ae · 2018-12-23 · lessn lan designed jaime hernán villegas fernández 3 i.e. el caimo armenia 6...
TRANSCRIPT
LESS
ON
PLA
N
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
1
6GRADE
th
Theme:
Length of Class:
Number of students:
Language Focus:
Approaches Followed: Skills:
Aims
Main aim:
Subsidiary aims:
Globalization: Value of Local Cultures
90 min
35
Grammar
Vocabulary
Functions
Other
Co-Teaching
Communicative Approach
Project Based Learning
PPP
Active Learning
Task Based Learning
Problem Based Learning
Other
Reading
Listening
Writing
Speaking
By the end of this lesson students will be able to formulate questions to obtain specific and personal information as well as to share their own information.
• To exchange information about characteristics of people and places through questions and sentences.
• To consolidate students range of vocabulary about Wh-questions in the present tense.
• To recognize the differences among different cultures.
Lesson plan designed by:
2Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6GRADE
Timetable fit and assumed knowledge:
(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this
lesson?)
Performance indicators:
Knowing:
Doing:
Being:
Learning to learn:
For the successful development of this lesson students should be acquainted with the process to ask for and answer information questions in the present tense.
The student identifies information related to particular characteristics of some countries such as food, free time activities, clothing and celebrations.
The student identifies the structure of Wh-questions.
The student uses simple sentences to express information about countries, food, free time activities, clothing and celebrations.
The student provides, orally and in writing, information about countries celebrations and customs.
The student respects customs and traditions of others.
The student values own cultural identity.
The student actively participates in the activities.The student works collaboratively to improve the learning process.
The student is aware of their own learning achievements.
Lesson plan designed by:
3Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6 6GRADE
countries and nationalities (Colombia / Colombian, United States / American, Japan / Japanese, China /Chinese…) Food, celebrations, clothing)Free time activities (play video games, listen to music, hike, cycling, go to the cinema, …)Expressions for likes and dislikes ( I like, I prefer, I love, I do not like…)Expressions to describe people (he/she is tall, Americans are …)
Present tense, Wh questions.
Recognizes the importance of pronouncing consonant sounds at the end of the words to ensure understanding appropriately.
Valuation of cultural diversity.
Giving and requesting personal information. Describing people and daily activities.
Content:
(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)
Lexical:
Grammar:
Pronunciation:
Sociolinguistic/intercultural:
Discourse:
Anticipated problems: Planned solutions
To have extra material and videos that can help students understanding.
To remind learners they need to focus on their task because they will be given positive marks according to their behaviour.
To make use of time keeper to avoid wasting time.
Students might need extra activities to review Wh questions and simple sentences.
Students’ misbehaviour might occur.
Some activities might take more time than expected
Warm up
Time and Interaction
(10 min)
To activate previous knowledge by using WH-Questions in simple present tense.To provide a communicative context to start the lesson.
Teacher (T) greets students (Ss) and makes sure s/he has their attention.
T starts with the strategy of “circle time” in which teacher uses the following questions to develop the strategy: “What day is it today?” Expected answer: “Today is…”, and the complete date.” What day was it yesterday? Expected answer: “Yesterday was…”, “ What day will it be tomorrow?” Expected answer: “Tomorrow will be...” “What is the weather like today?” Expected answer: “Today is sunny/rainy/cloudy”, all of these is proposed in order to foster vocabulary related to days of the week, months, numbers, weather and adjectives. It is done as a routine in all English lessons.
Teacher writes Wh-words on the board and sings a WH song or jazz chant to motivate students to remember them. (Appendix 1).
Teacher then writes some wh-questions on the board such as; Where do you live? / How often do you eat out? to provide a clear example wh question structure. T asks some students at random to answer these model questions.
T-SS / Ss-T5 min
T-Ss/ Ss-T5 min
T-SS / Ss-T5 min
T-Ss/ Ss-T5 min
Stage aims
Procedure
Total Stage timing
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
4
6GRADE
th
Presentation
Practice
Time and Interaction
Time and Interaction
(15 min)
(15 min)
To identify Wh questions words and phrases related to nationalities, likes, hobbies.To exchange personal information and on free time activities.
To foster collaborative work.To identify phrases and expressions related to characteristics of people, places, activities, likes and dislikes.
Before the class, Teacher has asked Ss to make two Id cards with information from different famous people that can be easily identified. Ss should also write their nationalities, jobs, and interests. Teacher activates vocabulary reviewing countries and nationalities projecting some flags on the board. Ss call out the different countries and nationalities to practice pronunciation and spelling. T writes on the board one example like: “I’m from Brazil. I’m Brazilian”. Then, with each flag T asks different students to write similar sentences on the board, so Ss can establish the difference between country and nationality.
In pairs, Ss exchange personal information of one of the famous people they have prepared ID cards for. Ss also asks questions about their likes and hobbies.
