Skills: Approaches Followed: LESS LAaprende.colombiaaprende.edu.co/sites/default/files/nas... · 2018. 12. 23. · Globalization: Consumerism 90 min 36 Grammar Vocabulary Functions

LESS

ON

PLA

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Jairo Emilio Borja CorreaI.E. ISABEL LA CATÓLICA

Montería

Lesson plan designed by:

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8GRADE

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Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Globalization: Consumerism

90 min

36

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 students will be able to express opinion about adolescents’ shopping practices

• To understand vocabulary related to shopping practices.

• To exchange information through questions and expressions.

• To discuss different adolescent shopping habits.


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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:

This is the fourth lesson in a series of seven lessons for Module 4. In the last lessons, students were learning about grammar structure (present perfect), adverbs of time and revising some vocabulary about shopping items, fashion, technology, holidays, etc.

These topics will lead students to get the necessary bases to carry out their final task, which will be the presentation of a chart with the findings from a survey about special days and shopping applied in the classroom. In the next lesson, students will revise connectors of addition and adverbs of frequency to present a written text where students give their point of view about the adolescents and their shopping practices

Recognizes vocabulary on consumption and consumerism fashion, technology and needs

Prepares with help a survey related to consumption through information questions. Wh - question

Shows respect for the opinions expressed by his/her peers.

Creates opportunities to practice the new language consciously


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8Content:

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

Lexical:

Grammar:

• Consumerism: Buy and sell, shop, price, item, black Friday, customer, shopping day, money, presents, fashion, technology, Christmas and other special dates, holydays.

• Useful expressions for the oral task:

Most of the students said that… Young people prefer…20% percent of the students said that… Most of the adolescents like to…The best time to go shopping is on…. You might find… Our products may… You could visit…You must ask for…

• Present perfect: It is used to express a past event that has present consequences.E.g.: Christmas has been a special date to buy presents.

• Present simple: It is used to show repetition, habit or generalization. E.g.: Students prefer items such as cellphone or computer on their birthdays.

• Adverbs of sequence: help us understand the time relationship between sentences and ideas.

E.g: “First, I break the eggs. Then, I heat the butter in a pan. Next, I add the eggs. Finally, I eat the omelette with toast

• Imperatives: They are used to give commands or orders.E.g.: First of all, students buy their present on line, second, most of the students receive and

buy items about fashion, technology.

• Modal of possibility: We use the modals could, might and may to show that something is possible in the future, but not certain.

E.g.: You might find many technological items in our new store. They might come later. (= Perhaps / Maybe they will come later.)They may come by car. (= Perhaps / Maybe they will come by car.)If we don’t hurry we could be late. (= Perhaps / Maybe we will be late)

Affirmative Form Negative Form Interrogative form

IYouWe + have + verb in They past participle

IYouWe have +not + verb p.pThey

I youHave + we + Verb p.p ? They

HeShe + has + verb in It past participle

HeShe+ has+ not + verb p.pIt

heHas,+ she + Verb p.p ? it

Affirmative Form Negative Form Interrogative form

IYouWe + verb base formThey

IYouWe + do not + verb base formThey

I youDo + we + verb base form? They

HeShe + verb (s) It

HeShe+ does+ not + verb base formIt

heDoes + she + verb base form it


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Anticipated problems: Planned solutions

Teacher will encourage students to ask questions about their preferences.

Teacher must think about making changes in pacing to reduce dead time and keep students involved.

Some students might be reluctant to take part of the activities in the lesson.

Students may not have enough time to complete the activities.

We use could have, might have and may have to show that something was possible now or at some time in the past.

E.g. It’s ten o’clock. They might have arrived now.They could have arrived hours ago.

• Accent and stress on words. • Recognition of regular verbs such as pronunciation /d/ /t/ /id/ • Fashion / fæšən /• Technology / tɛknalɪǰi /• Price / prays /• Shopping / šapɪŋ /• Spend / spɛnd /

• Connectors of addition • Cause and effect

• Learning through interaction. • Knowledge of own culture and others´

Pronunciation:

Discourse:

Sociolinguistic / Intercultural:

Content:

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

8Warm up

Time and Interaction

To engage students in the class.

Teacher tells students to make a list on their notebook about items that adolescents like to buy, the teacher asks the class to share their ideas.Then teacher writes on the board three item categories: FASHION – TECHNOLOGY- NEEDS

Students are set into groups and they have to queue in order to run and write words in the category the teacher calls out. Students take turns during the word race and once the teacher has called each category three or four times the game is over. The winner is the team with the most correct number of words.

5 mins.T- WC

8 mins.GW

Stage aims

Procedure

(13 min)Total Stage

timing


Montería


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Reading Task


To recognize key vocabulary for the lesson

Reading Task- Appendix 1

Before reading Students look at the title on the reading and answer the question: What do you think the text is about? and then, they share their answers with the whole class.Students work on a matching activity (exercise 2) putting words and their meanings together. While reading Students have to circle the correct present perfect form to complete the text (exercise 3)Then, teacher asks students to say if their prediction about the content of the text was correct. Then, students complete a chart about the reading (exercise 4), also they have to write T or F to some question (exercise 5)

Answer key:Exercise 2: 1-F 2-G 3-A 4-B 5-C 6-D 7-EExercise 3: 1- have celebrated / 2- has been / 3- have opened / 4- have chosen / 5- have started / 6- have become / 7- have diminished / 8- have always celebrated /9- has been /10- have always watchedExercise 4: 1- Black Friday- united states / 2- Christmas- Colombia / 3- Boxing day- United Kingdom Exercise 5: a- F b- F C- T

After reading Teacher asks students to discuss the questions in small groups and then share their ideas with the whole class.

