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SUBSECRETARÍA DE EDUCACIÓN BÁSICA COORDINACIÓN DE IDIOMAS CICLO ESCOLAR 2017-2018 LESSON PLAN SEPTEMBER 04 TO SEPTEMBER

SUBSECRETARÍA DE EDUCACIÓN BÁSICA COORDINACIÓN DE IDIOMAS CICLO ESCOLAR 2017-2018

LESSON PLAN

SEPTEMBER 04 TO SEPTEMBER 22

School’s name: CCT: Instructor’s name: ID: Grade and unit: Product: Social practice: 4th Grade Unit 1
School’s name:
CCT:
Instructor’s name:
ID:
Grade and unit:
Product:
Social practice:
4th Grade Unit 1 Product A
Comic strips
Talk and write to participate in everyday dialogues
Environment:
Specific competence:
Familiar and community
Interpret a dialogue about school-related concerns
Stage(s):
Doing with the language (Activities):
Before starting your class take the following aspects into consideration:
Knowing about the language
(Background):
Greet your students.
Greeting your students helps them to get ready to learn English. This simple interaction also helps to
build a rapport between you and the students. Greeting the students also helps to fill in time, while you
are waiting for everyone to get settled.
Preview the lesson.
Previewing the lesson gets the students thinking about what they are going to study. It lets the students
know what to expect in the lesson. Tell the students the objective of the lesson and how they are going
to achieve this. You may also want to explain the significance of the objective and how it will benefit the
students. In this way, the students will focus their attention on the subject matter.
Review the previous lesson.
You may find students easily forget what they did in the previous lesson, so it is always worth reviewing
what they have studied in the last class. This helps keep the material fresh in the students’ mind and
helps them recall the vocabulary and language they have studied. Furthermore, it gives you the
opportunity to combine the past topic with the new topic and show how they relate if applicable.
Regular reviewing of previous lessons will also put less pressure on you and the students when it comes
to testing. Reviewing is a wonderful opportunity to consolidate what your students have learned.
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Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.

Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.https://www.youtube.com/watch?v=71hqRT9U0wg 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Session 1: Session 2 emotion. " id="pdf-obj-1-11" src="pdf-obj-1-11.jpg">
Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.https://www.youtube.com/watch?v=71hqRT9U0wg 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Session 1: Session 2 emotion. " id="pdf-obj-1-14" src="pdf-obj-1-14.jpg">
Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.https://www.youtube.com/watch?v=71hqRT9U0wg 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Session 1: Session 2 emotion. " id="pdf-obj-1-17" src="pdf-obj-1-17.jpg">
Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.https://www.youtube.com/watch?v=71hqRT9U0wg 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Session 1: Session 2 emotion. " id="pdf-obj-1-20" src="pdf-obj-1-20.jpg">
Choose a classmate to start a dialogue in which one or more school-related concerns are expressed.https://www.youtube.com/watch?v=71hqRT9U0wg 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes 10 minutes Session 1: Session 2 emotion. " id="pdf-obj-1-23" src="pdf-obj-1-23.jpg">

Choose a classmate to start a dialogue in which one or more school-related concerns are expressed. Model the activity. Ask students to work in pairs and read out the dialogue with different emotions each time, e.g. angrily, kindly, and sadly.

Encourage your students to share how they are feeling today. Make sure they know that any answer is a good one. Introduce emotions: happy, sad, worried, glad, interested, and afraid. Ask students to work in pairs. Use the following question and structure: How do you feel today? I feel happy today.

Give them one of the pictures you discussed earlier. Have them spend some time thinking about the emotion that person is feeling. Then ask them what makes them feel that same emotion. Then get in your writing practice by having students write about the situations in which they have those particular

Review last class song If You’re Happy and You Know It Clap Your Hands. Ask students to look at the flashcards and predict the situations that happen at school. Ask them what

Bring cut out pictures of faces displaying different emotions from old magazines or draw the following emoticons on the board. Show one picture at a time and ask students how they think that person is feeling. Ask them why they think the person is feeling that way. What are the clues they take from the person’s facial expression? Ask your students to mimic the face from the picture to show that same

Introduce the song If You’re Happy and You Know It Clap Your Handsand ask students to sing it in

order to motivate them to work. Click on the link to see the video with lyrics.

emotions. Provide the following structure: I feel happy because I have a dog.

  • 10 minutes

  • 10 minutes

  • 10 minutes

  • 10 minutes

  • 10 minutes

  • 10 minutes

Session 1:

Session 2

emotion.

