Secondary less full 1 a 8

Alumno residente: Johanna Morel

Período de práctica: 3

Institución: Escuela de educación secundaria Nº2

Dirección: Avenida Avellaneda 185

Grado: 2do “A”

Cantidad de alumnos: 25

Nivel Lingüístico: Elemental/Básico

Tipo de planificación: Clase

Unidad temática: Sports

Clase Nº: 1

Fecha: September 12th

Hora: 10.30h a 11. 30h

Turno: Mañana

Duración de la clase: 60’

Teaching points: -Sports

-Present Continuous

Lesson Aims:

By the end of the lesson, Ss will:

-Be able to recognize sport vocabulary.

-Be able to identify and describe actions related to sports.

-Develop their listening and speaking skills through oral communicative

interaction.

-Develop their writing skills by writing about their favourite athlete.

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION

Pronouns he/she

Talk about

habits/routines/

facts

Wh- questions:

where/what/when

He/she is from…

He/she is …

years old

He/she lives…

He/she always

has…

Pronunciation of

the third person

singular.

NEW

archery,

athletics,

basketball,

cycling,

football,

artistic

gymnastics,

hockey,

judo,

swimming,

rugby,

tennis,

volleyball

Describe and

talk about

actions related

to sports

What is he/she

doing?

He/she is

running, jumping,

swimming,

playing football,

playing tennis….

The correct

pronunciation of

the sport words

and the –ing form

of the verbs

through repetition

and practisce in

context.

Teaching approach: The lesson is delivered under the Communicative

Approach.

Integration of skills: Speaking and listening through oral practice.

Writing and reading skills by getting information from a text and writing

about their favourite athlete.

Materials and resources: pictures with the different sports (archery,

athletics, basketball, cycling, football, artistic gymnastics, hockey, judo,

swimming, rugby, tennis, volleyball), notebook, power point presentation,

chalk, board, game board, sport cards (archery, athletics, basketball,

cycling, football, artistic gymnastics, hockey, judo, swimming, rugby,

tennis, volleyball), token, tales, dice, “gold medal”, worksheets with

exercises for each student.

Pedagogical use of ICT in class:

https://www.dropbox.com/s/zcydvech9w8aqi1/OLYMPIC%20GAMES%20

%20joha%20orig1.ppsx?dl=0

(To watch the power point PRESENTATION you have to open the link

and then go to the option “ABRIR” and then “abrir en power point

escritorio”)

A power point about different athletes and I will also give the students

this link https://www.rio2016.com/es where they will find information about

different athletes to write their paragraph.

Seating arrangement: Depending on the type of activity, students will be

sitting in pairs or in groups.

Cooperative work: Students will work in groups, and individually while

interacting with the teacher.

Possible problems and possible solutions regarding behaviour:

Maybe students get so excited at the time of playing the game and find it

difficult to understand the instructions of the game in English, so I will

mime and exemplify as much as possible. I´ll also ask each group to

choose a “captain” that would be in charge of throwing the dice and

moving the tale. I will be there to guide them, especially during the first

time they have to mime the actions.

Potential problems students may have with the language: The

pronunciation of some of the sports words and verbs might be difficult for

them. We will practice them through repetition in context.

Assessment: What will be assessed and how: I´ll check students

comprehension by asking questions and also I´ll check students

participation encouraging them to provide the correct answers with

examples or miminge.

Comentario [A1]: Board game

Comentario [A2]: I couldn´t open this file.

https://www.dropbox.com/s/zcydvech9w8aqi1/OLYMPIC%20GAMES%20%20joha%20orig1.ppsx?dl=0

https://www.dropbox.com/s/zcydvech9w8aqi1/OLYMPIC%20GAMES%20%20joha%20orig1.ppsx?dl=0

https://www.rio2016.com/es

Warmp Up (2 minutes)

First I will greet the students, then I will say… “I really love sports! Do you

like sports?”

Ss: Yes!

T: me too!

Development

Activity 1 (5 minutes)

These are some of the sports that were in the Rio Olympic Games

(T shows them a poster with sport pictures)

My favourite sport is Artistic Gymnastics…

What about you?

Which of these is your favourite sport?

Ss: Football! Hockey! Swimming!

Transition:

“Great! Here I’ll show some of my favorite athletes at the Rio Olympic

Games”

Comentario [A3]: Check spelling of running and gymnastics.


Here I´ll show students the power point

(T shows the first picture of the athlete)

T: Do you know this athlete?

Ss: yes! Usain Bolt

T: good!

T: Do you know where is he from?

Ss: Jamaica!

Great!

What sport does he practisce? (T tells students they can look at the

poster if they do not remember the name of the sport)

Ss: Running!

(After activating students´ schemata about the athlete T moves on to the

next picture in which Usain Bolt is running at the Olympic Games)

T: “I love this picture of him… here he’s running. Can you repeat?

