Lesson Plan for the EFL Class

por

Carmen Mara Vuela Mndez Grupo: ING5, Maestro Ed. Primaria, Mencin Ingls, Blended Learning Nombre del profesor: Nora Kaplan

No. Expediente: 69524

LESSON PLAN FOR THE EFL CLASS

TOPIC: NUTRITION (PEOPLE AND PLANTS) TIMING: 60 MINUTES Morning meeting: Literacy development: Unit development: Plenary: MATERIALS: READING 46. STUDENT ENGLISH NOTE BOOK.
HANDS OUT IN ANNEXES I, II, III, IV AND V. TEXT FROM

15 minutes 20 minutes 20 minutes 5 minutes MACMILLAN SOCIAL

AND

NATURAL SCIENCE,

PRYMARY

4, UNIT 4,

PAGE

GENERAL COMMENTS ABOUT CLASSROOM ORGANISATION: There are 24 students in the classroom. Pupils are sitting in groups of four two children sitting in front of two others-. Each child is eligible to gain a table point when showing interest, when participating or whenever the answers given are right. Table points are counted at the end of the week when the table of the week is awarded. Children sitting at table of the week will be the first ones to go out to play, will help the teacher to hand out books, etc.

MORNING MEETING (15 )

LEARNING OUTCOMES: TO KNOW PARTS OF THE DAY; MORNING, AFTERNOON, EVENING AND NIGHT. TO
NAME THE DAILY MEALS; BREAKFAST, LUNCH, AFTERNOON SNACK AND DINNER,

(DESCRIBING

SPANISH MEAL ROUTINES AND BRIEF INTRODUCTION OF ENGLISH MEAL ROUTINES).

 TO TALK ABOUT WHAT

KIND OF FOOD PEOPLE HAVE FOR EACH MEAL, USING TIME ADVERBS, ALWAYS,

SOMETIMES AND NEVER AND PRESENT SIMPLE WITH I, YOU, HE, SHE, W E AND THEY SUBJECTS.

Begin the session by greeting the whole class, good morning everyone!, why do I say good morning?, and if it was 2pm, would I say good morning?, what would I say, then? Encourage students to talk to the person sitting next to them and decide the answer for my last question. Count 3,2,1 to stop students from talking to each other and then ask them to put their hands up to share the answer to my question. Introduce parts of the day (morning, afternoon, evening and night) and their appropriate time of the day. Ask the classroom to put their hands up if they can tell me what a child needs to grow healthy and strong. Expecting some of their answers would be to eat I will follow this lead and I would ask, Hands up if you can tell me the name of the meal you have in the morning?, and in the early afternoon?, and in the late afternoon?, and in the evening? Praise their answers and award table points. Ask some students to talk to the person sitting next to them about the food they have for breakfast every morning. Ask another group of students to talk to the person next to them about the food they eat for lunch. Another group to talk in pairs about the kind of food they eat for late afternoon snack and the last group to talk in pairs about the food they have for dinner. Encourage students to use adverbs such as: always, sometimes and never before the verb. E.g.: I always have coffe for breakfast. Praise answers, help with vocabulary and correct any grammar mistakes. In order to lead students to the next part of the session, I will ask what do you think plants need to grow, do you think they need food as well?

LITERCY DEVELOPMENT (20) LEARNING OUTCOMES: IDENTIFY NUMBER OF LETTERS, NUMBER OF SOUNDS AND NUMBER OF SYLLABLES THAT ARE IN A LIST
OF CONTENT WORDS. (ANNEXE I, 1 SHEET PER GROUP OF FOUR PUPILS, 6 SHEETS)

CONSTRUCT

GRAMMATICALLY CORRECT SENTENCES FROM THE READING TEXT: TO ORDER JUMBLED

SENTENCES (ANNEXE I).

Timing: 3 minutes to give instructions and maximum of 10 minutes to complete worksheet, 7 more minutes to share small group work with the rest of the class. Activities: A sheet is handed to each table. Students to work in fours (there will be six different types of sheets). In the sheets there are two activities. Activity number one accomplishes the first learning outcome and the activity number two will accomplish the second outcome of the literacy development part of this session. Activity one is a chart that has 4 columns: words, number of letters, number of sounds, number of syllables. Pupils are familiar with this activity, since they practice it with content words from each science unit, this is unit 4. For this reason I do not need to spend too much time explaining what they need to do. Each table work with three words from the reading text. The teacher will say all the words aloud and will prompt pupils to repeat them. Activity two in the same sheet, students have a jumbled sentence taken from the text. They have to organise the sentences and write them correctly in the space provided. The teacher instructs pupils to start searching the words beginning by capital letters, and the word with a full stop, since these words will tell us the beginning and the end of the sentence. They can also look for the subject and then the verb of the sentence and in this way, organising the words making sure they make sense when put together.

Sharing time: one student from each table will show everybody else in the classroom the work that has been done in her group. The teacher will give table points to those tables that have shown good team work.

UNIT DEVELOPMENT (20 ) LEARNING OUTCOMES: TO DEFINE CONTENT WORDS FROM THE READING. (ANNEXE II). TO RECOGNISE VERBS IN PRESENT SIMPLE TENSE. (PUPILS ENGLISH NOTE BOOKS).
TO RESPOND TO A NON FICTION TEXT. (ANNEXE III).

Timing: Allow five minutes to activate previous knowledge. Listen to the internet link and read the text aloud (activities 2a. and 2b) will take about five minutes. To complete Annexe IV and write down verbs found in the text, will take another five minutes (activities 2c. and 2d.). Allow five minutes to complete Annexe V. Activities: Activity one, (5): Start this part of the lesson by activating previous knowledge about plants. Each student have the K-W-L graphic organiser (Annexe III) to write down the information discussed in the wider group. The teacher also writes the information on the whiteboard. a. What I know! Ask pupils what do they know about plants. b. What I want to know! We want to find out how plants get their own food, what do they need in order to get their food, where do plants make their own food. Activity two (5): Annexe IV is handed out to pupils. The teacher, plays the internet link provided below. Listen to the text: www. http://www.macmillanelt.es/plan-your-classes/coursebook-resources/ Open link: Unit 4, lesson3, page 46. . After the listening, pupils and teacher read the text together in order to guide pronuntiation and entonation

Activity three: Vocabulary Development I. Match words from the text with the definitions provided. (AnnexeIV). Working in pairs. Activity four: Vocabulary Development II. Pupils to find out and copy in their English note books as many present simple tense verbs as possible. Then students need to find and copy the subject that goes with the verb. Ask students to put their hand up if they know why there are some verbs that end in s? Activity five (5): Reading Comprehension. Students answer individually the questions provided in Annexe V.

PLENARY (5 MINUTES) Students will comment on what they learned about nutritional process in plants. They will need to complete, using one or two sentences, the last column of K-W-L chart. The teacher will ask the students to put their hand up to share with others what they have learned. The teacher will also write the sentences in the whiteboard to model sentence writing.

READING TEXT READING TEXT The food we eat comes from plants but, how do plants get their food? Plants make their won food and to do this they need water, minerals, light and energy from the sun and carbon dioxide. The roots absorb water and minerals from the soil. The water and minerals travel up the stem to the leaves. Plants make food in their leaves. This process is called photosynthesis. The leaves absorb carbondioxide from the air, though small holes. Using energy form the sun, the carbondioxide combines with water, minerals and sunlight to make food. During the process of photosynthesis, plants release oxigen into the ari. Peolple and animals need oxigen to breathe.