlete. Potential problems students may have with the language: Students might present difficulties while performing the different tasks, so I´ll be prepared to help them miming, paraphrasing, exemplifying or translating. Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or miming. Routine (5 minutes)
  17. 17. First I will greet the students, then I will show them a photo of Juan Martin del Potro… and I´ll ask him… Do you know this athlete? Ss: Yes! (T sticks the photo of the athlete on the board) T: What´s the athlete name? Ss: Juan Martin del Potro! T: Good! Where is he from? Ss: Argentina! T: Good! He is from Argentina T: How old is he? Ss: 25! 26! T: He is 27 years old! T: What is he doing in the picture? Ss: playing tennis! T: He´s playing tennis! Good! (T writes the sentences on the board next to the picture) JUAN MARTIN DEL POTRO He’s from Argentina He´s 27 years old He´s playing tennis http://goo.gl/CFXbrz Transition Comentario [A19]: You may tell them that you really like this athlete, so as to link this stage with the following one.
  18. 18. Remember that for today I asked you to bring a photo of an athlete you like and you also wrote down some questions.? Ss: yes! Development Activity 1(15 minutes) “Great! can you show me your pictures? Good! Now I´d like you to stick the picture on your folders and answer the questions I gave you the previous class, the way we just did with Juan Martin del Potro. I´ll leave these sentences about Juan Martin as an example” (Here I´ll monitor students and provide help. I´ll also take extra pictures, the same pictures that appear in the power point presentation, in case some of them have forgotten to bring them) Extra pictures: http://goo.gl/rYHhDS Comentario [A20]: to write Comentario [A21]: What about the information needed to write the sentences?
  19. 19. http://goo.gl/IFIE7A http://goo.gl/glbyz2
  20. 20. http://goo.gl/F05b73 http://goo.gl/UGTVBr
  21. 21. When you finish answering the questions, you will show the picture to your partner and talk about your athlete (Here I´ll monitor the students to make sure all of them are participating) Transition Great! well done! Now, let´s read about another amazing athlete! (T gives a photocopy to each student) Activity 2 Pre-reading (3 minutes) Look at the pictures! What do you think we are going to read about? What do you see in the pictures? Ss: About Usain Bolt! He likes hamburgers! About Jamaica!
  22. 22. http://goo.gl/U89M25 http://goo.gl/2JId3d http://goo.gl/lkmcrq Good! Now let´s read and find out if your predictions are right! While reading (20 minutes) This is a photo of my favourite athlete, Usain Bolt. Here, he is running at the Rio Olympic Games. He lives in Jamaica, a beautiful and paradisiac country from Central America. His favorite dish is hamburger and chips. However, he has a strict diet. For breakfast he has ackee and saltfish (a traditional Jamaican dish) bananas and potatoes. For lunch he sometimes has pasta and chicken breast, and for dinner he always has peas and pork. He is famous for being the fastest man in the world. I love him because he is humble and funny. “Good! Now…I´d like you to read the text again and find words to match these sentences, you might work in pairs” 1) Read the text again and find words to match the sentences. 1. Not proud or arrogant, modest:………………… 2. Having beauty; possessing qualities that give great pleasure or satisfaction to see, hear, think about, etc.: ……………………. 3. Providing fun, humorous, comical:………………… 4. Like paradise, heavenly:………………….. http://dictionary.cambridge.org/ Key: Humble Beautiful Funny Paradisiac
  23. 23. Ready? Now let´s check them! Who wants to read the first one? Ss: me!.... After checking their answers I´ll ask them… Are these words nouns… adjectives? What do you think? Ss: adjectives! “Good! So now circle with red the adjectives that are describing people and with blue the adjectives that are describing places.” 2) Circle with red the adjectives that describe people and with blue the adjectives that describe places. T: Ready? Which ones are in red? Ss: humble! Funny! T: Good! and which ones in blue? Ss: beautiful and paradisiac! T: excellent! Great! Now I´d like you to read the text again and correct these statements 3) Read again and write T (true) or F (false). Correct the false ones: (I´ll do the first one with them as an example) Now let´s do the first one together… He´s cycling at the Rio Olympic Ggames… Is that correct? Ss: No! He´s running at the Rio Olympic Games! T: Good! so you´ll write F next to the sentence and write: He´s running at the Rio Olympic Games (T writes the sentence on the board) 1. He is cycling at the Rio Olympic Games.
  24. 24. 2. Usain Bolt lives in Jamaica. 4.Jamaica is a small country from North America. 5. His favourite dish is pizza and chips. 6. For lunch he sometimes has pasta and chicken breast. 7. For dinner he always has peas and fish. 8. He is famous for being the fastest man in the world. 9.He is funny and modest. “Ready? Now let´s check! We have done the first one together… what about number 2? Who wants to read it?” (we will continue checking all the answers) Post reading (15 minutes) Well done! (T gives a photocopy to each student) Now I´d like you to work in pairs and complete the following information mapping. (Here I´ll monitor them and provide help) (taken from Teachers´magazine) Closure and homework (2minutes) Comentario [A22]: How will you check the activity? Comentario [A23]: What will you do to round off the lesson?
  25. 25. Fort the next class I´d like you to find these sentences in the text. a) Find a sentence in the text that describes something the athlete does as a routine, as a habit, every day. b) Find a sentence in the text that describes an action that lasts a short time. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Observations Minimum score: 21 / 35 Score: __22__ /35 = 6.5 Dear Johanna, You are doing well. There are some aspects you need to reconsider, such as the homework and checking the classwork. Try to include more communicative activities, since you adhere to such an approach. Best, Your tutors Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Comentario [A24]: Is it meaningful/challenging? Why don´t you ask students to do something more appealing? They might do a similar information mapping about their favourite athlete, for instance. Comentario [A25]: Will they understand what they are supposed to identify? Con formato: Fuente: Español (alfab. internacional)
  26. 26. Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 3 Fecha: September 19th Hora: 10.30h a 11. 30h Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous Lesson Aims: By the end of the lesson, Ss will: -Be able to recognize new vocabulary related to a movie (different actions). -Be able to identify and describe actions. -Develop their listening and speaking skills through oral communicative interaction. -Develop their speaking abilities by doing the activities orally and fostering discussions. - Develop their reading and writing skills by working on sentences about the movie. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Run, shoot Talk about -He´s famous for -We love him The correct Con formato: Fuente: Español (alfab. internacional) Con formato: Fuente: Español (alfab. internacional) Con formato: Fuente: Comentario [A26]: Do you mean speaking activities? Or checking orally, for instance?
