The document is a lesson plan for an English class focused on camping vocabulary and apologizing phrases.
The key points of the lesson are:
1) Students will review camping vocabulary through a crossword puzzle activity completed in pairs, where they must share clues to fill in the puzzle.
2) The teacher will introduce apologizing phrases and have students practice through role plays.
3) By the end of the lesson, students will be able to name camping items, use apologizing phrases, and integrate speaking, listening, reading and writing skills.
1st lesson plan designed to teach/ revise countable/uncountable nouns + comparative in the context of "Healthy eating"
Target group: 5th graders - Elementary - IMS - Caleta Olivia (Santa Cruz)
1st lesson plan designed to teach/ revise countable/uncountable nouns + comparative in the context of "Healthy eating"
Target group: 5th graders - Elementary - IMS - Caleta Olivia (Santa Cruz)
4th lesson plan designed to work around the topic of Healthy eating and nutrition with 5th graders (elementary) following a simplified CLIL approach- IMS, Caleta Olivia.
4th lesson plan designed to work around the topic of Healthy eating and nutrition with 5th graders (elementary) following a simplified CLIL approach- IMS, Caleta Olivia.
This experience was very rewarding, I do hope to be able to plan my next lesson with them using the computer lab so that I can promote ICT in the classroom.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
1
Alumnopracticante: ReginaMoure
Períodode práctica: Secundaria
Institucióneducativa: InstitutoMarceloSpínola– Nivel Primario.
Dirección:Don Bosco 193 – CaletaOlivia(SantaCruz)
Sala/Grado/Sección: CicloOrientado
Cantidad de alumnos: 33
Nivel lingüísticodel curso:Intermedio
Tipo de Planificación:Clase
Unidadtemática: Tiempode aventura.
Clase Nº: 4
Fecha : Jueves5 de noviembre de 2015
Hora: de 7:20 a 9:30
Duración de la clase: 120’
Fecha de primera entrega: 2 noviembre de 2015
Teaching points:PresentPerfect:affirmative,negative,interrogative
Apologizing
Lesson Aims:
By the endof the lesson,Ss will:
Be able toidentifyandname lexical itemsrelatedto camping.
Be able toapologize andacceptapologies byusingspecificsetphrases.
Develop their speaking and listening abilities by taking part in short oral exchanges, listening
to and role-playingdialogues.
Develop their writing skills by writing a dialogue in pairs and an e-mail following models
(parallel writing).
Developtheircognitive skills bysolvingacrosswordpuzzle.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
today?Fine!
- Come here! +
-Greeting
-Following
commands
and/or
instructions.
WH questions and
answers in the simple
past:
-Affirmative:
This person had an
Recognition and
production of
the following
sound in final
position.
2. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
2
please.
-Vocabulary
related to
nature:
beach, desert,
lake glacier,
island,
mountain,
ocean,
rainforest, river,
sea, valley,
waterfall
Predicting
possible
outcomes based
on current
situations.
Talking about
past experiences
taking place at
an unspecified
time.
adventurewith a parent.
Interrogative
When was Jordan born?
WH questions and
answers in the simple
present.
What type of music
(does) (he) (make)?
(he) (makes) (pop)music.
WH questions and
answers in the Future
simple :Will + infinitive:
-Affirmative:It’ll rain.
-Negative: It won’t take
long.
-Interrogative:
Will (he) (answer) (the
phone)..?
Questions and answers
employing modal verb
WILL:
Will (people) (buy)
(books)?
Yes, (they) will
No,(they) won’t
Firstconditional:
If + present simple +
futuresimple Will
If you plan to go there,
will you have to save a lot
of money?
What will you have to
take with you if you want
to stay two daysthere?
PerfectPresent:
Affirmative:
(I/you/he/she/it/we/they)
(have/has- ‘ve/’s) + past
participle.
I havebeen to El Calafate.
/d/
/t/
/l/
I’ll
There’ll
/v/
3. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
3
She has flown to Buenos
Aires.
Negative:
(I/you/he/she/it/we/they)
(haven’t /hasn’t) + past
participle.