Ss: he´s running

We will continue like that with all the athletes.

Transition:

Great! Well done! Now I’d like you to do the following activity…

Activity 3: (10 minutes)

T gives each students a worksheet.

“Here you have to match the athlete with the sport he/she practisces and

also what he/she is doing... You have five minutes to complete this

activity”

I’ll help them with the first one

Comentario [A4]: Language. Word order. Do you know where he is from?

T: Look at the first picture… what is the name of this sport?

Ss: cycling

T: good! and what is he doing?

Ss: Riding his bike!

T: good!

This is the way you have to continue…

RUNNING HE´S PLAYING VOLLEYBALL.

BASKETBALL SHE´S PLAYING TENNIS.

CYCLING HE´S PLAYING RUGBY.

FOOTBALL HE’S RUNNING

ARCHERY HE´S PLAYING BASKETBALL.

HOCKEY HE´S CYCLING.

JUDO SHE´S SHOOTING THE ARROW.

SWIMMING HE´S SWIMMING.

TENNIS SHE´S JUMPING.

RUGBY HE´S PLAYING HOCKEY.

VOLLEYBALL SHE´S FIGHTING.

ARTISTIC GYMNASTICS HE´S PLAYING FOOTBALL.

Con formato: Derecha: 2 cm

Comentario [A5]: Do use punctuation marks.

Ready? Now let´s correct it! The second athlete… What sport does he

practisce?

Ss: Running!

T: and what is he doing?

Ss: He´s running!

T: Great! The next one!....

(we will continue correcting all the sentences together)

Transition:

Well done! These are amazing athletes and win lots of medals in every

Olympic Game. Would you like to win a medal?

Ss:Yes!

Let´s play a game. Constanza told me you love playing games!

Activity 4: (20 minutes)

Comentario [A6]: check

Materials: game board, sports cards, token, tiles.

Objective of the game: the goal of this game is to be the first to reach “the

gold medal”.

Instructions:

-Place the cards face down (the sports cards include all the sports I´ve

presented: archery, athletics, basketball, cycling, football, artistic

gymnastics, hockey, judo, swimming, rugby, tennis, volleyball)

-Divide students into teams

-If players land at PICK A CARD or ON A BLACK SQUARE, they pick a

card and act out the sport written on it for the rest of the team to guess.

(SPORT CARD: FOOTBALL, Ss: he’s playing football)

-If the team guesses correctly, they throw the dice again. If they don´t, it’s

the other team’s turn to throw the dice.

“Now, I need you to separate into two teams”

(here the T forms the groups)

“In order to play the game each group will choose a captain that would be

in charge of throwing the dice and moving the tile” (T gives each group its

tale)

“The objective of the game is to be the first one to reach the gold medal

(T shows them the “gold medal”), so in order to do this you will throw the

dice and move the tile. If you land at PICK A CARD or ON A BLACK

SQUARE, you pick a card and act out the sport written on it for the rest of

Comentario [A7]: board game

Comentario [A8]: How will you make sure they produce complete sentences instead of just shouting the name of the sport?

Comentario [A9]: If the sentence is grammatically incorrect or incomplete, will they lose their turn?

the team to guess (It´s like what we call in Spanish, “a prenda”). For

example: SPORT CARD: FOOTBALL, so you mime the action for the rest

of your group. If the team guesses correctly, they throw the dice again. If

they don´t, it’s the other team’s turn to throw the dice. You’ll have 30

seconds to guess the action”

(T will mime and exemplify as much as possible while giving the

instructions)

Who wants to pick a card and mime an action as an example?

S: me!

T: great!

S: mmm… volleyball

T: ok! Remember to read it in silence. Your mates cannot hear you or see

the sport card. You have to mime the action to your group.

T: and.. could you guess what is he doing?

Ss: he´s playing volleyball!

T: “excellent! So...this is what you have to do when you land at pick a

card or on a black square. As you guessed it correctly, you have to throw

the dice again. It´s your turn again. Do you understand? Ready to play?”

(T gives each group a tile)

Transition:

Well done! Congrats to all of you!

Now let´s sit down… I need you to help me analyze these sentences

Activity 5 (5minutes)

(T writes the two sentences on the board)

Usain Bolt lives in Jamaica

Usain Bolt is running

Comentario [A10]: Language. … what he is doing

Comentario [A11]: Who will get the token? Will it be the captain?

Comentario [A12]: Playing games with large groups might be challenging. You should have a bunch of classroom management strategies at hand so as to cope with the situation.

Which sentence is about now?

Which sentence is true day after day?

Ss: the second is about now!

Great! So we use the present continuous to talk about actions that last

a short time. The actions are happening now.

And we use the present simple (T points at the first sentence) Usain Bolt

lives in Jamaica to talk about actions that are true for all time or a long

time.

