Issuu on Google+

Lesson planning- Contents and Activities

Eva Rubio F茅lix Master educaci贸n Secundaria UAX 2013


Lesson planning- Contents and Activities INDEX INTRODUCTION

I-What/who to teach 1-Background info 2- Objectives 3-Language skills 4-Attitude 5-Assessment 6- Conclusion

II *Procedures (how we are going to teach) in all the skills: - Warm-up -Vocabulary -Grammar and pronunciation - Listening - Reading and comprehension - Writing - Speaking

*Plan lesson Conclusion III – Plan Lesson Sheet Eva Rubio Félix

Página 1


Lesson planning- Contents and Activities

INTRODUCTION Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized allowing them to help students to reach objectives more easily .The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organizing and simplifying. When teachers plan a lesson, they have to make different types of decisions which are related to the following items: -the aims to be achieved. -the content to be taught. -the group to be taught: their background, previous knowledge, age, interests. -the tasks to be presented. -the resources needed. The decisions and final results depend on the teaching situation, the learners´ level, needs, interests and the teachers’ understanding of how learners best learn and the time and resources available. The Lesson plan is about the topic of Family, the two sessions are specifically aimed at looking at the definition of “family” and how this definition can be different, looked from the different perspectives of each student. In this plan lessons the students will learn new language, will review grammar and pronunciation, also they will do a project work where they will develop a written and oral production with a video. Eva Rubio Félix

Página 2


Lesson planning- Contents and Activities

I-

What/who to teach :

1-Background info Title: Meaning of the Family The focus of this topic in this lesson plan is the pupils and how they will learn and practice. The Family lessons contain materials to introduce the topic, practice speaking and writing and revise new vocabulary and grammar.

Students: The lesson planning about family has been designed for the four year of ESO of a bilingual School .This unit is included at the beginning of the second term. Pupils, at this age (15- 16 year old), according to Piaget’s theory of cognitive development, are in ‘the formal operational stage’ in which they can transcend the concrete situation and think about the future. This group is made of 28 learners; all of them are born in Spain. In English they have more or less the same level, they express themselves without any special problem and they can follow the class in English communication. The majority of them were in a bilingual school in Primary

Eva Rubio Félix

Página 3


Lesson planning- Contents and Activities Education. Although some of them were not in this kind of school, they have a very good level of English. The students have level B2: Upper Intermediate. They can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. They can interact with a degree of fluency and spontaneity that makes regular interaction. They can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Timing: This Lesson Planning will be boarded at the end of the second term and it will consist of 2 sessions. Each session is divided in stages: -Review, new items- Engage -Content assimilation.-Study -Practice time- Activation First session (60 minutes) : Warm up ( 15 minutes) ,Vocabulary and explanation about vocabulary ( 20 minutes) and Grammar and pronunciation ( 20 minutes ) Explanation about how do a project about a own tree family (5 minutes). In the project about their own tree family the students will record a video explaining their own tree family. In the video they should explain and show a power point presentation of a family tree. Extra work for advanced students will be to write an essay. Second session: (60 minutes): Listening (20 minutes) and reading (20 minutes). Speaking about the test (20 minutes).

Eva Rubio FĂŠlix

PĂĄgina 4


Lesson planning- Contents and Activities Another option will be planning 4 sessions. In this case the last two sessions will be in order for the students to do their presentations. In this case, it would not be necessary record a video. The skill of speaking and writing will be developed with the video and the power point. 2- Objectives: 1. Students will identify different types and meanings of families. (Brainstorm definitions of ‘family’ and ‘relative’ differentiating between biological relatives and non-biological relatives) 2. Create a comprehensive list of known relatives and their relationship to them. 3. Research and create a family genealogy tree using themselves as the subject of the chart. Students will include important personal and genetic information about the individual people chosen identified on the tree family. 4. Summarize the tree family creation process, including a reflection on the genetic relationships between individuals on the tree family. 5. Present their tree family and analyses to the class (in case plan four sessions) 6. Use and practice the possessive form of nouns 7. Develop and think about the value of love, help, and respect. 

Students will respectfully participate in large and small group discussions.

Students will learn that people may have different perspectives than their own.

3-Language skills: Grammar: Possessive form of noun Eva Rubio Félix

Página 5


Lesson planning- Contents and Activities Vocabulary: Family members; Types of families; Family relationship; Expression with family (extra vocabulary for advanced learners) Listening: listening for general understanding and specific information. Speaking and Pronunciation: talking about the family tree, and pronunciation rules in possessive nouns. Reading: Text of Family Bonding - For Life and Success By Robert McReynolds. Writing: Presentation about students family tree and essay as extra homework. 4-Attitude This introductory lesson sequence is part of WE ARE ONE FAMILY, an integrated social studies unit that helps students move from defining their own families to exploring a broader definition of "family" that is inclusive of all people. Many of the literature-based and hands-on lessons that follow this, point out the many ways families can be diverse. The students are encouraged to develop a sense of being able to apply this concept in their lives outside the classroom 5- Assessment: The teacher will evaluate: by means of observation, daily work, and oral and written tests. With the assessment the teacher will evaluate the areas of the “learning to learn” competence.

Eva Rubio Félix

Página 6


Lesson planning- Contents and Activities  Distinguish and use correctly the vocabulary of family.  Use the grammar structures properly and know how they are formed, and what possessives nouns and their pronunciations are.  Recognize the importance of being responsible with the plants and how important are the family in our lives (Education in values),

II- Procedures (how we are going to teach) in all the skills Warm-up: Core process: Introduction to the student to the topic the Family: Teaching family value and oral production of students. -Begin by brainstorming and discussing the importance of family. Asking the students to give examples of important family traditions and why they are part of their family. Explain how family history and traditions help determine how the families of today are formed.

Tasks: -The teacher will show the students an example of a family tree and they will identify members of the family, they will be encouraged to ask about their own families.