I haven’t been to El
Calafate.
She hasn’t flown to
BuenosAires.
Interrogative:
(Have/has)+
(I/you/he/she/it/we/they)
+ pastparticiple ?
Have you (ever) visited
yourfriend in El Calafate?
Has she flown to Buenos
Aires by LAN or
Aerolíneas Argentinas?
New Vocabulary
related to
camping:
campfire, map,
sun hat,
compass,
rucksack, tent,
guidebook,
sleeping bag,
torch, insect
spray,
sun cream,
walking boots.
Apologizing
I’mreally sorry;
I didn’tmean to;
It was an
accident;
It won’t happen
again.
Accepting an
apology
Don’tworry;
These things
happen;
That’sok;
It’sall right!
Stress in
compound
nouns.
Teaching approach: Natural approach – PPP
Materialsand resources:
A boardand piecesof chalk.
A poster displaying the crossword puzzle Ss will have on their handouts to check the task
withthe whole group.
4. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
4
1 handout per student for a vocabulary activity (Crossword puzzle – S1 and S2). Either poster
and handouts were made using http://worksheets.theteacherscorner.net/make-your-
own/crossword/
Markers.
An image fromthe Internettointroduce the concept/functionof apologizing
(taken from https://pbs.twimg.com/media/B3j9AdQCEAAv2he.jpg )
Notebook- Speakers
Next Move 2 – Student’s book (Pearson) pages88,93, 95,96.
Next Move 2 (Pearson)- audio:Cd3, track 3.21; 3.22
1 handoutperstudentsdetailinghomework.
Pedagogical use of ICT:
No instancesof pedagogical use of ICTduringthislesson.
Seatingarrangement:
Ss sitin rowsof two desks,which allowsforpairwork.
Cooperative work:
Ss will work on a crossword puzzle to practise the vocabulary related to topic of this lesson as well as
to revise structures learnt previously (should/future simple/present simple). They also will write and
role playa dialogue topractise the function(apologizing) learntduringthislesson.
Possible problemsandpossible solutionsregardingbehaviour:
Even though a follow-up meeting with Ms. Paola allowed me to know that Ss like going over
mechanical and predictable activities, I also perceived they like having some fun solving puzzles (as
the one theyhad inLessonII).
On this occasion, and in order to provide Ss with an extra instance of interaction, the clues for
solving the crossword puzzle will not be available on all the handouts. There will be two different
setsof copies,S1and S2, and Ss will have toshare the informationtheyhave tocomplete the task.
Potential problemsstudentsmay have with the language:
5. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
5
Ss still complain about my using the target language, especially when it comes to explaining
grammar structures, a procedure I do not usually follow during my own lessons. Nonetheless, I
understand that Ss need time to get used to this and that this is not the right time of the year to
introduce majorchangesintotheirusual wayof learningthe language.
Therefore, I will keep on trying to find a balance between my teaching and Ss’ preferred way of
learning.
Assessment:Whatwill be assessedand how:
Ss’ responsibility as regards homework , participation in class as well as understanding and use of
the lexisandstructureslearnedsofarwill be the focusof assessmentduringthislesson.
Skillsintegration:
There will be anattemptto integrate the fourskillsduringthislesson.
Routine (5 minutes)
Aim: To complywithadministrative tasksrequiredbythe institution.
T will receive Ssinthe classroomandstart goingoverthe roll-call rightaftergreetingthem.
As soon as the previous task is over, T will ask Ss to go over their homework as a whole – group in
orderto check the activitiesall together
Transition:
T: Let’s check your homework all together.
Warm up (10’)
Aim:
To check homework with the whole group as well as provide Ss with an opportunity to reinforce the
lexisandstructuresseenlastclass,eitherintheiroral andwrittenform.
To collecthomeworkassignedatthe endof the previouslesson.
T: Let’s start with ex. 2 from page 88.
6. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
6
There you had to choose the right option, right?
Well, I’m going to read the sentences up to that point and you will have to
provide me with the right word, ok?