Good!

T: Can you give me more examples using the present simple and

continuous? (I will elicit more examples and write them on the board)

What about Paula Pareto?

Ss: She lives in Argentina

She is fighting

Great!

Can you give me more examples…?

T: good! Write down these sentences on your folders.

Closure and homework (3 minutes)

(T gives each student the following activity)

“For the next class I want you to think of an athlete you like. You

are going to make an oral presentation. You will include a picture of your

athlete and also write:

What´s the athlete name?

Where is he/she from?

How old is he/she?

Where is the athlete in the picture?

What is he/she doing in the picture?”

The next class you are going to tell us about your athlete

Here you will find information about different athletes:

Comentario [A13]: Or states

Comentario [A14]: Paraphrase.

Comentario [A15]: How many?

Comentario [A16]: They should practise before they are assessed. During this lesson, the utterances they have produced have been much more simple than what you expect them to do on their own for next class. Weak learners might need more exposure and practice.


Sources:

http://goo.gl/EaxINP

http://goo.gl/J1nK25

http://goo.gl/9nSQEe

http://goo.gl/nwiXMe

http://goo.gl/MOvqpk

http://goo.gl/rYHhDS

http://goo.gl/sp6lub

http://goo.gl/IFIE7A

http://goo.gl/1Uc3iX

http://goo.gl/glbyz2

http://goo.gl/oscbx8

http://goo.gl/F05b73

http://goo.gl/F9Kd2e

http://goo.gl/UGTVBr

http://goo.gl/JkojH0

http://goo.gl/4QEAdS

http://goo.gl/MkEcGj

http://goo.gl/TZ2IX1

http://goo.gl/uCPLU5

http://goo.gl/tzOUED

http://goo.gl/pP9W5a

http://goo.gl/q8ptpL

http://goo.gl/E1dM1w

http://goo.gl/1pFKEi

http://goo.gl/Qhspid

The teacher’s magazine


http://goo.gl/EaxINP

http://goo.gl/J1nK25

http://goo.gl/9nSQEe

http://goo.gl/nwiXMe

http://goo.gl/MOvqpk


http://goo.gl/sp6lub


http://goo.gl/1Uc3iX


http://goo.gl/oscbx8


http://goo.gl/F9Kd2e


http://goo.gl/JkojH0

http://goo.gl/4QEAdS

http://goo.gl/MkEcGj

http://goo.gl/TZ2IX1

http://goo.gl/uCPLU5

http://goo.gl/tzOUED

http://goo.gl/pP9W5a

http://goo.gl/q8ptpL

http://goo.gl/E1dM1w

http://goo.gl/1pFKEi

http://goo.gl/Qhspid

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Coherence and sequencing

x

Variety of resources – Learning styles

x

Stages and activities x

Teaching strategies x

Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __21__ /35 = 6 Dear Johanna, You´ve worked hard developing your own materials. Well done! Pay attention to the spelling mistakes we have spotted and correct them before printing the worksheets. Have second thoughts as regards their homework. You may ask them to write a short paragraph, and then practise speaking about their favourite athletes in class. Have a nice lesson! Your tutors





Grado: 2do “A”




Unidad temática: Sports

Clase Nº: 2


Hora: 11.40h a 12. 40h

Turno: Mañana


Teaching points: -Sports

-Present Continuous

Lesson Aims:


-Be able to describe actions related to sports.

-Develop their listening and speaking skills by interacting with the teacher

and partners.

-Develop their reading and writing skills by getting information from a text.


REVISION

archery,

athletics,

basketball,

cycling,

football,

artistic

gymnastics,

hockey,

judo,

swimming,

rugby,

tennis,

volleyball

adverbs of

frequency:

always,

sometimes.

Breakfast, lunch, dinner

Talk about

habits/routines/

facts.

Describe and

talk about

actions related

to sports.

Wh- questions:

where/what/when

He/she is from…

He/she is… years

old

He/she lives…

He/she always

has…

What is he/she

doing?

He/she is

running, jumping,

swimming,

playing football,

playing tennis….

Pronunciation of

the third person

singular.

NEW

Adjectives Humble Beautiful Funny Paradisiac

Talk about

different

athletes.

-He´s famous for -We love him because…

The correct

pronunciation of

the adjectives

through repetition

and practise in

context.


Approach.

Comentario [A17]: Is this adjective relevant in the context of the lesson/unit?

Comentario [A18]: practice


Writing and reading skills by getting information from a text

Materials and resources: pictures of different athletes, chalk, board,

worksheets with exercises for each student.

Pedagogical use of ICT in class: No use of ICT in class or at home.

Seating arrangement: Students will be sitting in pairs.

Cooperative work: Students will work in pairs, and individually while



Students might get distracted or do not want to participate when they

have to talk about their athlete. I´ll monitor them to make sure they are

participating and using the language. If not I´ll ask them to tell me about

their athlete.