Eva Rubio Félix

Página 7


Lesson planning- Contents and Activities

Language Content: (, Methods ,structure, functions): - COMMUNICATIVE LANGUAGE TEACHING:: Students learn by being involved in communication with each other - SILENT WAY: The teacher says almost nothing; the students have to listen to each other. The teacher always will correct very big mistakes and introduce the topic. - This warm-up will be developed in term of lesson sequences “ESA” in: Engagement, Activation ( EA). This warm up is done in order to know what the student know about the family. The study (S) will be developed in the other skills. Resources: The teacher explains the diversity of perspectives on what makes a family using Dictionary.com (www.dictionary.com) includes definitions of ‘family’ such as: -A fundamental social group in society typically consisting of a man and woman and their offspring. -Two or more people who share goals and values, have long-term commitments to one another, and reside usually in the same dwelling Eva Rubio Félix

Página 8


Lesson planning- Contents and Activities place. -All the members of a household under one roof. -A group of persons sharing common ancestry. See Usage Note at collective noun. -Lineage, especially distinguished lineage. It will be necessary to have a computer and digital board. -the family tree will be also showed on the digital board so that all the students can watch it. Extra Material for students: -Discuss the similarities and differences between biological and nonbiological definitions of ‘family.’ -Describe a typical family unit and the importance of family in your country. Anticipation problems. The teacher will be first to explain why it is important to know the family history and their culture. The teacher will talk about his/her family. The teacher will have prepared some questions to engage the student to respond in case they do not speak. Just some of them will be asked. Some questions and ideas about family to use in the classroom. (Teacher resource)         

Are friends more important than family? What do you think? Are chores assigned to children in your family? Are you pressured by your family to act in a certain way? Are you the oldest among your brothers and sisters? Are your parents strict? Did you ever meet any of your great grandparents? Do you get along well with your family? Do you get along well with your brothers and sisters? Do you get along well with your in-laws?

Eva Rubio Félix

Página 9


Lesson planning- Contents and Activities                                 

Do you have any brothers or sisters? If so, how old are they? Do you have any children? If yes, what are their names and ages? Do you have to clean your own room? Does your mother make you clean your room? Do you like your family? Why or why not? Do you live with any of your grandparents? Do you live with your parents? Do you look more like your mother or your father? Do you often argue with your mother or father? What about? Do you often visit your grandparents? Do you think people should adopt children from other countries? Do you usually have any influence on family matters? Do your parents let you stay out late? What time do you have to be home? Do you have a curfew? How did you get your name? For whom are you named? Who are you named after? How big is your family? How many (first) cousins do you have? How many aunts and uncles do you have? How many brothers and sisters do you have? How many children do you have? How many members do you have in your family altogether? How many people are in your (immediate) family? How many people are in your family? How often do you see your cousins? How often do you see your grandparents? How often is your entire family together? How old are your brothers and sisters? How old are your children? How old are your grandparents? How old are your parents?

Eva Rubio Félix

Página 10


Lesson planning- Contents and Activities  

   

    

 

            

Is spanking a good way to discipline children? Should people follow the religion of their parents, or should they have the liberty to choose another? What are some of your fondest memories of childhood? What are your parents like? What do you and your family like to do together? What do you think of married couples who decide not to have any children? What do your mother and father look like? How about your grandparents? What do your parents do in their free time? What are the occupations of your family members? What does your father do? What's his job? What does your mother do? What is the best memory you have of your family doing something together? What kind of things do you do with your family? What will you teach your children? (what values, beliefs, hobbies, skills, etc.) What would you change about your childhood? Where do your grandparents live? Where does your father's father live? Where does your mother's mother live? Who do you get along better with, your mother or your father? Who is the black sheep (odd ball) in your family? Would you get involved in your in-laws' family problems? Would you live with your parents after you get married? Should children help with the housework? How much or how often should they help? What kinds of housework are not appropriate for children to do? Do you live in a nuclear family or an extended family? What are the advantages and disadvantages of these types of family?

Eva Rubio Félix

Página 11


Lesson planning- Contents and Activities 

   

 

               

   

What impact has divorce and/or modern day living had on the family? Is the nanny and/or the day-care center the third parent? Where is the best place to raise a family? Where do you think the best place to raise a family is? Why? What can make you happy in the long term/ short term? Consider the following: job satisfaction, a loving family, good health, plenty of money, strong religious believes, ... What do you think of your mother and your father? Which do you think is more important: following the dreams your parents want for you or following your own dreams? What's the hardest thing you ever had to do? What was the most important thing your parents taught you? What's the best thing about your mom? If you could have a different number of siblings, what would it be? Who should take care of old people? What is the perfect number of children to have? What's the best thing about your grandparents? Should parents give their children an allowance? How often does your family eat dinner together? How should parents discipline their children? What's the best thing about your dad? Who is the breadwinner in your family How is nudity regarded in your family? Describe the perfect family. Do your parents get along with each other? If you are a mother or father, would you allow your son or daughter to listen heavy metal music? What was the saddest time in your family? Why do people get married What to look for in a lifelong mate What makes a person a good friend/ a friend for life/ a lifelong mate

Eva Rubio Félix

Página 12


Lesson planning- Contents and Activities  

  

What makes a person a bad, traits that irritate and confuse you What do you think of the budget, what is a budget and how do you make one work? How do you feel about your parents growing older? If they could no longer care for themselves, would you let them live with you or put them in a nursing home? Did you help your mother at home? What household chores do you do? Can you think of examples of countries that have different cultural values regarding the importance of family? Do you get along well with your family?  Do you get along well with your brothers and sisters?  Do you get along well with your in-laws? Do you have to clean your own room?  Does your mother make you clean your room? Do your parents let you stay out late?  What time do you have to be home?  Do you have a curfew? How did you get your name?  For whom are you named?  Who are you named after? What are the occupations of your family members?  What does your father do? What's his job?  What does your mother do? Should children help with the housework?  How much or how often should they help?  What kinds of housework is not appropriate for children to do? Do you live in a nuclear family or an extended family?  What are the advantages and disadvantages of these types of family? Where is the best place to raise a family?

