Lesson plan 3 Secondary Level
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The lesson plan is for a 5th grade English class at a secondary school in Zapala, Neuquén. It focuses on revising the present simple and present continuous tenses. During the 40-minute lesson, students will describe pictures using the target tenses, ask and answer questions about activities they like or dislike, and play a sentence relay game. The plan outlines learning aims, language focus, teaching approach, materials, activities and assessments to integrate listening, speaking, reading and writing skills while revising key grammatical structures.
Lesson plan 3 Secondary Level
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: López, Fernanda Emili E. Período de Práctica: Nivel secundario Institución Educativa: I.F.D. N°13 Dirección: Italia 141, Zapala, Neuquén. Sala / Grado / Año - sección: 5° 1 Cantidad de alumnos: 17 Nivel lingüístico del curso: Principiantes Tipo de Planificación: clase Unidad Temática: Idioma Mundial Clase Nº: 3 Fecha: 19/05/15 Hora: 09:50 a 10:30 Duración de la clase: 40 minutos Fecha de primera entrega: 16/05/2015 Teaching points: Revision of present simple (verb to be, do you…?) Revision of present continuous. (are you…?) Making questions using both tenses. Learning Aims During this lesson, learners will be able to: Develop their speaking skills by describing pictures. Develop reading skills by reading sentences produced on their own. Develop speaking and listening skills by interacting with peers and the teacher. Develop their writing skills by writing sentences and questions. Language Focus Function Lexis Structure Pronunciation Rev Asking and answering questions. - wash the dishes - washing my kitchen floor Do you…? (visit/help/listen to your friends?) -Do / does: weak and strong forms. - am / is / are : weak
- 2. -She always works late -He’s cooking spaghetti Are you…? (reading, painting?) and strong forms. New Describing ongoing events and expressing likes and dislikes. - sink - he’s bathing his cat -bathtub Do you like / hate / don’t mind / love ….(reading/sleeping)? /sɪŋk / /ˈbɑːθɪŋ / / bɑːθtʌb/ Teaching approach: Communicative approach. Integration of skills: in this lesson plan, students’ listening and speaking skills are integrated through the teacher’s talk about the topic using the target language and through students’ interaction with the teacher and among them. Ss will have to create sentences by themselves using prompts and pictures which will be shown to them. Then they will write sentences about them. Pedagogical use of ICT in class: In this lesson, Ss will be encouraged to participate in the blog created by the teacher which may be used during the whole practicum period. As some ss have participated in the previous instances, now it will be time for other sts to write their contributions in the blog. Materials: board, pieces of chalk and printed pictures related to the topic. Seating arrangement: Ss will be sitting in a semicircle in front of the board so as to promote interaction between T and ss and at the same time, they can see each other’s faces. Cooperative work: learners will work to make sentences on their own and develop speaking activities. The lesson will finish with a game to end it in a relaxed way. Possible problems/difficulties and possible solutions: The activities may take longer than expected. That is why it is necessary to check the time spent on each activity so as not to run out of time for the production stage. Students will surely use their mother tongue to refer to some unknown vocabulary. In that case, I will provide them with the equivalent in English only when it is vocabulary that is not familiar to them. I’ll foster the use of dictionaries too. Potential problems students may have with the language: I think most ss would know the meaning of the different expressions and vocabulary discussed in this class since this is a revision lesson. However, I will use different techniques to help them such as repeating, giving Ss the first part of the sentences so that they can complete it and giving Ss positive feedback to encourage them to participate. Moreover, I’ll mime and use flashcards for them to understand the meaning of verbs and adjectives. Pronunciation will be checked when Ss create sentences on their own and read them aloud. Moreover, they will also be assessed during the whole lesson since this is a lesson developed to practice present continuous and simple tenses.
