Lesson plan 5 Secondary Level
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This lesson plan aims to develop students' speaking, listening, and writing skills through activities focused on describing accidents and people's reactions. Students will practice the past simple tense and asking questions. They will role play describing accidents and matching them to reactions. Later, students will ask each other questions to complete answers about what they would do in different accident situations. The teacher will provide feedback on students' pronunciation throughout the lesson.
Lesson plan 5 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: Clase Nº: 5 Fecha: 26/05/15 Hora: 09:50 a 10:30 Duración de la clase: 40 minutos Fecha de primera entrega: 22/05/2015 Teachingpoints: Revision of past simple (verb to be, did you…?) Revision of expressions to refer to accidents. Use of reactions in different situations. Use of zero conditional sentences. Learning Aims During this lesson, learners will be able to: Develop their speaking skills by describing what happened in different situations related to.... Develop speaking and listening skills by interacting with peers and the teacher. Develop their writing skills by writing sentences using the target structure. Develop critical thinking about what people do in dangerous situations. Language Focus Function Lexis Structure Pronunciation Rev Describing what people do in She stayed calm / she started to Past simple: Regular -Past simple endings: Ed as /t/
- 2. dangerous situations. panic / she shouted for help / she started to cry / she was very brave / she reacted quickly. and irregular forms. and /id/ New Asking questions about people’s reactions. “If” as a condition. Present simple questions: You break your arm..what do you do? - /k ɔ: t/ - /t r ɪ p t / 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. As regards reading and writing skills, Ss will also have to create sentences themselves by using the target language. At the same time different sub-skills are developed through the activities, such as relate, match, associate, and create, in which Ss are actively involved. They will have to give their opinion as regards different situations. 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 look at one another’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
- 3. 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. 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? I’m not fine. As you may see… Transition: The T will get into the classroom with a handkerchief around her neck and arm and would say: “…I had an accident”. Presentation (8’) The T will ask: What do you think happened to me? Ss: You broke your arm-you fell over – you tripped over something. If Ss don’t answer the question, the T will state retelling a story about what had happened to her. “I was walking down the street when suddenly I tripped and fell. I went to the doctor and he told me that I broke my arm” (The T mimes while retelling the story) “So today we’ll continue working with accidents, remember them?” The T will start telling a different story from a newspaper. She’ll grab the newspaper and start saying: “I was very shocked this morning when I read this piece of news. Let’s see if you could tell me which picture it refers to...” The flashcards will be displayed on the board. “So here it says that a man was very brave yesterday evening. His house caught fire, which is that expression? (The t points to the board and one of the students is asked to come to the front and point to the picture). He was very lucky because some firemen rescued and saved his life. (The T asks one students to point to this picture). Luckily, the man was alone...but his wife also had an accident that day. Her car crashed into a tree and she burnt her hand. Can you believe that? (Another student points to this picture). And this isn’t everything, this married couple have a daughter studying in Cordoba and the same day she got trapped in a lift!” (Again, another student is asked to come to the front). The T will have the reactions written on the board so as a way of revising them, she’ll start retelling the different situations on the board for ss to give their opinion and say how they would react to the different situations. “So what do you think, how did the man react when his house caught fire?” Options to choose may be:
- 4. He stayed calm / he started to panic / he shouted for help / he started to cry / he was very brave / he reacted quickly. Ss will say what they think the man may have done and the T will mime expressions when necessary. She will repeat the question about the man’s wife and daughter: She stayed calm / she started to panic / she shouted for help / she started to cry / she was very brave / she reacted quickly.
- 5. Transition: So what do you do in these situations? Activity 1 (12’): Two students will be asked to come to the front. There will be two sets of cards. One of them has accidents descriptions and the other, reactions. T: X and Y, please come to the front. X please take one of the cards of this set and Y take one of the others. Read it and don’t show it to the rest. You two can help each other. You have to mime these expressions and the rest have to guess both the accident and the reaction. This will be repeated at least 3 times. Every time the students mime an accident and its reaction. The T will ask: Is that a good reaction for the accident? What other reactions can you have? In this way ss will revise vocabulary and the correct pronunciation. Transition: Great! Now that we have revisited vocabulary, I’d like you to ask and answer some questions. Activity 2 (13’): As Ss will be sitting in a semi-circle, this will be a good opportunity for them to ask each other questions so as to complete the answers of the questions with 8 students. The T: Now I want you to ask some questions to your partners. Each question is for a different partner. Choose 8 partners and ask each of them one of the following questions. You have to write their answers in the other box and write the name of the person you’re asking too. What do you do in these situations? For example: X, your house catches fire, what do you do? Possible answer: I stay calm. T: So X stays calm if her house catches fire. Notice the use of “if”, what do you think it means? For example...I go to the doctor if I feel really bad! What do you think? Ss may say it is a condition. However, as this is the first time ss notice this structure. The T will just ask ss if they understand the structure. - Your house catches fire. - - Your car crashes into a tree. - - You burn your hand. - - You fall off the bike. - - You get trapped in a lift. - - You break and fell. - - You get lost. - - You trip and fell. -
- 6. The T will walk around the classroom listening to ss and how they pronounce the different reactions. Closure (8’): T: Now I’d like you to tell me what your partners do in these situations. X, please tell me one of your partners’ answers. Taller de Práctica Docente 2015 Lessonplancriteria Peer and Self-check Yes No 1 Heading Doesthe lessonplanheadinginclude all 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? 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 guidelinesandinstructionsforthis work 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 Doesthissectionexplainpossible difficultiesaccordingtoprevious
- 7. classroom management problemsand their possible solutions 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 - 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
- 8. The lessonplanyouhave devisedisverygood fromthe pointof view of the activitiesyouhave created,butit containserrorsregardinglanguage awarenessasyouhave decidedtobase the lessononatopicthat does not reflectthe use of conditional type zero. Rememberthatthisstructure isusedwhenyoureferto‘certainty’.Inthe case of reactionstoaccidents,the waydifferentpeople reactwouldbe reallyuncertain.Inthatcase youshoulduse conditional type2to refer to hypothetical situations. Checkthislinkforthe use of conditional zero: https://www.englishclub.com/grammar/verbs-conditional_5.htm Everytime youteach a newgrammar point,make sure youcheckthe usesand meaningsof thattense or grammatical structure. If you have any queries,feel free tocontactme. Take this experience asanenrichingchallenge. Cecilia Lesson plan component Very Good 4 Good 3 Acceptable 2 Below Standard 1 Organization Coherence and sequencing Learning aims Stages Activities Teaching strategies Class. management strategies Language accuracy Observations Minimumscore:20 / 32 Score:23 /32= 7