Eva Rubio Félix

Página 13


Lesson planning- Contents and Activities Where do you think the best place to raise a family is? Why? Do you think your parents understand you? Why or why not? Who does the household work, your father or your mother or both of them? Have you ever seen your mother (or father) cry? When was that and why? Who is the breadwinner in your family? Do your parents trust you? If you were offered an excellent job opportunity abroad, would you consider leaving your family for an indefinite period of time? 

 

  

Conclusion/ Aim of the Stage: At the end of the discussion the students will have learned: About different types of families Why there are differences in the way families are structured. The students will demonstrate empathy for feelings of others

Vocabulary Before we can begin a comprehensive reading, the students will need to understand English words about family and begin to associate meanings to the words. The students will need some basic background information before we can move on to others skills like reading or writing. Core skill: Reviewing and teaching new vocabulary about the family, it has in these two sessions a very important meaning, because writing and speaking skills developed in this session are based mainly on the vocabulary learned. Eva Rubio Félix

Página 14


Lesson planning- Contents and Activities Tasks: The students will get familiar with the family vocabulary.

Language Content: (structures, , functions, methods): - We will use AUDIOLINGUALISM: Based on the repetition on new words. Eva Rubio FĂŠlix

PĂĄgina 15


Lesson planning- Contents and Activities -COMMUNICATIVE LANGUAGE TEACHING: Students learn by being involved in communication with each other. - VOCABULARY SECUENCES: Activation (with activities) , Engagement ( interesting explanation of vocabulary) and study (to learn the new vocabulary). Resources: - ACTIVITIES ABOUT THE FAMILY TOPIC, The teacher will explain the student this concept. - INTERESTING INFORMATION FOR THE KNOWLEDGE OF THE TEACHER Your family tree (Explanation and resource for the teacher). Your closest relatives are your parents: your mother and father; and your siblings (brothers or sisters). If your mother or father is not an only child, you also have aunts and / or uncles. An aunt is the sister of your mother or father, while an uncle is the brother of your mother or father. Your female child is called your daughter, and your male child is your son. If your aunts or uncles have children, they are your first cousins. (In English, the word cousin is used, whether the cousin is female or male.) Your female cousin is your mother (or father's) niece, while a male cousin is the nephew of your mother and father. In-laws (Explanation and resource for the teacher) When you marry, your husband (or wife's) family becomes your inlaws. The mother of your spouse (husband or wife) is your mother-in-law and his or her father becomes your father-in-law. The term in-law is also used to describe your relationship with the spouses of your siblings. So the husband of your sister becomes your brother-in-law, while the sister of your husband becomes your sister-in-law. If you are a woman, you become the daughter-in-law of your husband's parents, and if you are a man, you become the son-in-law of your wife's parents. The same term Eva Rubio FĂŠlix

PĂĄgina 16


Lesson planning- Contents and Activities in-law is used for all generations. The husband of your aunt is still your mother's brother-in-law, for example. Grandparents / grandchildren (Explanation and resource for the teacher) The parents of your parents are your grandparents – grandmother and grandfather. You are their grandchildren – either a granddaughter or a grandson. If your grandparent has a sister, she is your great-aunt. If your grandparent has a brother, he is your great-uncle. (And you are either his or her great-niece or great-nephew.) The mother of your grandmother or grandfather is your greatgrandmother. The father is your great-grandfather. If you go back another generation, the grandmother of your grandmother / grandfather is your great-great-grandmother. The grandfather of your grandparent becomes your great-great-grandfather. Second families ( Explanation and resource for the teacher) If your mother or father remarries, you can acquire a new family and set of relatives. For example, if your father marries a second wife, she becomes your step-mother. Any children she already has become your step-sisters or step-brothers. If your mother or father remarries and has children, they become your half-brothers or half-sisters. You might also hear people talking about their biological brother / sister etc., to mean a brother who is related by blood, rather than by marriage. Types of family (Explanation) nuclear family = mother, father and children: "The traditional British family unit is a nuclear family."

Eva Rubio Félix

Página 17


Lesson planning- Contents and Activities single-parent / one-parent family = a family which only has one parent (because the parents are divorced, or because one of the parents has died): "There are more and more single-parent families in the UK."

immediate family = your closest relatives: "Only immediate family members attended the funeral."

extended family = your entire family: "The wedding invitations were sent to the entire extended family."

close-knit family = a family where the members have close relationships with each other: "They are a close-knit family."

dysfunctional family = a family where the members have serious problems with each other: "He comes from a rather dysfunctional family."

blood relative = a relative connected to you by "blood" rather than through marriage: "She's not a blood relative, but we're still very close." Describing family relationships Children often quarrel with each other, and these arguments – or squabbles – are often quickly resolved. In fact, sibling rivalry (the competition between brothers and sisters) is quite common. More seriously, if arguments continue into adulthood, family feuds can develop where both sides can end up hating each other and even trying to hurt or destroy each other. A person who no longer speaks to a family member is estranged from his / her family. Often estrangement is voluntary. However, if parents decide they no longer want anything to do with their children, they cut them off (= break off communication), or even disinherit them. (Decide not to leave them anything when they die.) Most people feel loyalty to their family, and will defend family members saying "He / She's family". There's also a saying "Blood's Eva Rubio Félix

Página 18


Lesson planning- Contents and Activities thicker than water" which means that your family ties are stronger than any other relationships. Describing family relationships ( Explanation) Children often quarrel with each other, and these arguments – or squabbles – are often quickly resolved. In fact, sibling rivalry (the competition between brothers and sisters) is quite common. More seriously, if arguments continue into adulthood, family feuds can develop where both sides can end up hating each other and even trying to hurt or destroy each other. A person who no longer speaks to a family member is estranged from his / her family. Often estrangement is voluntary. However, if parents decide they no longer want anything to do with their children, they cut them off (= break off communication), or even disinherit them. (Decide not to leave them anything when they die.) Most people feel loyalty to their family, and will defend family members saying "He / She's family". There's also a saying "Blood's thicker than water" which means that your family ties are stronger than any other relationships. Extra Material for advanced students: Expressions with family family gathering = a meeting / celebration of family members: "There's a small family gathering next week." family resemblance = where members of the family look / act similar: "You can see a distinct family resemblance between the father and the son." to start a family = to start having children: "They want to wait a couple of years before starting a family."

