SECOND BIMONTHLY
LEARNING SESSION N°06
Area : English
Grade : 4th Grade
Cycle : VII
Teacher : Robert Aponte Herrera
ACTIVITY Write a paragraph about your habits and routines during the week and say it in front of your
classmates.
HOW OFTEN DO YOU DO YOUR DAILY ACTIVITIES?
TITLE
1. I will learn to describe your habits and routines .
2. I will learn frequency abverbs.
AIM 3. I will learn to write a paragraph about your daily routine.
- Infere information, purpose, facts and conclusions from
CRITERIA explicit information and interpret the interlocutor´s
BEGINNING intention.
- Express their ideas about the activities They do duting
the weeek.
Speaking and writing skills are called productive skills. They
MOTIVATION are crucial as they give students the opportunity to practice real-
life activities in the classroom. These two skills can be used as a
COGNITIVE 'barometer' to check how much the learners have learned. So in
APPROACH this session students will know all the activities they do in
English during the week
Find out the challenges and possible solutions on implementing
techniques of speaking and writing skills in English at good
level. As it is mentioned earlier, at the Secondary level.
1. Practice 1: Introduce/review lesson activity types. (30 minutes)
• Information Gap: Tell participants that they will be doing an Information Gap activity
that will introduce or review possible activities they can use in different stages of
lessons.
• Ask participants to turn to PH, p. 75, in their handouts. Put the transparency or
DEVELOPMENT PowerPoint slide of the same page on the overhead projector. Note the column headings
across the top and down the side. Explain that other skills can and should
be integrated into each lesson (especially in the warm-up and guided-practice stages),
but that the language skill proficiency
Focus of the presentation should be carried through the practice and
evaluation/application stages, so we test what we teach. For example, if our lesson is on
oral language skills, we need to evaluate students’ oral skills through a role-play or other
oral activity, not through a written activity.
• Using the sample activity in the evaluation/application stage, describe how this activity
type (role play) could be an evaluation, an application, or an application that could also
be used as an evaluation.
• Have participants read the bulleted directions silently. Ask for a volunteer to ask you
for the missing information. Ask participants to form pairs. Distribute one A page and
one B page to each pair, or distribute A pages to half the room and B pages
to the other half and have everyone find a partner.
Note: Color code the pages if possible, and tell participants that color coding helps the
teacher make sure that everyone has the correct paper. If the trainer does not color code,
ask all As to raise their hands and check that there is one A per pair.
Repeat with Bs.
• Review the directions for the Information Gap activity and have
One pair demonstrates the activity for the group.
Advise participants who are not familiar with the sample activities listed on their charts
to read the descriptions in the charts as they work together. Each activity is defined in its
description.
If the trainer is unfamiliar with some of the terms, check the answer sheet in the Trainer
Notes. Set a time limit (about 10 minutes) and direct participants to begin.
Note: Name this activity Information Gap for the participants, as this activity name will
be used in Part 2 of the workshop.
2. Practice 2: Identify the components of a lesson plan.
(20 minutes)
• Put the objective of the Model Lesson Plan for a beginning high class about health on
the overhead or the board and ask participants to answer the following questions:
What relevance does this lesson have to students’ lives?
Which enabling skills are necessary to accomplish the objective?
• Tell participants to read the lesson and answer the following questions in their groups:
1. What types of grouping strategies are used during the lesson?
2. How do the activities help students achieve the lesson objectives?
3. What other types of activities might you use and in which stage?
4. What do you think the objective(s) of the next lesson
Will be?
• Conduct the report back to the whole group. Have each small group reporter respond to
one of the discussion questions.
Make a list of the objective(s) for the next lesson so that participants can see the variety
of possibilities. Note: Tell participants there is a blank template for their use
on PH, p. 78.
A paragraph describing the activities They do during the week.
EVIDENCE Have participants turn to the Reflection worksheet on , of the
Participant Handouts and write their answer to Question again,
but now for this portion of the workshop. Elicit responses from
CLOSURE one or two volunteers.
Check – self-assessment in which They evaluate themselves
EVALUATION about their own writing.
INSTRUMENT
1. Distribute a sample test, answer sheet, and 2 pencils to each
student.
2. Give students directions and set a 10-minute time limit for
the test.
3. Collect the answer sheets only. Then, using the test handout,
Review the answers with the class. Collect and review the
students’ test booklets and answer sheets to determine how
well they understood the lesson.
Intercultural approach
CROSS – Achieving excellence approach.
CUTTING
APPROACH
