Secondary: Lesson Plan 7

Secondary: Lesson Plan 7

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  I.F.D.C. LENGUAS VIVAS TALLERDE PRACTICA DOCENTE ALUMNO RESIDENTE: Ludmila Ruiz Díaz Período de Práctica: Nivel Secundario Institución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del Fuego Sala / Grado / Año - sección: 1° ESO Cantidad de alumnos: 21 Nivel lingüístico del curso: Principiantes Tipo de Planificación: Clase Unidad Temática: Hogar Clase Nº: 7 Fecha: 16 de noviembre de 2015 Hora: 13:40 - 14:20 Duración de la clase: 40 minutos Fecha de primera entrega: 14 de noviembre de 2015 CLASS 7 • Teaching points: The House • Aims or goals: During this lesson, learners will be able to… ✓ Identify and name different objects and pieces of furniture in a house ✓ Develop their writing skills by classifying vocabulary related to objects and furniture in a room ✓ Develop their writing skills by describing pictures ✓ Develop their speaking skills by showing existence of different objects in a meaningful context • Language focus: Functions Lexis Structures Pronunciation Rev ision Simple Commands Identifying and naming rooms in a house Identifying and naming objects and pieces of furniture Imperatives listen / look at… / write down / glue / draw / find Rooms in a house: bedroom / bathroom / garage / dining room / sitting room / kitchen Bed / desk / fridge / table/ char/ TV / sofa / lamp / cupboard Commands: - Write/Complete the chart - Find these words in the word search There is / are toshow existence: - There are four bedrooms - There is one kitchen - There are two lamps - There is a desk Pronunciation of words willbe practised through repetition (drilling) Focus on dental /ð/ as is There New Identifying and naming rooms in a house Identifying and naming objects and pieces of furniture Rooms in a house: laundry / walk in closet / TV room candlestick / fireplace There is / are toshow existence: - There are two walk in closets - There is a fireplace Pronunciation of new words will be practised through repetition (drilling)
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  • Teaching approach:Communicative Approach • Integration of skills: Listening to the teacher and to each other, speaking by watching a pictures and identifying parts of a house, writing a vocabulary chart and classifying its information, writing a picture description • Materials and resources: copies of Parts of the House word search1, lollipops or candies to give out as a prize, pictures of the real Simpsons’ house in Nevada, US2, colour copies of different rooms of the Simpsons house, A4 sheets, whiteboard. • Pedagogical use of ICT in class or at home: laptop and projector • Seating arrangement: As is. students will work in pairs and then in groups of four • Possible problems / difficulties and their possible solutions during the class: the projector might be booked, in case it is not available I will show the pictures from my laptop - students have already worked with them the previous class. • Classroom management strategies: one of the leaders of the class has a negative attitude towards L2 learning; last lesson I asked him to assist me with the projector and he ended up working the whole class; I will resort to this strategy once again. Changing seats proved to change the dynamics of the group; I will resort to this strategy again if necessary. • Potential problems students may have with the language: students had great difficulties working with there is / there are, special attention will be paid to the structure to scaffold its use meaningfully. • Assessment: Understanding of the structure will be assessed through picture description; vocabulary recognition will be assessed by completing a chart. Routine 2’ I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little time to predispose themselves and pay attention. Warm-up 5’ Purpose: to recall partsof the houseby solving a word search After greeting the students I will tell them ‘Last class we were dealing with houses. Whose house did we see in the video?’ EA ‘TheSimpsons’’ T ‘Great! The Simpsons’ house, do you remember it? It was a big house, right? How many bedrooms are there?’ EA ‘Four’ T ‘Good, there arefour bedrooms. What other rooms are there in the house?’ I will distribute the following word search and say ‘This is a word search. On the right, there are the words you need to find. We are going to solve these in pairs, ok? The first team to find all the words gets a prize’ 1 Created using http://tools.atozteacherstuff.com/word-search-maker/wordsearch.php 2 http://media.spotcoolstuff.com/television/the-real-life-simpsons-house/
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  I will callthe activity off once I checked the first pair’s word search. I will congratulate them and give them their prize. I will ask students to copy the date and glue the copy in their notebooks. Transition: Very good. You know family members very well. Let’s move on, I want to show you a video. Activity 1 15’ Purpose: to identify and namefurniture and objects in a room by working with Simpsons’ house I will ask students to recall the pictures of the real Simpsons’ House in Nevada ‘Remember last class we talked about the real Simpsons’ House?’ EA ‘Yes’ T ‘Good, let’s have a look at the pictures again’. I will ask one of the students to help me set the projector and slide the pictures in my laptop. As we work with the pictures I will call students attention to certain objects, for instance ‘What can you see here in the kitchen?’ as I point to a chair, EA ‘chair’ T ‘Good, thereis a chair’ and I will write the sentence on the board. I will repeat the procedure with other pictures. The object is to write on the board four/five sentences using there is / there are for students to have as reference. When I finish showing the pictures and talking about the Simpsons’ house, I will draw the following chart on the board:
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  Furniture and Objects KitchenDining Room Sitting Room Bedroom Fridge Table TV Bed I will tell students ‘We are going to work in pairs again. With your partner, think about threemore objects or pieces of furniture you can find in each room. For instance, in the kitchen thereis usually a fridge. What else is there in the kitchen?’ I will monitor students’ production for about 5 minutes; I will assist them where necessary. Then I will say ‘Ok, let’s check what you can remember. What objects or furniture can you find in the kitchen?’ I will complete the chart with their contributions and ask them to complete theirs with the words they did not include. Transition: Very well, everyone! Nowplease form groups of four students. We need to havedifferent groups for our next activity Activity 3 20’ Purpose: to practise ‘there is/there are’ related to Housevocabulary by describing a picture. Once the groups are organised, I will tell students ‘We are going to describe a picture of a room, now. Each group will receive a picture of a different room of the Simpsons’ house, all the pictures are different.’ I will use the following picture to model the actvity: I will begin‘First, we need to identify the room. For instance, what room is this?’ EA (Maggie’s ) Bedroom T ‘Good. So, we begin by saying ‘This is Maggie’s bedroom.’ What can you see in the bedroom? You can use the vocabulary from the chart we’ve just made, using There is / There are to describe what you see in the picture’ As I elicit students’ contributions I will write on the board the description of this particular picture so that they can use it as reference. I will distribute an A4 sheet of paper to each group and say ‘You are going to write your descriptions here. Then we will glue the pictures on them and we will stick the descriptions on the classroom walls. Try to be creative’ I will suggest students to first look at the picture and make a list of the objects they see so that they can include as many as possible. Then, I will suggest to categorise them in two columns as we did at the beginning of the lesson: there is and there are, so that their writing is more accurate.
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  As the groupswork, I will monitor them, providing vocabulary on demand and assessing their work. I will make sure each group member works. Closure ‘These are great descriptions, great work! See you next class!’