- 3. Assessment: pronunciation and understanding of statements will be done during their production of sentences. Their written work will also be checked by the T. Short questions like: Is this right? Together with an expression of confusion will be used to helps Ss understand that they are making a wrong statement or question. Routine (2’): Hello everybody! How are you? Thanks for posting your previous work online in the blog! Transition: Today we will revise two familiar tenses to you before you take the exam on Thursday. Presentation (8’) The T will show Ss the following video. If ss cannot see it on their netbooks, then the T will bring hers and lend it to the ones who don’t have it. Link (2’37): https://www.youtube.com/watch?v=SzL6Ww7xUWc Video description and reason for its use: There are 3 groups of scenes in this video: 1) Someone is very surprised when she sees what her friend is doing. 2) One friend convinces another to switch from Ordinary Soap to Sparkle. 3) The GrammarRappers magically appear in an office, a kitchen, and a backyard. I think it will be interesting and students will visually appreciate the difference between using Present Simple for activities realized with frequency and Present Continuous for what is happening at the moment. Moreover, this video may model the two activities which will be done after its presentation. Video transcript: 1) Friend 1: What are you doing? Friend 2: I’m washing the dishes in the bathtub. Friend 1: That’s strange! Do you usually wash the dishes in the bathtub? Friend 2: No! I never wash the dishes in the bathtub. But I’m washing the dishes in the bathtub today. Friend 1: Why are you doing that? Friend 2: Because my sink is broken. Friend 1: I’m sorry to hear that. 2) Friend 1: Hi Tim! Friend 2: Oh, Hi Charles! Charles: Tim! What are you doing? Tim: I’m washing my kitchen floor.
- 4. Charles: But you’re using ordinary soap. Tim: So? I always use ordinary soap. Don’t you use ordinary soap when you wash your kitchen floor? Charles: Never! I use Sparkle! Here Tim, I have some with me! Let’s try it on your floor right now. Tim: Wow! Look at this floor! It’s shining. Charles: It always shines with Sparkle! Tim: No more ordinary soap for me! 3) Office: GrammarRappers: What’s Fran doing? She’s working late. Working late? Why is she doing that? It’s Monday. She always works late on Monday. Kitchen: GrammarRappers: What’s Bob doing? He’s cooking spaghetti. Cooking spaghetti? Why is he doing that? It’s Wednesday! He always cooks spaghetti on Wednesday. Backyard: GrammarRappers: What’s Gary doing? He’s bathing his cat. Bathing his cat? Why is he doing that? It’s Friday! He always bathes his cat on Friday. After watching the video, the T will play it again but this time concentrating on each specific group of scenes. Questions to be asked after the scenes are seen: What is happening? What does he / she always/ never do? Possible answers: -She’s washing the dishes / he’s washing the floor / she’s working late / he’s cooking spaghetti / he’s bathing his cat. -She never washes the dishes in the bathtub. / He always uses ordinary soap / She always works late on Monday / He always cooks spaghetti on Wednesday / He always bathes his cat on Friday. Transition: The T may ask: Which tense are we using to refer to what is happening now? Which one to refer to what always or never happens? Activity 1 (12’): Ss should provide answers since this is a revision lesson. The answers may be Present Continuous for what is happening at the moment of speaking and Present Simple for activities which always or never happen.
- 5. The T will assess Ss understand the difference between both tenses. Moreover, she’ll check the correct use of both of them. T: Remember, how do we form a sentence in the present continuous? What do we need? Which verb? Ss: The verb to be. T: yes!! And what happens to the other verb? What do we need to add? Ss: The –ing! T: Excellent! Now what happens to sentences in the present simple? Does the verb need anything? Ss: Sometimes! T: Why sometimes? What happens to it? Ss: the verb carries “s”! T: Yes! But when does it carry an “S”? Does it happen with all the pronouns? Ss: with he/she/it T: Ok! You are right! But what about the other pronouns? What happens to the verb? Ss: Nothing! T: Yes excellent! Now we will work in pairs. I want you to take a look at what I’ll write on the board please. The T will write some prompts on the board for Ss to produce sentences on their own. The words will be: ALWAYS / NEVER / NOW / TODAY. She’ll say to ss: Take a look at these words, what do they refer to? Ss: Time! T: Yes, they tell us about how often something happens and when they happen. What do you think? Which tense do you use with “always / never / now / today”, present simple or continuous? Ss: Always and never with present simple and now and today with present continuous. After Ss recognize when to use these words. The T will stick the following pictures on the board. She’ll say: Now take a look at these pictures and tell me what activities you see. Pictures
- 6. The T will stick these pictures on the board and she’ll point to them by asking: What is he/she doing? Ss: He’s sleeping / she’s talking on the phone / he’s eating spaghetti / he’s having breakfast. T: Excellent! Which tense did you use? Ss: Present Continuous. T: Yes! Can you make one sentence using Present simple? Ss: He sleeps? T: Yes, can you join the sentence in present continuous with one in present simple using the words I wrote? (T mimes “join” with her hands) Try to make a complete and interesting sentence, like the ones from the video, remember? Ss: He is sleeping now. He always sleeps. T: That’s right...but what else can you say? Ss: Is it ok to say…He is sleeping now but he always sleeps a lot on Sundays.