  27. 27. Adjectives Humble Beautiful different athletes. because… pronunciation of the adjectives through repetition and practice in context. NEW Walking Shooting guns/ falling down from the flats Crying/running / Hiding behind a wall/ fighting Jumping a wall/running and shooting a gun/ Hiding behind a car/ catching / screaming at… Describe and talk about actions related to a movie. People are walking Gale and Katniss are hiding A little girl is crying He/ she is jumping/ running/ shooting a gun The correct pronunciation of the new vocabulary through repetition and practice in context. Teaching approach: The lesson is delivered under the Communicative Approach. Integration of skills: Speaking and listening through oral practice. Reading and writing skills by working on sentences about the movie. Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Comentario [A27]: And listening to a video.
  28. 28. Materials and resources: vocabulary cards, pictures of the different movie scenes, board, chalk, video, computer. Pedagogical use of ICT in class: https://www.youtube.com/watch?v=QGsXGak8eKk Seating arrangement: Students will be sitting in groups. Cooperative work: Students will work in groups while interacting with the teacher. Possible problems and possible solutions regarding behaviour: Some students tend to feel frustrated every time they do not understand the activities or explanations in English. I´ll monitor and provide help to keep them motivated and engaged in the lesson. Potential problems students may have with the language: Students might want to translate every word they do not understand, I´ll help and guide them so that they can guess the meaning of the words through context. Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or mimemiming. Routine (2 minutes) First I will greet the students, then I will say… “I really like movies! Do you like movies?” Ss: Yes! Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Comentario [A28]: How does this affect their behaviour? Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  29. 29. Warm up (5 minutes) This is a movie I really like! It´s called MOCKINGJAY Look at this picture… what are these? (T points at the arrows) Ss: Archery! T: Great! and these are arrows… Remember? Ss: yes! T: the girl in the picture is called Katniss and she is the protagonist of the movie. I love her because she is humble and beautiful. https://goo.gl/EjYPJG Transition Now I´d like you to separate into groups of five students each one. Activity 1 (15 minutes) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  30. 30. (T gives 12 pictures to each group) “Now I´d like you watch the video and and then sequence the scenes in order. You might write a number on each picture” (I´ll play the video from the minute 2.13 to 3.56) “When you finish we´ll watch it again so that you can check!” (while they are working I´ll stick the same pictures I gave them in the wrong order on the board, so that they can help me put them in order latter later) https://www.youtube.com/watch?v=QGsXGak8eKk Ready? Great! let´s watch it once more, pay attention and check! Good! So… which is picture number one? (Here I´ll ask them to help me put the pictures in order on the board) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A29]: Will you comment on the plot for the ones who haven´t watched the movie? Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos)
  31. 31. Transition Well done! Now I´d like you to do the following activity Activity 2 (15 minutes) I´ll distribute each group the vocabulary cards, and ask students to place them with the correct pictures. “Now I´d like you to place each vocabulary card with the correct picture, you might write the same number you used to order the pictures” (Here I´ll monitor and provide help) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A30]: How will you check understanding of the new words? Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos)
  32. 32. WALK RUN SHOOT GUNS HIDE BEHIND A WALL FALL DOWN FROM THE FLATS FIGHT CRY JUMP A WALL RUN AND SHOOT A GUN HIDE BEHIND A CAR CATCH GALE SCREAM AT KATNISS Ready? Great! so let´s check! “I´ll show you the scene and you tell me what vocabulary card you placed!” (Here I´ll play the trailer again and have students recite the correct vocabulary out loud by stopping the trailer for after each picture scene) Transition Very good! Now I´d like you to do the following activity Activity 3 (20 minutes) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  33. 33. “Now you will pretend to be a tv TV reporter, you have to complete the sentences using the present continuous. You will need to have a look at the pictures and the vocabulary cards you have” Pretend you are a reporter, and you are telling the TV listeners exactly what is happening right now ion the show in the order it is happening. Use the PRESENT CONTINUOUS. 1. Katniss and Gale ………………………………………….. 2. Right now people ………………………………… and……………………………………… 3. Now a little girl is………………………………. and Katniss and Gale ………………………………….. 4. At this moment, Katniss and Gale ………………………………, and now Gale …………………………………………………. 5. Now, Gale and Katniss ……………………………. and …………………………. 6. Now, Katniss and Gale ………………………………………………., and three men ……………………………………………… and he ………………………………………………… Ready? Now let´s check! Who wants to read the first one? Key: 1. Walking 2. Shooting guns/ falling down the flats 3. Crying/running 4. Hiding behind a wall/ fighting 5. Jumping a wall/running and shooting a gun 6. Hiding behind a car/ catching Gale/ screaming at Katniss Transition That was great! congrats! Con formato: Fuente: Inglés (Estados Unidos) Comentario [A31]: audience Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A32]: They are just using gerunds. Why don´t you ask them to complete with the whole continuous form? You may give them the first example, for them to bear in mind while completing the other sentences. Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  34. 34. Closure and homework (3 minutes) “For the next class I´d like you to practise reading this text aloud as if you were a TV reporter. I´ll give you the link of the video, so that you can watch it and tell the listener what is happening in the movie” Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Coherence and sequencing x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Observations Minimum score: 21 / 35 Score: __24__ /35 = 7 Dear Johanna, Working with ICT is really appealing for students. Good choice. You may need to give further information about the movie for the ones who haven´t watched it –get ready for it. For the lesson to be truly communicative, they should exchange some information. As far as the lesson plan shows, they are supposed to complete a written exercise with words. How communicative is that? Will they actually develop their listening skill throughout this lesson? We think you should model the activity, providing an example, and then encourage students to move onto a freer stage in which they write the sentences on their own. Do you think they will be able to do so? You are the one who knows them, so it is up to you. Our suggestion aims at making the activity more challenging and communicative, so as to get students to work with the language. Hope our comments are useful. Have a nice lesson! Your tutors Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos)
  35. 35. s Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 4 Fecha: September 26th Hora: 10.30h a 11. 30h Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous Lesson Aims: By the end of the lesson, Ss will: -Be able to recognize new vocabulary related to a song (different actions/adjectives). -Be able to identify and describe actions. Con formato: Fuente: (Predeterminado) Calibri Con formato: Fuente: Español (alfab. internacional) Con formato: Fuente: Español (alfab. internacional)
