knye tpd 2016 - lesson plans secondary level

TALLER DE PRÁCTICA DOCENTE 2016

ALUMNO RESIDENTE: Knye, María Isabel

Período de Práctica: Nivel secundario

Institución Educativa: Colegio Bilingüe Abraham Lincoln - N° 1008

Dirección: Escalada 1567 - Comodoro Rivadavia - Chubut

Sala / Grado / Año - sección: 1er año - B - doble escolaridad

Cantidad de alumnos: 26

Nivel lingüístico del curso: Pre-intermediate

Tipo de Planificación: Clase

Unidad Temática: Music Makers

Clase Nº: 1

Fecha: 14/09/2016

Hora: 13:10 a 14:30hs

Duración de la clase: 80 minutos

Fecha de entrega: 11/09/2016

Teaching points: Music, musical instruments. Present Perfect Continuous

Aims or goals:

During this lesson, learners will be able to:

recognize and understand words related to music

listen to a non-fiction text

read and identify main idea and details

infer meaning of words used in the text related to music from context

speak about musical instruments

Language focus:

FUNCTIONS LEXIS STRUCTURES PRONUNCIATION

Revision Describing

completed

actions at a non-

specific time

Musical group

Singer

Rhythm

(Electric)

Guitar

Piano

Drums

Flute

Violin

12 have learnt..

Many have

become...

Weak form of have:

/həv/

New Describing

unfinished

actions and their

duration

Berimbau

Percussion

Capoeira

Samba

Labour of love

How long have you

been ...ing...?

I have been ...ing

for ...

(just introduced by

using it)

/ɪŋ/ as in helping, training, working, among others

Teaching approach: Communicative approach organized PPP

Integration of skills: Listening, reading and speaking through a non-fiction text, T-S and S-S exchanges

Materials and resources:

● Blackboard

● PowerPoint presentation (I'll upload the ppt to the Campus along with the plan)

● CD and CD player

● Handout with listening activities

While-listening activity Name:

Date:

"Music that changes lives"

Read carefully the following sentences carefully, make sure you understand them.

Listen a for the first time and decide if the sentences are True or False. Write T for True and F for

False on the line provided at the end of the each sentence.

Listen a second timeagain to check your answers

1. Carlinhos Brown was born in 1962. ____

2. Carlinhos group recorded 80 albums. ____

3. Hundreds of young people have learnt to play music in Carlinhos' school. ____

4. Carlinhos` school is called "Pracatum Music School". ____

5. Not many of the students at the school have become successful musicians. ____

Post-listening activity

Now, work with your partner and check your answers against the text on page 74 in your books.

Just scan the text in order to find the information you need. You don't need to read all of thethe

whole article. Remember to use your English at all times.

Rewrite the false statements.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

________________________________________________________________________

● Non fictional text from Std's Book (English in Mind - Book 2 - Herbert Puchta & Jeff Stranks - 2010 -

Cambridge University Press)

Pedagogical use of ICT in class or at home: Projector or IWB (if it works) for PowerPoint presentation and at

home a couple of links to find more information about the musician I'll talk about.

Seating arrangement: Students will sit in pairs as they always do. Although students will check answers with

their partner, they will have to work independently at first in the listening activities. For the reading activity

in which a higher level of thinking skills are is needed they'll work in pairs.

Possible problems / difficulties and their possible solutions during the class: After having observed the

group for four classes, I can expect some misbehaviour from some students who are always chatting in

Spanish among themselves and who need to be told what to do individually because they do not generally

pay attention or follow the class no matter what the activity. The possible solution I come up with is to have

them explain to the rest of the class what the activity(ies) consist(s) of, making sure that at the moment I'm

giving the instructions they are really listening; I can also model the activity with one of those students at a

time.

Classroom management strategies: reinforcement of routines and working habits within the classroom is a

must, as it is to keep students engaged through a variety of activities and sharing with them personal

experiences in order to humanize the topic we will be dealing with.

Assessment: what will be assessed and how?: During the second part of the ppt, students will be assessed

on their ability to come up with definitions for the words I'll be presenting them with. The first thing I'll do is

to show the students just the word, then I'll add a photo and finally the definition to check if any of them

were right; this will be repeated with the 3 words I'll be introducing and which are related to the

listening/reading. I'll will also start assessing their listening skill by checking their answers to the handout. At

a later stage, while students are working with the reading text which they will be asked to complete in pairs,

I will not only check their ability to spot the main ideas and details, but also how well they can discuss their

conclusions and answers using the L2.

Routine (5')

Purpose: to get students in the mood to start the language class and make them feel at ease with the fact of

having a different teacher for the next six classes.

I'll get into the class and greet students.

T: Good afternoon everybody, how are you today?

Ss: Fine thanks, and you?

T: I'm ok.

Transition:

T: Are you ready to start working with me as your teacher for some classes?

Ss: Yes, Miss

T: Good. Remember to behave and to pay attention. Ok?

Ss: Yes, Miss

T: Let's get started!! Today we will start with a new topic. "Music"

Warm-up: (10')

Purpose: To revise vocabulary related to musical instruments, to use the present prefect and the

present perfect continuous as an introduction to the new grammar point.

Interaction pattern:

Teacher - Student

T: Tell me. Do any of you play a musical instrument?

If I get some positive answers I'll go on to:

T: Which one do you play? (I'll write it down on the board along with other instruments that students

mention.)

T: How long have you been playing the guitar/piano/drums?

S: 2 years

T: So, you have been playing the ... for 2 years! Great! Do you take classes? How long have you been taking

... classes?

S: 1 year

T: You have been taking classes for one year! and have you learned a lot? What kind of music do you play?

S: Pop/rock/ folklore

T: Would you like to bring your musical instruments to class? or we can go to the music room and you can

play something for us. What do you think? We can plan something like that to finish the unit. Would you

like that?

I'm not really sure if they will be willing to perform for the whole class but I'll try to convince them.

If I do not get any yes I'll ask:

T: Would you like to play one? Why/why not?

Ss answers are difficult to guess.

T: When I was a child I tried to learn how to play the piano and the guitar also, but I'm not good at all at

music. I did not get the musical intelligence (in the previous unit, students worked with multiple

intelligences so I think it is a good way to bring the topic back into the classroom) although both of my

brothers have.

Transition:

T: It has been great to learn about your musical intelligence. In this unit we are going to talk about music

makers and how music can change people's lives, that is why I would like to share a personal story with you.

Presentation: (10')

PowerPoint presentation (first 4 slides)

I'll start by showing the first slide which has the title "Music makers" and the Subtitle "Music that changes

lives" The music students will listen to during the presentation belongs to my brother.

The second slide will show at first a photo of my brother.

T: Who do you think this person might be?

Ss: A musician.

T: Ok, but I've told you that I wanted to share a personal experience with you. Can you think of what my

relation to this person is?

Ss: I can't guess what they'll come up with.

Comentario [A1]: Great! If they are keen on it, you should polish the idea.

Comentario [M2]: I will =)

As soon as they have stopped brainstorming the possibilities I'll show the rest of the slide which says: "This is

my brother, Martín Knye" and I'll start telling them his story.

" Martín is 48 years old and a well-known guitarist in Argentina. He has loved heavy metal and hard rock

since I can remember. He was 5 or 6 years old when he became a fan of the group Kizz. (Here I'll move on to

the next slide which shows a photo of the group) I can still see him dressed and made up as the group did

and playing an electric guitar made out of cardboard. What I don't remember is when he started taking

guitar lessons.

At the age of 18, he was invited to become a member of a group called LZ2 and from then onwards he

became part of different hard rock groups until 2002 when he was diagnosed with "focal dystonia", which is

a neurological condition that affects a muscle or group of muscles in a specific part of the body, causing

involuntary muscular contractions. In my brother's case, it affected his left hand what prevented him from

performing live for 10 years. However, he continued teaching. (I'll use the necessary body language so that

students understand what I'm talking about)

In October 2012, he went back on stage despite his condition and he's been performing live again since then.

He has recently formed his new band (I'll move to the last slide of this part of the presentation) called Mad

Dog. It has been music what has helped him to deal with his condition and kept him going for a long time."

I want you to google "Martin Knye". He is in Wikipedia and there are also videos on YouTube. I will also

share with you a link which is not updated but it tells the story I have told you. The website belongs to

Magiar, which was one the groups he formed. Next class you can share what else you have found out about

him.

http://martinknye-magiar.com.ar/esp/english/news/news.html

Transition:

T: Do you believe me? I hope you do because it is true. Now, we will keep on working on music makers. We

will do a listening activity, but before that I want to introduce 3 words which might be important to

understand what you are going to listen to.

At this point I'll go on to the second part of the presentation. I'll turn down the volume of the music because

it is not appropriate for the vocabulary to be introduced.(I couldn't include my brother's music just in the

first 4 slides unless the music restarted with each slide)

Activity # 1 (5')

Pre-listening activity

Purpose: to introduce relevant vocabulary

Interaction Pattern:

Teacher - Student

I'll start by showing just the word to be introduced and ask:

T: Do you know what a berimbau is? Bear in mind what the topic we are working on is.