Key:
2) desert
3) ocean
4) mountain
5) lake
6) river
7) glacier
8) sea
9) valley
10) waterfall
11) island
12) beach.
The remainingexercises( on page 96) will be assignedtoa specificrow of Ss.
T: Let’s go to page 96. This row on the left, row #1 will read the answers for
ex. 1. They’ll also have to come to the board and write the sentences.
Row #2 will do the same with exercise 2, Row #3 with the following exercise
and so on.
Exercise #5 will not be checked.
Row 1 provides feedback on exercise 1. (Ss will be asked to read their answers and come to the
board to write them)
Row 2 providesfeedbackonexercise2.
Row 3 providesfeedbackonexercise3.
Row 4 providesfeedbackonexercise4(one sentence perstudent)
Exercise 5 will not be checked since it is quite similar to the one checked at the beginning of this
stage.
Key
Ex.1
2) has / ‘s taken
3) have visited
4) have/ ‘ve helped
5) have/ ‘ve made
6) have/ ‘ve used
Ex.2
2) Lucy hasn’t taken
3) Mark and Sarah
haven’t visited
4) I haven’t helped
5) You haven’t made
6) We haven’t used
Ex.3
2) Have they
watched….?
No, theyhaven’t.
3) Has she climbed….?
No, she hasn’t
4) Has the film
Ex.4
2) hasn’t finished.
3) has climbed.
4) has gone.
5) have walked.
6) have travelled
7) have felt.
7. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
7
started?
Yes,it has.
5) Have they visited…?
Yes,they have.
6) Have you
brought…?
No, I haven’t
8) haven’t seen.
Rightafterhavingchecked homework,Twill askSsto handit in.
Transition:
T: Last class, some of you told us about your plans to travel somewhere and
others, like Hernán, mentioned that they have gone camping to different
places, such as El Chaltén.
Presentation (10 minutes)
Aim: To introduce the lexissetrelatedtocamping.
T: Have you ever gone camping?
(T draws a tent on the board)
Ss: (yes/ no)
T: (if yes) Where have you gone? I’ve been to El Bolsón on several occasions.
Have you ever been there? I really like that place.
(T writes “El Bolsón” next to the tent and draws an arrow to connect both ideas)
(if no) Do you like camping? Where will you go if you want to go camping
someday?
Ss: (name places, T writes)
T: As you may already know, you need to carry very specific elements, objects
to go camping. You can see some of them in your books, on page 96.
8. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
8
(Next Move 2, page 96)
T: Let’s go over that list all together with the help of that picture. For
instance, look at the item #1. What is it?
Since the first item is already labelled , Ss will provide that word almost immediately. As
soon as Ss have done so, T will point to the tent she previously drew on the board and
repeatthe wordonce again.
T: a tent, it’s a TENT, just like this one!
What about #2? What is it?
Some Ss may know the answer to that question, while others not. T will wait for Ss to
venture ananswer,onlyprovidingthe wordif nobodyanswers.
T: #2 is a RUCKSACK. It’s like a big school bag, don’t you think?
T and Ss will go on thatway until the whole lexical setis covered. T will also correct pronunciation (in
case Ss don’t provide the right one) and ask them to repeat the words after her, emphasizing stress
on the rightsyllable incompoundnouns.
9. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
9
Key:
2) rucksack
3) sun hat
4) guidebook
5) walking boots
6) insect spray
7) map
8) torch
9) compass
10) sun cream
11) campfire
12) sleepingbag
Transition:
T: Ok. Well done, everyone! What about solving a puzzle, a crossword?
Practice 1: (10’)
Aim: To allowSsto practice the recently seenlexical setbysolvingacrosswordpuzzle inpairs.
T will displaythe followingposteronthe board:
12. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
12
T: You are going to receive one of these handouts, on which you will find this
same crossword puzzle
(T points at the poster on the board)
and the clues for solving it.
Whenall the studentshave receivedthe copies,theywill noticethatsome cluesare missing.
T: Have you got all the clues on your handouts?
13. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
13
Ss: No
T: No, you haven’t. That is why you will work in pairs, reading the clues for
your mates so that you both think of the word to fill in that line, across or
down, on your crosswords
(T uses the poster on the board to explain the task)
T: Let’s complete #1 together, here on the board.
Can anyone read the first clue?
S1: You should use this if you don’t want the sun to burn you so much.
T: ok, thanks! So, what are you going to write here on #1?
(T points at the poster again)
Ss: sun cream
T: Right, sun cream! Can anybody come here and complete that line here?
A student come to the board and complete the line.
T: Great! Now you can work on your own. A piece of advice? Follow the
order: clue # 1, then clue #2, and so on, ok?
Is it clear?
T waitsfor Ss to sayif theyknowwhattheyhave to do.
T: Ok, five minutes to complete this. I’ll be going around the classroom
monitoring your work.
Then we will come back here to check the work all together.
Key:
15. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
15
As soon as the allotted time is over, T and Ss will complete the poster. Volunteers Ss will be asked to
read the clues aloud (one at a time), others will provide their answers and, if all agree on it, a
volunteer student will come to the board to write the word. T will ask Ss to spell each word in order
to ensure rightspelling.
Transition:
T: Well done, everybody! If you have already gone camping, you may know
(for sure!) that sharing every single moment of the day and night with other
people can be difficult. You may get angry and say or do something you don’t
really mean to and then you will have to say sorry.
Have you ever felt like this?
Presentation2 ( 10’)
Aim: To introduce a few phrases for offering and accepting apologies with the help of a
contextualizeddialogue
Before listeningtask: Makingpredictionsbasedonapicture (5 minutes)
T will askSs to go to page 92 intheirbooks andlookat the picture.
T: Please open your books at page 92 and look at the picture you have there.
16. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
16
(Next Move 2 – Student’s book, page 92)
T: Who can you see there? Where are they? What are they doing? What do
you think Nadia has done?
Ss answerthe questions,one atatime.
Key:
Theyare Carlos,NadiaandZak.
Theyare inZak’s kitchenlookingathisphotos.
She has deletedaphoto.
Transition:
T: Ok, let’s listen to the dialogue and see what has really happened here.
Reading/Listening1: (5 minutes)
17. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
17
Aim: To have Ss reading and listening to the dialogue in order to check their predictions at the
time they are exposed to the pronunciation and intonation pattern of this type of dialogue (a chat
among friends)
NextMove 2 – Cd 3 – Track 3.21
.
(Next Move – page 92)
Right after Ss have followed the dialogues in their books, T will ask Ss to say whether their
predictionswere rightornot.
T: So, What has happened here?
Ss: Nadia has deleted a photo of Zak’s cousin.
T: Yes, She’s done that! How do you think she feels about it?
Ss: Sorry!
Transition
T: What makes you think that way?
Language Focus: Apologizing(10’)
18. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
18
Aim: To introduce common setphrases for apologizingand acceptingapologies.
Ss: She says: “I’m really sorry, Zak!
T: Has she said anything else after that?
Ss: I didn’t mean to!
T: ok, So…did she do that on purpose?
Ss: No!
T: right! She didn’t have any intention to delete that photo. It was an
accident!
Now, did Zak get angry?
Ss: No!
T: What did he say?
Ss: Don’t worry!
T: Did he accept Nadia’s apology?
Ss: Yes!
T: Yes, he did. Then, here we have two types of expressions.
One for saying that you’re sorry, for apologizing…
Which one is that?
(T writes the following chart on the board)
Apologizing
Ss: I’m really sorry. I didn’t mean to
19. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
19
T: Ok…Can anyone come here and write that into this chart?
(a volunteer student approaches the board and write the phrases in the right column)
Apologizing
I’m really sorry. I didn’t mean to
T: All right. This is what Nadia said for apologizing; for saying that she was
sorry for what she did. We also saw that Zak accepted her apology, didn’t he?
Ss: yes!
T: which phrase did he use for accepting Nadia’s apology?
(T writes the heading for the second column)
Apologizing Accepting apologies
I’m really sorry. I didn’t mean to.