- 7. T: Yes! Excellent! Try to be as creative as you can! Write four sentences describing what they people are doing know and what they always, sometimes, never do. The T will monitor the activity walking around the desks and checking the correct use of verbs in both tenses. After a few minutes, some Ss will be asked to read their sentences aloud. The T will assess pronunciation of verbs and time expressions whenever ss read their sentences aloud by repeating the word or asking: How do you say….? Transition: Great! Now that we have compared these pictures, I’d like you to tell me which of these activities you like doing! Activity 2 (13’): The T will stick one more picture on the board and will ask ss: What are they doing? Do you like riding your bikes/cycling? Picture This picture has been added for ss to write 5 questions. Ss will give their opinion as regards this activity. The T will point to another picture and say: I don’t like eating spaghetti, what about you? Ss will answer the question. The T will say: Now I would like you to ask your partners about these activities. The T will write other words on the board, she’ll erase the time expressions and write the following: LIKE / LOVE / HATE / DISLIKE / DON’T MIND.
- 8. T: I want you to write 5 questions for your partners using these words, who can give me an example? In this way the T will check understanding of instructions and check how ss produce the questions. For instance: Do you like having toast for breakfast? Possible answer: No, I don’t. I hate toast. Ss will work in pairs and ask the questions to each other. If there’s time left, then students can walk around asking other mates the questions created by themselves. The T will walk around while ss ask questions to each other. Closure (8’): The T will finish the lesson by proposing a game to Ss. T: I’d like you to form 2 lines of 8 students. (The number will vary according the number of ss present that day) I’m going to show the first two people on the line a sentence… at the same time! Then, they will run and will say it to the student behind them (The T points to the students). You should whisper the sentence to your partner but quickly because the last person (the T points to students when she refers to them) that is there next to the board, he/he will have to write the complete sentence without mistakes! The group that makes no mistakes wins! Taller de Práctica Docente 2015 Lessonplancriteria Peer and Self-check Yes No 1 Heading Doesthe lessonplanheadingincludeall the requiredinformation? Has it been completed in Spanish? 2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition? Are theyclearlywrittentoexplainwhatthe learnerswilllearnand be able to do? 3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context? 4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related? Is the pronunciation focus complete? 5 Teaching Approach Is the approach you chose suitable for your teaching context? Are its aims and fundamentals coherent with the lesson aims? 6 Materialsand resources Does the lesson plan include all the required materials and resources for this lesson? Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?
- 9. 7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work? 8 Seatingarrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities? 9 Cooperative work Does the lesson include instances of cooperative work among students?Isthere a setof guidelinesandinstructionsforthiswork to be carried out? Doesthe lesson plan specify what kind of pedagogical mediation the teacher will provide? 10 Possible language difficultiesand possible solutions Doesthissectionexplainpossible difficultiesaccordingtoprevious lessons’ experiences and class observation? Does the lesson plan allow for differentiation (instruction and assessment)? 11 Possible lessonor classroom management problemsand their possible solutions Doesthissection explainpossible difficultiesaccordingtoprevious lessons’ experiences and class observation? Lesson development 12 Lessonstages Is the lesson plan organized in stages in accordance with the approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure? 13 Lessoncontext and content Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant? 14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim? Do the activities allow for language exposure, exploration, development of language awareness ? 15 Type of activities Is there a balance of activitiesthat range from controlled practice to freer communicative practice? Do they facilitate integration of skills? 16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one? 17 Language of instructions Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension? 18 Teaching strategies Is instruction aided by any teaching strategies such as… - Modeling - Exemplifying - Showing - Pointing - Explaining - Paraphrasing - Miming
- 10. - Others? 19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech? 20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class? 21 Active learning: Bloom’sTaxonomy 2001 Are many learning tasks addressing a higher level of Bloom’s taxonomy? 22 Grammar, Appearance,and Language Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes? Observations: Dear Emili Althoughthe choice of the videoisverygood,the lessonplanisnotcoherentwiththe approachyouclaim youwouldimplement.The activitieshave noframingcontext,andtheyare notsustainedbyany communicative purposeeither. Please,reflectonthe commentsandthisfeedbacksothatyoucan furtherdevelopthisandyournextplans. Cecilia Lesson plan component Very Good 4 Good 3 Acceptable 2 Below Standard 1 Organization Coherence and sequencing Learning aims Stages Activities Teaching strategies
- 11. Class. management strategies Language accuracy Observations Minimumscore:20 / 32 Score:18 /32= 5.6