Lesson Plans 201

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ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE DAILY LESSON PLANS DATE: Monday, May 21th 2012CODE: E201 C12 HOURS: 1:30STUDENTS: 19 MODULE: EnglishLEVEL: SecondTIME: 19:10 - 20:40PLACE: ClassroomUNIT: 7 BOOK: Touchstone oneLESSON: ANUMBER OF LESSONS: 4PARTICIPANTS: Pairs andWhole class NAME OF UNIT: Out and aboutNAME OF LESSON: Away for the weekend OBJECTIVE: Students will be able to use the present continuous and talk about the weather. RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc. STAGE AND OBJECTIVEINT. PATTERNSPROCEDURE 1.- Getting started To introduce the target language (away for the weekend) A and B: To develop Ss listening skills and to figure it out the target language2.- Grammar To raise Ss language awareness Form: To increase Ss comprehension about (present continuous tense) Im calling from home? Shes skiing with a friend? Were swimming in the ocean? Structure patterns and responses A and B: To sharp the Sss listening skills, and to produce the target language3.- Talk about it To discuss in groups using the target language in contemporary topicsA and B: To produce the target language talking about weather Open class T Ss Pairs T Ss SS individually Pairs T - Ss Groups Teacher sets the scene, explaining what away for the weekend means. Teacher asks a few questions about the first picture, and asks Ss to read the Anitas information aloud. Have Ss to predict the remaining messages. Teacher plays the recording, and Ss listen what is the weather like in each place. Teacher says, Find the sentences with verbs ending in-ing. What do you notice about these verbs?Teacher reads the instructions aloud, and Ss complete the sentences. Teacher plays the recording. Ss listen and repeat. Teacher writes on the board the pattern for present continuous affirmative and negative statements.Subject + be + (verb) ing Subject + be + not + (verb) ing Teacher explains when we use present continuous. Teacher presents the contractions and in conversation Teacher presents spelling. Teacher reads the instructions and the example aloud. Have Ss complete the phone messages. Teacher reads the part B instructions. Have Ss to prepare and presents their phone messages. Teacher reads the instructions aloud and models the task using his own information. Have Ss in each group take turns talking about their perfect day. RESPONSABLES: FIRMAS: Institutes Headmaster: Ing. Luis Ortega Arcia. Teacher: Hctor Zambrano ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE DAILY LESSON PLANS DATE: Tuesday, May 22th 2012CODE: E201 C12 HOURS: 1:30STUDENTS: 19 MODULE: EnglishLEVEL: SecondTIME: 19:10 - 20:40PLACE: ClassroomUNIT: 7 BOOK: Touchstone oneLESSON: BNUMBER OF LESSONS: 4PARTICIPANTS: Pairs andWhole class NAME OF UNIT: Out and aboutNAME OF LESSON: Sports and exercise OBJECTIVE: Students will be able to use present continuous yes/no and information questions and to talk about sports and exercise.RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc. STAGE AND OBJECTIVEINT. PATTERNSPROCEDURE 1.- Building vocabulary Visually presents new words (sports and exercise) A and B: To deduce new vocabulary through a listening activity, and to help Ss to organize new vocabulary in meaningful ways 2.- Building language Builds on the grammar of lesson A, presenting new language in different style from the previous lessonA and B: To sharp Sss listening skills, and to help Ss notice the forms and uses of the new structure 3.- Grammar Provide a clear presentation of new structure. A and B: To give Ss controlled and freer practice with the new structure, and to exchange personal information 4.-Speaking naturally Helps Ss understand and use natural pronunciation and intonation A, B and C: Provides communicative and use natural pronunciation and intonation, and covers the key areas of linking and reduction. 5.- Vocabulary notebook: Provides a page of enjoyable tasks at the end of every unit to help Ss organize and write down new vocabulary. Open class T Ss Pairs Ss Individually T Ss Pairs Ss Individually T-SSindividually Pairs T - Ss Pairs Whole class Ss Ss individually Teacher sets the scene What sports and exercise do you know?, and writes the answers on the board. Teacher does a choral drill with the pictures onthe book Teacher reads the instructions and plays the recording. Ss listen and check their answers. In part B, teacher explains when to use play, go and do. Have Ss to complete the chart, and check their answers. Teacher sets the scene. This is Carls dad. Is he happy? Is Carl studying hard this semester? What is he doing now? Close your books and listen for the answers Teacher plays the recording. Ss listen and write their answers, and then they open their books and check their answers. Ss practice the conversation in pairs. Teacher asks Ss that underline