Ss: Don’t worry!!
T: Great! Anyone? Can anyone come and write that here?
Apologizing Accepting apologies
I’m really sorry. I didn’t mean to Don’t worry.
T: Thanks! Is that all what he said?
Ss: No..”these things happen”!
T: uhummm! That is also a way to say that everything’s ok.
So, we should add it here.
Apologizing Accepting apologies
20. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
20
I’m really sorry. I didn’t mean to Don’t worry. These things happen.
Transition:
T: Let’s practise a little, now. Let’s pretend you are the characters in this
dialogue.
ControlledspeakingPractice 1: (5 minutes)
Aim: To have Ss reading and role-playing the dialogue in order to reinforce their pronunciation and
intonation.
T will explain the procedure to Ss. T will read the dialogue aloud, line by line, for Ss to repeat and
practice both pronunciation and intonation. Then, Ss will role-play (read employing the right
intonation) the dialogue as a class. Since there are three rows of Ss, one character will be assigned to
each row. This last instance will be repeated three times, so as all the Ss can role-play all the
characters’lines.
T: In thefirst place, you are going to read the dialogue all together. Once you
have done that, I’ll assign one character to each row to role play the
dialogue. Don’t worry! You can read your lines from the book.
Transition:
T: Well done, everybody! Now, as you can imagine, these (T points at the
chart on the board) are not the only phrases we can use to say we are sorry,
or to accept others’ apologies.
Activity 1: Writing (15’)
Aim: To have Ss writing and role-playing short dialogues based on a given model from the
coursebook,employingnewphrases for apologizing.
Pre-writingtask: Listening(5’)
T: I’d like you to listen to three short dialogues. As you listen, try to spot, find,
phrases for apologizing and phrases for accepting apologies.
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(T points at the chart on the board)
T: We will come back here after you have listened to the dialogues to add
more phrases to this chart, Ok? Ready? Listen..
NextMove 2 – CD 3 track 3.22
Transcript
Nadia: Oh no! You’vedeleted all my text messages!
Jody: Oops!It was anaccident.
Nadia: That’s OK.
Jody: Hey! You’ve switchedthe TV off.
Carlos: I’m sorry.
Jody: Don’t worry. These things happen.
Zak: Waita minute! You’vetaken my drink !
Carlos: Sorry. I didn’tmeanto.
Zak: It’s all right.
Right after Ss haven’t listened to the dialogues, T will ask Ss for feedback in order to complete the
chart drawn onthe board.
Apologizing Accepting apologies
I’m really sorry. I didn’t mean to
It was an accident.
Sorry
Don’t worry. These things happen.
That’s ok.
It’s all right!
Transition
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T: All right! Now let’s move on to the following task. Please, open your books
at page 93.
Writingtask (5’)
T: Take a look at the chart there, Can you find all these phrases? Can you find
new ones?
Next Move 2 - page 93 – ex 6
After Ss have spotted an extra phrase for apologizing (It won’t happen again), T will draw their
attentiontothe followingexercisesintheirbooks.
T: If you keep on reading, you will find the transcript of the dialogues you’ve
just listened to. If you look carefully, you’ll see words in purple. Exercise 8
asks you to replace those words/phrases and create a new dialogue. You can
use either words/phrases from the book or your own ideas.
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Next Move 2 – page 93- ex -7-8
T: For instance… If I say:
Hey! You’ve broken my glasses!
What will you reply to that?
Ss: Sorry, I didn’t mean to!
T: It’s ok.
You see? You have 5 minutes to work in pairs, I’d like to listen to your
productions after that time.
As soonas the allottedtime isover,Twill aska few couplesforfeedback.
By the time thisactivityisfinished,the bellwillringandSswill leave the classroomforbreaktime.
The followinghourwillbe devotedtopractice writing:aninformal mail.
___________________________________ _____Breaktime_____________________________
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Transition:
T: During thebreaktime, I thought about my camping experiences when I was
your age. At that time, there were no cell-phones and forget about Internet.
So, if we wanted to tell our families that we were ok, or about things we had
done, we had to wait until we came back home.