Ss: A group? A kind of music? A musical instrument? (These are possible answers if they come up with any)

Comentario [A3]: I think it is not necessary. You are being honest, opening up your heart, the students will perceive that.

Comentario [M4]: OK

http://martinknye-magiar.com.ar/esp/english/news/news.html

T: Ok, let's now see a photo and see if any of you were right or if it gives you a clue to help you decide what

it is. (I'll display the photo)

T: Ok. And now? Does the photo help you?

Ss: Yes, a musical instrument

T: Good, let's check if it is true. (Here I'll show the definition)

I'll so the same with the other two words: "Capoeira" and "Samba"

Transition:

T: Great job kids! Now, I'll deliver a handout with a listening activity related to a very special music maker.

(I'll have some students to help me deliver the handouts to make them feel involved)

T: Does everybody has a copy?

Ss: Yes, Miss or I don't have one

T: Are we ready? Please, Juani (this is one of the problematic students), can you read the instructions?.

S: Reads

T: Good, so, Ciro (another of the problematic students) can you explain just to make sure all of the students

understood?

S: Explains

T: Are we ready?

Activity # 2 (10') Listening

Purpose: To help students have a first approach to the text they'll be dealing with at a later stage.

While-listening activity


Individual

(Handout with both activities at the beginning of the lesson plan)

Transition:

T: Now, work with your partner and check your answers against the text on page 74 in your books. Just

scan the text in order to find the information you need. You don't need to read all of thethe whole

article. Remember to use your English at all times. (Students move on to the second part of their

handout)

Activity # 3 (10')

Post-listening activity


Comentario [A5]: Language. have

Comentario [M6]: Right, sorry :(

Student - Student

T: Ok, have you all finished? Let's check as a class your answers to both parts of the listening activity. I'll call

out the names of different students to give the answers.

Transition:

T: Good work everybody! You have already learnt something about Carlinhos and his school of music. Let's

see if we can learn something else about him and his work.

T: Open your folders. Let's write the date and the title on board

Wednesday, September 14th

"Music that changes lives"

Read the text on page 74 more carefully and answer the questions in exercise b. Copy the questions and

write down the answers.

Activity # 4 (15')

Reading comprehension

Purpose: To identify main idea and details in a text and also to infer meaning from context

Interaction Pattern

Student - Student - text (because students must interact with the text in order to understand it)

T: Is everybody ready? Good. Now I want you to work with your partner and, this time, to read the text

more carefully in order to be able to answer the questions in exercise b. Copy the questions and answer

them in your folders. Is it clear? Mariana, would you like to explain what you are supposed to do?

This reading activity requires a higher level of Critical thinking according to Bloom's taxonomy. Students will

have to analize the information and organize it.

Transition:

Changes made to the original plan

Comentario [A7]: Won´t they waste their time?

Comentario [M8]: True. It is just that I thought that they would have the answers but not what they referred to.

T: Alloted time is over. If you couldn't finish, please finish the activity for HW. We will check your answers

next class.

Closure (5')

T: At the end of the second paragraph, it says that Carlinhos painted "This is the school of my dreams" on

the classroom wall. What would the school of your dreams be like?

Ss: answers

As a class we will discuss students' suggestions and ideas.

T: Good job kids!!! Please, remember to look up more information about my brother browsing the internet.

We will start our next class by sharing whatever new information you've found and checking the answers to

the last exercise. I hope you have enjoyed the class. See you on Friday. Bye-bye everybody!!!

______________________________________________

T: Alloted time is over. Let us now share your answers.

Closure (5')

T: At the end of the second paragraph, says that Carlinhos paint "This is the school of my dreams" on the

classroom wall. What would the school of your dreams be like?

T: Who would like to read the answer to the first/second/third (and so on) question

Ss: Me, me, me (raising hands)

As a class we will discuss the different pairs' answers and the reasons why they chose the answers.

T: Good job kids!!! Please, remember to look up more information about my brother browsing the internet.

We will start our next class by sharing whatever new information you've found. I hope you have enjoyed the

class. See you on Friday. Bye-bye everybody!!!

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Learning aims x

Variety of resources – Learning styles

x

Stages and activities x

Teaching strategies x

Class. management strategies

x

Language accuracy x

Comentario [A9]: What if some of them haven´t finished?

Comentario [M10]: I can ask them to finish the activity for HW and we can check it the following class.

Comentario [A11]: For this stage, you should think of sth else, an activity which ends the lesson and creates the last impression and triggers students´ motivation to keep on working on the issue in the following lesson. What you have included here belongs to the previous activity, indeed.

Comentario [M12]: We may share experiences about how music can keep people away form drugs, violence and crime.

Comentario [A13]: You should ask them to write his name down, so as not to forget.

Comentario [M14]: Yes, I'll write his name on the board along with the webpage link

Observations Minimum score: 21 / 35 Score: __27__ /35 = 8 Dear Marisa, Lovely lesson! Remember you must include the pictures/definitions you will show students. You will have to be attentive to timing and encourage students´ participation as much as possible. Have a nice lesson! Your tutors











Clase Nº: 2

Fecha: 16/09/2016

Hora: 13:10 a 14:30hs



Teaching points: Music, musical instruments. Present Perfect Continuous

Aims or goals:


locate examples of the present perfect and present perfect continuous on the written text of the

non-fiction text

identify completed at a non-specific past time and unfinished actions (top-down strategy of

information processing and knowledge)

reinforce and practisce using the present perfect

understand the meaning and form of the present perfect continuous

understand the difference between "for and since"

Comentario [M15]: I have, they are in the PowerPoint presentation I uploaded to the Campus

Comentario [A16]: Which skill(s) will be developed?

use the present perfect continuous in a meaningful context relating it to music and musical

instruments

Language focus:


Revision Describing

completed

actions at a non-

specific time

Musical group

Singer

Rhythm

(Electric)

Guitar

Piano

Drums

Flute

Violin

Berimbau

Percussion

Capoeira

Samba

Labour of love

I/You/We/They +

have (not) + past

part.

He/She/It + has

(not) + past part.

Have +

I/you/we/they +

past part. ?

Has + he/she/it +

past part.?

Short answers

Weak form of have:

/həv/

New Describing

unfinished

actions and their

duration

Types of

music:

Folklore,

(hard) rock,

pop, salsa,

cumbia, jazz,

classical,

heavy metal

How long have

I/you/we/they +

been + ...ing...?

How long has

he/she/it + been +

...ing...?

I/You/We/They

have (not) + been

+ ...ing for/since ...

He/she/It has (not)

+ been + ...ing

for/since...

/ɪŋ/ as in helping, training, working, playing, taking


Integration of skills: Reading and speaking through a non-fiction text, T-S and S-S exchanges


● Blackboard

● Non fictional text from Std's Book (English in Mind - Book 2 - Herbert Puchta & Jeff Stranks - 2010 -

Cambridge University Press)

Handout

Pedagogical use of ICT in class or at home: None in this lesson

Seating arrangement: Students will sit in pairs as they always do.

Possible problems / difficulties and their possible solutions during the class: I can expect some difficulty

with the recalling and/or understanding of the use of the tenses we will be working with. I'll provide the

students with all the explanations needed and I'll give them examples so as to make form and meaning as

clear as possible for all of them.

Use the words given to make sentences using the Present Perfect. Make sure that you write them in

the affirmative, negative or interrogative as appropriate.

1. I / not / talk / to my best friend / lately.

2. He / save / a lot of money / to buy a new electric guitar.

3. You / ever / play / a musical instrument?

4. They / be / to a live concert / recently?

5. She / not make / much progress with her piano classes.

Classroom management strategies: reinforcement of routines and working habits within the classroom.

Involve students in the inference of the topic being dealt with by asking them questions to guide them to the

correct answers. Whatever students can infer on their own will be more easily remembered provided they

are given enough practice.

Assessment: what will be assessed and how?: The use of the L2 will be assessed at all times since they don't

really have any problem with it; if they don't use it, it is because they are not willing to. Students will also be

assessed on their ability to find the structures being dealt with in the reading text and at a later stage the

grammar practice exercise. As students read out loud the different sentences, I'll check their pronunciation

of /həv/ and /ɪŋ/ which are the target sounds of this lesson.

Routine (3')

Purpose: to get students in the mood to start the language class and make them feel at ease.




T: I'm ok, too. Thank you.

Transition:

T: Are you ready to start working?

Ss: Yes, Miss

T: Good. Do you remember what we worked on last class?

Ss: Yes, Miss. We talked about music.

T: So, did you find out anything else about "Martín"?

Ss: Yes, yes

Warm-up: (10')

Purpose: To recap the topic we have worked on and check if students have complied with their HW


Teacher - Student

T: Good, who would like to start sharing the information?