  36. 36. -Be able to talk about feelings. -Develop their listening and speaking skills through oral communicative interaction. -Develop their speaking abilities by checking activities orally and fostering discussions. - Develop their reading and writing skills by working on sentences about the song. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Walking Shooting guns/ falling down from the flats Crying/running Hiding behind a wall/ fighting Jumping a wall/running and shooting a gun/ Hiding behind a car/ catching / screaming at… Describe and talk about actions related to a movie. People are walking Gale and Katniss are hiding A little girl is crying He/ she is jumping/ running/ shooting a gun The correct pronunciation of the new vocabulary through repetition and practice in context NEW Adjectives: happy/excited bored/lonely sad/depressed Verbs: Sitting Waiting Hanging Waiting Driving Turning Stepping To feel blue To be red with anger Talking about feelings Describing how a person is feeling and what he is doing. How do you feel about? I´m driving/ turning…. I´m feeling… To feel blue To be red with anger To have green hands To be green with envy To get the green The correct pronunciation of the new vocabulary through repetition and practice in context Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  37. 37. To have green hands To be green with envy To get the green light To tell a white lie light To tell a white lie Teaching approach: The lesson is delivered under CLIL and the Communicative Approach. Integration of skills: Speaking and listening through oral practice. Reading and writing skills by working on sentences about the song. Materials and resources: worksheets, video, board, chalk, computer. Pedagogical use of ICT in class: https://youtu.be/XAFS43NKFag Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work as a group while interacting with the teacher. Possible problems and possible solutions regarding behaviour: Some students might get distracted or talk more than they should. If they misbehave I´ll sit them with another partner. However, I´ll try to keep them engaged and motivated in the lesson by making them participate and express their opinions. Potential problems students may have with the language: Students might have problems in understanding what the teacher is saying, so the teacher will paraphrase, exemplify, mime, use pictures or the sandwich technique (as a last resource) Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or mimemiming. Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  38. 38. WARM UP (5 minutes) I´ll stick some flashcards on the board and I´ll say T: I really like music! T: do you like listening to music? SS: YES! (T sticks pictures on the board) T: Now I´d like you look at the following pictures related to a video clip I like... what can you see? https://goo.gl/nQvRxa https://goo.gl/dlToZ8 https://goo.gl/WBcPV6 https://goo.gl/4SXq0k https://goo.gl/3AJuxF Then I´ll write on a side of the board: a) A rainy Sunday afternoon b) The abscence of your beloved person c) A blue sky d) A yellow lemon tree e) Isolation Great! now I´d like you to discuss in pairs and match each picture with its own meaning. Ready? Let´s look at the first picture… what is it about? Is it about a rainy Sunday afternoon?... a blue sky? Ss: A rainy Sunday afternoon! Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Color de fuente: Negro, Inglés (Estados Unidos) Con formato: Fuente: Color de fuente: Negro, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  39. 39. T: good! (We will continue this way with the rest of the pictures)
  40. 40. Transition “Now, I´d like you think how do you feel about this situations” PRE LISTENING TASK TASK 1: (15 minutes) Before listening to the song, in order to become familiar with new vocabulary,ss will have to think how they feel about different situations mentioned in it. They can get help from other students or the teacher. The interaction will be with the whole class. I´ll provide emoticons with six possible answers so that ss don’t get to dispersed. Some of the adjectives given appear also in the song. (T gives ss the following worksheet) “Great! now you´ll write down how you feel about the following situations” HOW DO YOU FEEL ABOUT? A) A rainy Sunday afternoon B) The absence of your beloved person C) A blue sky D) A yellow lemon tree E) Isolation Con formato: Fuente: Inglés (Estados Unidos) Comentario [A33]: Grammar these situations Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A34]: Word order also appear Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  41. 41. happy/excited bored/lonely sad/depressed Ready? Ss yes! Good! So… Agustina how do you feel about “a rainy Sunday afternoon”? S: bored T: great I feel bored! Can you repeat? S: I feel bored! Good! How about you Alan? S: sad! T: I also feel sad when it rains! T: mmm.. let´s see this one! Who can tell me how do you feel about “the absence of your beloved person”? Ss: I feel sad! I feel depressed! I feel bored! I feel lonely! Great! (We will continue interacting in this way about the different situations mentioned in the video) Transition “Now let´s listen to the song and find out what it is about” WHILE LISTENING TASK (10 minutes) The videoclip of this song is on youtube and shows captions with the lyrics of the songs while it is being played. https://youtu.be/XAFS43NKFag TASK 2: Students will listen to the song for the first time. While they are listening to it, they will do this task in order to get their attention to general details of the song.The feedback will be given with the whole class. If some of the Con formato: Fuente: Inglés (Estados Unidos) Comentario [A35]: It´s very important to encourage students to use complete utterances. Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Código de campo cambiado Con formato: Fuente de párrafo predeter., Fuente: (Predeterminado) +Cuerpo (Calibri), 11 pto, Color de fuente: Color personalizado(RGB(5;99;193)),Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  42. 42. answers are not correct, ss will complete it the following time they watch it. “Great! let´s listen to the song once and try to answer these questions. Don´t worry if you can´t answer them all. You´ll have another chance to answer them later.” LISTEN TO THE SONG ONCE. CAN YOU ANSWER THESE QUESTIONS? WHAT DAY OF THE WEEK IS IT? _________________________________ WHAT’S THE WEATHER LIKE? _________________________________ WHAT CAN HE JUST SEE? __________________________________ HOW IS HE FEELING? _____________________________ WHY? ___________________________________________ Key: A) IT’S SUNDAY B) IT’S RAINING C) HE CAN JUST SEE A YELLOW LEMON TREE D) HE IS FEELING LONELY, BORED E) BECAUSE HE IS FAR FROM THE PERSON HE LOVES Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A36]: They might need some guidance so as to provide this answer. Con formato: Fuente: Inglés (Estados Unidos)
  43. 43. AFTER WATCHING TASK (10 minutes) TASK 3: Ss watch the video again. I´ll tell them that they have to pay attention because the next task is a memory game. Ss don’t know what the task consists of yet. While ss are watching the video clip they are able to read the lyrics. In the song, there are a number of actions in the present continuous that are described by pictures, in this way it is easy to memorise the actions. They will work in pairs. I´ll provide them the verbs to be used at the top to make it easier. MEMORY TEST. CAN YOU REMEMBER THE ACTIONS? SIT WASTE HANG WAIT DRIVE TURN STEP I´ll give them the first one as an example. I´ll also explain them that when we use the present continuous, some words change their spelling as in SIT and STEP. I´ll write on the board the words SIT an STEP and ask them what these words have in common, making them infer the rule. Then I´ll write down on the board: S I T C V C I´ll explain them that we double the final letter when a verb ends in consonant + vowel + consonant. I´m sitting here in the boring room I_____________my time I got nothing to do I_________________around I________________for you Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A37]: It´s not clear how this memory test works. They are supposed to complete the sentences using the verbs, right? What is it that they have to memorize? Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos)