5 mins.T-WC

10 mins.

INDT monitors

5 mins.T-WC

Stage aims

Procedure

(20 min)Total Stage

timing


Montería


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Speaking Task


To gather information for the final task.

Teacher divides the activity into two parts. In the first part teacher asks students to go around the classroom applying a short survey about special dates and shopping to ten classmates. (Worksheet 2)Then, in pairs, students will share their findings and take notes about the common answers. They need to find the trends and choose a graphic organizer to show the results (Pie chart, bars graph, etc.) in order to share the information with the whole class.Teacher suggests some useful expressions to do the oral presentations: Most of the students said that… 20% percent of the students said that… Most of the adolescents like to…. Young people prefer… The best time to go shopping is on….

15 mins.MINGLE

12 mins mins.PW

Stage aims

Procedure

Creative task


To use of the target language for real purposes

In this part, teacher asks students to create an add to convince adolescents to buy in a shop. This useful language is recommended:You might find… Our products may…You could visit… You must ask for…Finally, teacher asks questions to the whole class about what students think regarding the different presentations and arguments they built to convince adolescents.

10 minsPW

Stage aims

Procedure

(27 min)

(10 min)

Total Stage timing

Total Stage timing


Montería


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Wrap up

Materials Needed


To provide students with feedback

Teacher asks students to give their positive comments about their partners’ presentations. Then, he sums up all the events done, recalls the most outstanding presentations. It is also time for the teacher to bring back areas to improve regarding language use or pronunciation.

10 minsT- Wh

Stage aims

Procedure

1. Copies of worksheets, 2. materials for posters.

(10 min)Total Stage

timing


Montería


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SHOPPING TRADITIONS

Worksheet 1

BEFORE READING:

1. Look at the title and the pictures on the reading and discuss with your classmates and teacher.What do you think the text is about?

2. Match with a line the vocabulary with its correct definition

1.Black Friday (A) Building or part of a building where goods or services are sold.2.shopping day (B) The amount of money paid or to be paid for something. 3.shop (C) An individual article or unit, especially one that is part of a list.4.price (D) A person who buys goods or services from a shop. 5.item (E) Give money for an item6.customer (F) The day after Thanksgiving Day, regarded as the first day of the Christmas shopping. 7. spend (G) A special day to shop presents.

WHILE READING:

3. Read the text and circle the best option to complete it..Shopping traditions: the excuse to buy

A. Shopping in the United StatesAmericans 1. have lived / have celebrated Black Friday since 1932. It is the day after Thanksgiving Day in

the US. It 2. has been / has had the biggest shopping day of the year ever since because many shops offer low prices on many items. Since 1932, shops 3. have opened / have closed their doors at 5.00 a.m. Hundreds of customers come in quickly to buy Christmas presents. In recent years, shoppers 4. have chosen / have visited to shop online because they don’t like the crowds.

B. Shopping in ColombiaDecember has always been a time to go shopping in Colombia. However, Colombians 5. have started

/ have learned to forget some Christmas traditions because they 6. have done / have become a consumer society. In the past they prayed to baby Jesus in the “novena” and sang carols. Today these traditions 7. have increased / have diminished because new generations think that Christmas means going shopping.

C. Shopping in the United KingdomIn the UK, people 8. have always spent / have always celebrated Boxing Day. It is the day after Christmas

Day, on 26th December. Boxing Day 9. has left / has been an important day for post-Christmas shopping. Many shoppers spend the night and early morning waiting in queues to get into the shops and buy items at lower prices. Traditionally, British people 10. have always watched / have always rented football and rugby matches on this day.

Mariluz Murcia, Luis F Gomez, Mark Forbes. (2016). Way to go 8. Retrieved from https://drive.google.com/open?id=13K266LXpwzzq-NSXRevTBGeSkFG5ezNp

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PLACE TIME

1- Buy items with low prices

2- A traditional time to go shopping.

3- People wait in long queues to buy items.

Worksheet 1

4. Read again the text and complete the chart.

5. Write true (T) or false (F)

a. Thanksgiving Day is celebrated the day before black Friday in the United States ______b. A good time to buy Christmas present in Colombia is on Boxing Day. ______c. An important day for post-Christmas shopping in the United Kingdom is on December 26th. ______

AFTER READING:

6. Discuss the questions here with your teacher and classmates• What do you think the best place to buy Christmas presents is? Why?• What are the special days in Colombia to go shopping?


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Write the answer Write the letter that represents student’s choice

STUDENT 1. The best time to go shopping in Colombia for me is…

2. I prefer to buy my presents for special dates in…a. A mallb. A shopc. Supermarketsd. Onlinee. On the street

3. I prefer to buy in this place because…a. The prices are lowb. It has modern itemsc. It has special offers

4. I love to both to receive and buy items about…a. Technology b. fashionc. needsd. other

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Worksheet 2

Survey

1. Go around the classroom and apply the following survey to 10 of your classmates.

2. Work in pairs to discuss your findings and calculate the trends found in the survey.

3. Follow your teacher’s instructions to continue with the task.


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References

Ministerio de Educación (2016) Way to go 8. Recuperado de:http://aprende.colombiaaprende.edu.co/es/node/94010

Suggested Curriculum Structure. Grades 6th to 11th. Ministerio de Educación Nacional. 2016

Documents

Skills: Approaches Followed: LESS LAaprende.colombiaaprende.edu.co/sites/default/files/nas... · 2018. 12. 23. · Globalization: Consumerism 90 min 36 Grammar Vocabulary Functions