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INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFESORADO DE INGLÉS

CONCEPTUAL

LESSON PLAN Nº 10 TRAINEE: Bütner, Lais Denise DATE: August 15th, 2013 SCHOOL: Escuela Barnidio A. Sorribes COURSE: 6th 1st TOPIC: Revision TIME: 80’ From 14.40 to 16.00 COURSEBOOK: New Headway PreIntermediate SKILLS: Listening, Speaking, Reading, Writing. LEVEL: Pre-Intermediate

C O N T E N T S

• •

PROCEDURAL • Homework and extra activities feedback. GRAMMAR: Revision of quantity, countable and • Vocabulary revision with on-line game. uncountable nouns, definite and indefinite articles. • Oxford Street revision. Brainstorming. There is, There are. How much, How many. Some• Virtual Oxford Street visit. any. • Reading-comprehension activity with internet VOCABULARY: clothes shop, chemist’s, café, resource. newsagent’s, post office, jumper, aspirins, a box of • Task checking. tissues, Revision of food. • Jumbled dialogue activity. LANGUAGE FUNCTION: Going shopping. At the • Dialogue production. café. Expressing existence related to food. • Written production expressing existence. • Quiz individual activity.

ATTITUDINAL . Willingness and enthusiasm to participate actively.

CHARACTERISTICS OF THE STUDENTS: They are 19 calm students. Most of them, although shy, show enthusiasm to participate .The classroom is comfortable and well lighted. All students have their own netbooks. They sit in a particular and irregular shape and do not feel at ease when they are asked to change it.

ASSUMPTIONS: The students are supposed to know: Present Simple tense, Present Continuous

AIMS: MAIN AIM: By the end of the lesson students will be able to have better assumptions as regards topics that had been developed throughout previous lessons. SUBSIDIARY AIM: By the end of the lesson students will have resources so as to revise for the next written test. PERSONAL AIM: I will try to encourage students to participate and express themselves confidently.

INTERACTION PATTERNS: Teacher with the whole group, pair work.

STEPS

TIME

CONTENT & SKIL

Starting the

10

Listening

Tense, Past Simple Tense, have/ have got, Past Continuous Tense. Questions: Where were you born? What do you do? Question words: Who..? Why...? How much...? Linking words: but, however, while, during, for. Parts of speech: adjectives, prepositions, nouns, irregular verbs. Social expressions. Making a conversation. Asking questions. Showing that you are interested. Time expressions: dates, time, on Saturday, in 1995. Exchanging information, Writing an informal letter, Describing a person. Countable and Uncountable nouns. How much and How many. Some, any. Expressing quantity. Definite and Indefinite Articles.

RESOURCES: Worksheet #1, data projector provided by the trainee teacher, internet connection, web pages and online resources: http://www.manythings.org/lulu/f4.html# http://www.streetsensation.co.uk/oxford/os_n01.htm https://quizslides.com/quizslides/hhUFxR? exit2URL=close-on-exit students’ netbooks, “What can you see?” image, board, chalks.

TEACHER’S WORDS AND ACTIONS

LEARNER’S ACTIONS & INTERACTIONS

The teacher greets the students and gives them feedback about some

Students receive their worksheets and check their


lesson

min

Practice

10 min

Reading

20 min

Reading

Practice

activities they had handed in in previous lesson. (see “trabajo práctico” in attached document). After that she hands out students’ report sheets so as they have an idea about their performance so far. (See in attached document). She asks them if there are in doubts or misunderstandings as regards the activities.

performance. If in doubt, they also have the opportunity to ask about any misunderstandings.

Now the teacher invites students to open their netbooks and access:

Students play an on-line game to revise vocabulary related to food in pairs but by taking turns to perform the activity.

http://www.manythings.org/lulu/f4.html# so as to revise vocabulary related to food. In this web page, she explains that they have to click on “the eyes” to briefly see the word. After that they will have to click on the image that matches the word. If the green smiling face is shown, they have answered correctly. If a red frowning face is shown, then they have made a mistake. (The image that remains is the correct answer.) She monitors students’ performance. The teacher asks students if they remember the famous shopping street they learnt about in previous lessons. She tries to make students remember about Oxford Street. The teacher hands out worksheet #1 and asks some volunteers to read the first paragraph of activity n°1 as an introduction. Questions 1- 4 are done as a whole group. Then she invites students to access: http://www.streetsensation.co.uk/oxford/os_n01.htm She explains that they can visit virtual Oxford Street, one of the London’s famous shopping streets. They will find specific information about the shops and things that can be bought there. She demonstrates it by using the data projector on the board.

Students brainstorm ideas about what they remember of Oxford Street in London. They receive worksheet #1 and some volunteers read the paragraph in order to have a general idea about the place. They complete questions 1-4 as a whole group. Firstly, students access the web page and make a virtual visit. Secondly, they go on doing the activity in pairs, where they have to choose the correct alternative according to the information they can get from the page.

After that, she gives them some minutes to do activity n°1 in which they have to choose the correct alternative. This is a pair work activity. Once the task is finished, everything is checked as a whole group. Practice Production

Practice Production

15 min

15 min

Reading Writing

Speaking Writing

Now, the teacher draws the students’ attention to activity n°2.a and explains that they have to put the dialogue in the correct order. They can have a look at the activities they did in the previous lesson (coursebook pages 36 and 37). She monitors the procedure and once the activity is finished, she asks them to work in pairs to perform activity n°2.b. She checks the activity individually.

Students work individually in order to perform activity 2.a where they have to put the conversation in the correct order.

The teacher projects and image on the board where food can be seen. She asks students what they can see there, lets them brainstorm some ideas and helps them produce complete sentences

Students talk about what they can see in the projected image.

Activity 2.b is done in pairs and students have to produce a written dialogue following the prompts.


Practice

10 min

Reading

to express existence. E.g. “So, what can you see here? Apples? How many apples? (5) Ok, there are five apples. And sugar? How much sugar is there? There is some sugar in the pot. Etc.

They gather together in pair groups and within 2’ they have to write down as many sentences as they can with the items from the image.

Now she challenges them to work in pairs and write as many sentences as they can in 2’. All sentences have to be coherent beginning with “There is or There are” and using “some or any”, “a or an”. Once the time is over she checks which group did better by asking them to read the sentences aloud.

Groups take turns to read their sentences aloud.

In order to revise most of the topics as a whole, the teacher asks students to access:

Students work individually to do an on-line quiz in order to test themselves.

https://quizslides.com/quizslides/hhUFxR?exit2URL=close-on-exit This individual activity has to be performed by choosing the correct alternative to fill in the blanks. The teacher asks students to test themselves and check their score.

Lesson plan n° 10  
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