RADE - colombiaaprende.edu.co€¦ · Then, they focus on the example “Mathias’ description” for ideas and T reminds the students some writing rules or tips to produce a typical

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Delbis María Castilla CórdobaI.E. LOPERENA

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Lesson plan designed by:

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6GRADE

th

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Healthy Physical Routine

90 min

45

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson learners will provide a written answer to a message board about their personal care routine.

• To use vocabulary items related to personal care habits.

• To identify effective strategies for improving English skills in reading.

• To produce a simple description of a typical daily routine.


2Delbis María Castilla CórdobaI.E. LOPERENA

Valledupar

6GRADE

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

They have studied the vocabulary about daily routines and simple present with frequency adverbs in the previous lessons. They are able to recognize which activities are good or bad for his/her health. Now they will have a reading activity to skim and scan essential information about personal care routine. This lesson will serve as a final learning task to consolidate language studied in the module.

Identifies essential information about personal care routines from short texts written in simple language.

Recognises vocabulary related to daily routines and personal care.

Describes his/her daily routine.

Writes down words and short expressions related to personal care and routines.

Classifies vocabulary about healthy and unhealthy routines.

Assumes a responsible position about his/her personal care routine.

Values the contributions of classmates in class.

Recognises necessary details to find main ideas and specific vocabulary.

Skims text for main ideas to activate prior knowledge and gain new ideas.

Scans text for specific information.



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Personal care daily routines (drink water, brush my teeth, take a shower, sleep well, watch TV, spend time with my family, eat healthy food, study.)

Information questions present of be and simple present (Is exercise part of your daily routine? – What time does he get up?)

Collocations (eat and have are both used to talk about meals and food)(take or have a shower or bath are both used)(come back home or go back home are both used)Remind he / she form for each verb in the text (s-es- ies)

When the verb ends with a [tʃ], [ʃ], [s] or [ks] sound, the ending es create an extra syllable.

Learning through interaction.Self-awareness.Health- hygiene

A typical day at home.

Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Pronunciation:

Sociolinguistic/intercultural:

Discourse:

Anticipated problems: Planned solutions

T can provide some information to help students come up with the answer by giving some examples.

T will monitor students work constantly and regularly.

Students might discuss about what is good or bad about having healthy routine.

T might reduce the amount of words they have to get. You can say. “Ok. For this round you can Stop the Bus with 3 columns”.

Some of the learners might not answer to the open question in the text: Is exercise part of your daily routine?

Students could not use the time of class appropriately to do the proposal activities when work in pairs.

Students can finish activities very fast and we could have plenty of time before the class finishes.

It is too difficult to get words with certain letters for the “Stop the Bus” game.

Warm up

Time and Interaction

(5 min)

To grab students’ attention and involve them in the class.

T greets SS and makes sure they have his/her attention. Then, T gives instructions for the game: ¡Stop the Bus!T puts the students into groups of three, draws on the board the table below and gets each team to copy it onto a piece of paper.SS think of one item to go in each category beginning with the set letter. The first team to finish shouts ¡Stop the Bus! T checks their answers, if they are all okay that team wins a point, if there are any mistakes in their words, T lets the game continue for another few minutes. The winner is the one that gets more points.

Animals Food Clothes Countries Actions

T Turtle tomato tie Turkey Throw away

5 min

Groups of 3

Stage aims

Procedure

Total Stage timing


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Pre-reading


(12 min)

To introduce a reading activity.To activate student’s previous knowledge

T creates and pastes a poster on the wall with different daily routines like: take a shower, brush his/her teeth, wash his/her hands, drink water, sleep well, eat healthy food, spend time with his/her family, exercise, study, watch TV and ask SS to guess the topic. (you could use the pictures found at:https://3.bp.blogspot.com/-E2nZuF6WS_c/VqCC1dwA0mI/AAAAAAAALaA/GOxtCdULiKc/s1600/daily%2Broutine%2B2.JPG )

T encourages the students to express the routines they can recognize in the poster. While SS are answering, T writes on the board their answers.

T asks SS to get into pairs with the partner who is closer in order to classify the vocabulary in healthy habits or unhealthy habits.

Then, T asks SS to change pairs and check their answers. Some of the SS can take turns to express orally the answer of the activity.Finally, T can show his/her own answers as a feedback.

T asks two open questions about the topic.What is your favourite time of the day? Why?Is exercise part of your daily routine?T interacts with SS by letting them know if the answers they have given are good routines for their health.

3 minT – SS

2 minWhole Class

3 minPairs

2 minPairs

2 minT- SS

Stage aims

Procedure

Total Stage timing


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While reading


(19 min)

To provide practice of reading a short text to identify specific information.

T tells Ss they have 1 minute to read the text and answer the question: Why does Mathias exercise every week? (appendix 1, exercise 1) T gives Feedback by eliciting some answers.

Skim for content. T asks SS to match sentences to add details about Mathias’ routine. (appendix # 1, Ex. 2)

Then, SS check answers in pairs and T provides the answer keys.

Scan for information. SS find the missing word to complete statements about Mathias’ routine. Then, T encourages SS to check answer in pairs. Later, T provides the answer. (appendix # 1, Ex. 3)

T provides a list of daily routines and asks the students to cross out the personal care routine that Mathias does not talk about in his online message. Then students compare answers in pairs. Then T provides the answers. (appendix # 1, Ex. 4)

T monitors SS while they are doing the skimming and scanning activities.