T asks Ss to work in pairs, gives each pair a copy of the student A worksheet and a copy of the student B worksheet (Appendix 2). Students are not allowed to see each other’s worksheet. Ss must ask questions to each other in order to complete their worksheet.
For example, Student A asks What’s his/her name? How do you spell it? Where is he/she from? What does he / do? Then student B gives the answer and Student A writes it on their worksheet, and vice versa. If necessary, teacher reminds some vocabulary and supervises Ss work. When students have finished, they compare answers and check spelling.
SS-T-SS10 min
PW5 min
PW15 min
Stage aims
Stage aims
Procedure
Procedure
Total Stage timing
Total Stage timing
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
5
6 6GRADE
th
Production
Time and Interaction
(25 min)
To produce simple sentences about characteristics of people orally and in writing.To exchange information about characteristics of people and places through questions and simple sentences.
Ss are now given some cards with a form to fill out. Teacher tells Ss that they now must fill up the missing information in their cards, making up information assuming they are another person from a foreign a country. T explains that they are at an international conference and that they are going to meet foreign people. T can help students filling out the cards in case they have doubts about nationalities, typical names from other countries and so forth. (5 min)
When they are done with the activity, T divides the class into two groups and in two lines. A-B. Then, T tells Ss to stand face to face (A’s and B’s) and explains that students A will only make questions, and students B will only give answers. When T gives the sign to start the activity Ss A will ask questions previously practiced (when, what, where, why, etc) T only gives two minutes to ask questions to each person. After that, teacher shouts “change” and everybody must move one step to the right to continue requesting or answering to the next person. Ss on extremes move to the first place of the opposite line, that is, Ss A become B and Ss B become A, the one requesting changes to answering and the one answering changes to requesting.
Individual5 min
T-S/SS/ST20 min
Stage aims
Procedure
Total Stage timing
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
6
6GRADE
th
Wrap up
Time and Interaction
(10 min)
To consolidate knowledge about Wh questions considering SS’ context and their own experiences.
Teacher asks some students to talk to their partners about their experience with the previous activity. How easy was it for them? Could they understand the names? Spell? Ask questions?T asks as few Ss to share their thoughts with all the class.
For homework T says Ss should think of two questions they could use to survey people about their personal healthy habits. PW
5 min
SS-T5 min
Stage aims
Procedure
Total Stage timing
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
7
6 6GRADE
th
Materials Needed
1. Computer, projector, 2. markers, 3. board, 4. speakers, 5. photocopies of appendixes 1-3.
Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
Lesson plan designed by:
8
6GRADE
th
Lesson plan designed by:
9Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6GRADEWorksheets and other appendixes
Questions song
Who? Where? When? What? Why?Who? Where? When? What? Why?
Who’s the president?Why do people cry?Where’s my pencil?
What’s that in the sky?Well,
it’s time to say good bye!!!
__________________________________________________________
Questions song
Who? Where? When? What? Why?Who? Where? When? What? Why?
Who’s the president?Why do people cry?Where’s my pencil?
What’s that in the sky?Well,
it’s time to say good bye!!!
___________________________________________________________
Questions song
Who? Where? When? What? Why?Who? Where? When? What? Why?
Who’s the president?Why do people cry?Where’s my pencil?
What’s that in the sky?Well,
it’s time to say good bye!!!
APPENDIX 1
6
Lesson plan designed by:
10Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6GRADEWorksheets and other appendixes
STUDENT A
1.NAME: Tom Holland
NATIONALITY: British
JOB: Actor
LIKES: free running
2.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
3.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
4.NAME: Fabriana Arias
NATIONALITY: Colombian
JOB: Skater
LIKES: Painting
5.NAME: Valentina Zenere
NATIONALITY: Argentinian
JOB: Actress, model and singer
LIKES: watching Phineas and Ferb
6.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
7.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
8.NAME: Zhang Ziyi
NATIONALITY: Chinese
JOB: Actress
LIKES: Dancing
APPENDIX 2
Lesson plan designed by:
11Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6 6GRADEWorksheets and other appendixes
STUDENT B
1.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
2.NAME: Bailee Madison
NATIONALITY: American
JOB: Actress
LIKES: Posting videos on Youtube and spending time with her friends
3.NAME: Christopher Hemsworth
NATIONALITY: Australian
JOB: Actor
LIKES: Surfing
4.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
5.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
6.NAME: Malala Yousafzai
NATIONALITY: Pakistani
JOB: activist for female education
LIKES: Listening to music
7.NAME: Yerry Mina
NATIONALITY: Colombian
JOB: Football player
LIKES: Playing video games
8.NAME: ______________________
NATIONALITY: ________________
JOB: ________________________
LIKES: _______________________
APPENDIX 2
Lesson plan designed by:
12Jaime Hernán Villegas Fernández I.E. EL CAIMO
Armenia
6GRADEWorksheets and other appendixes
APPENDIX 3
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