lesson plan 2- primary level

lesson plan 2- primary level

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  I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Yanina Servetto Período de Práctica: Nivel Primario Institución Educativa: Instituto Manuel Belgrano Dirección: Sarmiento 490, Macachín, La Pampa Sala / Grado / Año - sección: 1° año de Secundaria Cantidad de alumnos: 32 Nivel lingüístico del curso: Principiante Tipo de Planificación: Clase Unidad Temática: Verbo ‘Tener’ Clase Nº: 2 Fecha: 13/06/2018 Hora: 17.20 a 18.00 horas Duración de la clase: 40 minutos Fecha de primera entrega: 09/06/2018  Teaching points: Verb have got (interrogative form)     Aims or goals:  During this lesson, learners will be able to… - To revise the verb ‘have got’ in affirmative and negative forms - To revise and learn new items - To learn to make questions and answers about possessions using the verb ‘have got’ in the interrogative forms - To develop their speaking and listening skills through different activities - To work collaboratively  Language focus: Functions Lexis Structures Pronunciation Revision Talking about Colours, bicycle, new, big, laptop, I-you-we-they have/haven´t
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  possession smartphone, skateboard, pen, pencil, cousins, sister, brother,aunt, uncle, grandparents. got.. She-he-it has/hasn´t got New Asking about possession Hair, eyes. Have I/you/we/they got..? Yes/No, I/you/we/they have/haven’t Has he/she/it got…? Yes/no, he/she/it has/hasn’t Hair /eə/  Teaching approach: The lesson is based on the CLT approach and organized by the PPP instruction.    Integration of skills: What skills will be integrated and how?  Speaking and listening skills are integrated by making/answering questions, giving examples, checking answers orally, by interviewing partners.   Materials and resources: board, chart, examples, prompts.  Pedagogical use of ICT in class or at home: the use of ICT will not be integrated during this lesson.   Seating arrangement: students will work in their seats as they are already arranged in pairs.   · Assessment: what will be assessed and howI will assess students by making them repeat words, answering and making questions,
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  eliciting information fromstudents, checking tasks orally and working collaboratively.   Routine: 5’ Purpose: to start the lesson and greet students. I’ll enter the classroom and I’ll say: Hello! How are you? EA: Hello! Fine, thank you! Warm-up: 5’ Purpose: to introduce the topic by revising learned contents. I’ll write on the board the following: I have got a brother She has got two aunts I haven’t got a sister She hasn’t got grandparents While I write the examples, I’ll ask students whether they remember the words related to family they have already learned (I expect they say for example ‘hermano’ as I point at the word ‘brother’) Once we revise the verb ‘have got’ affirmative and negative forms, I’ll write the following: Have you got a sister? Has she got uncles? I’ll encourage students to say what they are and mean by making them pay attention to the order of words as well as the question mark. Transition: “Very good students. Ok, now open your notebooks and copy the following..”
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  Presentation: 10’ Purpose: tointroduce the teaching points and elicit rules from students. I’ll write a chart on the board, and students will copy and complete it in their notebooks. Questions Short answers Have you got a brother? Yes, I have No, I haven’t Have they ______ cousins? Yes, they _______ No, they haven’t ______ she got a sister? Yes, she has No, she _______ I’ll help students if necessary during the task. Students’ answers will be checked orally. Transition: “Good work students. Now, using the chart examples you will ask some questions to your partners..” Development: 15’ Purpose: to practice the target language and develop students speaking skills. I’ll write on the board the following prompts: A skateboard
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  A blue pen Anew laptop Brown hair A bicycle Green eyes Cousins A big smartphone Brothers A red pencil I’ll try to elicit their meaning from students. Then, I’ll ask students to work with their partner and interview each other using the above prompts and the verb ‘have got’ interrogative. I’ll explain that one student asks and the other answers, and then they must exchange roles. I’ll also explain that they can write down the questions they want to ask to their partner as well as the answers they receive. They must ask and answer at least three questions. Meanwhile, I’ll walk around checking students` performances as well helping them if required. Closure: 5’ Purpose: to end the lesson by making students interact with their mates. As a way to close the lesson and the new learned structures, I’ll ask some volunteers to make questions to another partner who has to answer. Students will help themselves using the chart from the presentation stage as well as the previous activity. The format in which the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon.
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  You must alwaysinclude this chart, which will be completed by your tutor: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization X Coherence and sequencing X Variety of resources – Learning styles X Stages and activities X Teaching strategies X Language accuracy x Observations Minimumscore:18 / 30 Score:__15__ /30 There are several aspectstokeeponworking. Exposureisvital!A few examplesonthe board mightnot be enough. Try to include appealingresourcesinfuture lessons. Make the necessarychanges before deliveringthe lesson.Youdon`thave to resubmitthislesson plan,justreflectuponitinyour journal.