Eva Rubio Félix

Página 19


Lesson planning- Contents and Activities to ‘run in the family’ = a characteristic that is common among family members: "Baldness runs in his family." to bring up / raise a family = to have and look after children: "It's difficult to raise a family on one income." a family car = a car big enough to transport a family: "The Volvo Estate is a popular family car." family-size = large quantity item: "We need to buy family-size packets of biscuits!" family-friendly = a policy that favors families/children: "This hotel is family-friendly." family doctor = a doctor who looks after general medical needs: "There are a number of good family doctors in this area." family man = a man who prefers to spend his time with his family: "John is a family man." family values = traditional ideas about what a family should be: "Some political parties often emphasize family values and the importance of marriage." family name = surname: "What's your family name?" Anticipation problems: If we don´t have time to see all the vocabulary the students will look for the meaning at homework. Conclusion/ Aim of the stage: The student will increase their knowledge about family vocabulary

-Grammar and pronunciation: Core skill: The possessive form of nouns and their pronunciation Eva Rubio Félix

Página 20


Lesson planning- Contents and Activities Tasks : After the Grammar explanation the students will also learn about the possessive nouns rule for pronunciation. To engage them, they will practice with Simpson’s tree. Activity: The Simpsons Family Trees The activity begins by showing all the students a draw of a family tree. The students will work in pairs; they must use at least five possessive nouns. Example: "Clancy is Lisa's grandfather," "Mona is Maggie's grandmother," and so on.

Eva Rubio Félix

Página 21


Lesson planning- Contents and Activities Other extra activity:

Eva Rubio FĂŠlix

PĂĄgina 22


Lesson planning- Contents and Activities Language Content: DEDUCTIVE APPROACH: The teacher shows the students forming the possessive, and the students practice with activities (controlled practice) . EXPLANATION USING DRAWS BOAD CHART. Explaining the forming the possessive nouns and rules for their pronunciation. CORRECTING: Slips and Errors FUNCTIONS: After the explanation the students have to do the activities pointed above mentioned, as The Simpsons Family Trees. IN PRONUNCIATION the language system will be deductive approach. The teacher explains the rule of pronouncing possessive nouns, then the students with have controlled practice. COMMUNICATIVE LANGUAGE LEARNING: Students learn by being involved in communication with each other, they work in pairs. METHOD: PPP (Presentation, Practice and Production). ASK BASED LEARNIG: (TBL). Also the students will learn by trying to complete the tasks. GRAMMAR SECUENCES: SEA  study : discovery the grammar  Engage : with Simpsons family tree  Activate : activities working in pairs

Resources: -Explanation of possessive nouns.

Eva Rubio Félix

Página 23


Lesson planning- Contents and Activities

Eva Rubio FĂŠlix

PĂĄgina 24


Lesson planning- Contents and Activities

Extra Material for advanced students: For more advanced students they use multiple singular possessive nouns in a single sentence, Eva Rubio FĂŠlix

PĂĄgina 25


Lesson planning- Contents and Activities Example: "Abraham is Lisa’s grandmother's husband." Homework in case there is not time to explain the rules Pronunciation Rules Teaching students to pronounce possessive proper nouns in English involves learning four simple pronunciation rules. First, if the last sound of the plural proper noun is [s] (s, se, ce) or [z] (z, ze), then the possessive suffix is not pronounced. For example: Noun – Possessive Form – Pronunciation Joneses – Joneses' – [jonzәz] Jane Does – Jane Does' – [jen doz] Bobs – Bobs' – [bobz] Glenns – Glenns' – [glɛnz] Second, if the last sound of any other proper noun is [s] (s, se, ce), [š] (sh), [č] (ch), [z] (z, ze), or [ĵ] (j, dge), then the possessive suffix is pronounced as a voiced ez [әz]. For example: Noun – Possessive Form – Pronunciation James – James' – [jemsәz] Ash – Ash's – [ašәz] Midge – Midge's – [mIĵәz] Liz – Liz's – [LIzәz] Third, if the last sound of the proper noun is a voiceless consonant, then the possessive suffix is pronounced as a voiceless [s]* (s). Voiceless consonants, which are also called unvoiced consonants, are produced by not vibrating the voice box in the throat. The voiceless consonants in

Eva Rubio Félix

Página 26


Lesson planning- Contents and Activities English are [p] (p, pe), [t] (t, tt, te), [k] (k, ck, ke), [f] (f, gh), [θ] (th), [h] (h), and [j] (y). For example: Noun – Possessive Form – Pronunciation Jake – Jake's – [ĵeks] Steph – Steph's – [stɛfs] Gap – Gap's – [gaps] Matt – Matt's – [ mats] Fourth, if the last sound of the proper noun is a voiced consonant or vowel, then the possessive suffix is pronounced as a voiced [z] (z). Voiced consonants are pronounced by vibrating the voice box in the throat. The voiced consonants in English are [m] (m, me), [n] (n, ne), [b] (b, be), [g] (g, ge), [v] (v, ve), [w] (w), [r] (r, re), [l] (l, ll, le), [ð] (th), and [ŋ] (ng). All English vowels are voiced. For example: Noun – Possessive Form – Pronunciation Paul – Paul's – [polz] Troy – Troy's – [troiz] Ben – Ben's – [bɛnz] Sav – Sav's – [savz] *The letters in brackets are the sounds written in the International Phonetic Alphabet followed by some spellings of the sounds in written English. One Noun and Two Possessors If there is one noun and two possessors add an apostrophe and an "s" to the possessor nearest the noun, like "Joe and Mary's book". If there are two possessors who own separate things then both owners deserve an apostrophe and a "s" such as "Joe's and Mary's socks." Eva Rubio Félix

