Secondary Level - Class Plan 3

Secondary Level - Class Plan 3

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  ALUMNO RESIDENTE: Calizaya,María Eugenia Período de Práctica: Nivel Secundario. Institución Educativa: CEM N° 39 Dirección: Avenida Antártida Argentina y Avenida Pocha López. Sala/Grado/Sección: 3er Año II División Cantidad de alumnos: 23 alumnos. Nivel Lingüístico del curso: Elementary Tipo de Planificación: Clase Unidad Temática: Past Simple Tense Clase N°: 3 Fecha: 19/09/2017 Hora: 13.20 hs a 13.55 hs Duración de la clase: 40 minutos. Fecha de primera entrega: 15/09/2017 Teaching points: • Revision of Past Simple (Irregular and Irregular verbs) • Revision of negative and interrogative form.. • Talking about past events. • Use of a new structure: Adverbs.
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  Learning Aims: • Developthe students´ reading skills by reading questions and answers in the target language. • Develop their speaking skills by reading aloud sentences. • Develop speaking and listening skills by interacting with peers and the teacher by answering questions about past events. • Develop their writing skills by writing sentences in context using the target structure. Language Focus: Function Lexis Structure Pronounciation REVISION Talking about personal past events. Question words: When, Where and How. Regular and Irregular verbs. Argentina launched its first satellite. How /haʊ/ NEW Describing verbs Adverbs My dog ran fast. carefully /ˈkeəәfəәli/  Teaching Approach: The lesson is based on Communicative Approach and organized through the PPP method.  Integration of skills: The skills the students develop are listening and speaking skills, through the listening of questions about events that occurred in the past and the production of their own chunks of language in order to answer those questions. Also the students develop reading and writing skills throughout the activities.  Materials and resources: For this lesson we need a blackboard and white chalk, copies of the activities, photocopies of the texts Apollo 11 (New Headway Elementary Level page 59) and AR-SAT 1 text.  Pedagogical use of ICT in class or at home: audiovisual material will be used to support the exposure of the students to the teaching point.  Seating arrangement: The students will be on their own tables, and later arranged in groups. Assessment: I’ll check the students’ comprehension by making gestures and miming. I’ll encourage them to produce chunks of language during the speaking stage.  Possible problems/difficulties and possible solutions: The activities may take longer than expected. So, I´ll check the time spent during each activity. Students will Aurelia 9/16/17 5:33 PM Comment [1]: They  might  be  practising   pronunciation/intonation  rather    than  speaking   when  reading  sentences  aloud.   Aurelia 9/16/17 5:34 PM Comment [2]: Is  it  a  language  function?   Aurelia 9/16/17 5:34 PM Deleted: ɛ Aurelia 9/16/17 5:34 PM Deleted: ɪ
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  surely use theirmother tongue as they are not used to using English. In that case I will provide them with the equivalent in English.  Potential Problems students may have with the language: I will use different techniques to help them use the new items, such as repeating the vocabulary items, giving the first part of sentences and questions so they can complete them and encourage the students to participate. Regarding the pronunciation, I will not focus on correcting every item, but to the production of chunks of language and encouraging them to use the new structures in context.  Assessment: I will assess them by asking questions individually so as they can give me examples, and using echoing to check their listening comprehension. Also I correct the written activities and homework in order to check the comprehension of the new items and grammatical structures. Routine: 5 minutes I´ll walk into the classroom and greet the students: “Hello! How are you?” I start the lesson get them into the mood of work. Transition: I ask the students if they remember what the last class was about. I asked the students then: Where did Apollo 11 land?, Who were the astronauts? EA: Buzz Aldrin, Neil Armstrong and Michael Collins. Presentation: 10 minutes Purpose: Further expose learners to the target language, foster comprehension. I ask the students to read again the text “AR-SAT-1” and scan the text looking for the following information to complete the sentence: THE SATELLITE OPERATED………………..TO PROVIDE DIGITAL TELEVISION AND CELL PHONE SERVICES TO ARGENTINA. I ask the students if they can say which of the following questions this sentence is answering: a. When did the satellite operate? b. How did the satellite operate? c. Where did the satellite operate? Aurelia 9/16/17 5:36 PM Comment [3]: Avoid  doing  so.   Why  don´t  you    play  hangman  with  one  of  the  key   words  from  last  class?  That  way,  you  may  revisit  the   main  aspects.  
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  The students willanswer option B, so I explain that some words which answer those questions are called adverbs. I write some other sentences in the blackboard as examples, and ask them to identify which are the adverbs and underline them. Scientists constructed the satellite slowly. INVAP launched the satellite successfully. It orbited quietly above the Earth. Transition: The students copy the examples in their notebooks and then I tell them we are going to know more about those words. Development: Activity 1: 10 minutes Purpose: foster contextualized practice of the teaching points. Focus on specific vocabulary related directly to the class topic. Materials: Blackboard and pieces of chalk. I ask the students we are going to use some adverbs to complete some sentences about the texts with the help of some adverbs. 1.- Complete the sentences with the words in the box. beautifully quietly well slowly carefully a. In the NASA headquarters, the scientists listen Neil Armstrong ´voice …………………. b. The rocket didn´t lift off ……………………… c. Neil Armstrong walked on the moon…………………….. d. The lunar vehicle worked ……………. e. One of the astronauts didn´t sing…………………….. Aurelia 9/16/17 5:37 PM Comment [4]: Not  clear.  Explain  function  of   adverbs  if  necessary.   Aurelia 9/16/17 5:38 PM Deleted: s
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  Transition: Once they’vefinished, we check it with the whole class writing on the board the correct sentences. After doing this activity, I tell them: “Excellent job! Keep on working!” Activity 2: 10 minutes Purpose: review the vocabulary and to further expose to the new vocabulary. Materials: I asked the students to work in groups of four to do a little game using some adverbs from the box. First,I check the comprehension of the adverbs and their meanings, then I give the students a chart to be filled. Each student should fill one of the spaces in the chart A, and then pass the sheet to the next student. The teacher makes an example on the board to check they understand what is about the task. 2. Make some sentences with the adverbs of the box: hard fast well late beautifully quietly slowly carefully early Example: CHART A: I LISTENED to THE TEACHER CAREFULLY Transition: Once they finished, I ask t some students to read their sentences aloud. I provide assitance if any additional new vocabualry is needed. Closure: 5 minutes Purpose: Review the vocabulary and end this lesson. At this stage, I tell the students: “Well, now we are going to write next to the following adjectives the correspondent adverb” I will give them a chart: 3.- Complete the chart with the adverbs: Aurelia 9/16/17 5:39 PM Comment [5]: You  might  work  with  opposites.   Avoid  translation.   Aurelia 9/16/17 5:41 PM Comment [6]: Can´t  they  write  shorter   sentences?  For  example,  I  dance  beautifully  –  will   such  a  sentence  be  possible?   Aurelia 9/16/17 5:41 PM Deleted: are Aurelia 9/16/17 5:41 PM Deleted: o Aurelia 9/16/17 5:41 PM Deleted: aloud Aurelia 9/16/17 5:42 PM Comment [7]: It  would  be  great  if  you  included   those  adjectives  and  adverbs  in  meaningful   sentences,  instead  of  in  isolation.  
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  beautiful slow quiet careful good Once they´ll finishI tell them: “Oh no! The class is over! See you next class! Goodbye!
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  IMPORTANT! The format inwhich the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon. ➢ To be completed by your tutors: 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 I insist upon your including appealing visual aids. You can find plenty of them online! Think of meaningful ways of practising the target language. It would be awesome if you included some game-like activities. Have a nice lesson! Aure