  44. 44. I_______________around in my car I_________________too fast, I___________________too far I______________my head up and down I______________around I______________here I miss the power Ready? Let´s check! Transition As you now we can sometimes use colours to express different feelings or to express different meanings TASK 4 (10 minutes) T: “This song introduces the relationship between colours and feelings. Here you´ll match the expressions with its own meaning” This task works with expressions that use colours to express different meanings. Ss guess the meaning. I will allow them to use their cellphones to look up for the expressions in an on-line dictionary. Then I´ll give feedback to the wholeclass. MATCH EACH EXPRESSION WITH ITS OWN MEANING: To feel blue *you feel jealous To be red with anger *you are sad and depressed To have green hands *you say an innocent lie To be green with envy *you are good at gardening To get the green light *you are furious Comentario [A38]: There are several words they might not know. You should comment on them first. Con formato: Fuente: Inglés (Estados Unidos)
  45. 45. To tell a white lie *you get permission to go ahead Closure and homework (10 minutes) The teacher plays the video clip for the last time in order to remind the words and the images. We can also use it to check task 2 if we couldn’t finish it in the 1st session.This is also the time to enjoy the song and encourage ss to sing. (T gives each student a photocopy with the lyrics of the song) I'm sitting here in the boring room It's just another rainy Sunday afternoon I'm wasting my time I got nothing to do I'm hanging around I'm waiting for you But nothing ever happens and I wonder I'm driving around in my car I'm driving too fast I'm driving too far I'd like to change my point of view I feel so lonely I'm waiting for you But nothing ever happens and I wonder I wonder how I wonder why Yesterday you told me 'bout the blue blue sky And all that I can see is just a yellow lemon-tree I'm turning my head up and down I'm turning turning turning turning turning around And all that I can see is just another lemon-tree I'm sitting here I miss the power I'd like to go out taking a shower Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Comentario [A39]: remember Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: Inglés (Estados Unidos) Con formato: Fuente: (Predeterminado) Calibri, Inglés (Estados Unidos)
  46. 46. But there's a heavy cloud inside my head I feel so tired Put myself into bed While nothing ever happens and I wonder Isolation is not good for me Isolation I don't want to sit on the lemon-tree I'm steppin' around in the desert of joy Baby anyhow I'll get another toy And everything will happen and you wonder I wonder how I wonder why Yesterday you told me 'bout the blue blue sky And all that I can see is just another lemon-tree I'm turning my head up and down I'm turning turning turning turning turning around And all that I can see is just a yellow lemon-tree And I wonder, wonder I wonder how I wonder why Yesterday you told me 'bout the blue blue sky And all that I can see, and all that I can see, and all that I can see Is just a yellow lemon-tree As a homework I´ll ask students to read the lyrics of the song out loud in order to practise the pronunciation of the new vocabulary in context. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities X Con formato: Fuente: Inglés (Estados Unidos) Comentario [A40]: Do you think they will do so? Why don´t you share the link, so that they can listen to the song and read the lyrics as well? Con formato: Fuente: Inglés (Estados Unidos)
  47. 47. Teaching strategies x Class. management strategies x Language accuracy X Observations Minimum score: 21 / 35 Score: __26__ /35 = 7.5 Dear Johanna, It´s a nice and challenging lesson. We hope your students like working with a song, and take the most out of it. Take our comments into account – you may need to pre-teach certain words, so as to help your students grasp ideas quickly, without turning into Spanish. Have a nice lesson! Your tutors Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 5 Fecha: September 28th Hora: 11.40 a 12.40
  48. 48. Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous Lesson Aims: By the end of the lesson, Ss will: -Be able to recognize new vocabulary related to a song (different actions/adjectives). -Be able to identify and describe actions. -Be able to talk about feelings. -Develop their listening and speaking skills through oral communicative interaction. -Develop their speaking abilities by checking activities orally and fostering discussions. - Develop their reading and writing skills by working on sentences about the song. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Adjectives: happy/excited bored/lonely sad/depressed weather: rainy Talking about feelings Describing how a person is feeling and what he is doing. How do you feel about? I´m driving/ turning…. I´m feeling… To feel blue To be red with anger To have green hands To be green with envy The correct pronunciation of the new vocabulary through repetition and practice in context
  49. 49. To get the green light To tell a white lie NEW Nouns: bridge Hand Home Adjectives New Weather: cold Verbs: looking waiting trying searching standing listening Talking about feelings Describing how a person is feeling and what she is doing. How do you feel about? Who is she waiting for? How is she feeling? Why is she feeling this way? She´s feeling She´s waiting… I´m feeling… I´m standing, waiting… The correct pronunciation of the new vocabulary through repetition and practice in context Teaching approach: The lesson is delivered under CLIL and the Communicative Approach. Integration of skills: Speaking and listening through oral practice. Reading and writing skills by working on sentences about the song and writing a paragraph about it. Materials and resources: worksheets, video, board, chalk, computer. Pedagogical use of ICT in class: https://www.youtube.com/watch?v=dGR65RWwzg8 Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work as a group while interacting with the teacher. Possible problems and possible solutions regarding behaviour: Some students might get frustrated and react angrily when an activity is challenging for them. I´ll try to keep them engaged and motivated in with Comentario [A41]: Will you download it?
  50. 50. the lesson by making them participate and express their opinions and also, providing help when they need so. Potential problems students may have with the language: Students might have problems in understanding what the teacher is saying, so the teacher will paraphrase, exemplify, mime, use pictures or the sandwich technique (as a last resource) Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or miminge. Warm-up (5 minutes) T: Remember that last class we talked a bit about feelings? Ss: yes! T: good! Now I´d like you to look at the following picture… (T sticks a picture of the video on the board)
  51. 51. T: Do you know the singer? Ss: yes! Avril Lavigne! T: good! How do you think she is feeling? Do you think she is feeling happy… excited? (If students do not remember I´ll help them mentioning the adjectives) Ss: No! sad! Depressed! T: great! she´s feeling sad… depressed! And what´s the weather like? Ss: Rainy! T: Great! It´s raining! Do you know the name of this song? Ss: I´m with you! T: yes! The song is called I´m with you… Transition Would you like to listen to the song? Ss: yes! Great! but before that I´d like you to do the following activity… Comentario [A42]: You should have some visual aids. For instance, you may use emojis like the ones we use in Whatsapp, as students are familiar with them.
