Lesson Template 23 - Dumrauf Johanna.docx
- 1. I.S.F.D LENGUAS VIVAS BARILOCHE PRÁCTICA DOCENTE III ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: Dumrauf Johanna Institución educativa: Nuestra Señora de Pompeya Año y sección: 4 año Naturales Nivel lingüístico del curso: Elementary Cantidad de alumnos: 25 alumnos Tipo de Planificación: Clase Unidad Temática: Health problems and first aid Clase Nº: 23 Duración de la clase: 1 hora Fecha de la clase: 15 de septiembre Fecha de entrega de la planificación: 8 de septiembre Learning Aims During this lesson, learners will be able to… To use ‘could’/ ‘couldn’t’ to talk about ability in the past. To use ‘could’/ ‘couldn’t’ to ask about ability in the past. Develop speaking skills by expressing opinion; Develop writing skills by completing activities; Develop listening skills by watching a video; To foster students’ individual and collaborative work with a game. Language Focus LEXIS FUNCTIONS STRUCTURE R E V Verbs Expressing their opinion; Talking about and describing ability in the past; Present simple Past simple Can / can’t Could/ couldn’t affirmative and negative form
- 2. N E W Verbs Expressing their opinion; Asking about and describing ability in the past Talking about and describing ability in the past; Present simple Past simple Can / can’t Could/ couldn’t interrogative form Materials Laptop Cards Photocopies: https://drive.google.com/file/d/1UPLvKNnK0GbuLYZ-bw- KAV493zgt0WzZ/view?usp=sharing https://drive.google.com/file/d/1kFrItW_ut4tK2- 6G2RgFbtph0QmmRtLk/view?usp=sharing Procedures (2 minutes): I’ll say “good morning, everyone” to the students and ask them how they are.” Scaffolding strategies: asking Transition comment: “Are you ready? Great! Let’s start!” (5 minutes): I will explain that today we are going to continue practicing the grammar learned in previous classes. I will give each of them a photocopy. I will explain that today we are going to start the class with a video. Before watching the video, I ask the students to look
- 3. at the image that appears on the photocopy. Then I ask them "What can you see? (I introduce the word "lift/elevator" if necessary), what do you think is the man's job?” Scaffolding strategies:modelling, asking, explaining. Transition comment: “Let’s continue.” (10 minutes) I will explain that we are going to watch a video and that we should listen carefully because then we are going to do an exercise about it. Video link: https://www.youtube.com/watch?v=CZAz4NCUPck After the video, I will ask “What happen in the video? How would you describe the attitude of the man at the beginning of the video and at the end? (The man is selfish and does not want to help anyone at the beginning. He learns later on that helping others is very rewarding).” Scaffolding strategies: modelling, asking, explaining. Transition comment: “Now, we are going to do an exercise.”
- 4. (10 minutes) I will explain the activity. I will say “Now we are going to do an activity about the video. You will find it below the video image. In this activity, you have to choose the correct answer. Then we will check the answer together.” While the students carry out the activity, I monitor each one of them in case they need assistance. Scaffolding strategies: modelling, asking, explaining. Transition comment: “Great! Let’s keep practicing.” (10 minutes)
- 5. I will explain the activity. I will say “In this activity, we have to complete the sentences and questions with the affirmative, negative and interrogative forms of "could". Any doubts?” While the students carry out the activity, I monitor each one of them in case they need assistance. Then, we will check the activity together. Scaffolding strategies: modelling, asking, explaining. Transition comment: “Now, let’s play!” (20 minutes):
- 6. I will say "We are going to play this game in groups. We are going to form 5 teams of 5 members. To form the teams, each one of you will draw a card from this bag, which contains a number from 1 to 5. Once everyone you have your number, team number 1 will be together on one side, those with number 2 on the other and so on. I will tell you where you will sit." I will indicate to the students their places and then I will say "We are going to play a puzzle game. Here I have 5 envelopes which contain the pieces of your puzzles." I will show them the five envelopes. "Each envelope contains the same puzzles and therefore the same number of pieces. What are the puzzles about? You have to put together sentences and questions referring to could. The team that completes the puzzles first, will win the game. Of course, I will check the answers first. On your marks, get set, go!" Scaffolding strategies: modelling, asking, explaining. Transition comment: “Good job everyone! That’s all for today.”
- 7. (3 minutes): I congratulate the students on how they worked in class and tell them, "I hope you enjoyed the game. See you next Tuesday! Have a nice weekend!" To be completed by your tutor: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization Coherence and sequencing Variety of resources Stages and activities Scaffolding strategies Language accuracy Observations