2 minIndividual

T-Ss

8 minindividual

T-Ss

6 minIndividual

pairsT -Ss

3 minT- Pairs

Stage aims

Procedure

Total Stage timing


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After reading


(15 min)

To put into practice the knowledge acquired in reading.

T asks SS to compare information about Mathias’ routine with his/her own routine and the routine of another partner. Each student has to find four similarities or diffe-rences between them. (appendix # 1, Ex. 5)T provides model questions:

What time does Mathias get up?What time do you get up?What do you have for breakfast?What do you eat at lunch?What do you do on weekends?

15 minPairs

Stage aims

Procedure

Total Stage timing


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Time and Interaction 7 min

Whole Class

12 minT - SS

10 minPairs

10 minWhole Class

Writing

(39 min)

To provide a written record of the target language.To develop writing skills: a typical daily routine.

T asks SS to prepare for a writing activity: write a description about a typical daily routine.First, SS complete a web diagram with the information about their daily routine to brainstorm and plan their draft. (appendix # 1, Ex. 6)

Then, they focus on the example “Mathias’ description” for ideas and T reminds the students some writing rules or tips to produce a typical daily routine: (appendix # 1, Ex. 6)Don’t use a time expression in the middle of a sentence. Use them at the beginning or at the end. A comma is usual after a time phrase at the start of a sentence.

T encourages SS to include his / her healthy routine in their descriptions.

SS exchange texts and provide feedback on each other’s text. T provides a rubric where they can check.

See table below

Finally, SS paste their description to a wall and simulate a message board where everyone is writing their answers and sharing with Mathias’ thread.

Stage aims

Procedure

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Materials Needed

1. Appendix # 1 A worksheet to practice reading and writing skills.2. A rubric where the students can check the progress of his / her

partner.3. Masking tape, 4. markers.

Rubric to check partner´s progress CRITERIA

The student uses the vocabulary related to healthy daily routine given in the class.

The student uses capital letters to begin sentences and for names.

The student writes on topic and adds details.

The student applies the writing rules for time expressions placement.

The student applies spelling rules.


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Is exercise part of your daily routine?

Exercise is part of my daily routine because I want to be strong and healthy.Here is my typical day at home here in Colombia.

Some of my friends think I have a boring daily routine, but I like it. I usually get up at about 5:00 or 5:30 in the morning, when the alarm clock wakes me up. First, I brush my teeth and take a shower. Then, I get dressed and go downstairs to have breakfast with my family. I always have milk, cereal, and lots of fruit. The school bus picks up me at 6.10. I never walk to school because it is so far. I always arrive at my classes on time before 7:00. Two o’clock is my favourite time of the day because I finish school and go back home and see my family again. I have two brothers, Andrew, who is 8 years old and Louis, who is five. We eat lunch together in our dining room at around 2:00, and after that I take a nap, then I do my homework and hang out with my Friends. I really enjoy watching my favourite TV programs. However, two or three times a week I do exercise in the afternoon, so I can stay strong and healthy. I think that this is very important! Finally, at about 8:30, I go to bed, surf the internet for a while, and then fall asleep. Sure, some people think my daily routine is a little boring, but on weekends and holidays I love to play soccer It’s my favourite hobby.

Post a comment:

Appendix 1

Worksheets and other appendixes

Reading Worksheet

1. Read the post on the online message board and answer:

Why does Mathias exercise every week? _____________________________________________________________

Name:

Grade: Date

Mathias’ photo



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Worksheets and other appendixes

Healthy routine Mathias You Your partner

Get up Mathias gets up at 5.00 or 5:30

Have for breakfast Mathias always has milk, cereal and lots of fruit

Eat lunch

Weekend activities

a. goes back homeb. plays soccerc. takes the busd. exercisese. brushes his teethf. watching TV programsg. have breakfasth. gets upi. goes to bed

2. After Reading the online message board write the letter of the routine to complete each statement.

1. Mathias usually --- at five o’ clock. 2. He --- before taking a shower. 3. He goes downstairs to --- with his family. 4. He always … to go to school. 5. At two o´clock --- to see his family again. 6. He enjoys --- 7. He --- three times a week.8. He --- at 8.309. On weekends he loves to ---.

3 Complete each statement with the correct Word or phrase from the text.

1. Some of my friends think I have a __________ daily routine.2. I always have milk, cereal, and __________ of fruit.3. I always arrive at my classes ___________ before 6:30.4. We eat lunch ______________ in our dining room.5. I can stay strong and _____________.

4 Cross out the personal care routine that Mathias does not talk about in his online message.

Sleep well Have lunchBrush his hair Eat a lot of fruitTake a shower Go to bed latePlay video games Brush his teethExercise Drink water

5 Complete the chart to show the similarities and differences.What time do you…? What do you have for…? What do you do on…?



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6 Writing: Complete the web diagram about your health care routine.

Appendix 3

7 Think about the habits you have.Describe your routine.

I have a _____________ routine, because _____________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

My health care routine

In the morning

In the evening

At noon

In the afternoon

At night

Documents

RADE - colombiaaprende.edu.co€¦ · Then, they focus on the example “Mathias’ description” for ideas and T reminds the students some writing rules or tips to produce a typical