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Tpd roman - lesson 3 classplan - high school
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Laura Román Período de Práctica: Escuela Secundaria Institución Educativa: Escuela Manuel Belgrano Dirección: Viamonte 860, Comodoro Rivadavia Sala / Grado / Año – sección: 6to año (sección única) – jornada extendida Cantidad de alumnos: 6 Nivel lingüístico del curso: C1 CEFR Tipo de Planificación: Clase Unidad Temática: Las personas y los medios de comunicación Clase Nº: 3 Fecha: 28/09/2018 Hora: 13:40 a 14:20hs Duración de la clase: 40 minutos Fecha de primera entrega: 26/09/2018 Teaching points: mixed conditionals for hypothetical situations in the past or present Aims or goals: During this lesson, learners will be able to… - To further practice mixed conditional sentences types 2 and 3 - Talk about hypothetical situations in the past or present - Develop the four macro skills Language focus: Functions Lexis Structures Pronunciation Revision Talk about hypothetical situations The media, fame, movies, to play a role, apps and network names Conditional sentences types 1, 2 and 3 would New Talk hypothetical situations in the past or present Varied according to their creation of conversations Mixed conditionals (2 and 3) would have Teaching approach: The lesson is based on the Communicative Approach, and organized through the PPP procedure (Harmer,2010). Integration of skills: students will work on their listening, speaking, reading and writing skills Materials and resources: whiteboard and markers, printout, workbook Focus 4 by Pearson Pedagogical use of ICT in class or at home: students will use the digital dictionary Wordreference which they have downloaded to their mobile phones at the beginning of the year.
- 2. Seating arrangement: during the different activities students will be sitting at their desks in a circle for the lockstep and individual activities and in 3 separate groups for the pair speaking activity. Assessment: I’ll check students’ comprehension through questions, their answers to the activities and their written and oral productions Routine: Timing 3’ Purpose: to start the lesson, get students in the mood for work, establish rapport. Grouping : Lockstep I will enter the classroom and say hello to each of them, and ask each one how they are, or about something I know was happening in their lives. I’ll ask them to put their desks facing each other as if they were at a long house table. Once they’re all seated, I’ll say, please open your folders, what day is it today? I’ll write the date on the board and ask them to do the same on their folders. T: Today we are going to start working on the workbook. Warm up Timing 5’ Purpose: To review conditional types Grouping: individually I will ask them to open their workbooks at page 84. I’ll say: “Look at exercise 1. Who can read the task? Thanks. We have four different examples for different uses (a to d). We have to match examples and uses. So, let’s do the first one together. Who can read number 1? Thanks. Which letter from a to d do you think it matches? EA: It’s B, a possible situation in the future. T: Excellent. Now you do the rest. Once they have all finished, we will check the rest together comparing what each one wrote. T: well done! Would you like to play a game? Activity 1: Timing 10’ Purpose: To remember and practice the mix conditional form, and have fun Grouping: lockstep I’ll put on the table a set of cards facing down containing names of social media apps and networks. I’ll say, “Here we have names of social networks and apps. We are going to play a guessing game. You have to use a mixed conditional sentence to create a clue for
- 3. your classmates to guess. But you have to raise your hand to guess. I’ll start.” I’ll take a card to model the activity. I’ll say and write on the board: “If they hadn’t invented this, we wouldn’t have a digital wall to post our thoughts.“ (Facebook) The student who guesses the network will take a card and continue the game. If there’s one app they don’t know, they will be able to change the card. FACEBOOK WHAT’S APP TWITTER INSTAGRAM SNAPCHAT YOUTUBE GOOGLE SKYPE PINTEREST VINE BADOO MY SPACE WORD REFERENCE T: Great work! Did you like the game? Now, remember we were talking about two famous actors and how their lives are now because of the parts they played? EA: Yes, we talked about Daniel Radcliff and Edward Cullen. Activity 2 Timing 15’ Purpose: To practice the target structure Grouping: in pairs I will ask them to form three groups of two and create a short conversation about a famous movie star and how their acting career would be different had they not participated in a famous movie. I’ll walk around the classroom in case to monitor their work. Once they have finished, each group will role play their conversation for the rest to hear. (we couldn’t do this activity in the previous class.) T: Nice job! Let’s go back to the workbook. Activity 3 Timing 5’ Purpose: To practice the target structure Grouping: individually I will ask them to open their workbook at page 84 again. Once more, I’ll ask someone to read the task out loud. We’ll do the first one together and they will do the rest on their own. I will check their work individually. Closure: Timing 2’ I will say: Great job, guys! Before I go, in what kind of context do you think we could use these mixed conditional? EA: varied answers. T: Great! See you next class!
- 4. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization Coherence and sequencing Variety of resources – Learning styles Stages and activities Teaching strategies Language accuracy Observations Minimumscore:18 / 30 Score:____ /30