Ss: (raising hands)

T: Ok, (name) go ahead.

S: shares information

and so on

T: Fantastic kids!! Good job!

Comentario [A17]: Instead of relying on their memory, you may come up with activities which activate their schemata on their own.

Transition:

T: Now, as not everybody had finished the last exercise we did last class and they you were supposed to

finish it for today, we will take some minutes to share your answers to the questions.

Development: (15')

Purpose: To develop critical thinking and have students support their answers to the questions. Some of

the questions needed to analyze the text, evaluate the information and thus come up with the answers.

T: Let's see, Connie and Sofía. Can you read your answer to question # 1?

Ss: (share their answer)

Note: if there is disagreement, I'll allow other pairs to put forward their answers and together, as a class, we

will decide on the correct answer.

T: Can you support your answer? Where in the text did you find it?

Ss: (read aloud the part of the text that supports their answer)

T: Very good!!

The same procedure will be used for each of the questions.

Transition:

T: Good work everybody! We will now keep on working with the text about Carlinhos and his school of

music. We will now focus on some verb forms.

Presentation (15')

Purpose: To have students focus their attention on the verbs used in the Present Perfect Interaction

pattern:

Teacher - Students

Students - Text

Student - Student

Student - Teacher

T: Have a look at paragraph 3. The one that starts with "Hundreds of young people..." Does someone want

to read it out loud?

Ss volunteer.

T: Ok, go ahead (name)

S: Reads

T: What is the verb in that sentence

S: (possible answers) learnt or have learnt

T: (I'll make sure that the student gives me the right answer and I'll write it on the board.

On board:

have learnt have become (they both appear in the third paragraph)

T: Very good (name)! Now, work with your partner and find another example of the same verb tense. I'll

give you 2 minutes to do it.

...

T: Have you found the other example?

Ss: Yes, "have become" (I'll also write it on board)

T: Do you remember why those verb forms are used instead of using the past simple?

Ss: (let's see what they come up with) unstated past time. If they can't come up with any explanation:

T: When did the young people learn to play music? When did they become successful?

S: It doesn't say Miss

T: Exactly, we are not told when, that's why this verb tense is used. It is called the Present Perfect. We use it

when we don't know or want to say when something happened or if it has a present result. For instance,

what is the present result of "Many young people have learnt to play music there?"

Ss: They know how to play music now.

T: Good! What about the other example? What does it mean?

Ss: They are successful musicians.

T: Ok, open your folders and let's write this information down.

Friday, September 16th

Present Perfect

We use it when we don't know or want to say when something happened or if it has a present result.

"Many young people have learnt to play music there"

Do we know when? NO

What is the present result? They know how to play music now.

What's the structure?

Affirmative: (I'll elicit this information from stds and write it down; I'll do the same with the negative and

interrogative form.)

I/You/We/They + have + past participle of the verb

He/She/It + has + past participle of the verb

Negative:

I/You/We/They + have + not + past participle of the verb

He/She/It + has + not + past participle of the verb

Interrogative:

Have + I/you/we/they + past participle?

Has + he/she/it +past participle?

(You may ask me if this is necessary, the point is that this subject is called Use of English and students work

in on grammar structures this way since they have plenty of other spaces where they focus on vocabulary,

reading and listening comprehension apart from having a subject called "Writing", and learning how and

when to use different tenses help them to perform better in the other spaces)

Practice

Activity #1 (10')

Purpose: To reinforce the use and structure of the Present Perfect

Students will be provided with the corresponding handouts so that they don't spend so much time copying

the words from the board.

Use the words given to make sentences using the Present Perfect. Make sure that you write them in the

affirmative, negative or interrogative as appropriate.

1. I / not / talk / to my best friend / lately.

2. He / save / a lot of money / to buy a new electric guitar.

3. You / ever / play / a musical instrument?

4. They / be / to a live concert / recently?

5. She / not make / much progress with her piano classes.

The activity will be checked by having different students write the sentences on board.

Transition:

T: Very good job! Let's now go back to the text. I need you to have a look at the fourth paragraph and read

the first sentence.

Activity #2 (20')

Purpose: To introduce the Present Perfect Continuous and have them infer the structure and the meaning of

this tense.


Teacher - Students

Students - Text

Comentario [A18]: Thanks for clarifying this. However, Present Perfect tense appears in the Language Focus section as a topic just to be revised. Haven´t they dealt with the use and structure yet?

Comentario [M19]: Last year

Comentario [A20]: You may highlight this is the Present Perfect Simple, as they are working with the Continuous form later on.

Comentario [M21]: I usually do so, but as not every grammarian calls it that way I didin't want to add the Simple.

Student - Student

T: Who wants to read the first sentence in the fourth paragraph aloud?

S: I do Miss.

T: I want everybody to follow in your books.

S: " The school has been training young musicians from the area since 1994 - and it's been doing it for free."

T: Will you all, please, underline the two verb forms used in the sentence. Don't take too long!

T: Ready? Fidel, please, can you read what you have underlined? (This is another of the kids who

misbehaves)

S: Reads what he has underlined (I'll write it on the board)

T: Can you tell me from the context if these two activities are still going on? When did the activities start?

Ss: In 1994

T: Does it say if it has finished?

Ss: No

T: Very good, so what can we infer from the context in relation to the use of this verb tense?

Ss: I don't know if they will be able to come up with the correct answer.

T: I'll draw a line on the board and mark 1994 and a perpendicular line which will read now

On board:

Past 1994 Now-2016

____________X_____________________________________________________________l_______future

The school has been training young musicians ... since 1994

T: So this means that the action started in the past and is still continuing now.

T: Work with your partners and find 3 more examples of the same structure in the rest of the text.

While students are scanning the text to find the other examples, I'll move around to make sure that

everyone is working and using the L2.

T: Ok, have you found the other 3 examples. Who wants to read the sentences?

S: I want, Miss

T: Good, go ahead (name). Read only one of them.

S: reads

T: Well done! The other one, who wants to have a go?

S: Me, Miss

T: Ok, read it please (name)

S: Very good (and so on)

Transition:

T: Let's add some more information to what we have already written in the folder.

Present Perfect Continuous

Past 1994 Now-2016

____________X_____________________________________________________________l_______future

The school has been training young musicians ... since 1994

Jair has been working at Pracatum Music School for many years.

This means that the action started in the past and is still continuing now.

In the first example the word "since" gives us information about when the action started, while in the second

example, the word "for" tells us for how long the action has been taking place.

T: Copy this information under the title given and then go to your books and complete the table and the rule

box that you will find in exercise b on page 75. If you have any doubts do not hesitate to ask me!

Homework:

Complete exercises c and b on page 75 in your books.

Closure: (5')

T: Ok, Let's relax a bit now and play a game on the board. I'll write a sentence on the board and volunteers

will come to the front and transform the sentence by erasing one or two words and replacing them for

(an)other one(s).

On board:

I've been teaching this wonderful language for nearly two years now.

I'll start to show them how it works. As they change a word they'll be practiscing the structure and giving

their own opinion.

I'll erase "nearly two" and change it for "almost twenty-five" and then I'll read it out loud.

"I've been teaching this wonderful language for nearly 25 years now."

T: Who wants to come? You can make the changes you want and express your opinion.

Ss: come to the board and read out loud their new sentence.

......

T: The bell has rung! See you next class and don't forget to do your homework!!! Bye-bye everyone!

(You may find this the most very uncreative lesson ever, but it is the way the school expects me to teach. I'll

be adding more listening and speaking activities as the students get familiar with the new structure).

Comentario [A22]: Nice idea!


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __26__ /35 = 7.5 Dear Marisa, Interesting lesson! You have devoted this lesson to working with grammar. It would be great if you could draw the distinction between the two tenses, so as to clarify their uses. To be honest, we don´t agree with your final comment at all. It is not an uncreative lesson plan, it is one that adjusts to the demands of a specific group. Try to incorporate different kinds of input in further plans and it would be even better. As well as this, try to improve your learning aims. They can still develop skills while focusing on grammar rules. You can always do so in a meaningful and communicative context. We are sure you will find a suitable way. Have a nice lesson! Your tutors







Comentario [M23]: I'll do that in the following lesson since that is the purpose of revising the PPS first.





Clase Nº: 3

Fecha: 28/09/2016

Hora: 13:10 a 14:30hs



Teaching points: Present Perfect Continuous vs. Present Perfect simple

Aims or goals:


identify completed and unfinished actions through pictures presented in the PowerPoint

presentation while expressing their ideas

understand the meaning of the present perfect continuous and present perfect simple

develop their speaking skills using the tenses dealt with and for and since by playing a board game

Language focus:


Revision Describing

completed

actions and their

outcomes

Describing

ongoing activities

Actions:

Running,

cooking,

feeling,

practising,

playing,

watching,

waiting,

sleeping,

learning,

eating, doing

I/You/We/They +

have (not) + past

part.

