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lesson plans, class 3
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Antonella Young Período de Práctica: Secundaria Institución Educativa: Colegio “Sagrado Corazón” Dirección: Pellegrini 389 Sala / Grado / Año - sección: 4to año Cantidad de alumnos: 10 Nivel lingüístico del curso: Elementary Tipo de Planificación: Clase Unidad Temática: Chapter one, Nelson Mandela’s book Clase Nº: 3 Fecha: 05/10/2018 Hora: 11.05 – 12.05hs Duración de la clase: 60 min Fecha de primera entrega: 03/10/2018 Teaching points: vocabulary related to the story (chapter one) Aims or goals: During this lesson, learners will be able to… Develop reading comprehension by paying attention to main words, paragraphs, and the information Acquire reading strategies such as skimming and scanning, and inferring meaning through the context Improve their reading by listening chapter one, reading it, and correcting their mistakes at the end of the reading Work in group comparing and discussing their answers
- 2. Language focus: Functions Lexis Structures Pronunciation Revision Freedom, chief, leaders, prison, afraid, shout, kill Talking about the previous class It means… It was… (past simple) / ɪd/ past simple verbs - ed New Law, politics, leader, authorities, marry, protest Do a revision of chapter one, giving their opinion and discussing I think it is… Mandela studied in… The chief died in… / ɪd/ past simple verbs – ed /ɒ/ low, politics, authorities Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP procedure (Harmer,2010) Integration of skills: What skills will be integrated and how? Speaking by asking and answering questions orally and giving their own point of view about the topic. Listening to an audio and order the paragraphs Reading by reading the paragraphs they ordered Materials and resources: Photocopies Chalk Board Pictures Paper strips Pedagogical use of ICT in class or at home: - Seating arrangement: Students will sit in pairs or in a circle to work more comfortable and make groups in an easy way Assessment: what will be assessed and how… I’ll check students’ comprehension by asking some questions orally and by doing comprehension activities that will be corrected together. They
- 3. constructed their knowledge by working in group and discussing about the main topics. Stages in the lesson Routine(2’ min): Purpose: To greet students and start the lesson Teaching strategies: Ask the date for practice Skills: Listening and speaking abilities Description and instructions: I’ll enter into the classroom and greet pupils. Then I’ll ask them what day it is and I’ll take note on the board. T: Good morning, everybody Sts: Good morning, teacher. T: What day is it, today? STS: “it’s the fifth of October” T: Good! First I’ll take the attendance … Well, now let’s start with the class Translation: Well, now let’s start with the class. Warm – up (15’to 20’ min): Purpose: To do a revision of the last class Teaching strategies: Use of pictures to review vocabulary Use of a “ball” and music to correct activity 2 of the previous lesson Skills: Listening and speaking abilities Procedure: I’ll put on a table pictures and paper strips about the vocabulary students learned the last class. Then, I’ll invite learners to come to the front choose a picture and the most suitable word for it. They will do the same with each picture and word and they will also work in groups to put the words with their meaning correctly.
- 4. T: The last class we talked about the words in bold and why they were important. So, why are the words in bold important? STS: Because they are key words. T: Excellent! We also did an activity about it; let’s do a revision of it! Please, come everybody to the front and among all try to match the words with the correct picture and paste them on the board. Afraid Leader Chief freedom Kill
- 5. (Students will come at the front and they will work together to resolve the activity) Then… T: Great job! The last class we did a second activity about the reading and so today we have to check it. Please, take out the photocopies which we worked the last class. After a while… T: I’ll put music and I’ll give you a ball (pointing to it), when the music stops, the student who has the ball will read the first questions and choose another student to answer it. (STS starts to pass the ball and the music stop) T: Choose a student and ask him/her the first question ST1: Who did Mandela live with? Where did he live? ST2: Mandela lived with…. He lived in…. T: Very good! Let’s continue (I’ll play the music) Transition: Great job! Now, we will focus on the next two pages of chapter one. Presentation (20’min): Purpose: Develop their listening and cognitive skills to order the paragraphs of the text Work in groups to develop activity one Infer vocabulary through the text Improve students’ reading ability by reading the paragraphs in the correct order Teaching strategies: Movements and miming Paragraphs organization by working in groups Skills: Listening abilities Reading abilities Cognitive abilities Shout
- 6. Procedure: I’ll give students a photocopy about the next two pages of chapter one. I’ll ask them who the person of the photo is and I’ll ask them what the key words of these two pages are. So, I’ll ask them what they think these pages are about. Then I’ll explain the first activity and then I’ll play the audio which reproduce the text. Students have to order the paragraphs according to what they listen. Then, they’ll read the paragraphs into the correct order. T: Please, make group of three or four… now, I’ll give you the paragraphs of the next two pages and you have to order them according to the audio. (After a while)
- 7. T: Are you ready? Ok, let’s start! (Once they finished) T: Now, I’ll play the audio again and I’ll stop it after each paragraph. We will check it together! Then… T: Very good! Now, each student will read a paragraph, let’s start with you! (Pointing to a student) (I’ll monitor their reading and take down notes of their mistakes, and then I’ll write them on the board and ask students to repeat the words after me) Translation: For the next time, try to bear in mind these mistakes not make them anymore. Now, we will do a last activity! Development(15’min): Purpose: Develop students’ comprehension by doing a post-activity Develop students’ reading strategies such as skimming and scanning the text Develop their cognitive skill by searching the answers in the text Teaching strategies: Movements and miming Monitor the activity Check their answers with the other groups and justify with the text Skills: Reading ability Cognitive ability Procedure: Students will complete a map with the information taken from chapter one. They will work in group of three or four. Then all the groups compare their answer and discuss them justifying their answer with the text.
- 8. T: Now, we will work in group of three or four. I’ll give you a map to complete with the information in chapter one. Please, give a photocopy to your mates. (after they finished) T: Now, Each group will compare the answers with the other groups and you will justify them with the text. Let’s start! Closure (5’minutes): Purpose: To close the class To say goodbye Procedure: I’ll say them goodbye, and how they work. T: It’s the time! Thank you for your effort in each activity.You have done an excellent job! Have a nice weekend and see you on Monday! STS: Bye!