  52. 52. PRE-LISTENING TASK (5 minutes) (T gives each student a photocopy with the following activity) Write the –ing forms of these verbs. Do you know the meaning of all of them? (T models, exempliyfies o mimes) Remeber you need…. Subject+ verb “to be”+verb in the –ing form. WAIT…I´m waiting…... TRY………………………… LISTEN…………………………. STAND………………………… SEARCH……………………… LOOK………………………….. “Now give the present continuous of the verbs above but just for the first person. Got it?” (T do the first one with the students as an example) T: ready? Lets´s check! Transition Well done! Now let´s listen to the song WHILE LISTENING TASK (25 minutes) The videoclip of this song is on youtube https://www.youtube.com/watch?v=dGR65RWwzg8 TASK 2: Con formato: Fuente: Español (alfab. internacional)
  53. 53. Students will listen to the song for the first time. While they are listening to it, they will do this task in order to get their attention to the verbs in present continuous. “Great! let´s listen to the song once and fill in the gaps marked as (………………) with the ing forms of the verbs above. You will use the verbs you have just written. They are not in order, so you´ll have to listen and pay attention. Do you understand?” I………………….. on a ____________ (It´s over a river and starts with b) I………………….. in the dark I thought that you'd be here by now There's nothing but the _____________ (You don´t go to the beach in this weather) No footsteps on the ground I…………………….but there's no sound Isn't anyone trying to find me? Won't somebody come take me _______________? (your house) It's a damn _____________ night (the opposite of hot) …………………… to figure out this life Won't you take me by the ______________? (a part of your body) Take me somewhere _______________ (the opposiote of old) I don't know who you are But I... I'm with you I'm with you I………………….. for a place I…………………... for a face Is anybody here I know Because nothing's going right Comentario [A43]: It can be quite challenging for them. You will have to work hard at this stage, to make sure they understand. You may ask a student to explain to the rest of the class. You can do the first example as a model. Con formato: Fuente: Inglés (Estados Unidos)
  54. 54. And everything's a mess And no one likes to be alone Oh ________ is everything so confusing? (an interrogative pronoun) Maybe I'm just out of my mind Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah! TASK 3: “Now, you´ll listen to the song for a second time and you´ll have to fill in the gaps marked as (_____________). Before listening, read the help provided next to each gap and try to predict the word. You might work in pairs if you want!” AFTER-LISTENING TASK (15 minutes) “Now I´d like you to read the song again and work in pairs to answer these questions” Discuss with your partner and answer: 1- Who is she waiting for? 2- How is she feeling? Why is she feeling this way? 3- Can you explain the words below from the context of the song: OUT OF MY MIND - MESS- FIGURE OUT 4- Do you feel identified with her? 5- Explain in a few words what is the song about? Ready? I´d like to hear your answers! Closure and homework (10 minutes) “For the next class you´ll write an extra paragraph for this song. You can start working here and finish at home. You can use all the vocabulary seen up to now and you can also look up for words in the Llongman Con formato: Fuente: Inglés (Estados Unidos) Comentario [A44]: Language …what the song is about. Comentario [A45]: The instruction for the assignment is quite broad. They might not know what to do. Why don´t you give them some prompts to guide their productions? Do you want the students to write a paragraph or another stanza? Be clear. You may provide them with a set of questions or images. The thing is that, so far, they have been gap-filling or answering quite simple questions. This task, which is supposed to be finished at home on their own, is much more complex than what they have done in class. Comentario [A46]: Is this a possibility? I think they must start working in class, as this stage lasts 10 minutes.
  55. 55. online dictionary (I´ll allow them to use their cellphones work in this activity)” “Next class you´ll read you paragraphs out loud” (T monitors and provides help and also checks that they are using their cellphones properly) Lyrics: I'm standing on a bridge I'm waiting in the dark I thought that you'd be here by now There's nothing but the rain No footsteps on the ground I'm listening but there's no sound Isn't anyone trying to find me? Won't somebody come take me home? It's a damn cold night Trying to figure out this life Won't you take me by the hand? Take me somewhere new I don't know who you are But I... I'm with you I'm with you I'm looking for a place I'm searching for a face Is anybody here I know 'Cause nothing's going right And everything's a mess And no one likes to be alone Isn't anyone trying to find me? Won't somebody come take me home? It's a damn cold night Trying to figure out this life Won't you take me by the hand? Take me somewhere new I don't know who you are But I... I'm with you I'm with you
  56. 56. Oh why is everything so confusing Maybe I'm just out of my mind Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah! It's a damn cold night Trying to figure out this life Won't you take me by the hand? Take me somewhere new I don't know who you are But I... I'm with you I'm with you Take me by the hand Take me somewhere new I don't know who you are But I... I'm with you I'm with you Take me by the hand Take me somewhere new I don't know who you are But I... I'm with you I'm with you I'm with you... Avril Lavigne. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x
  57. 57. Observations Minimum score: 21 / 35 Score: _20___ /35 = 6 Dear Johanna You are working with a song again. What about the homework you gave students in the previous class? Remember that if you ask them to do something at home, it is important to go over it. We really think you need to foster oral communicative activities, as you state through your learning aims. How communicative are the students in this lesson? Take it into account when delivering the class, encourage students´ participation. Have second thoughts as regards the closure/homework. You have to scaffold their learning, so that they can fulfil the task. And provide them with activities that are suitable for their level. Take our comments into account, and have a lovely and musical lesson! Your tutors Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 6 Fecha: September 5th Hora: 11.40 a 12.40 Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous Comentario [A47]: October
  58. 58. Lesson Aims: By the end of the lesson, Ss will: -Be able to identify and describe what a person is wearing. -Be able to talk about the four seasons. -Be able to understand a text about the weather and seasons in a different country. -Develop their listening and speaking skills through oral communicative interaction. -Develop their speaking abilities by checking activities orally and fostering discussions. - Develop their reading and writing skills by working on a questionnaire. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION weather: rainy, cold Describing how a person is feeling and what she is doing. She´s feeling She´s waiting… I´m feeling… I´m standing, waiting… The correct pronunciation of the new vocabulary through repetition and practice in context NEW The four seasons: spring, summer, autumn, winter. Pieces of clothing. Weather: snowy, rainy, windy, sunny, cold, cool, warm,hot. Talking about the weather and seasons. Describing what a person is wearing. Describing what they are wearing. It´s summer/winter…. The weather is hot/cold/cool…. I´m wearing… She/he is wearing… The correct pronunciation of the new vocabulary through repetition and practice in context Comentario [A48]: Which?