He/She/It + has

(not) + past part.

Have +

I/you/we/they +

past part. ?

Has + he/she/it +

past part.?

How long have

I/you/we/they +

been + ...ing...?

How long has

Weak form of have:

/həv/ and /ɪŋ/

he/she/it + been +

...ing...?

I/You/We/They

have (not) + been

+ ...ing for/since ...

He/she/It has (not)

+ been + ...ing

for/since...

Short answers

Yet, just, already

New Describing

unfinished

actions and their

duration against

completed

actions

Stative verbs

See, hear,

smell, taste,

want, prefer,

like, love,

hate, think (as

in "it is my

opinion),

believe, know,

understand,

have, own,

posses, belong

I have seen

She has known

They have

understood

...

Different endings for regular past participles /d/,/t/ and /ɪd/


Integration of skills: Listening and speaking through a game board, T-S and S-S exchanges


● Blackboard

● PowerPoint Presentation

● Student's book (English in Mind - Book 2 - Herbert Puchta & Jeff Stranks - 2010 - Cambridge

University Press) for written practice.

Board game. Copies printed to be given to the 6 groups and dice. Downloaded from busyteacher.org

(I'll be uploading the board game to the campus so that you can see it well)

Finish

Go back to

start

Start

Create one

Affirmative

sentence using the

Present Perfect

Continuous

Miss a Turn

Miss a Turn

Since or For?

I haven’t eaten

anything _______

breakfast.

Go back to

start

We've discovered this

great café and

we_____________ there a

lot.

a) have been going

b) have gone

c) are going

d) have went

Create one

Negative sentence

using the Present

Perfect Simple

Since or For?

Fred and Frida

have been learning

French _____ 1998

Create one Negative

sentence using the

Present Perfect

Continuous

Play Again

Where have you been?

I____________ for ages.

a) have waited

b) waited

c) was waiting

d) have been waiting

You're covered in paint!

What __________ you

__________?

a) have _____ done

b) were _____ doing

c) did _____ do

d) have _____ been doing

Create one Negative

sentence using the

Present Perfect

Simple

Since or For?

Tim and Tina have

been learning

English _______ six

years.

Since or For?

Mary has been

saving her money

________ many

years.

I have to write an essay.

I__________ about half of it

so far.

a) have written

b) have been writing

c) wrote

d) have to write

Create one

Affirmative

sentence using the

Present Perfect

Continuous

Play again

I think they are dating.

They____________ a lot of

each other recently.

a) had seen

b) haven't been seeing

c) have been seeing

d) have seen

Since or For?

I have been waiting

______ 4 o’clock.

Create one

Affirmative

sentence using the

Present Perfect

Simple

Since or For?

We have been living

here ________ 2

months.

How's your Mum? I

_____________ her for

ages.

a) had seen

b) haven't seen

c) haven't been seeing

d) didn't see

Their new kitchen looks

fantastic. They _____

completely _____ it.

a) have _____ been

redecorating

b) have _____ redecorated

c) already _____ redecorated

d) didn't _____ redecorated

She’s gone to the doctor's.

She ______________ too

well lately.

a) hasn't felt

b) hasn't been feeling

Since or For?

I haven’t been on

holiday ______ last

Pedagogical use of ICT in class or at home: PowerPoint presentation

Seating arrangement: Students will sit in pairs as they always do except for the board game in which there

will be 4 groups of 4 students and 2 groups of 5. Students will turn their chairs around so as not to waste a

lot of time getting organized.

Possible problems / difficulties and their possible solutions during the class: I can expect some difficulty

with the recalling and/or understanding of the use of the tenses we will be working with. I'll provide the

students with all the explanations needed and I'll give them as many examples as necessary so as to make

form and meaning clear for all of them and also to have learners infer, for instance, what verb tense to use

according to what they want to express because if so happens, they will be more attentive and they will

more easily remember provided enough practice is given to them. There might be some problems at the

moment of playing the board game because the students will want to play with their friends, but as I have

got to know them quite well, I'll prevent this from happening by making sure that the problematic students

have not gathered together.

Classroom management strategies: reinforcement of routines and working habits within the classroom. Get

students involved in the activities planned by asking them questions to guide them to the correct answers

while they pay attention.


really have any problem with it. Students will also be assessed on their performance with regard to the

grammar practice exercises. As students read out loud the different sentences, I'll keep on checking their

pronunciation of /həv/ and /ɪŋ/, plus the past forms pronunciation: /d/,/t/ and /ɪd/ which are the target

sounds of this lesson. I will also be moving around while they are playing the game so as to assess their use

of the L2 and the structures being practised as well.

Routine (5')





T: I'm ok, too. Thank you. Did you enjoy student's day celebration on Friday?

Ss: (you never know what they'll answer but I guess their answer will be YES!!!)

T: Glad to hear so! Which of the performances did enjoy most?

Ss: (different answers)

Transition:

T: Today we will start the class in a different way. We are going to start by playing a game on the board. (As

I run out of time last class, I'm going to use the closure activity as a warm-up to have students recall the

present perfect continuous and use it to express their personal opinions.) Would you like that?

Ss: Yes, Miss

T: Great then! pay attention to what I'm going to write on the board.

Warm-up: (15')

T: Once I finish writing the sentence on the board, volunteers will come to the front and transform the

sentence by erasing one or two words and replacing them for (an)other one(s).

On board:

I've been teaching this wonderful language for nearly two years now.

I'll start to show them how it works. As they change a word they'll be practiscing the structure and giving

their own opinion.

I'll erase "nearly two" and change it for "almost twenty-five" and then I'll read it out loud.

"I've been teaching this wonderful language for nearly 25 years now."

T: Who wants to come? You can make the changes you want and express your opinion.

Ss: come to the board and read out loud their new sentence.

......

Transition:

T: I could notice you've had fun with this activity, but now we have to check homework.( Purpose: to use

every student's answers to clarify any doubt they could have). Please make sure that you have your books

on your desks so that I can see what you've done.

T: Who would like to read sentence 2 in exercise c?

Ss: Raising hands


S: Reads

T: Do you all agree?

S: I "put" something different.

T: Ok, let's see. What did you write there?

S: Reads his/her version

T: Who do you think has the correct answer? (Students debate) Good! So the correct answer is "He has been

cooking all morning". Make sure you make the necessary corrections. (The images of the HW activities were

included in the previous plan. Should I include them here too?)

Comentario [A24]: You should emphasize the use of write instead of put.

Comentario [M25]: That was the idea when I rephrased the question.

Comentario [A26]: It would be great, thank you.

The same procedure will be followed with the rest of the sentences.

Transition

T: So, let's see if we learn something more about the Present Perfect Simple and the Continuous form so

that we play another game by the end of the lesson.

Presentation: (15')

Purpose: To have students focus their attention on the difference in meaning between the two tenses.


Teacher - Students

The topic will be introduced using a PowerPoint presentation. (Uploaded to the Campus along with the

lesson plan, but not as a presentation so that you can read the notes I wrote at the bottom of some of the

slides.) At this point I'll need some minutes to prepare the projector since there's not enough space in the

classroom to have it ready beforehand.

As I go along the different slides, I'll give students the necessary time so that they can come up with the

answers to the questions presented before showing the answers to them. Once I get to the final slide which

deals with stative verbs, I'll make up a possible situation where the sense verbs can be used in the

continuous and the simple form with a different meaning.

T: Listen carefully to what I'm going to tell you. Imagine this situation:

"One afternoon, you get home and you exclaim:

You: It smells good!! Mum, have you made my favourite chocolate cake?

Mum: Of course darling! Would you like a piece now?

You: Sure, Mum.

Mum: So go and wash your hands.

Comentario [A27]: The situation you provide in order to demonstrate the different uses of certain verbs is clear and appealing, but it would be much better if you could include examples of those verbs in the perfective tense. Try to find the way of doing so.

Comentario [M28]: I used the present perfect simple, but I couldn't find a way of including the progressive form :(

In your way, you get closer to the cake and put your nose very near the it, so close that the tip of your nose

gets stained with chocolate mousse. Your Mum turns around and notices that so she says:

Mum: What are have you been doing, sweety?

You: I'm ve just been smelling the cake Mum.

Mum: I've told you to go and wash your hands.

But before doing what your Mum has told you, you run your finger through the cover of the cake (miming)

Of course your Mum sees you.

Mum: And what are you doing now, young fellow?

You: I'm tasting the cover Mum, it's no big deal.

Some minutes later, you are sitting at the table with a piece of cake and a glass of orange juice.

Mum: Is it good?

You: It tastes fabulous, as usual Mum!!!

Once the presentation is over

T: Is it clear enough? Do you want me to give you more examples?

Ss: (I'm almost sure that all of them will say that they understood)

Transition:

T: Great! I'm glad to hear so. So now, you will open your books at page 76 and complete the Rule box in

exercise a and the corresponding written practice in exercises b and c. (I'll write this information on the

board)

Ss: What page Miss?

