Theme: Length of Class: Number of students: Language Focus ... › ... › lesson_plan_mariana... · By the end of the lesson, students will be able to talk about free- time activities

7GRADE

th

LESS

ON

PLA

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Mariana Vera VillalobosI.E.T. ATANASIO GIRARDOT

Girardot

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

One - Health: integral personal care

90 min

35 - 40

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 talk about free- time activities and their frequency, in oral and written form.

• To go over vocabulary about some free time activities (hobbies)

• To study three frequency adverbs: always, never and sometimes.

• To express affirmative sentences using the Simple Present tense

• To build an environment of trust for students to develop their communication skills.


2Mariana Vera VillalobosI.E.T. ATANASIO GIRARDOT

Girardot

7GRADE

th

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:

For the successful development of this lesson students (SS) should be familiar with the concept of simple present and some frequency adverbs in Spanish and even in English: always(100%), sometimes(50%) and never (0%).

Iidentify expressions and words related to recreational activities and the frequency of them

Express recreational activities through simple sentences based on a template and with the support of images

Value and respect the opinions of classmates.

Reflect upon their learning process through implementation of appropriate feedback strategies.

Work collaboratively with their classmates on the construction of knowledge.



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Content:

Anticipated problems: Planned solutions

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

Lexical:

Grammar:

Pronunciation:

Sociolinguistic / Intercultural:

vocabulary related with free time activities (hobbies) and some frequency adverbs.

Present simple with the first person singular (“I”) and third person singular (s/he), and some frequency adverbs (always, sometime and never).

Drill the vocabulary related with hobbies and some frequency adverbs.

Intercultural: Hobbies doing in a hot weather like our city “Girardot”.

Teacher takes 2 minutes to separate them and sits one near him/her and the other away.

To work in pairs to give confidence to those students Teacher takes enough magazines to cut images, some sheets, scissors and glue.

To bring flash cards to the classroom.

Students might misbehave

Some students are shy to speak in English

Students do not have the material Images, writing sheets to work.

Power shortage

Warmer

Time and Interaction

(8 min)

To set the context for the lesson and generate interest in the topic (simple present - hobbies ).

Teacher (T) greets the students with “good morning my dear students” and students (Ss) are expected to respond good morning. T asks Ss how they are feeling today. Then, T asks what day is today and asks one S to read the date that is on the board.

T writes on the top right corner of the board the lesson’s aim: “To talk about free- time activities and the frequency of them.”

T writes: “free- time activities” in the middle of the board. Ss brainstorm about activities they do in their free time. Some Ss might answer in Spanish, so T draws a mind map and writes some of the ideas Ss say. Then, T says to them that those activities are called “hobbies” too.

Ss repeat the pronunciation. And then T shows some hobbies and Ss pronounce the free activity

T-SS3 mins

T-SS5 mins

Stage aims

Procedure

Total Stage timing


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Presentation


(30 min)

to introduce vocabulary about free time activities. in order to get Ss ready for the speaking stage.to introduce target languageto provide restricted practice in using target language and standardise pronunciation

T presents some slides in Power Point with 10 images about hobbies: to play soccer, to listen to music, to watch tv, to go to the movies, to do house chores, to swim, to do exercise, to play video games, to chat, to go shopping. (Appendix 1), flashcards (appendix 2). T will try to elicit from Ss the vocabulary shown.

To practice pronunciation, Ss play “hot potato” game (where children pass a ball as fast as they can while some music is being played. When music stops, the one who has the ball says in English what is the verb in English of the flashcard/slide the teacher indicates..T asks the students if they know how to say in English “siempre, algunas veces y nunca”. Playing “hang man” - T shows Ss the words always (100%), sometimes (50%) and never(0%) with their percentage.

Then, T sticks the words (written on a big piece of paper) in 3 different parts of the room and explains to Ss that when s/he shows or pronounces a free time activity, Ss have to the move to the adverb that they want depending on how often they do each activity and T gives performs an example: T says/shows “play soccer”, so T runs next to the adverb of never. And T says: I never play soccer and gives some examples on the board:

I always watch TV .I sometimes go shopping.I never swim.

During the activity, T will ask some random sudents to say the sentences based on the place they are located. In other cases t will ask those Ss to write the sentence on the board. When the activity is finished, T asks Ss to sit down and will go over some of the senetnces written by Ss and will check with them whether tehy are correct or incorrecy, correcting the ones that present errors (spelling, word order)

T-SS5 mins

SS-T5 mins

WH 5 mins

SS-T WH

15 min

Stage aims

Procedure

Total Stage timing


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5

7 7GRADE

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Practice


To give students authentic practice in using the target language

T explains the following activity that is to complete the grid with the free time activities that they have studied and then ticks as in the example (Appendix 4). After that, T models this exercise with one S of high level.

T asks the S: How often do you watch TV?S answers: I sometimes watch T.V (and viceversa)

SS work in pairs. Each S must fill the grid with their classmate’s information: How often do you play soccer? and the other S answers- T monitors the SS’ practice, and when necessary, T explains where the adverb must be placed in the sentence. Important: Each student must write the name of their classmate on the top left corner of the grid.

Right after this, T asks one student to share his/her grid. And T reports two sentences from this grid in oral and written form. For example: “Carlos always plays football”, making/showing strong emphasis on the use of “s” in the verb for third person singular. T collects all grids and hands them out to Ss again randomly.

Now Ss have a new grid with info from another classmate, so now they must write down 10 sentences about their classmates’ hobbies on their notebooks. T asks some Ss to report orally.

T-SS 2 min

PW15 mins

T-SS 2 min

Individual – WH15 mins

Stage aims

Procedure

Total Stage timing (34 min)


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Production

Wrap up



To provide a written record of the target language

To provide feedback so that Ss can identify their strengths and aspects to reinforce.

Ss are given some magazines, some glue/tape and a blank sheet of paper. Individually, they must write an illustrated short story about what a family does in their free time. To write this story, Ss must cut and paste five images of people doing free time activities. Then, SS should write a sentence below describing the images and using frequency adverbs as well. If Ss find a free time activity that was not studied during the lesson, T must provide students with the vocabulary. T monitors learners work while doing this activity.

Five volunteer students come to the front of everyone, read out their stories and show their work. Then, T asks Ss to paste all the sheets in different areas of the room as in a gallery.

T asks the SS What they learnt during the class and how they felt. T gets feedback and takes note on it. Finally, T congratulates SS for their job.

IndividualGW

20 mins

T- SS5 mins

Stage aims

Stage aims

Procedure

Procedure

AbbreviationsS= student SS= students T=teacher

Total Stage timing

Total Stage timing

(20 min)

(5 min)


Girardot


7

7 7GRADE

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Materials Needed

1. PowerPoint slides, 2. flash cards, 3. magazines, 4. glue, scissors, 5. music, 6. speakers, 7. laptop and video beam.


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Appendixes

APPENDIX 1 - pictures for PPT slideshttp://www.vocabulary.cl/Lists/Free_Time_Activities.htm

APPENDIX 2 - FLASHCARDS - Free-time activitieshttp://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-free-time-activities.pdf7



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APPENDIX 3

FLASHCARDS – Frequency adverbs



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APPENDIX 4 - Grid

How often do you… Always100%

Sometimes50%

Never0%

go to the movies?

How often do you… Always100%

Sometimes50%

Never0%

go to the movies?

Documents

Theme: Length of Class: Number of students: Language Focus ... › ... › lesson_plan_mariana... · By the end of the lesson, students will be able to talk about free- time activities