the present continuous in the conversation. Have Ss to complete the question, using the conversation for help. Teacher does a choral drill with the grammar chart. Teacher writes the present continuous patterns on the board. [Question word + be + subject + (verb)ing] Inf. Questions [be + subject + (verb)ing] yes/no questions Teacher presents time expressions and reads the instructions Have Ss to complete the questions, and then check the answers Have Ss to ask and answer the questions in pairs. Teacher previews the task, explaining what stress and intonation means, and then he plays the recording. Teacher reads the instructions aloud and plays the recording pausing after each pair of questions. Ss listen and repeat. Teacher reads the instructions aloud. Have a pair of Ss read the example conversation and model the activity. Have Ss to go around the class and ask three or four Ss the three pair of questions. When Ss finish, have them to look for the most popular answer. Teacher presents learning tip. to remember new vocabulary use words in true answers. Teacher presents Its cold outside.Teacher explains the instructions aloud. Have Ss to complete the tasks. Teacher presents on your own. RESPONSABLES: FIRMAS: Institutes Headmaster: Ing. Luis Ortega Arcia. Teacher: Hctor Zambrano ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE DAILY LESSON PLANS DATE: Wednesday, May 23th 2012CODE: E201 C12HOURS: 1:30STUDENTS: 19 MODULE: EnglishLEVEL: Second TIME: 19:10 - 20:40 PLACE: ClassroomUNIT: 7 BOOK: Touchstone oneLESSON: CNUMBER OF LESSONS: 4PARTICIPANTS: Pairs andWhole class NAME OF UNIT: Out and aboutNAME OF LESSON: Hows it going? OBJECTIVE: Students will be able to ask follow up questions to be friendly and to use expressions like thats great! and thats too bad!RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc. STAGE AND OBJECTIVEINT. PATTERNSPROCEDURE 1.- Conversation strategy Teaches Ss techniques for managing conversations more effectively in English A and B: To cover follow up questions techniques, to think about the concept and then to listen and understand a conversation To notice the strategy and find more examples To use the strategy in interactive and personalized practice 2.- Strategy plus To teach conversation management expressions Thats great! thats too bad! A and B: To extend and reinforce the conversation strategy

3.- Listening and speaking To cover these important, complementary skills in the same section A, B and C: To present conversations and extracts all based on real life language. To include a new type of task that mirrors real communication by teaching SS to react with interest and respond in ways that keep a conversation going 5.- Free talk: To encourage Ss to use the new language in meaningful interaction with their classmates, it presents a creative and varied range of task types. Open class T Ss Ss Individually Pairs T Ss Ss Individually Pairs T-SSSs individually Pairs T - Ss Ss Individually Teacher explains why ask a follow up question, and then sets the scene. Look at the picture, think of a question to ask about it Tell Ss to read the A/B conversation and add a follow up question, and then write their questions on the board. Tell Ss to practice the conversations in pairs, changing roles. Say look at the picture. The mans name is Ray. The womens names are Tina and Kate. Whats Kate doing this week?. Teacher plays the recording. Have Ss to write and check answers Teacher presents notice. Have Ss to practice the conversation Say Ray and Kate continue their conversation. Complete the conversation with the three follow up questions Ss complete the conversations, and then think of three more follow up questions, finally have Ss to practice the conversation. Teacher explains Why use Thats + adjective, presents strategy plus and in conversation. Teacher previews the task. What topic are all the statements about, then he reads the instructions aloud. Have Ss to complete the conversations, a few of them have to share their answers. Have Ss to practice the conversations in pairs. Teacher reads the instructions aloud. youre going to hear good and bad news. Teacher plays the recording, pausing after each item. Teacher plays the recording again. Have Ss to check their answers with the class. Teacher writes on the board [What are you doing these days]. Have Ss to write three things, and share their ideas. Teacher reads the instructions aloud. Have two Ss to read the example conversation aloud. Have partners take turns presenting their news and responding. Ss share something interesting about their partners with the class. Teacher explains and models the activity.Have groups fill in their charts. When groups finish, have them to compare their answers with another group by asking and answering the questions. A few groups share their answers with the class.RESPONSABLES: FIRMAS: In