T: Pay attention, I've already written it on the board. (It's always like that)

Activity #1 - Written practice and oral check(15')


Student - Text

Student - Student

Whole class

T: Once you have finished, check your answers against your partner's and discuss any disagreement you

might have. Before you start working, let's go over the instructions, you have no more than 10' to complete

the activities. Then we will check the answers orally.

Comentario [A29]:

Transition

T: All right everyone! Have you all finished?

Ss: Yes, Miss / No, Miss, not yet. (all at the same time)

T: Just two more minutes and then we'll check.

T: Ok, ready? Who would like to start by reading the Rule box?

Ss: Raising hands


S: reads

T: Let's now move on to exercise b. (name) can you read sentence #2 including just the words you've

chosen.

S: reads (and so on till every sentence has been checked and doubts clarified)

Transition

T: Good work everybody! What do you think about playing a board game?

Ss: Yes, yes, yes!!!

T: Ok, first of all I need you to get together in groups, as you are 26 in the classroom there'll 4 groups of 4

and 2 of 5 students. Then, in a small piece of paper that you'll use as a marker, write your name. I'll give you

the board and a dice for you to play. Every member of the group will throw the dice and the student with

the highest number starts and the rest plays in the order you are sitting, to your right will follow. The winner

in each group will get points for his/her House. (The whole school is divided into three houses: Yellow House

(Shakespeare), Red House (Hemingway) and Green House (Poe).)

T: Any doubts? (I'll hand out the necessary material)

T: Now, look! I throw the dice, I got a three so I move my marker three spaces and do what the box tells me

to do. I fell on this box:

Their new kitchen looks fantastic. They _____ completely _____ it.

a) have _____ been redecorating



You then choose the correct option. If the answer is wrong, you miss a turn. Then, the next student in turn

repeats the procedure. Is it clear?

Ss: Yes, Miss

T: Start playing and don't hesitate to ask me if you are in doubt about the answer.

Activity #2 (40') and Closure as well

Purpose: to have students practisce the two verb tenses we worked on during the class while interacting and

using the L2.

Interaction Pattern

Students - Students

See the board game in material to be used

While students are playing, I'll be moving around the class to make sure they are using English to

communicate and check their answers as well.

Five minutes before the bell rings, I'll check who the winner is in each group and assign them the

corresponding points. If any of the groups couldn't finish, the one who got closer to the end will be the

winner.

T: Ok, kids. Let's call it off. We have five minutes left to check who the winners are. Group 1: who won in

your group?

Ss: (a name)

Comentario [A30]: Will you wait till they are organized in groups to give the instructions?

Comentario [M31]: Yes, I will. If not, I will have to start all over again.

Comentario [M32]: Sorry for this, as this is an American school I tend to use American spelling at times :(

T: Good, (name) what house do you belong to?

S: Yellow/Red/Green

As the students mention the winners and the houses they belong to, I'll write down the information on the

board.

T: Great job everybody!! I hope you have enjoyed the game. Get ready to go to recess and see you on

Friday.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _28___ /35 = 8 Dear Marisa, What a lively lesson! Students will work on grammar within an appealing atmosphere. Well done! Your role will be the one of a facilitator, attentive to their answers, especially when playing the board game. Your monitoring the groups and giving precise feedback will be of paramount importance. You may work on common mistakes later on. Have a nice lesson! Your tutors











Clase Nº: 4

Fecha: 30/09/2016

Hora: 13:10 a 14:30hs



Teaching points: Music and musical instruments, Present Perfect Continuous vs. Present Perfect simple

Aims or goals:


develop their speaking skills using the tenses being dealt with and for and since by interviewing their

partner to get missing information form from a text about a well known musician

develop their listening skill by completing a table about people talking about music and musical

instruments.

improve their ability to give definitions or to paraphrase if needed in order to be able to

communicate

Language focus:


Revision Describing

completed

actions and their

outcomes

Describing

ongoing activities

Asking and

answering about

Jazz, rock,

classical

Violin, drums,

piano,

electric

guitar, flute

When did ...

learn/buy/...?

When was ... born?

...learnt/became/...

I/You/We/They +

have (not) + past

part.

He/She/It + has

Weak form of have:

/həv/ and /ɪŋ/


Con formato: Inglés (Estados Unidos)

definite past time

actions

(not) + past part.

Have +

I/you/we/they +

past part. ?

Has + he/she/it +

past part.?

How long have

I/you/we/they +

been + ...ing...?

How long has

he/she/it + been +

...ing...?

I/You/We/They

have (not) + been +

...ing for/since ...

He/she/It has (not)

+ been + ...ing

for/since...

Short answers

Yet, just, already

New Asking and

answering

questions about

a well known

musician

Defining and/or

paraphrasing

Reggae, hip-

hop, country

Trumpet,

clarinet,

saxophone,

synthesiser,

keyboard

Live music,

recorded

music, album,

single,

orchestra,

conductor,

choir, lyrics,

backing

singers,

No new structures /k/ as in choir, orchestra

recording

studio, open-

air concert

MP3, MP4


Integration of skills: Listening, speaking and writing. T-S and S-S exchanges


● Handout for first speaking activity

● Blackboard

STUDENT A

Paul McCartney was born (when) __________ in Liverpool. He did not want to take lessons so he learnt to play

the piano (how)_________________. He bought his first acoustic guitar when rock and roll became popular.

From then onwards, he became a singer, a songwriter, a music and film producer and a businessman.

Paul has been playing music and performing live (beginning of period)_______________________. His first

record was made in 1958 and he is still making them. That means that he (what/do)

____________________________________ for 58 years.

McCartney has written or co-written(number) ________________________ and he has won 21 Grammy Awards.

On (when) __________________, Paul became Sir Paul McCartney.

Paul has married three times. His last wife's name is Nancy Shevell, they have been married (duration)

________________________.

_________________________________________________________________________________________

STUDENT B

Paul McCartney was born in 1942 (where) __________________. He did not want to take lessons so he learned

to play the piano by ear. He bought his first acoustic guitar (when) _________________________. From then

onwards, he became a singer, a songwriter, a music and film producer and a businessman.

Paul (what/do) ________________________________________ since 1957. His first record was made (when)

_____________ and he is still making them. That means that he has been recording music (period of

time)_____________________________.

McCartney has written or co-written hundreds of songs and he has won (number) ____________________

Grammy Awards.

On 11th March 1997, Paul became Sir Paul McCartney.

Paul has married (number) __________________ times. His last wife's name is Nancy Shevell, they have been

married for 5 years.

● CD player


University Press) for listening activities.


Possible problems / difficulties and their possible solutions during the class: I don't expect any difficulty

except for a bit of noise while students work in pairs on the speaking activities.


students involved in the activities planned and check their good use of time and L2 during the activities. I'll

pay special attention to those students who usually speak Spanish and waste their time instead of working.


really have any problem with it. Students will also be assessed on their performance and use of vocabulary

and structures while dealing with the speaking activities. As students speak, I'll keep on checking their

pronunciation of /həv/ and /ɪŋ/, past forms pronunciation: /d/,/t/,/ɪd/ and /k/which is the target sound of

this lesson.

Comentario [A33]: Why do you think they have this kind of behavior? Is it a discipline issue? Are activities too difficult/easy for them?

Comentario [M34]: Students spend 8 hours a day at school so at times they tend to relax a bit, mostly, because the class is immediately after they have had lunch.

Routine (5')




Ss: Fine Miss, and you?

T: I'm great because it's Friday! TGIF (I'll write this on board) Do you remember what these letters stand

for/mean?

Ss: Thank God It's Friday

T: What about you? Are you happy? Do you have any special plans for the weekend?

Ss: answers

Transition

T: Are you ready? What about listening to some music?

Ss: Yeah!!!

Warm-up (15')

Purpose: to revise present perfect tenses and past simple

Interaction pattern

Teacher - Students

Student - Student

T: Maybe it is not the kind of music you like but I want to know if you recognize what band it is. I'll play just a

bit of different songs and then you can tell me if you know who they are. Here we go.

(I'll play just a few seconds of three songs by the Beatles as an introduction for the next activity)

Ss: The Beatles Miss!

T: Do you know the names of the members of the group?

Ss: (I don't really know if students know all of the names of the members of the group, but they might

mention some of them. If they do, I'll write the names on the board.)

T: The names were John Lennon, George Harrison, Ringo Starr and Paul McCartney. Let's learn some things

about Paul McCartney's life. You will work in pairs. I'll give each person in the pair part of the information

about Sir Paul McCartney and you will have to ask and answer questions so that both members in the pair

will finally have the whole information. Is it clear?

Ss: More or less Miss.

T: Ok, let me hand out the slips of paper and I'll do the first question with a volunteer. If I show you, you'll

see that it is not so difficult.