How do you feel today? I feel happy today. Vocabulary: Adjectives: Questions: concerned interested emotion because
How do you feel today?
I feel happy today.
Vocabulary:
Adjectives:
Questions:
concerned
interested
emotion
because
worried
Nouns:
Nouns:
grades
Verbs:
stomp
happy
today
afraid
shout
know
toilet
chair
glad
feet
clap
feel
sad

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Get good grades Make new T here’s no toilet The chair is The classroom is friends
Get good grades Make new T here’s no toilet The chair is The classroom is friends
Get good grades Make new T here’s no toilet The chair is The classroom is friends
Get good grades Make new T here’s no toilet The chair is The classroom is friends
Get good grades Make new T here’s no toilet The chair is The classroom is friends
Get good grades Make new T here’s no toilet The chair is The classroom is friends

Get good grades

Make new

There’s no toilet

The chair is

The classroom is

friends

paper

broken

dirty

Divide the classroom into six groups. Each group chooses their "captain". The instructor writes on the board a category like "school places" or "classroom furniture" or "school supplies", etc. Each group has to tell their captain to write down as many words as they can which belong to that category. They have 1 or 2 mins. Each group takes 1 point for each word. Correct spelling is very important in this exercise. This activity will help the class to recycle vocabulary so they can express school concerns later on.

Once the students reviewed needed vocabulary in the last activity, make pairs and prompt students to answer the following questions related to school concerns. Introduce the prepositions in, at, about and

Now, write the sentences on the board and give the flashcards to five students. They have to stand up and place the flashcard next to the correct sentence.

Paste the flashcards on the board and read the statement # 1 with a clear tone of voice. Ask a student to

identify the flashcard. Continue the activity with the rest of statements and other students.

the problems at school are. Introduce the following school concerns using flashcards:

  • 1. There is a problem in the bathroom. There’s no toilet paper.

  • 5. This school year I’m going to make new friends!

  • 3. I need to get good grades this school year!

  • 4. The classroom is dirty again. Let´s clean it.

  • 2. Oh no! My chair is broken.

  • 10 minutes

  • 10 minutes

  • 10 minutes

Prepositions: Adjectives: interested classroom furniture concerns supplies worried captain subject friends broken school places happy about
Prepositions:
Adjectives:
interested
classroom
furniture
concerns
supplies
worried
captain
subject
friends
broken
school
places
happy
about
paper
good
dirty
new
sad
at

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of.

in

of

  • 1. What are you worried about?

 
  • 2. What makes you happy?

  • 3. What subject are you interested in?

  • 4. What sport are you good at?

  • 5. What makes you sad?

  • 10 minutes

Elicit students’ answers and write them on the board. Tell students that those answers are about school concerns. Ask students to write the questions and answers in their notebooks. Make sure the following answers are provided.

  • 1. What are you worried about? I’m worried about my grades/the exam.

  • 2. What makes you happy? Good grades make me happy.

  • 3. What subject are you interested in? I’m interested in science/math/English.

  • 4. What sport are you good at? I’m good at soccer/baseball/volleyball/basketball.

  • 5. What makes you sad? I’m sad because I have bad grades. Or bad grades make me sad.

Session 3

  • 10 minutes

Review school concerns using flashcards. Ask students to close their eyes. Then say a situation related to school or home that could be a problem and have students visualize it. Elicit how they feel. Write the words on the board. Help students with the words they do not know.

Instructor: close your eyes. You are at home. There’s a lot of noise and you can´t study for your exam

tomorrow. How do you feel? Student 1: angry. Student 2: worried.

Instructor: close your eyes. You are at school. There’s no water in the school. How do you feel?

Student 1: worried.

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Decide on the number of turns each speaker will have, the order of the sentence sequence and the materials which will be used to make the comic strip (card, poster, etc.

SCHOOL LIFE

ME

CLASSMATE

Something you are good at

   

Something you are concerned about

   

Something you are interested in

   

Something you are afraid of

   

Tell students they are going to continue talking about school concerns. Draw the following chart on the

Review last class contents. Write several words on the board about school concerns such as get good/bad grades, meet new friends, the chair/desk is broken, and the classroom is dirty/old. Elicit words from the students. Ask all your students to stand at the front of the class. Give a student a word to spell. The student orally spells the word and the instructor writes it on the board as it is being spelt. If the spelling is wrong the student is knocked out of the game. The last student standing is the winner. This also works well as a team game.

What are you good at? What are you worried about? What are you interested in? What are you afraid of? Then ask them to write about them and their classmates. For example: “I’m worried about my grades”,

Ask students to form a line by height to make pairs. Once they are in line, the first and the last student in

the line pair up. Continue until all students are in pairs. Tell students they are going to make a comic strip. Tell them a comic strip is like a short illustrated story and show one if possible. Then students in pairs decide the contents of a dialogue in which one or more school-related concerns are expressed. Show students images 1-4 to give students some ideas. Let students decide on the number of turns each speaker will have, the order of the sentence sequence and the materials which will be used to make the comic strip.

Ask students to find someone like them to complete the third column using the following questions:

Juan is good at math”, and/or Carmen is interested in the English class”.

board and ask students to complete the second column of the table.

Student 2: thirsty.

  • 15 minutes

  • 20 minutes

15 minutes

  • 15 minutes

Session 4

school- related comic strip knock out concerns Nouns: winner Verbs: height spell line   
school- related
comic strip
knock out
concerns
Nouns:
winner
Verbs:
height
spell
line

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  • 20 minutes

 

Write the sentences respecting turns of participation.

Tell students the comic strip will consist of 3 or 4 strips. They have to use a sheet of paper for each strip. Encourage students to write the sentences for the first strip respecting turns of participation. The illustrations will be made later.