  59. 59. Teaching approach: The lesson is delivered under CLIL and the Communicative Approach. Integration of skills: Speaking and listening through oral practice. Reading and writing skills by working on a text about the weather and seasons in a different country, answering a questionnaire and writing about the weather, clothes and their favourite season Materials and resources: worksheets for each student, flashcards (different seasons and their names, clothing). Pedagogical use of ICT in class: No use of ICT. Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work in pairs and as a group while interacting with the teacher. Possible problems regarding behaviour: A possible problem would be the interruption from some students with behaviour problems. I´ll pay attention and ask them to participate on each stage of the lesson. Potential problems students may have with the language: Students might have problems in understanding what the teacher is saying, so the teacher will paraphrase, exemplify, mime, use pictures or the sandwich technique (as a last resource) Assessment: What will be assessed and how: I´ll check students comprehension by asking questions and also I´ll check students participation encouraging them to provide the correct answers with examples or miming Comentario [A49]: What kind of situation do you foresee? Why do you think they might misbehave? Is it a question of motivation/linguistic competence?
  60. 60. Warm-up (5 minutes) I´d like you to look at the following pictures… what can you see? Then I´ll stick flashcards with the name of the different seasons on a side of the board. https://goo.gl/YZNuyQ Comentario [A50]: Expected answers? Do you aim at their describing the pictures?
  61. 61. https://goo.gl/dNmkpR https://goo.gl/rEtjmm
  62. 62. https://goo.gl/XaOEjc T: Now I´d like you to look at these words… do you know them? SS: yes! Invierno! Verano! T: great! They are the four seasons! Can you help me match each picture with its corresponding season? Ss: yes! T: So… what about the first picture? Which season is it? Ss: spring! T: Good! (I´ll stick the flashcard with the name of the season below the picture) T: what about the second one? SS: summer! (We will continue this way with the four seasons) Then I´ll ask them: Comentario [A51]: Will they be guessing? If this is new vocabulary, how would they know? You may describe each season, talk about the weather conditions during each period, and ask them to match it with the correct picture. You might do this labelling activity together with the first reading activity.
  63. 63. What´s your favourite season? What season don´t you like? Then I´ll give each students a photocopy with a little description of the 4 seasons. Students will read it and write down the season that it is describing. TASK 1 (5 minutes) 1- The weather is hot and sunny. The grass is green and the sky is blue: ___________________ 2- The weather is warm. There are a lot of flowers and leaves on the trees: ___________________ 3- The weather is cold and sometimes snowy. There aren´t flowers and the sky is grey:_________________
  64. 64. 4- The weather is cool. There are orange, brown and red leaves on the trees:_________________ Ready? Lets´s check… who wants to read number one? Key: Summer Spring Winter Autumn Transition: Great! Now I´d like you to look at the following pictures. Pre- reading task TASK 2 (5 minutes) (T gives each student the following photocopy) “I´d like you to look at the pictures, what´s the weather like in the picture?” Look at the picture and make a tick What´s the weather like in the picture? Transition Good! so now let´s read and find out if your predictions are right! Comentario [A52]: You should elicit some information as regards where the picture was taken, so as to activate their schemata. Comentario [A53]: Will you go over the new items of vocabulary related to weather conditions? How will you check understanding?
  65. 65. T: What about your predictions? What´s the weather like? Ss: snowy! Cold! T: great! While- reading task TASK 3 (10 minutes) “Now I like you to read the text again and answer the following questions, you might work in pairs if you want” Read the text again and chose the correct answer: 1- Which season is it in Norway? a) It´s spring. b) It´s summer. c) It´s winter d) It´s autumn 2- What time is it?
  66. 66. a) It´s midday b) It´s midnight 3- Which are the right clothes for the weather in December? a) Trainers b) A jacket and hat c) Jeans d) Snow boots e) Ski trousers f) A t-shirt g) Gloves 4-What does Larks think about the clothes he is wearing? a) They don´t look good. b) They look good. Key: 1-c 2-a 3- g- b- e- d 4-a 5-c Ready? Let´s check! Transition Very well done! Now let´s do another activity! After- reading task TASK 4 (5 minutes) (Students have studied the clothes before so they might know most of the words, however I´ll take some flashcards in case they do not remember or know all the words) “Have a look at this picture… here you´ll match the words you have here with the teens who are wearing that piece of clothing. Do you understand? For example… jacket, who´s wearing gloves? Danny? Ben? Arthur?....” Ss: Della! Comentario [A54]: ? Comentario [A55]: But you included them as new vocabulary… Comentario [A56]: I think you should take five minutes and work with those flashcards so as to recycle the words.
  67. 67. T: good! so you´ll do the same with the rest of the words! You might work in pairs if you want! Match the words with the teens. Ready let´s check! What is Danny wearing? TASK 5 (20 minutes) (T gives each student a questionnaire) a) Complete the questionnaire about you. Write notes. Don´t show your classmates. 1- Warm and sunny 2- Yes 3- A t-shirt, trousers, trainers… Comentario [A57]: How will they match? Will you ask them to draw lines or to systematize in a chart?
  68. 68. b) Ask and answer the questions with a classmate. Write notes of your classmate´s answer. c) Report back to the rest of the class about your classmate. Closure and homework (10 minutes) It´s warm and sunny today. Agustina´s wearing the right clothes for the weather. She´s wearing a red t-shirt…
  69. 69. Write about the weather today, clothes and your favourite season. Use the notes from the previous activity to help you. It´s warm and sunny. I´m wearing the right clothes for the weather. I´m wearing… Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Observations Minimum score: 21 / 35 Score: __25__ /35 = 7 Nice lesson, Johanna! Make sure you activate students´ schemata and encourage them to use the target language in context. Pay attention to some comments we have made. Enjoy the lesson! Your tutors Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Comentario [A58]: The answers to the questionnaire
  70. 70. Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 7 Fecha: October 12th Hora: 11.40 a 12.40 Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous: FUTURE Lesson Aims: By the end of the lesson, Ss will: -Be able to identify the use of present continuous for future arrangements. -Be able to describe different sports. -Be able to understand a text about future arrangements. -Develop their listening skills through listening to a dialogue. -Develop speaking skills through oral communicative interaction. -Develop their speaking abilities by checking activities orally and fostering discussions. - Develop their reading and writing skills by working on different questions. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Comentario [A59]: And giving their opinion
  71. 71. Season: winter weather: cold, snowy sports: volleyball, football, basketball, swimming adj: dark, boring, exciting, crazy Talking about the weather and seasons. Describing what a person is wearing. Describing what they are wearing. It´s summer/winter …. The weather is hot/cold/cool…. I´m wearing… She/he is wearing… The correct pronunciation of the new vocabulary through repetition and practice in context NEW Ski school Skiing, snowboarding Adj: dangerous, difficult, easy Talking about future arrangements Tomorrow we´re having... She´s playing basketball on Sunday… Nick is visiting his uncle tomorrow… Kate is having a horse riding lesson this evening… The correct pronunciation of the new vocabulary through repetition and practice in context Teaching approach: The lesson is delivered under CLIL and the Communicative Approach.