Página 27


Lesson planning- Contents and Activities Extension activity: Discuss with students what an oral history is- a way to bring events of the past back to life again Examples of questions: What was life like when you were a child? Did you live somewhere else? What was it like? Where were you born? What was school and community like? What was your nickname? What did your mom and dad do for a living? Was there a special world event that happened? What special events happened to you? Anticipation problems: -Do not confuse plurals with possessives. Plural nouns become possessive by adding an apostrophe. If a plural noun ends in an "s", just add an apostrophe to make it possessive such as "the Girl Scouts' badges To form the possessive of irregular plural nouns that do not end in an "s" add an apostrophe and a "s" to make it possessive, such as "children's toys". -If there is no time to explain pronunciation rules, the teacher will give the students the pronunciation rule and they should study at home. In this case the students will practice in the development of the speaking skill in next session. Conclusion / Aim of the stage: The students will have fun with the Simpson tree family and they will practice the possessive form of nouns.

Listening Core skill: Listen objectively and with an open mind Eva Rubio FĂŠlix

PĂĄgina 28


Lesson planning- Contents and Activities Tasks: The student will listen the follow dialogue. They will listen twice. After first listening, the teacher will give them questions about the dialogue, they should read the questions and after they will listen again answering the questions. First of all the teacher will explain some vocabulary used in the conversation. The teacher will stimulate a short debate.

 The script for the conversation: John: Hey Robert. I’ve been working with you for two years and I don’t know anything about your family. I know you are not married, but what was your childhood like? Did you grow up with your mom and dad around? Robert: Yeah John. I don’t talk about my family a lot. My biological parents were not the best people in the world. You could say that I grew up in a dysfunctional family. My dad used to beat my mother and my mom was a drug addict. John: I’m sorry to hear that buddy. That must have been hard. Did you live with them your whole childhood? Robert: No. When I was 13 years old one of my teachers reported my family to the Child Protective Services. They took me out of my house and away from my parents. My parents decided to give me up for adoption. I was eventually adopted by a long lost relative. My dad’s brother came down from Toronto, Canada and took me in. I lived with him until I was 18 and went to college. John: That is crazy. Did you like your uncle? Robert: Yes. He is a great person and I was thankful to have a blood relative adopt me. He had a 12 year old son from a previous marriage and he lived with us too. We were a household of three people. John: That must have been fun living with a cousin that you hadn’t met before. Robert: Yeah. We got along well. We still talk on the phone once a month. He lives out in California now near his mom and stepfather. He is close to both of them. John: What about your parents? Do you still see them? Robert: My dad left town years ago and has been estranged ever since. My mom is healthy and lives right down the street from me. We get along better than ever and I love having her close by. Eva Rubio Félix

Página 29


Lesson planning- Contents and Activities John: Well Robert, you have had an interesting life. My life seems so boring. I grew up with a traditional nuclear family with my mom, dad and two brothers. Robert: You are lucky. Not everyone is as fortunate as you. Let’s get back to work. We are going to get fired if we keep gabbing like this all day John: Alright. Back to work it is.

 Activity :

Eva Rubio Félix

Página 30


Lesson planning- Contents and Activities

Language Content: (structures, functions,) EXTENSIVE LISTENING. Enjoy, for the second listening extra work RECORDER EXTRACT SPECIFIC INFORMATION: Conversation about families of two people; Robert and John PARALINGUISTIC ELEMENTS: Informal LISTENING SECUENCES: ENGAGE: New Vocabulary explanation and some speaking STUDY: Learning the new words about family ACTIVATION: listening and activities. Resources: Listening recorder. Extra material and extension activity: There won´t be because of the little time of sessions. Anticipation problems: Explanation vocabulary before listening to the dialogue. Teacher resource Biological mother or father The parents that conceived you. If a person is adopted into another family his original parents are his “biological parents”. “Sandy never met her biological father. He left her mother before she was born” To get adopted This is when an adult takes in a child who doesn’t have parents that can care for him or her. “Did you know I was adopted. My real parents were drug addicts and gave me up for adoption” Eva Rubio Félix

Página 31


Lesson planning- Contents and Activities To give up for adoption To legally surrender your rights in raising your child to another adult or a couple. “The pregnant teenager is going to give her baby up for adoption.” Blood relative A person who is related to you by birth as opposed to being related to you by marriage. “Larry is not an actual blood relative of mine. He is the son of my stepmother’s daughter.” Household This refers to all of the people who live in a house as a whole. “The food in the refrigerator is for the entire household. That’s why there is so much. Don’t eat it all!” Nuclear family A person’s direct family members. It consists of your mother, father and siblings. Aunts, uncles, cousins and grandparents are not part of the nuclear family. “People are usually closest to their nuclear family.” Extended family Any family members that are not part of your “nuclear family like aunts, uncles, cousins and grandparents. “My extended family is so large that we can’t all fit in my house.” Long lost relative A family member that you haven’t seen or heard from in a while. “My long lost uncle Tim stopped by for Thanksgiving. We were all so surprised.” Second cousin The child of a person’s cousin. “Did you know that my second cousin is Justin Bieber? I am so proud.” Broken home A family in which the mother or the father has left. “Sara comes from a broken home. Her dad left when she was 7 years old.” Dysfunctional family A situation where there is controversy and abuse between the family members. “I hate to see little kids growing up in a dysfunctional family.” Eva Rubio Félix

Página 32


Lesson planning- Contents and Activities Estranged family member A person who doesn’t get along with the family and does not keep in contact. “Their estranged son Daniel is living in San Francisco now. I don’t think they’ve heard from him in years.” Conclusion/ Aims of the stage: This listening provides the study of family diversity so that the learner can explore and describe similarities and differences in the ways families, societies, and cultures. In this listening The students will identify in which kind of families they belong: nuclear or extender family, a broken home or dysfunctional families, traditional families, biological or adoptive family.

