Lesson 5th October
- 1. I.S.F.D LENGUAS VIVAS BARILOCHE – PRÁCTICA DOCENTE III ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: Viñolo, Bárbara Institución educativa: ISG St George Institute Año y sección: Teens 4 Nivel lingüístico del curso: Intermediate Cantidad de alumnos: 13 Tipo de Planificación: Clase Unidad Temática: Future Clase Nº: 9 Duración de la clase: 90 minutos Fecha de la clase: 5th October Fecha de entrega de la planificación: 30th September Learning Aims During this lesson, learners will be able to… Learn new vocabulary about jobs and occupations. Learn and use grammar structures to talk about obligations at work. Develop speaking skills by playing a guessing game. Develop listening skills by checking pronunciation of modals. Develop language skills through collaborative and fill-in-the gap tasks. Language Focus LEXIS FUNCTIONS STRUCTURE R E V Vocabulary related to people´s qualities for jobs: competitive, risk taker, good communicator, think out of the box, etc. Describing people´s qualities required for jobs Present Tenses + describing adjectives, gerunds, etc. Millionaires are born rich They work more than… They don´t like to work on holiday.
- 2. They like spending time…. N E W Vocabulary related to jobs: dentist, doctor, nurse, lawyer, chief funster, taste master, wildlife caretaker, etc. Reflecting on what obligations you should / shouldn´t have to work as a millionaire. Grammar structures / phrases to talk about obligations: Don´t have to / have to / should / shouldn´t / must / mustn´t. You don´t have to be born rich. You should enjoy your work You mustn’t care of what people think about you. Materials Computer and projector (in the classroom). Speakers. Student´s computer (as half of the group will attend to the lesson online) Student´s academic material: Speak Out Intermediate – Student´s Book. Presentation worksheet: Best job in the world - English ESL video lesson (islcollective.com) Closure worksheet: guess who jobs and occupations - Buscar con Google Procedures For the English lessons, students receive and send activities through a Whatsapp group. I will send them the link for the videocall meeting through a private Whatsapp group the institution shares with the students as well as with their parents. Moreover, the lesson plan will be uploaded to a webpage called “Educabot” which the institution chose as a campus for their students. ROUTINE (5 minutes) Purpose: To get students be ready to start the lesson. I will greet students and ask them how they are today. While the teacher listens to students´ comments, she will ask each of them to take a seat. As the teacher listens to them, she will prepare her computer to connect online with the other half of students.
- 3. Transition comment to link each stage of the lesson with the next one: Hello everybody! Let´s start the lesson by checking the topic of Thursday´s lesson… Are you ready? WARM- UP (5 - 10 minutes) To introduce the lesson, I will show students an activity included in the following link: Best job in the world - English ESL video lesson (islcollective.com). As they watch the video clip, they will have to answer some reflective questions related to what they see in the video clip. (They will be included in the video clip). After seeing the video clip, I will ask them to answer the following questions orally: Would you like to have any of the jobs mentioned? Why / Why not? What qualification do you need a person should have for the jobs presented? Which qualifications do you think are important to find a job? Do you consider that you have any of those qualifications at your age? Do you think they can be learned? Scaffolding strategies: Visual support (pictures) to build a context in which students have to reflect on what they see in the video clip and use the knowledge learned to talk about what they have seen with vocabulary of the new unit. Reflective questions in order to foster student´s critical thinking and helping them to understand the context of the lesson. Transition comment to link each stage of the lesson with the next one: Well done! Now, let´s continue learning some vocabulary from the unit…. PRESENT ATI O N (15 minutes) Purpose: To introduce the grammar structures used to talk about obligations at work. In this activity, I will invite students to revise the use of modals with this worksheet: Introduction to Modal Verbs - English ESL Worksheets for distance learning and physical classrooms (islcollective.com). Then, I will invite students to work on the exercises given on it.
- 4. Scaffolding strategies: activate student´s prior knowledge through matching activity, provide the context of the lesson by asking students to work with key concepts. Transition comment to link each stage of the lesson with the next one: Well done! Now we are ready to work with modals… Ready? DEVELOP M ENT (PRACTI CE and PRODUCTI ON) Activity # 1 (5 - 10 minutes) I will ask students to match the words in bold in sentences 1 – 6 with the meanings a) – e). Also, I will warn students that one meaning matches with two sentences. Scaffolding strategies: I will explain the exercise by using one sentence from the ones given as example, encourage students to work in pairs to develop the activity. Transition comment to link each stage of the lesson with the next one: Great job! Now it´s time to read about people who has millionaire jobs... Ready? Activity # 2 (15 minutes) I will ask students to make a listening activity in which they have to listen carefully and identify the pronunciation of have to in each of the sentence given. Then, I will encourage them to repeat each sentence imitating the pronunciation of have to.
- 5. Scaffolding strategies: Help students to understand the task my giving them an example, encourage them to identify the pronunciation of have to in fast speed. Transition comment to link each stage of the lesson with the next one: Great work everybody! Now, it´s time to put all our knowledge about modals in action…. Activity # 3 (5 - 10 minutes) I will ask students to complete this task in pairs. I will ask students to make sentences by putting the words given in the correct order and use the positive or negative form of the word in brackets. Scaffolding strategies: model and define the aim of the activity, give an example with each of the sentences given. Transition comment to link each stage of the lesson with the next one: Great work everybody! Now, it´s time for a last activity in which you have to read a text and complete a comprehension activity… Activity # 4 (5 - 10 minutes) I will ask students to read the text and underline the correct alternative to complete the text.
- 6. Then, I will ask students to match each of the sentences (1 – 8) with the correct ending (a- h) CLOSURE (15 - 20 minutes) The aim of this final task is to encourage students not only to use all their knowledge in order to comprehend what the task is about, but also to make use of the vocabulary and grammar structures learned during the lesson. I will share with students these flashcards with useful information about jobs and occupations. Then, I will ask them to choose 1 or 2 of them and write about it (using the vocabulary and grammar structures learned). Example: You must use uniform at work. You don´t have to be rude with your peers and people you care of. After they finish the description, they ask out loud: Who am I? I will give this extract to students as example:
- 7. Then, each student will read their descriptions while their partners will have to guess the job / occupation their partner is talking about. Some of the resource I may give my students to help them to work on their job´s riddles: Scaffolding strategies: Visual support (chart /pictures) in order to help students to understand and apply their prior and new knowledge in the task´s development, interactive and collaborative work in which students have to infer through what is been said the right job / occupation. Transition comment to link each stage of the lesson with the next one: Wow! You work very hard today… great job! We come to the end of this lesson! See you next class!
- 8. To be completed by your tutor: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization x Coherence and sequencing x Variety of resources x Stages and activities x Scaffolding strategies x Language accuracy x Observations Great job!