I'll hand out the worksheets A and B, and model the activity with a volunteer.

T: Is it clear now?

Ss: Yes, Miss

T: Good, get to work. I'll stop you in 10' and then will check it orally. (while they are working I'll move

around to see that they are doing it correctly - that means, without showing their part of the text to each

other.

Transition

T: Have you finished?

Ss: Yes

T: Who would like to read the first paragraph?

S: Me

T: Go ahead (name)

S: reads

T: Well done!! What about the next paragraph? Who wants to read? (and so on)

...

T: Good job everybody!!!

Transition

T: We've been talking about music, musicians and musical instruments. Do you have musical intelligence or

you don'tnot?

Ss: I do/I don't (all at the same time)

T: I have already told you that I do not have that kind of intelligence, but we can test yours. What do you

think? Look or better said listen! We are going to listen to 6 music extracts of different kinds of music. (On

the board)

reggae - jazz - hip-hop - rock - classical - country

T: Do you know any of these types of music? Which one(s)?

Ss: classical, rock (and maybe jazz and hip-hop)

T: Country is traditional music from the west and south of USA. Reggae is a type of popular music from

Jamaica. Hip-hop began in NY in the 70's and one of the main elements in it is rapping. Jazz originated from

African-Americans. I'm sure you don't need any explanation about rock and classical. However, can

somebody explain it to me?

Ss: answers (they may come up with names such as Mozart, Beethoven and names of representative rock

bands)

Comentario [A35]: You may tell them where the music is from, and have them guess.

Comentario [M36]: Good idea, thanks!

Activity #1 (10')

Listening (Matching activity)

Purpose: to introduce new vocabulary


Recording - Students

Student - Student

Teacher - Students

T: Will you please open your books on page 77 and look at exercise a?

T: Ready? Who can read the instruction out loud?

Ss: Raising hands

T: Ok, (name). Will you read it please?

S: Reads

T: Good, any questions? I will play the recording twice. (CD2 T17) The first time try figure out what kind of

music you are listening to. (I'll pause the recording after the first piece of music and elicit the answer) You

may number the words if you think you got it. The second time you listen, check your previous choices.

After the second listening I'll give you time to write the words next to the numbers. Is it clear?

Ss: Yes, Miss.

T: Ok, here we go. (I'll play the rest of the recording)

...

T: Here we go again!

...

T: Did you get them all?

Ss: Yes/No

T: Compare your answers with your partner. Then we'll check them orally all together! (I'll give students a

couple of minutes to compare answers and then all together)

T: So, we have agreed that the first extract was "classical"; what about # 2?

Ss: rock (all at the same time)

T: and 3?

Ss: Jazz

(and so on)

T: I guess that most of you do have musical intelligence!!! Good job!

Transition

T: Now, what musical instruments can you mention? (As we have already spoken about different musical

instruments, students will be able to name quite a lot. As they mention them I'll write them down on the

board)

T: Great kids! Now look at exercise b.

Activity #2 (10') Matching activity

Purpose: to introduce more vocabulary related to musical instruments and check pronunciation


Recording - Students

Student - Student

Teacher - Students

T: Well, have a look at the instruments in exercise b. Work with your partner and match the words to the

pictures, write the names of the instruments below each picture. Please, take no longer than 3 or 4 minutes.

...

T: Ready?

Ss: Yes

T: I'll play the recording for you to check, then I'll play it a second time and when I pause the recording I

want you to repeat the words so as to check pronunciation. Is it Ok?

Ss: Yes

(Students will do as told and I'll check pronunciation since they might have trouble with violin, trumpet,

clarinet, saxophone, and synthesiser)

T: Well done kids!!!

Transition

T: Let's keep on learning vocabulary related to music. This time I would like you to talk to your partner and

discuss the differences between some words and phrases. For example, do you know what's the difference

between a personal stereo and a hi-fi is?

Ss: (I guess they will not be able to say what the difference is.)

T: At times, I see you in the corridors, during recess time wearing earphones and I guess you are listening to

music, some other times while you are working you ask for permission to listen to music and if permission is

granted, you put on the earphones and turn on your cell-phones. What do you think what I have described

is?

Ss: a personal stereo!!

T: Good and what do you think a hi-fi is? The one you bring to school or what you have at home with bigger

loud speakers and high fidelity sound?

Ss: The one at home

T: correct

Activity #3 (10') Speaking

Purpose: to have students use the L2 to talk about things they already know and try to define them by

paraphrasing instead of translating words into Spanish

Interaction pattern

Student - Student

Teacher - Students

On board:

live music vs. recorded music - album vs. single - MP3 vs. MP4

T: These are the pair of words and phrases I want you to discuss and come up with some kind of definition.

Any questions?

Ss: No

T: Get started, you just have 5 minutes.

...

T: Time's over. Who would like to share what you have discussed?

Ss: Raising hands

T: Ok, (name) which of the pairs you'll speak about?

Ss: choice and answers

T: Do you all agree? (If yes, I'll move on to the next pair. If not, I'll allow another pair to share their

conclusions)

T: You are all doing a great job! Keep it up!

Comentario [A37]: You should explain that hi-fi stands for high fidelity. Some students will benefit from this explanation.

Comentario [M38]: Sure :)

Transition:

T: I think you've learnt some new words today in relation to music, haven't you? Which ones can you

mention?

Ss: (possible answers) reggae, synthesiser, keyboard, saxophone, etc.

T: Great! Let's learn some more words!

Activity #4 (15') Written activity

Purpose: to provide students with further necessary vocabulary to talk about music, fix spelling of the new

vocabulary and practice pronunciation of /k/ as in choir and orchestra so easily confused by Spanish

speakers.


Individual

Teacher - Student

T: Open your folders, please. What's the date today?

Ss: 30th September

T: And what day is it today?

S: Friday

T: Good, you remembered the difference between date and day!!!!

On board:

Friday, September 30th

Vocabulary

Music is in the air

Complete the following definitions with the words below.

1. The words of a song are called _________________.

2. A large group of musicians is a(n) __________________.

3. The person who directs the performance of musicians is the __________________________.

4. A group of people that sing together is called a(n) ___________________________.

5. The place where recordings are made is called _____________________________.

6. A concert that takes place in a park or a stadium is a(n) ____________________________.

T: I'll let you know when time is over and we will write the answers on the board.

When time is over, students will come to the board to write the answers and the exercise will be checked.

choir - recording studio - orchestra - open-air concert - conductor - lyrics

Transition:

T: Good work everybody! Make sure you revise the vocabulary learnt today for next class. Not only meaning

but spelling as well. To round up the lesson we will do a last listening activity. Please, open your books at

page 77 and have a look at 7, where it says listen. You will listen to four people talking about music and

instruments and you will have to complete the information in the table.

Closure (15')

Purpose: to develop students listening skills, vocabulary and tenses


Students - recording

Teacher - Students

T: Look at the table and read what kind of information you need to listen for. (I'll play the first part of the

recording for which the answer is given in the table and I'll go through the example with the class.) Is it clear

for you what you have to listen for?

Ss: Yes, Miss.

T: Ok, so here we go for the first time. As you listen write down your answers with single words such as the

time, for example, one year or type of music, or way people prefer listening to music. Any doubts?

Ss: No, Miss.

T: So, let's start. I'll play the recording twice, the first one for you to choose your answer and the second one

for you to check your choices.

(I'll play the recording twice)

...

...

(After listening to the recording twice, we will check the answers as a whole class)

T: Good, let's check. (name) can you please read the information you wrote about Josh?

S: reads his/her answers


Ss: Yes or No. (If answers differ we will decide which one is the correct answer by having students say what

gave them the clue) and so on.

T: You've worked extremely well today! Keep your work up kids!!! The bell is about to ring, remember to

revise vocabulary for next class and have a great weekend!

Ss: You too, Miss

T: Thank you. See you next Wednesday.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization X

Learning aims X


X

Stages and activities X

Teaching strategies X


X

Language accuracy X

Observations Minimum score: 21 / 35 Score: __29__ /35 = 8.5 Lovely and musical lesson, Marisa! Students will come across different and varied activities. Make sure they use L2, and give feedback as regards the target language. They might need some help with the formulation of questions. We know you´ll be at hand, ready to guide them. Have a nice lesson! Your tutors











Clase Nº: 5

Fecha: 05/10/2016

Hora: 13:10 a 14:30hs



Teaching points: Music and musical instruments, Present Perfect Continuous vs. Present Perfect simple

Aims or goals:


revise and internalizse vocabulary related to types of music and musical instruments by

unscrambling words and completing a crossword puzzle

develop their listening skill by completing a table about people talking about music and musical

instruments.

reinforce and practisce writing form and meaning of tenses being dealt with through a video activity

Language focus:


Revision Describing

completed

actions and their

outcomes

Describing

ongoing activities

Asking and

answering about

definite past time

actions

Jazz, rock,

classical,

reggae, hip-

hop, country

Violin, drums,

piano,

electric

guitar, flute,

trumpet,

clarinet,

saxophone,

When did ...

learn/buy/...?