Reading and comprehension Core skill: This reading has the purpose to give the students family values: Love, help, listen, behavior, respect. Family life plays an important part in most people’s lives. Whether positive, negative, big, or small, the kind of family we are a part of will affect our lives. The focus is not in the vocabulary, nevertheless it will explain some new words and what is the Bounding meaning in families. Tasks: Some of the students will read out loud the following dialogue and answer some questions the teacher will ask. The teacher will initiate curiosity regarding what Family Bonding is.

Family Bonding - For Life and Success

By Robert McReynolds

It's an indescribable feeling you get, and I will try to describe it the best way I can. Once you experience it first hand, you will agree, there is nothing like it. It is priceless, that no one could ever afford to take away from you.

Eva Rubio Félix

Página 33


Lesson planning- Contents and Activities Bonding is not just an immediate family word, it is something that makes us all family in one world united. It is a feeling, so deep inside you, that you just can't wait to bond more. The importance of family bonding is the trust and the sense of belonging. It is unforgettable. It is heaven on earth. It is peace. It is family connections. It is Laughter. It is FAMILY LOVE! Lack of family bonding, causes kids to join gangs, do drugs, steal, lie and cheat. Hurt others, so they feel better. Get pregnant, become unsociable, just to name a few. They only get worse from there, without that bonding, someone special reaching out and lending an ear, a hand and your heart. These kids are crying out for your help. This is why family bonding is so important, to save the ones we love from taking the wrong path. Saving the ones we love from others taking the wrong path. Start with the ones you love, then spread your love to your friends, then to that individual who isn't so fortunate to have the love from bonding and help them turn their lives around. It is just as much your responsibility, as anybody else’s. We are all equal, we are all in this world together and we affect everybody in the world with our actions. Think about it, we could have a peaceful world, where everybody smiles and we don't have to lock our doors or hide in fear anymore. YES, it is possible. Stop saying "I don't have time" or "I can't afford it", you can't afford not to, or to waste any more time. This is so important for your own well being and the well being of your loved ones. It is so easy to do, and I built a website to help you with so many other issues and fun activity ideas. A famous quote from Nike "Just Do It". 5 steps to bonding: Eva Rubio FÊlix

PĂĄgina 34


Lesson planning- Contents and Activities 1) Commit mentally, remember they need your help. 2) Listen with your heart, as well as your ears. 3) Ask questions, show you care. 4) Be honest, trust is too easy to lose and too hard to regain. 5) Share a smile, a hug, your LOVE Just Do It! Article Source: http://EzineArticles.com/?expert=Robert_McReynolds Activity: Answer in the notebook some question about the test and other general questions: -What does bonding mean for the Robert McReynolds? - Why family bonding is so important? - Explain with you own word the 5 step to bonding? - Do you think your parents understand you? Why or why not?

Language Content: (structures, functions,) INTENSIVE READING: Inside the classroom. READING FOR DETAILED COMPREHENSION AUTHENTIC READING, ARTICLE, FORMAL, UPPER INTERMEDIUM LEVEL READING SKILLS: Skim the general ideas READING SEQUENCING: ENGAGE: To learn family values, curiosity about what is bonding families. STUDY: Vocabulary. Values learning Eva Rubio Félix

Página 35


Lesson planning- Contents and Activities ACTIVATION: Answer some questions. Resources: Real Reading test written by Robert McReynolds Extra Material for advanced students : Extra Material: Cultural differences Guess the family member In Saudi Arabia you can’t ask how a man’s wife or daughter is. Italians say that your first love is usually your cousin. Most Japanese women nowadays say that they want their first child to be a daughter/ girl. In Japan, you rarely use your older or younger siblings’ names, just calling them “Older brother/ sister”, “Younger brother/ sister” etc. British comedians traditionally make lots of jokes about their mothers-in-law. In Saudi Arabia, you can’t go for a coffee with your girlfriend unless she is with her brother or father. In most countries you can’t marry your cousin, but in other places it is quite common. French President Mitterrand’s mistress lived in the presidential palace and no one seemed to mind. In the UK it would have been a huge scandal. Most British people have at least distant relations in Australia. In Japan it is usual to use family names with your classmates and workmates, but in the UK you would only use first names. In some countries, if you breakup with your fiancée they can sue you for breaking a promise (which is like breaking a contract). The same thing used to be true in the UK. In some parts of America it is normal to go round and see your neighbor(s) when they move in, usually with a small gift like homemade cookies. Eva Rubio Félix

Página 36


Lesson planning- Contents and Activities A stereotypical British family has an uncle who is the black sheep of the family. Anticipation problems: Sensitive matter, because we do not exactly know the relationship between parents and each student. The issue will be dealt with gently. Conclusion / Aim of the stage: The student should understand that family values and strong family bonds are the backbone of life. With strong values a person learns that they are an important part of a family unit. Strong family bonds are an essential building block for a successful future and a happy, healthy lifestyle.

