INSTITUTO SUPERIOR DE CURUZÚ CUATIÁ PROFESORADO DE INGLÉS
LESSON PLAN Nº 11 TRAINEE: Bütner, Lais Denise DATE: August 22nd, 2013 SCHOOL: Escuela Barnidio A. Sorribes COURSE: 6th 1st TOPIC: Written test 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 • Assessment explanation. GRAMMAR: Countable and uncountable nouns, • Practice and production of contents developed in the definite and indefinite articles. There is, There are. period through written test worksheet: How much, How many. Some- any. • A.- Reading comprehension activity by finishing the VOCABULARY: Food vocabulary. Shops. sentences. LANGUAGE FUNCTION: Going shopping. At the • B.- Jumbled dialogue activity. café. Expressing existence related to food. • C.- Vocabulary assessment through shopping list. • D.- Grammar assessment through multiple choice activity.
ATTITUDINAL . Willingness to concentrate on the task.
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 get a general idea about their own proficiency as regards contents developed during the period. SUBSIDIARY AIM: By the end of the lesson students will be able to complete a written test PERSONAL AIM: I will try to encourage students to gain confidence when being assessed.
INTERACTION PATTERNS: Solo-work.
CONTENT & SKIL
Starting the lesson
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: Written test.
TEACHER’S WORDS AND ACTIONS
LEARNER’S ACTIONS & INTERACTIONS
The teacher greets the students asks students to sit in orderly rows in order to get ready for the written test. She asks if there is any doubt they need to clarify before the assessment.
Students sit in orderly rows, listen to the T’s explanations and ask questions if doubts arise.
She hands out the Test Worksheet and goes on explaining each activity and clarifies any doubt as regards the instructions.
Students work individually.
For activity A.-, the teacher explains that students have to read the paragraph thoroughly and then finish the sentences below with ideas taken from the text. This activity was designed by the teacher following the structure of the reading activity on page 35 from the coursebook.
Students read the text and then finish the sentences provided with ideas taken from the reading.
For activity B.- , the teacher explains that this is a dialogue pretty much similar to the one the students have worked with in previous lessons. Students are expected to read all the utterances and put them into the correct order. This dialogue has been edited from the one that appears on page 36 from the coursebook.
Students read all the utterances and put them into the correct order.
Students are expected to understand most of the reading and finish the sentences with the correct grammar and language use. Spelling will also be taken into consideration.
They are expected to understand and order the dialogue so as to make it coherent.
As regards activity C.-, students not only are asked to understand Students read each item and write it in the each of the presented items but also to group them together under the corresponding category. Vocabulary recognition is corresponding category. tested. In activity D.- students are asked to read the sentences and choose the correct alternative.
Students read the sentences and fill in the gaps with the correct alternative. Students are tested as regards grammar, language use and vocabulary.
Published on Nov 14, 2013