LEARNING SESSION No 16 III TERM
MYSTERIOUS PLACES
I.- GENERAL INFORMATION
1.1
1.2
1.3
1.4
1.5
1.6
School
School Subject
Grade
Classroom
Learning session
Kind of task
:
:
:
:
:
:
1.7
Colegio Mayor Secundario Presidente del Per
English
4th and 5th Grade (Level B1)
A,B,C,D,E,F,G,H,I,J
8 pedagogical hours (October 20th - October 24th)
FOCUSED TASK
Teachers
:
Rosario De la Cruz, Leila Len, Ernesto Meja, Anny
Salazar
LEARNING OUTCOME (CAPABILITIES AND ATTITUDES)
Language skill
focused
Complementary
Skills
SPEAKING
At the end of this lesson students will be able to speculate
about the origin of mysterious places and other unsolved
cases to respect each others beliefs working as a group.
Understanding - writing
II.- DEVELOPMENT OF COGNITIVE PROCESS:
PEDAGOGICAL
PROCESSES
STRATEGIES/ACTIVITIES
Time
1st day
Intro
Setting the task
Planning the task
Aim: Discuss theories about mysterious places
T shows Ss a bag containing pieces of 5 different puzzles. Ss close their eyes
and take a piece, then they have to look for the other pieces in order to complete
the pictures. Once they have completed the puzzles, T asks Ss if they recognize
those places and what they know about them. Ss exchange ideas with their
groups. T elicits opinions from the Ss.
T chooses one of the mysteries and asks the class to speculate about the origin
of Macchu Picchu . T collects some information from Ss and writes on the board
some sentences using the modal verbs in past. T asks Ss the differences in each
sentence.
T hands out a worksheet about mysterious places, Ss read individually and write
down speculating sentences. T asks for some volunteers to read their sentences.
Ss work in groups of 5. Each student receives a different story, they read it in
silence and then have to retell the story to the group. The whole group should
suggest two or three possible explanations for each mystery. Tasks some
volunteers to write down their sentences on the board.
T tells the Ss that they are going to read some ways in which people have tried to
explain the mysteries but the explanations are not in the correct order. Their task
is to match three possible explanations to each mystery.
Ss compare their answers with their groups and then T checks the answers with
the whole class.
Intro
Aim: Speculate about different kinds of mysteries using modal verbs.
T tells Ss that something strange happened last night in her neighbourhood:
theres a hole in the road outside her/his house and none of the neighbours
knows what happened. T asks Ss to think of any possible explanation using their
imagination as much as possible, he/she starts with one example:
Something might have fallen out of the sky
Setting the task
Ss open their books at page 74 and look at the photos. T asks if they know
anything about the places and elicits ideas from the class. Ss read the texts and
answer the questions to check understanding.
Ss review modals of deductions doing Ex a, b, c and d.
Planning the task
Ss look at the photograph at page 75 and in small groups discuss the questions.
T asks for volunteers to share their answers.
2nd day
Aim: Express regret using should have and shouldnt have
Intro
T pretends that he/she has a stomachache and says I shouldnt have eaten
that sandwich, expressing regret. T writes the sentence on the board and then
adds another sentence I should have drunk a hot tea after eating that
sandwich. T asks Ss what differences they notice in the two sentences and
points out the use of should have and shouldnt have.
T asks Ss to think about their regrets, some Ss share them with the class.
3rd day
III.- ONGOING ASSESMENT
TYPE
Formative
CRITERIA
Speaking
CAPACITIES
INDICATORS
speculate
Students will be able to speculate about the
origin of mysterious places and other
unsolved cases supporting their arguments
with modal verbs of deduction in past and
using linking words properly.
INSTRUMENT
Rubrics for
speaking