Writing (Homework Task) Core skill: Students will demonstrate the ability to write unified and coherent paragraphs. The sentences in this paragraph would be expected to be organized in such a way that the effect is of one sentence leading to the next sentence. Students will demonstrate in their writing, an ability to write following Standard English. Tasks: Eva Rubio FĂŠlix

PĂĄgina 37


Lesson planning- Contents and Activities The students will have to do a family tree. Students should prepare an essay on their family stories (Extra task and for advance learners). The story should show the unique importance of their families. (As encouragement the teacher will tell them, her/ his story of her/his family past.) The story should contain a reference of where the information was gained. Family Tree Construct a family tree (this will be used also to do a presentation in the development of speaking skill). The assignment is to build a tree that includes at least the following people: parents, sisters, brothers, grandparents, aunts, uncles, first cousins, nieces, and nephews. The students may extend this as far as their like. If they have a stepfamily, the students may include them. If the family is extremely large, the learners may want to choose just one side of your family to represent. If the pupils are adopted, they may use their adoptive family and/or their natural family if they are in contact with them. The tree should be student’s own creation. Part of the grade will be creativity. Students will scan photos, write script, and will record themselves as they narrate their family history and they will need for speaking assessment. Language Content: WRITING FOR LEARNING, the students have to use the learned grammar of possessive nouns, vocabulary, spelling words. WRITING FOR WRITING: They should write as extra homework an essay about their family tree. The students will learn layout, style. WRITING SECUENCES: Interview the parents about their family tree. Students write statement to reflect the information Construct a class presentation. THE WRITTNG WILL BE PREPARED AND NOT INSTANT

Eva Rubio Félix

Página 38


Lesson planning- Contents and Activities CORRECTING WRITTEN WORK. The teacher will correct the mistake with red ink. The symbols used to correct will be “G” Grammar and “S” Spelling. Resources for students: Power point and video Material for advanced students: Essay Anticipation problems: They may have problem making a family tree. Help for do the family tree, if there is not time to explain The teacher will give the following ideas in order to do a family Tree.: Various ideas for the students: -use poster board and gluing pictures onto the tree and writing the names underneath. -If they students have computer access, cut and paste an image of a tree and add the names of relatives. -Take an actual branch from a tree that has lots of other branches extending from it and hang the names from string attached to the branches. - “Find a member of your family that has known you since birth. Interview that person, asking questions about how you grew up and what you were like as an infant/toddler/child. You may put this interview in any format you choose, I will be grading for content and focus. You may include your own commentary on the stories you hear such as, “I didn’t know that I used to -------------before I started walking”. - Interview guidelines -you must include your name and the name of the person whom you are interviewing. Also state the relationship or connection you have with this Eva Rubio Félix

Página 39


Lesson planning- Contents and Activities person. You could possibly tape the interview and then go back and form your paper later. -basic questions to get started 1. How old was I when you first saw me? 2. Do you remember what I was wearing? 3. How did I look to you? Give me a detailed description. 4. How did I act? 5. What features stood out for you as far as looking like a certain family member? (for example, did I have my dad’s eyes?) 6. Do you remember a time when I was in trouble? What happened? 7. Did I ever do anything to make you laugh out loud? What was it? 8. Do you remember any milestones that I may have had around you? First steps, haircut, lost tooth, etc. 9. Do you have any pictures of me that are your favorite? What memory does this particular picture evoke?

Try to have a lengthy conversation with your interviewee and get as much detail as possible. Don’t forget to include your comments on events or stories that you had forgotten about or didn’t know about. Enjoy this time with your family member! About the essay the teacher will explain the student how the essay do and what the student should include in the essay. Conclusion/ Aim of the stage: Students truly enjoy the prospect of learning about their family history by interviewing family members, creating documents using desktop publishing, developing an online family tree, and searching the Internet for data. They can maintain the personal and family history records for future use as well as having the ability to look back on past family events and growth.

Eva Rubio Félix

Página 40


Lesson planning- Contents and Activities Speaking (Homework project video about family tree) Core skill: The more the students speak the more automatic is the language. The students will learn more about their family history and how their family is similar and different from previous generations and predict what future changes may result. To help students focus on fluency when speaking To develop students’ communication skills To develop students’ listening skills The outcomes will be assessed by observing the fluency of the students, the results of their family tree, and their journal stories. Tasks: Family tree presentation by Video, as two sessions, as there is no time to do the presentation in the classroom. The students will have to record a video and the teacher will evaluated it. Language Content. Procedures: SPEAKING SECUENCES: ACTIVATION. In speaking there is only activation. REAL ROLE AS A PART OF A FAMILY TREE. TIME REQUERED: Homework time (interview and written the presentation) A volunteer will come to share with the class about their family tree history. This presentation should motivate and get students interested in similarities and differences of their own family members. Other possibility will be have two sessions more and each student will do a short presentation of five minutes. THE CORRECTION: It will be sensitive. Eva Rubio Félix

Página 41


Lesson planning- Contents and Activities Resources: Internet, power point, Interview to the families. Extra Material: -Some examples about families tree. -Web quest about family tree. Extension activity: The tree family is for four previous generations, the advanced student can do it for more than four. Anticipation problems: Some students won´t have enough information. The teacher will communicate to the parents the project about the family tree in other to engage them to help the students. Conclusion/ Aims of the stage Each one of us is an important part of a family unit. Now the students will get a chance to see just where their fit in. They have created a family tree of their own, so that they know about their family’s history. They can share their "trees" and they see that families come in all shapes, colors, and sizes. PLAN LESSON CONCLUSION According Jim Scrivener’s words, the plan lesson has to be:

“Prepare thoroughly. But in class, teach the learners not the plan “

Eva Rubio Félix

Página 42


Lesson planning- Contents and Activities

III. Lesson Plan Sheet

Group: four Date: second year “ESO” term. Recent topic work: The family

Teacher´s Aims:

