practice III, almondale. valle noble. SDlL dgdg lesson plan. The gingerbread man book. I will show all the stahges that this lesson contains, as weell as procedures, the aim, aids time and interaction inside the classroom.

1. Universidad Católica de la Santísima Concepción
English Teaching Programme
s
Unit : “The
Gingerbread man”
Level
2° Elementary
School
Date
October 19th , 2015
Length
90 minutes
Pre-service Teacher
Scarlett Espinoza
Aims: Students will be able to comprehend a written text about the gingerbread man
Ref Planes y Programas:
Assumed knowledge ( Content, vocabulary, strategies)
Some vocabulary about parts of the body and animals such as eyes, mouth, legs, horse and cow
Anticipated problems … and solutions
Students may have problems with some meanings of words
like oven, away or catch T will provide their meaning
Aids
Computer
Data Projector
Book
Stickers
Stages Procedure
What am I going to do ?
What are students going to do?
Instructions
What am I going to say?
Time
Objectives
(min)
Interaction
T-Ss;Ss-Ss;etc

2. Adapted from University of Sussex
Pre –
While
T will show a video about the
gingerbread man taken from a film
T will project some tongue twisters
containing words from the book
T will prize Ss who said the tongue
twisters fast
T will correct pronunciation by repetition
Ss will start reading the book, guided by
T
Ss will be asked some questions from the
book by T while reading
T will show a PPT presentation with
pictures about words which start with
“h”, taken from the book
T will ask Ss to match words from the
book with pictures
“This is a movie that shows the
gingerbread man”
“Now you have to say this tongue
twisters as fast as you can”
“You have got a sticker because
you spoke very fast”
“Repeat after me”
“We will start reading the
gingerbread man now”
“So, what is the old man doing?”
“Now, we will learn how words
starting with “h” sound
“How do you say this word?”
To contextualize the topic
of the book
To introduce vocabulary
To motivate Ss to
participate in the class
To learn vocabulary
To comprehend the
reading
To check comprehension
To learn vocabulary
To check understanding
3 min
10 min
20
minutes
5
minutes
10
minutes
T-Ss
T- Ss
S-S
T-Ss
B-Ss
T- Ss
T- Ss
T-Ss
T-Ss

3. Post Ss will be given a worksheet with
activities about the pages of the book
they read
Ss will correct their answer with a
classmate
Ss will report what they understood from
the text using drawings
“You have to do this worksheet
now about the book”
“Correct your answer with the
person next to you”
“Work in groups and tell your
classmates the main ideas of what
you have read”
To put in practice their
reading skills
To motivate peer work
To check reading
comprehension
10
minutes
5 minutes
15
minutes
S-S
S-S
T-Ss
S-S