Now, thanks to 4-g technology, you can send a mail using your phone almost
from anywhere.
Pre-writingactivity (5’)
Aim: To activate Ss’ prior knowledge aboute-mailslayout and parts.
T: Have you ever written an e-mail before?
Ss: Yes
T: How do you begin your mail?
Ss: writing the e-mail address of the person who is going to read it.
T: Ok, and where do you write that e-mail address?
Let me draw a sort of e-mail layout on the board.
Ss tell T where towrite the recipient’se-mail addressandwhatto write inthe “subject – line”
To:
Subject:
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T: Ok. And what do you write after that, let’s say, in the body of your
message?
Ss: (the name of the person that will read the e-mail)
T: Ok
T: Like this?
(T points at the board)
Ss: Yes/ No
T: ok, what else then?
Ss keep on suggesting phrases. When they have provided all their ideas, T will ask them to go to
page 95 in orderto see a model.
Transition:
T: Please, go to page 95 in your books. There you will find a model of an e-
mail.
Reading : (5’)
Aim: To expose Ssto a model of an informal e-mail.
To:
Subject:
María:
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Next Move 2 – Page 95 – Ex 2
T: Please, take a minute to read this e- mail
Then,T will askSs the followingquestions:
Who is writing an e-mail? Jamie
Who is Jamie writing to? His Mum
How does he begin his e-mail? Dear Mum
How does he end it? Lots of love.
How many paragraphsare there in this e-mail? Three
What does he write about in the first paragraph? Place and what he
has done.
What does he write about in the second paragraph? What he did
yesterday.
What about the third paragraph? Thingshe is going to do today.
Transition:
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T: So, broadly speaking, Jamie tells his mum about the place he has been to
these days, the things he has done, the things he did and what he is going to
do today.
Writingactivity: (20’) (10’ forwriting + 10’ forsharing productions)
Aim: To have Ss drafting an e-mail address to an specificaudience.
T: Now, it will be your turn to write something similar to what Jamie wrote.
You are going to do this individually.
You can choose between writing an e- mail to your mum or to your best
friend. Remember to specify that in the recipient’s line, where you write the
e-mail address.
Then, develop your message in three paragraphs:
In the first one you will tell about:
Ss: The place
T: What else?
Ss: The things we have done.
T: In the second one?
Ss: Things we did yesterday?
T: Ok, and in the third paragraph?
Ss: Things we are going to do today.
T: and then?
Ss: goodbye?
T: yes! That’s right.
Look! You can also choose between following the example provided in your
books (Ex 4) or think about any other place you already know.
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Ok? Is it clear? You have ten minutes to do this.
As Sswork ontheirown,T will goroundthe classroommonitoringSsandprovidingassistance.
When the ten minutes are over, T will ask Ss to read their e-mails to the mate sitting next to them so
as to checkif the message isclear.
Afterthat,Ss will share theirproductionswiththe restof the class.
Transition:
T: Well done, everyone! Now that our time is almost over, let’s talk about
your homework.
Homework assignment:(10’)
Aim: To explain to Ss what they will have to do at home in order to reinforce the language acquired
duringthislesson.
T: You will have to keep on working at home. And this is what you’ll have to
do.
NextMove 2 – Page 91
Exercise 2- Match the words in Exercise 1 to the sentences.
Exercise 3- Complete the sentenceswiththe words in Exercise 1.
NextMove 2 – Page 96
Exercise 6) Complete the sentenceswiththe words from the box.
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Right after checking that everybody has taken note and understood their homework, class will be
dismissed.
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization
Coherence and
sequencing
Learning aims
Stages
Activities
Teaching strategies
Class. management
strategies
Language accuracy
Observations Minimumscore:20 / 32
Score:28/32=8.75
Dear Gina,
Althoughyouhave beenasked tobase yourclassesonthe course book,you
have managedto make meaningfuluse of thatresource,andto add some
extramaterials andsmoothtransitions,whichare part of your personal
teachingstyle.
My bestwishesforthislastclass!
Cecilia