Time: two No. Of students: 28 sessions Recent language work: English

-adapt the plans in order to respond to actual needs of the pupils´ - Pull the class together at the beginning and at the end -Do effective lesson planning: *Preparing more than it may need * Keep an eye on the time * Think about transitions (from speaking to writing or from a slow ……………….task to a more active task. * Include a variety, if things are not working the way you have planned. * Pull the class together at the beginning and at the end. *End your lessons on a positive note. Family values. Objectives: 1. Students will identify different types and meanings of families.(reading and listening skill thorough listening and reading task) 2. Create a comprehensive list of known relatives and their relationship to them. 3. Research and create a family genealogy tree using themselves as the subject of the chart. Students will include important personal and genetic information about the individual people chosen identified on the tree family.( writing skill) 4. Summarize the tree family creation process, including a reflection on the genetic relationships between individuals on the tree family. (learning to learn) 5. Present their family tree in a video.(speaking and pronunciation skill) 6. Use and practice the Possessive form of noun (Grammar skill) 7. Develop and think about the value of love, help, and respect.(Values learned) Assessment: -Distinguish and use correctly, the vocabulary of family. -Use the grammar structures properly and know how possessives nouns and their pronunciations are formed. -Recognize the importance of being responsible with the plants and how important are the family in our lives (Education in values), The teacher will evaluate: by means of observation, daily work, and oral and written tests. With the assessment the teacher will evaluate the areas of the “learning to learn” competence: -Attitude towards learning and willingness to learn Eva Rubio Félix

Página 43


Lesson planning- Contents and Activities -Setting objectives and planning activities -Organized and targeted learning activities’ -Reflection on learning activities and outcomes, and self-assessment. Materials: The two sessions have been created without any English books; all the activities have been taken from internet lessons and the process and tasks have been elaborated for the teacher. The tasks have been done in order to develop the learning skills (grammar, listening, speaking, vocabulary, pronunciation and writing). Reading and writing test are taken from internet. Grammar explanation chart and rules of possessives nouns pronunciation are taken from an online English course. Anticipated Problems: -The main problem is the time. In case there is not time to do some activities or explain the pronunciation rules the students will learn or do it by themselves. In any case the students will practice in classroom. - The teacher has prepared some extra material to help the students (to do a family tree, to prepare the interview, to ask the students in the warm up…), teacher ´s family tree to use it as example. Timing

Teaching activity FIRST SESSION Warm up The teacher ( 15 will show the minutes) students an example of a family tree and they will identify members of the family, they will be engaged to ask about their own family.

Eva Rubio Félix

Student activity Success indicators

Aims of the stage

-Brainstorming and discussing the importance of family. -The students will give examples of important family traditions and why they are part of their family.

-Introduction to the student to the topic the Family: Oral production of students. - At the end of the discussion the students will have learned: About different types of families The students will demonstrate empathy for feelings of others.

The teacher´s role is silent, only speaking to introduce the topic. The students are who have the active role.

Página 44


Lesson planning- Contents and Activities Timing Vocabulary and explanation about vocabulary (20 minutes)

Grammar and pronunciation ( 20 minutes)

Teaching activity Reviewing and teaching new vocabulary about the family. Explanation about new family vocabulary concepts (in Laws, nuclear family; dysfunctional families..)

Grammar explanation possessive nouns .The students will also learn about the possessive nouns rule for pronunciation. The teacher will show them on the digital board a chart of the grammar.

Eva Rubio Félix

Student activity Success indicators The student will They get familiar understand the with the family meaning of vocabulary. new Activities: vocabulary; “ Who I am “ they are “ Fill in the encouraged to correct family ask some members” questions and they express some curiosity. They will use this vocabulary in the oral and written tasks. The Simpsons They make Family Trees sentences The activity using the begins by Possessive showing all the nouns without students a any difficulty. drawing of a They know how family tree. pronounce the The students possessive will work in nouns. pairs; they must use at least five possessive nouns. Other activity: “Mark the correct possessive noun”

Aims of the stage The student will increase their knowledge about family vocabulary, And understand the different kinds of families we can find in our society.

The students with have fun with the Simpson family tree and they will practice the possessive form of nouns. They will also use other grammar as comparatives or superlatives. They will use present and past tense.

Página 45


Lesson planning- Contents and Activities Explanation about how do family tree project ( 5 minutes)

The teacher The students will tell them ask questions how do the project Process and aims Connection first and second lesson: Pronunciation SECOND SESSION Timing Teaching Student activity activity Listening First of all After first (20 minutes) the teacher listening, the will explain teacher will give some them questions vocabulary about the used in the dialogue, they dialogue, that should read the the students questions and will listen. after they will Then , listen again The students answering the will listen to a questions. dialogue. They will listen twice. The teacher will stimulate a short debate.

They understand and ask questions

Success indicators They understand the dialogue and they can answer the questions

Aims of the stage This listening provides the study of family diversity so that the learner can explore and describe similarities and differences in the ways of families, societies, and cultures. In this listening activity The students will identify in which kind of families they belong.

Reading (20 minutes).

The students understand that family values and strong family bonds are the backbone of life.

This reading has the purpose to give the students family values: Love, help, listen, behavior, respect. it will explain some new words and what is the Bounding meaning .

Tasks: Some of the students should read out loud the article The teacher will encourage curiosity about what is Family Bonding.

Eva Rubio FĂŠlix

The students will have to answer some questions the teacher will ask about the text.

To prepare the student to start the project and help them with some ideas.

review.

PĂĄgina 46


Lesson planning- Contents and Activities Spoken about the test (20 minutes).

Ask them Task : Free If they use To develop about what spoken -what vocabulary, students’ have learn in do they think grammar, communication this two about families pronunciation, skills. sessions. learned Additional possibilities: To have two sessions more and each student could do a short presentation. Homework/ Further work: - Project about family tree - Essay about the family tree. -Some activities if there is no time to do them. - Pronunciation rules if the teacher can explain in class, nevertheless the students will practice in class.

Eva Rubio FĂŠlix

PĂĄgina 47


LESSON PLANING AND CONTENTS