When was ... born?


I/You/We/They +

have (not) + past

part.

He/She/It + has

(not) + past part.

Have +

I/you/we/they +

Weak form of have:

/həv/ and /ɪŋ/


/k/ as in choir, orchestra

synthesiser,

keyboard

Live music,

recorded

music, album,

single,

orchestra,

conductor,

choir, lyrics,

recording

studio, open-

air concert

MP3, MP4

past part. ?

Has + he/she/it +

past part.?

How long have

I/you/we/they +

been + ...ing...?

How long has

he/she/it + been +

...ing...?

I/You/We/They

have (not) + been +


He/she/It has (not)

+ been + ...ing

for/since...

Short answers

Yet, just, already

New No new functions No new lexisc No new structures No new sound


Integration of skills: Listening, speaking and writing. T-S and S-S exchanges


● Blackboard

● Video projector https://www.youtube.com/watch?v=e-uZGuCoLVU

● Handout

Name: ______________________________________ Date: __________________

Unscramble the words in the box and then complete the sentences below.

https://www.youtube.com/watch?v=e-uZGuCoLVU

● CD player


University Press) for listening activities.

Word search (Uploaded to the campus in separate worksheet)

aascicll - zajz - rcoynut - pih-poh - gereag - orkc


Possible problems / difficulties and their possible solutions during the class: Students might need further

explanations regarding the video exercise activity. However, the video starts with a revision of forms,

meaning and example; if needed I'll provide students with more examples. Besides this, I don't expect any

difficulty except for a bit of noise while students work in pairs on the speaking activities. There are still a

couple of students who don't work much during the lessons, they generally copy from their partners work so

I'll seat sit them together to have them do their best.


students involved in the activities planned and check their good use of time and L2 during the activities.


really have any problem with it. Students will also be assessed on their performance and use of vocabulary

and structures while dealing with the video and speaking activities. I'll ask students to hand in the page in

which they completed the video exercise to be marked since the teacher in charge needs a mark on the

students` performance. As students speak, I'll keep on checking their pronunciation of /həv/ and /ɪŋ/, past

forms pronunciation: /d/,/t/,/ɪd/ and /k/which are the sounds aimed at in the unit.

Routine (5')




Ss: Fine Miss, and you?

T: Great, thank you. Tell me, do you know what date it is today?

Ss: October 5th

T: Have you realizsed that there are just 8 weeks of classes left?

Ss: Really, Miss??? Woow!!!

Transition

T: So we have to work fast. Are you ready?

Ss: Yes, Miss

T: Ok, I'll give out a handout for you to complete. You will notice that the first exercise is already written on

the board so that we can correct it once you have finished. The two activities are related to music and

musical instruments which we worked on last class. So, can we start?

Ss: Yes

T: Good, here you are.

Comentario [A39]: What if you sit each of them together with a student who may tutor them?

Comentario [M40]: They just copy from their new partner's work

Warm-up: (15')

Purpose: To revise vocabulary worked the previous class and check spelling and meaning


Individual

Whole class

T: Look at your handout. You need to complete two activities, the first one consists in unscrambling the

words and placing them in the correct sentence and the second one is a crossword puzzle with pictures. You

cannot take longer than 10' to complete the handout, since we need to check it before we move on to the

next activity.

See handout provided above.

While students are working, I'll move around checking their work.

...

T: Good, kids. Ttime is over. We will check the first activity on the board and the second one orally. You'll

say the words and you will also have to spell it. Understood?

Ss: Yes

T: Ok, who would like to come to the board and complete the first sentence?

Ss: Raising hands

T: Good, (name) come to the board.

S: Writes

T: Is it Ok?

Ss: Yes/No

T: (If no) Which one do you think is the correct answer (name)?

Ss: ...

T: Well done! Make sure you correct your answer! Let's move on to the next one. (same procedure)

...

T: Great, let's move to the second activity now. Aany volunteers?

Ss: Raising hands

T: Ok, (name). What's number 2 down.

S: Clarinet.

T: Can you please spell it?

S: C - L - A - R- I - N - E - T

T: Good job! Who will have a go with 3 across? (same procedure)

...

T: Please, kids, make sure you include the handout in your folders with your name and date. Thank you!!

Transition:

T: Good work everybody! To keep on revising vocabulary related to music and musical instruments, and

present perfect continuous we will do a listening activity. Please, open your books at page 77 and have a

look at 7, where it says listen. You will listen to four people talking about music and instruments and you will

have to complete the information in the table. (This activity was planned for last Friday's class but we ran out

of time)

Activity #1 (20')

Purpose: to develop students listening skills, vocabulary and tenses


Students - recording

Teacher - Students

T: Look at the table and read what kind of information you need to listen for. (I'll play the first part of the

recording for which the answer is given in the table and I'll go through the example with the class.) Is it clear

for you what you have to listen for?

Ss: Yes, Miss.

T: Ok, so here we go for the first time. As you listen write down your answers with single words such as the

time, for example, one year or type of music, or way people prefer listening to music. Any doubts?

Ss: No, Miss.

T: So, let's start. I'll play the recording twice, the first one for you to choose your answer and the second one

for you to check your choices.

(I'll play the recording twice)

...

...

(After listening to the recording twice, we will check the answers as a whole class)

T: Good, let's check. (name) can you please read the information you wrote about Josh using complete

sentences not just single words? For example, "Josh plays the guitar", and so on.

S: reads his/her answers


Ss: Yes or No. (If answers differ we will decide which one is the correct one by having students say what

gave them the clue) and so on.

Transition:

T: Good work kids! With the activity we have just finished, not only have we revised vocabulary, but also the

present perfect continuous. Now, we will watch a video where we will be revising the difference between

the present perfect simple and the present perfect continuous and at a later stage you will be asked to write

a pair of sentences given a certain situation. You may not understand at this time, but you will as we go

along. So don't worry.

Activity #2 (30') Listening and writing practice - Video https://www.youtube.com/watch?v=e-uZGuCoLVU

Purpose: To revise present perfect simple and present perfect continuous - form and meaning.


Video - Students

Teacher - Students

Student - Student

T: Ok, let's open the folders and write down the date and title

On board:

Wednesday, October 5th

Present perfect simple or present perfect continuous?

Listen, read and write

T: Have you finished copying the title?

Ss: Yes/No

T: Please, you can't take too long to copy from the board. Just one more minute.

...

T: Ok, let's get started. We will first listen to a revision of form and meaning of the tenses. Then, you will

see an example of what you have to do. (I'll stop at this part of the video to make sure students understand

what they are supposed to do) Once you have understood, you'll work with your partner and decide on the

sentences you have to write. At the end of the activity, I'll collect your pages to mark your work. Clear?

Ss: So, so Miss!

T: Again, don't worry. You'll understand as you watch the video. Here we go. It is important that you pay

attention!! (I'll start the video and stop it as needed)

Transition:

Comentario [A41]: So… is this explanation truly necessary? Have second thoughts as regards this transition which focuses on form. You adhere to a communicative approach; thus, you ought to stick to it.

https://www.youtube.com/watch?v=e-uZGuCoLVU

T: This was a different way to practisce, wasn't it? I hope you have enjoyed it!!! Let's now relax a bit with a

very simple activity.

Closure (5') WORD SEARCH

Purpose: to provide further practice on music and musical instruments and have students relax before the

class ends

Interaction Pattern

Individual

Student - Student

T: Find the words given below the word search in your worksheet. Once you finish, compare your work with

your partner.

...

T: It's recess time. Remember that next class we will round up the Unit by listening to music (the ones you

suggested last Friday) and playing a couple of games. See you Friday! Bye-bye everybody!


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims X


X




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __31__ /35 = 9 What an interesting lesson! The idea of working with the video seems to be challenging and entertaining at the same time. Pay attention to some comments we have made. Enjoy the lesson! Your tutors











Clase Nº: 6

Fecha: 07/10/2016

Hora: 13:10 a 14:30hs



Teaching points: Types of music, Present Perfect Continuous vs. Present Perfect simple

Aims or goals:


improve their communicative skills in a meaningful context

produce chunks of language

practisce and reinforce form and meaning of structures worked on through games

recognize core words, and interpret word order patterns and their significance

recognize the communicative functions of utterances, according to situations

integrate listening, speaking and reading skills through interactive activities

Language focus:


Revision Describing

completed

actions and their

outcomes

Describing

ongoing activities

Asking and

Jazz, rock,

classical,

reggae, hip-

hop, country

Violin, drums,

piano,

electric

When did ...

learn/buy/...?

When was ... born?


I/You/We/They +

have (not) + past

part.