  72. 72. Integration of skills: Speaking about different sports and listening to a dialogue. Reading and writing skills by working on a text about future arrangements. Materials and resources: worksheets for each student, posters, track, netbook. Pedagogical use of ICT in class: No use of ICT. Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work in pairs and as a group while interacting with the teacher. Possible problems regarding behaviour: Some students might find the listening difficult. I´ll help them and provide support so that they do not get angry or feel frustrated. Potential problems students may have with the language: Students might have problems in understanding what the teacher is saying, so the teacher will paraphrase, exemplify, mime, use pictures or the sandwich technique (as a last resource) Assessment: What will be assessed and how: I´ll check students` comprehension by asking questions and also I´ll check students` participation encouraging them to provide the correct answers with examples or miming Routine (5 minutes) Here we´ll check the homework I gave them last class. Warm-up (5 minutes) I´ll stick a picture on the board and I´ll ask the students… I´d like you to look at the following picture… What can you see? Ss: Mountains! Snow! Lights! Trees! Houses! T: what season is it? Ss: winter! Comentario [A60]: How may this influence behaviour?
  73. 73. T: good! what´s the weather like? Ss: cold! T: yes! Cold and snowy! https://goo.gl/QEuoK6 T: good! this is a ski school… do you like it? Ss: yes! (I´ll stick two more picures) T: Here people can have snowboarding and skiing lessons (I´ll point to the pictures)
  74. 74. https://goo.gl/rHc7Kr https://goo.gl/Yy4Kvh Transition Great! Now I like you to do the following activity Pre- reading task Task 1 (5 minutes) (T gives a photocopy to each student) Con formato: Fuente: Español (España - alfab. tradicional)
  75. 75. Look at the picture what can you see? Ss: a ski school! T: good! and what type of text is it? Is it a letter? An e-mail? A newspaper article? Ss: a postcard! T: good!
  76. 76. Now we´ll read a postcard from Cody. But first I´d like you to guess: Who is she sending the postcard to? a- Her grandfather b- Her brother c- Her friend While- reading Task 2 (10 minutes) Ready? So who is she sending the postcard to? Ss: her friend! (T gives a photocopy to each student) Now I´d like you to read the postacard again and complete this dialogue. You might work in pairs if you want. Dad: Here´s a postcard from 1………………. Nick: Thanks, dad! Wow! She´s in the 2……………… she´s going to a 3………………… school there. Dad: Can she ski? Nick: Yes! She can do 4………………….. too and she´s having 5………………….. lessons tomorrow! Dad: Fantastic! Nick: And she´s skiing in the dark on 6………………….. Dad: Isn´t it dangerous? Nick: No. they´re taking 7…………………… with them. Dad: Super! Ready? Let´s check! Who wants to start reading? Comentario [A61]: Provide context for the dialogue.
  77. 77. Transition Well done! T: we can also use the present continuous to talk about future arrangements (I´ll write these sentences on the board) She´s playing hockey on Sunday. He´s playing football next year. Are you running in the marathon next month? Can you tell me another example? After- reading Task 3 (10 minutes) Answer the questions. Use the present continuous. T: “Now, I´d like you to answer the following questions… let´s do the first one together.” 1. When she´s having her skiing lesson? (Friday) She´s having it on Friday. 2. What´s Liam doing this evening? (play/ golf) ……………………………………………………………………………….. 3. Where are you going tomorrow, Carolina? (stadium) ………………………………………………………………………………... 4. What time are you and Oliver leaving? (8.30) ……………………………………………………………………………….. 5. Is Chris playing basketball next week? (yes) ………………………………………………………………………………… 6. Are your sisters training on Sunday? (no/Monday) ………………………………………………………………………………… Ready? Let´s check! Comentario [A62]: Instead of giving the rule, you may write some sentences on the board, asking the students to identify the different uses of the Present Continuous.
  78. 78. Key: 2. He´s playing golf. 3. I´m going to the stadium. 4. We´re leaving at 8.30. 5. Yes, he is. 6. No, they aren´t. They are training on Monday. Transition Great! Task 4 (15 minutes) Now we´ll listen to Cody, Nick and Kate talking. I´d like you to listen and answer… where are they? a) At home b) At school c) At a sports club Track05.cda Key: At school “Here we´ll listen to the dialogue again and you´ll correct only one word in each sentence. Only one word is wrong. Let´s do the first one together” (I´ll play the track and I´ll stop it after listening to the first sentence) “So…Is Nick playing volleyball on the computer?” Ss: no! “so, what is he playing on the computer?” Ss: golf!
  79. 79. “good! so here you have to write golf, do you understand?” Ss: yes! Good! Listen again and correct one word in each sentence. 1. Nick is playing volleyball on the computer……………………….. 2. Kate is reading about a football player………………………….. 3. Cody is drawing a football player……………………………. 4. Nick is visiting his uncle today……………………………. 5. Cody is going to a yoga class tomorrow………………………. 6. Kate is having a swimming lesson this evening………………………. Key: 1. Golf 2. Tennis 3. Basketball 4. Tomorrow 5. Tonight 6. Horse riding Ready? Great! Let´s check! Closure (10 minutes) Work in pairs. Talk about the sports in the pictures. Use these words. (Here I´ll monitor and provide help) Exciting Boring Dangerous Easy Difficult Crazy Comentario [A63]: Transition? You may give your own opinion about one of the activities mentioned before, so as to introduce the structure “I think…” and the adjectives.
  80. 80. For example A: I think skiing is great fun! B: No, it isn´t. It´s really dangerous! Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Observations Minimum score: 21 / 35 Score: _26___ /35 = 7.5 Good job, Johanna! Do encourage students to use the target language and to deduce the rules
  81. 81. on their own. Have a nice lesson! Your tutors Alumno residente: Johanna Morel Período de práctica: 3 Institución: Escuela de educación secundaria Nº2 Dirección: Avenida Avellaneda 185 Grado: 2do “A” Cantidad de alumnos: 25 Nivel Lingüístico: Elemental/Básico Tipo de planificación: Clase Unidad temática: Present Continuous Clase Nº: 8 Fecha: October 17th Hora: 11.40 a 12.40 Turno: Mañana Duración de la clase: 60’ Teaching points: Present Continuous: FUTURE Lesson Aims: By the end of the lesson, Ss will: -Be able to identify and use the present continuous for future arrangements.