Session 5

 

Verbs:

  • 20 minutes

get upset

Review emotions by mimicking. (Happy, sad, glad, worried, concerned, afraid.) Make a happy face and

feel sad

write on the board “I am happy”. Then make a sad face and write on the board “I am sad”. Introduce the

I get upset when

following sentences:

 
  • I get upset when there’s no toilet paper.

  • I feel sad when there is no English class.

  • I get upset when my desk is dirty.

Write the following and ask students to complete the sentences related to emotions and school concerns:

  • I get upset when ________________________________________.

  • I feel sad when _________________________________________.

  • 10 minutes

Ask students to write the sentences on their notebooks. Ask them to work in pairs to practice pronunciation.

  • 20 minutes

Tell students the comic strip will consist of 4 strips. They have to use a sheet of paper for each strip.

Encourage students to write the sentences for the second strip. The illustrations will be made later.

Session 6

Modals:

  • 10 minutes

should

Review last class contents.

shouldn’t

Introduce should and shouldn´t. Say I have a headache while you touch your head. Then say I should take

Adjectives:

an aspirin. Write it on the board. Ask students about something you can do when you have headache.

hungry

Elicit students answer such as go home, rest, go to the doctor. Then Have students repeat should and shouldn’t after you several times for pronunciation practice. Use one of the problems written on the

thirsty

nice

board as an example. First turn the problem into a sentence to make half of your model dialogue. For

bad

example, “hungry” would become “I am hungry.” Then show how to use these new structures to give advice. Using several examples, practice both the problem and advice sentences as a class until students

Nouns:

basketball

are familiar with the structures and confident enough to perform individually as well.

team

1. I’m hungry. You should eat something.

pencil

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  • 2. I will make new friends this school year. You should be nice to them.

school items

  • 3. I have a lot of homework this week. You should stay home and do it.

test

  • 4. I will play basketball with the school team. You should practice in the park.

homework

  • 5. I lost my pencil in the classroom. You should take care of your school items.

Verbs:

practice

lost

10

minutes

take care

Write the following situations and ask for advice. Students have to complete the sentences using should

have

or shouldn´t.

   

I’m worried about a

_________________________________.

I’m bad at

______________________________________.

I’m

____________________________________________.

I have a lot of

________________________________.

10

minutes

Ask students to write the sentences on their notebooks. Ask them to work in pairs to practice pronunciation.

20

minutes

Tell students the comic strip will consist of 4 strips. They have to use a sheet of paper for each strip. Encourage students to write the sentences for the third and fourth strip. The illustrations will be made the next class.

Session 7

 

5 minutes

Review last class contents.

25

minutes

Ask students to make the illustrations for the first two strips of the comic strip.

 

Nouns:

20

minutes

greetings

Add greetings and farewell

Ask students to add greetings and farewell expressions to the dialogue. Check that the writing of

farewells

expressions to the dialogue.

sentences is complete and complies with spelling conventions.

 

Session 8

 

Check that the writing of

20

minutes

sentences is complete and

Make the illustrations for the last two strips of the comic strip.

complies with spelling

20

minutes

conventions.

Write the final version of the expressions on the comic strip format. Ask students to copy the

corresponding parts of the dialogue to complement the illustrations. Check that the writing of sentences

– Write the final version of the expressions on the comic strip format. is complete and
– Write the final version of the
expressions on the comic strip
format.
is complete and complies with spelling conventions. Model the reading of a previously prepared dialogue
emphasizing on tone when making questions, greeting, answering, etc.
10
minutes
Ask the teams to present their work in front of the group by reading aloud the dialogues; they must take
– Read the dialogues aloud
respecting turns of participation,
address the concerns of the
members of the team to whom it
may concern (teachers, principal,
etc.) so that they can be
resolved.
special care on intonation, punctuation marks, use of vocabulary. (Peer and self-correction practices to
be encouraged). They can also act out the dialogue in front of the group.
Session 9
30
minutes
Show the comic strip to other classmates. Teams go to other groups to show the comic strips. Ask the
teams to present their work in front of the group by reading aloud the dialogues; they must take special
– Share the story with other
teams.
care on intonation, punctuation marks, use of vocabulary. (Peer and self-correction practices to be
encouraged). They can also act out the dialogue in front of the group.
Achievements:
20
minutes
Display the comic strips in a visible place and ask students to place a sign "We invite you to read" to
-
Identifies speakers and their
turns in a dialogue.
invite anyone who passes to read them.
-
Identifies the structure of a
dialogue.
-
Identifies some words to
express concerns.
-
Uses contextual clues to
understand meanings.
-
Identifies punctuation in the
transcription of a dialogue.
Reference:
Assessment:
Syllabus Cycle 2, 4th Grade.
Checklist.
YES
NO
PNIEB.net: http://goo.gl/ENfVKg
Pronounces all words correctly and speaks clearly.
Reads at an appropriate speed. No lapses, hesitation or
wavering in the pace. Punctuation pauses are present.
The intensity of the voice is clear and audible all through
the reading. No fluctuations are perceived.
The student keeps the required tone. Does not overdo it
or exaggerate. Does not sound monotone or artificial.
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