Weak form of have:

/həv/ and /ɪŋ/


/k/ as in choir, orchestra

answering about

definite past time

actions

guitar, flute,

trumpet,

clarinet,

saxophone,

synthesiser,

keyboard

Live music,

recorded

music, album,

single,

orchestra,

conductor,

choir, lyrics,

recording

studio, open-

air concert

MP3, MP4

He/She/It + has

(not) + past part.

Have +

I/you/we/they +

past part. ?

Has + he/she/it +

past part.?

How long have

I/you/we/they +

been + ...ing...?

How long has

he/she/it + been +

...ing...?

I/You/We/They

have (not) + been +


He/she/It has (not)

+ been + ...ing

for/since...

Short answers

New No new functions No new lexis No new structures No new sound


Integration of skills: Listening, speaking and reading. S-S exchanges


CD player

Music provided by students

Board Game (uploaded to campus) and Battleship (Both of them downloaded from Busyteacher.org,

although the battleship board has been changed to suit the group of students)

Battleship board

BATTLESHIP - PRESENT PERFECT CONTINUOUS

Place your ships on the board and find your partner’s accordingly:

□ – 3 ships

□□ - 2 ships

□□□ – 1 ship

Example: Have you been using a computer since you were 5 years old? - (×) Yes, I have.

Have you been doing sports for 2 weeks? – (0) No, I haven’t.

BATTLESHIP - PRESENT PERFECT CONTINUOUS

5 years

old

2 weeks 6 months 2012 4 years

use a

computer

do

sports

live in your

town

study

English

play the

guitar

5 years

old


use a

computer

do

sports

live in your

town

study

English

play the

guitar

Place your ships on the board and find your partner’s accordingly:

□ – 3 ships

□□ - 2 ships

□□□ – 1 ship

Example: Have you been using a computer since you were 5 years old? - (×) Yes, I have.

Have you been doing sports for 2 weeks? – (0) No, I haven’t.

Seating arrangement: Students will sit in pairs as they always do while playing "Battleship" and in groups of

4 or 5 students for the other board game.

Possible problems / difficulties and their possible solutions during the class: There might be some

problems at the moment of playing the games because the students will want to play with their friends, but

as I have got to know them quite well, I'll prevent this from happening by making sure that the problematic

students do not get together in the same groups.

Classroom management strategies: I would appeal to students' responsibility in order to have a last

enjoyable class. If, just by chance, the situation gets out of control, I have been asked to send the students

that misbehave to the invigilator's room with a note to their parents explaining their behaviour and the

decision taken.

Assessment: what will be assessed and how?: The use of the L2 will be assessed at all times. Students will

also be assessed on their performance and use of vocabulary and structures while dealing with the speaking

activities as well as their ability to communicate with each other. As students speak, I'll keep on checking

their pronunciation of /həv/ and /ɪŋ/, past forms pronunciation: /d/,/t/,/ɪd/ and /k/which are/were the

sounds aimed at in the unit.

Routine (5')




Ss: Fine Miss.

T: Glad to hear so. As you know, this will be our last class together. So, I really hope we can have fun and

keep on learning. (I don't know if I'll be able to finish with all the activities planned for Wednesday class. If I

couldn't give the students the word search, I would like to use it as a warm-up before starting listening to

different kinds of music and playing the board games as the activity refers back to types of music and

musical instruments).

Transition:

T: As I have promised, today we are going to listen to different kinds of music and play a couple of games. I

brought some music for you to listen to. Let's see if you can tell me what kind of music it is. (If necessary, I'll

rephrase this and include the word search.)

Warm-up (5')

Purpose: to have students recall and recognize different kinds of music


Recordings - Students

Students - Teacher

T: I'll play a part of two different types of music and you'll tell me what types they are? . Ok?

Ss: Yes, Miss

(I recorded "For Elisa/Para Elisa" composed by Beethoven - classical music- and "The Coward of the County"

by Kenny Rogers - country music)

T: Ok, here we go!

Ss: (they will immediately start raising hands since they seem to be quite aware of classical music)

T: I'll make gestures for them to wait so that we can listen to a longer part of this piece of music because it is

worth listening to. Then I'll stop the recording and let them give me as much information as they can. As

there's a girls who takes piano lessons, I'm sure she'll be able to tell the name of the piece, and the

instrument it was composed for - the piano.

Ss: answers

T: Good, now listen to this other one. After some seconds I'll pause the recording and ask: What type of

music is this?

Ss: (They might come up with "country")

T: Would you like to finish listening to the song?

Ss: Impossible to know what they'll say.

Development

T: Ok kids, where's the music you brought?

Ss: Here Miss

T: Good, place it on top of the desk and I'll play it while you are playing the board game you couldn't finish

before.

Comentario [A42]: extracts

Students will stand up to leave the CDs or Pen drives on the desk. As soon as they are back in their places, I'll

hand out the board and the dice and I'll go over the instructions again. (The day we worked on this activity,

kids were not able to finish playing it.)

Activity #1

Board Game (30')

Purpose: to have students practisce and reinforce form and meaning of structures worked on through

games and to recognize core words, and interpret word order patterns and their significance


Students - Students

T: Please get together in 4 groups of 4 and 2 groups of 5 if needed (There might be students absent) by just

turning your chairs around. As you are grouping together, I'll hand out the board and the dice. Remember

that you need markers to know where you are standing on the board. The highest number starts and the

rest plays in the order you are sitting, to your right.

I'll show students how the game is played because the class we worked on it many of the students were at

the "Mate Club". (Mate stands for Mathematics in Spanish)

T: Now, look! I throw the dice, I got a (..3..) so I move my marker (..3..) spaces and do what the box tells me

to do. I fell on this box:

Their new kitchen looks fantastic. They _____ completely _____ it.

a) have _____ been redecorating



You then choose the correct option. If the answer is wrong, you miss a turn. So, make sure you call me if you

are in doubt. Then, the next student in turn repeats the procedure. Is it clear?

Ss: Yes, Miss

T: One more thing, pay attention to the direction of the arrows as you move along the board. (I'll show

them)

T: Ok, start playing, I'll be moving around.

As students start playing I'll play the music they have brought (That was the deal, they were going to listen

to music and play games related to the unit we have been working on for these 6 classes)

Once I see that most students have already completed the game.

Transition:

T: Did you enjoy playing?

Ss: Yes, Miss. Can we play it again?

T: What about playing another game?

Ss: Yes/No, this one!

T: Have you ever played "battleship"?

Ss: Yes/ What's that?

T: It's a game in which you have to place your ships on a grid and your partner has to find them and sink

them in order to win the game. Do you know what I'm talking about now?

Ss: Yes

Activity #2 (20')

Purpose: to practise the present perfect continuous while they are communicating with each other in order

to win the game


Student - Student

T: Here you have your boards. First place your ships wherever you want to without showing them to your

opponent. Then, you have to try to sink them by asking questions. Look at the example. Let's imagine that I

have a single ship in "use a computer" "2weeks" and my opponent asks me: "Have you been using a

computer for 2 weeks?" I would say: "Yes, I have", "sank" :( or just "hit"

Now, if he/she asks me: "Have you been doing sports for 2 weeks? I would say: "No, I haven't" You missed:)

I'll do this by showing them with an extra grid.

T: Do you need any further explanation? If you do, just call me!

5 years

old


use a

computer

do

sports

live in your

town

study

English

play the

guitar

Comentario [A43]: In case they don´t know how to do it, you should guide students as regards how they are supposed to register the opponent´s answers.

Comentario [M44]: you are right, sorry

While the students are playing, I'll move around to make sure they are using the L2 two and the correct

question structures and short answers. However, I won't correct them since the aim of the game is

communicative. I'll take notes of repeated errors.

Transition

T: Good work everyone! I could notice you were having a great time, but we need to come to a closure. So,

have a look at the board, please!

Closure (10')

I'll use the last 10 minutes of the class to make the necessary corrections by writing the incorrect answers on

the board and ask the whole class what's wrong with what I have written on the board. I'm sure many of the

students will come up with the correct answers, even those who may have made the mistakes while playing

because their focus was on communicating with each other rather than structure. In this way, all of the

students benefit from each other's mistakes anonymously.

T: What's wrong with "Have you been playing the guitar for 4 years?"/"No, I don't"?

Ss: The correct answer is "No, I haven't"

T: Good!! Can somebody spot some other error?

S: .... (and so on)

T: The bell is about to ring. I just want to thank you for your hard work during these weeks, it's been a

pleasure to work with you. I'll be seeing you around! Have a nice weekend!

The idea of this last class is to really wrap the unit up by having students appreciate music and use what they

have learnt in a meaningful enjoyable way.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Comentario [A45]: You may echo the correct answers.

Observations Minimum score: 21 / 35 Score: _30___ /35 = 8.5 Hope you have a wonderful lesson! You will be a facilitator this time. Make sure you provide the necessary feedback, and do not feel afraid of correcting them – you have lovely manners and they will appreciate your comments. Your tutors

knye tpd 2016 - lesson plans secondary level

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