  82. 82. -Be able to describe different sports. -Be able to understand a text about future arrangements. -Develop speaking and listening skills through oral communicative interaction. - Develop their writing skills by writing a postcard to a friend. LEXIS FUNCTION STRUCTURE PRONUNCIATION REVISION Sports: swimming, volleyball. Adj: dangerous, difficult, easy, exciting, boring. Talking about future arrangements Tomorrow we´re having... She´s playing basketball on Sunday… Nick is visiting his uncle tomorrow… Kate is having a horse riding lesson this evening… The correct pronunciation of the new vocabulary through repetition and practice in context NEW Sports: snorkeling, scuba diving, windsurfing. Talking about future arrangements Writing a postcard to a friend. We´re having a great time/ a beach party tonight. Bye, guess what!, can´t wait!, See you, Hi, Text me… The correct pronunciation of the new vocabulary through repetition and practice in context
  83. 83. Teaching approach: The lesson is delivered under CLIL and the Communicative Approach. Integration of skills: Speaking and listening through oral interaction. Reading and writing skills by working on a text about future arrangements. Materials and resources: worksheets for each student, sport pictures, colour boards for each student. Pedagogical use of ICT in class: No use of ICT. Seating arrangement: Students will be sitting in pairs. Cooperative work: Students will work in pairs and as a group while interacting with the teacher. Possible problems regarding behaviour: Some students might get distracted or talkative at the time of writing the postcard. I´ll monitor them and provide help so as to keep them focused and motivated. Potential problems students may have with the language: Students might have problems in understanding what the teacher is saying, so the teacher will paraphrase, exemplify, mime, use pictures or the sandwich technique (as a last resource) Assessment: What will be assessed and how: I´ll check students´ comprehension by asking questions and also I´ll check students´ participation encouraging them to provide the correct answers with examples or miming
  84. 84. Warm up (5 minutes) I´d like you to look at the following pictures… These are some sports I really like. This is called scuba diving, this one snorkeling and this one windsurfing! (I´ll point at the pictures while I mention the sports) SCUBA DIVING https://goo.gl/XZFgrZ SNORKELING
  85. 85. https://goo.gl/AeDXZY WINDSURFING https://goo.gl/Xx5QoC
  86. 86. Look at the first picture… Do you think scuba diving is easy… difficult… dangerous… easy… crazy… exciting… boring? Ss: Dangerous! Exciting! Easy! What about snorkeling? Ss: Crazy! Exciting! Good! and what do you think of windsurfing? Ss: It´s Dangerous! Difficult! Transition Great! Pre- reading Task 1 (5 minutes) (T gives each student a photocopy) Look at the postcard… what is the girl doing? Ss: Snorkeling! Good! Where do you think the postcard is from?
  87. 87. Ss: From Egypt! Transition Well let´s read and find out! While- reading Task 2 (10 minutes) So… what about your predictions? Where is the postcard from? Ss: It´s from Egypt! Good! so… now you´ll read the text again and do the following activity. You might work in pairs if you want… Read the text again and complete: Maddie´s on holiday in 1………………… Her mum and dad are learning to 2……………….. She goes 3…………………… every morning. She has windsurfing lessons in the 4…………………. Her 5………………….. is really nice. There´s a 6………………….. tonight. Some people play 7……………………. and 8……………………… Ready? let´s check! Who wants to start reading? Transition Well done! Now let´s do another activity! After- reading Task 3 (5 minutes) (T gives a photocopy to each student) Here you´ll read and match the parts of the sentences… do you understand? Let´s do the first one together! Comentario [A64]: Aloud?
  88. 88. Match the parts of the sentence: 1- It´s Suzie´s birthday tomorrow and….. 2- Mum and Dad are taking….. 3- What are you….. 4- What time are we …… 5- I´m going to the cinema…… a- doing this weekend? b- meeting on Friday? c- we´re having a party for her. d- with Liam tonight. Do you want to come? e- us to Disney World in August. key: 1- c 2- e 3- a 4- b 5- d Ready? Let´s check! Transition Very good! Now I´d like you to have a look at this… Task 4 (15 minutes) (T writes the “informal expressions” on the board) “When we write postcards or emails we use informal expressions” Starting your messages: Hi! / Hello! Writing about something exciting: Hey! Guess what! /Fantastic! / I can´t wait! Ending your messages: See you next weekend/ later.
  89. 89. Write back soon. /Call / Text me. Bye for now! / Love (name). Now I´d like you to read the following email from Drew and complete it with these expressions: Bye wait Guess See you Hi Text ………….. Maddie Thanks for the postcard from Egypt!. We´re having a really nice holiday too. ……………... what!? Mum and Dad are taking us to the mountains this weekend. We´re learning to ski. I can´t ……………… ……………..... me on my mobile when you come back from Egypt. ………………. at school next month. ……………….. for now! Drew. Ready? Let´s check! Transition Great! Now would you like to write a postcard to a friend? Ss: yes! Task 5 (20 minutes) “Now you´ll write a postcard to a friend…you´ll use the postcard, the email and the writing guide to help you…” Comentario [A65]: Will you write all this on the board? You may just write the headings and ask students to find some examples in the text. Then, you can provide some more.
  90. 90. (I´ll monitor and provide help. Once they´ve finished writing the postcards I´ll give each student a colour board and I´ll ask them to stick their postcards on it. Then we´ll stick all the postcards on the wall) Writing guide Hi…. I´m on holiday in…. I´m learning to… Our instructors are… We´ve got…. lessons every…. In the afternoon,… Guess what!? We´re …. Tomorrow Write a postcard to a friend about your holiday. Use the model text, the email and the writing guide to help you. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Learning aims x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Class. management strategies x Language accuracy x Comentario [A66]: Do you mean a colour sheet/piece of cardboard?
  91. 91. Observations Minimum score: 21 / 35 Score: _28___ /35 = 8 Well done, Johanna! Just a comment… why don´t you encourage them to write e-mails instead of postcards? The thing is they will rarely find themselves writing a postcard, don´t you think? Maybe it is much more useful. Have a lovely lesson! Your tutors

×