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Similar to lesson 8 - secondary level
lesson 8 - secondary level
- 1. I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Yanina Paola Servetto Período de Práctica: Secundario Institución Educativa: Instituto Manuel Belgrano Dirección: Sarmiento 490, Macachín, La Pampa Sala / Grado / Año - sección: 4° año de secundaria Cantidad de alumnos: 31 Nivel lingüístico del curso: Pre-intermedio Tipo de Planificación: Clase Unidad Temática: Héroes Clase Nº: 8 Fecha: 05/10/2018 Hora: 16.00 a 16.40 horas Duración de la clase: 40 minutos Fecha de primera entrega: 01/10/2018 Teaching points: revision of vocabulary from the unit related to fundraising ideas, the Present Perfect tense, ‘make’ and ‘do’ collocations, time expressions. Aims or goals: During this lesson, learners will be able to… - To compare homework in pairs and as a whole class. - To revise learned contents from the whole unit. - To develop their speaking and listening skills by participating orally and listening to the teacher as well as to other peers. - To work in pairs and collaboratively. Language focus: Functions Lexis Structures Pronunciation Revision Working with learned contents Vocabulary, tenses and time expressions Affirmative, negative and interrogative forms
- 2. New Completing, correcting and making sentences Asit is the last practicum lesson, it is delivered to revise learned contents as it was suggested by the teacher. There are not new lexis and structures introduced. Teaching approach: The lesson is based on the CLT approach and it is organized by the PPP instruction. Integration of skills: What skills will be integrated and how? Speaking skill is integrated by making students participate and check answers orally. Listening skill is integrated by making students listen to the teacher as well as to other peers. Materials and resources: board, worksheets, coursebook ('Phases 3', second edition, editorial Macmillan). Pedagogical use of ICT in class or at home: the use of ICT is not integrated during this lesson. Seating arrangement: students work in their seats during this lesson. They will move if required, such as writing answers on the board. Assessment: what will be assessed and how: I assess students by making them participate orally, checking activities and working in pairs as well as collaboratively.
- 3. Routine: 5’ Purpose: Tostart the lesson and greet students. T enters the classroom, greets the students and asks them “How are you today?” Transition: “Do you remember the worksheets I gave you last lesson? I would like to know how it went. Could you complete all the activities? Let’s see..” Warm-up: 20’ Purpose: to check homework from the previous lesson. T starts the lesson by asking students whether they could complete the worksheets given the last lesson. If they could not, T gives some minutes to finish it. If they could, first T asks them to check their answers with the peer who is sitting next to him/her. Once they finish comparing their answers, T asks different volunteers to write answers on the board, so then we can check and compare answers as a whole group. Worksheets: 1. Complete the sentences with words from the box. There are some extra words. a. Some famous singers from around the world have made ______ to help homeless children in Haiti. jumble sale – money - raffle tickets – cakes – a barbecue - sponsored swim - a charity CD
- 4. b. Parents frommy school had organized a _______ to collect money for the local school. c. My neighbours had ______ in their garden last week. d. Maria has swum since she was six so she’s decided to do a ________ in the club of her town. e. My school is selling _______ to collect money for a school trip next month. The first prize is about $1.000. 2. Correct the mistakes. a. Have you done ever someone laugh? b. Our school have had many bring and buy sales since 2017 to raise money. c. My friends and I have not never done charity work. d. I’ve did just my English homework. e. Peter’s do nothing for three hours. f. How often do you do someone a favour? 3. Make affirmative, negatives and interrogative sentences. Add a time expression if necessary: for – since – yet – just – ever a. A: How long/ Selene Gomez/ be/ famous? B: be/ famous/over ten years b. I /never/ sell/ badges/ for charity
- 5. c. A: You/meet/a famous actress? B: No/I/have/not/ d. My older sister/not/ finish/ her homework e. Your mother/work/in that company/2000 f. A: Are you coming? B: Yes/I/leave home Transition: “Well done students! Development: 10’ Purpose: to continue revising teaching points from the unit. If there is enough time, students complete the ‘Progress check’ from the unit. If not, students will complete it at home and check answers with the teacher the following lesson.
- 6. Transition: “Good jobstudents!” Closure: 5’ Purpose: to end the lesson and express gratitude to students and the teacher. As it is the last practicum lesson with the group, the T will thank students for working hard during the lessons and for being always predisposed to participate and do the activities planned. The format in which the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon. You must always include this chart, which will be completed by your tutor: 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 Language accuracy X Observations Minimumscore:18 / 30 Score:_20___ /30
- 7. Good,Yani! Make sureyoucontrol timingandcheck everyone worksactively. Whencorrecting exercises,keepitlively. Studentswhohave done theirhomeworkmaystartworkingon ProgressCheck. Theyshouldnot feel theyare wastingtheirtime. Have a nice lesson!