Potential problems students may have with the language: Students

might present difficulties while performing the different tasks, so I´ll be

prepared to help them miming, paraphrasing, exemplifying or translating.




examples or miming.

Routine (5 minutes)

First I will greet the students, then I will show them a photo of Juan Martin

del Potro… and I´ll ask him… Do you know this athlete?

Ss: Yes!

(T sticks the photo of the athlete on the board)

T: What´s the athlete name?

Ss: Juan Martin del Potro!

T: Good! Where is he from?

Ss: Argentina!

T: Good! He is from Argentina

T: How old is he?

Ss: 25! 26!

T: He is 27 years old!

T: What is he doing in the picture?

Ss: playing tennis!

T: He´s playing tennis! Good!

(T writes the sentences on the board next to the picture)

JUAN MARTIN DEL POTRO

He’s from Argentina

He´s 27 years old

He´s playing tennis

http://goo.gl/CFXbrz

Transition

Comentario [A19]: You may tell them that you really like this athlete, so as to link this stage with the following one.

http://goo.gl/CFXbrz

Remember that for today I asked you to bring a photo of an athlete you

like and you also wrote down some questions.?

Ss: yes!

Development

Activity 1(15 minutes)

“Great! can you show me your pictures? Good! Now I´d like you to stick

the picture on your folders and answer the questions I gave you the

previous class, the way we just did with Juan Martin del Potro. I´ll leave

these sentences about Juan Martin as an example”

(Here I´ll monitor students and provide help. I´ll also take extra pictures,

the same pictures that appear in the power point presentation, in case

some of them have forgotten to bring them)

Extra pictures:


Comentario [A20]: to write

Comentario [A21]: What about the information needed to write the sentences?










When you finish answering the questions, you will show the picture to

your partner and talk about your athlete (Here I´ll monitor the students to

make sure all of them are participating)

Transition

Great! well done!

Now, let´s read about another amazing athlete!

(T gives a photocopy to each student)

Activity 2

Pre-reading (3 minutes)

Look at the pictures!

What do you think we are going to read about? What do you see in the

pictures?

Ss: About Usain Bolt!

He likes hamburgers!

About Jamaica!

http://goo.gl/U89M25

http://goo.gl/2JId3d

http://goo.gl/lkmcrq

Good! Now let´s read and find out if your predictions are right!

While reading (20 minutes)

This is a photo of my favourite athlete, Usain Bolt.

Here, he is running at the Rio Olympic Games. He lives in

Jamaica, a beautiful and paradisiac country from Central

America. His favorite dish is hamburger and chips.

However, he has a strict diet. For breakfast he has ackee

and saltfish (a traditional Jamaican dish) bananas and

potatoes. For lunch he sometimes has pasta and chicken

breast, and for dinner he always has peas and pork. He is

famous for being the fastest man in the world. I love him

because he is humble and funny.

“Good! Now…I´d like you to read the text again and find words to match

these sentences, you might work in pairs”

1) Read the text again and find words to match the sentences.

1. Not proud or arrogant, modest:…………………

2. Having beauty; possessing qualities that give great pleasure or

satisfaction to see, hear, think about, etc.: …………………….

3. Providing fun, humorous, comical:…………………

4. Like paradise, heavenly:…………………..

http://dictionary.cambridge.org/

Key:

Humble

Beautiful

Funny

Paradisiac

http://goo.gl/U89M25

http://goo.gl/2JId3d

http://goo.gl/lkmcrq

http://www.dictionary.com/browse/beauty

http://dictionary.cambridge.org/

Ready? Now let´s check them! Who wants to read the first one?

Ss: me!....

After checking their answers I´ll ask them…

Are these words nouns… adjectives? What do you think?

Ss: adjectives!

“Good! So now circle with red the adjectives that are describing people

and with blue the adjectives that are describing places.”

2) Circle with red the adjectives that describe people and with blue

the adjectives that describe places.

T: Ready? Which ones are in red?

Ss: humble! Funny!

T: Good! and which ones in blue?

Ss: beautiful and paradisiac!

T: excellent!

Great! Now I´d like you to read the text again and correct these

statements

3) Read again and write T (true) or F (false). Correct the false ones:

(I´ll do the first one with them as an example)

Now let´s do the first one together… He´s cycling at the Rio

Olympic Ggames… Is that correct?

Ss: No! He´s running at the Rio Olympic Games!

T: Good! so you´ll write F next to the sentence and write: He´s

running at the Rio Olympic Games

(T writes the sentence on the board)

1. He is cycling at the Rio Olympic Games.

2. Usain Bolt lives in Jamaica.

4.Jamaica is a small country from North America.

5. His favourite dish is pizza and chips.

6. For lunch he sometimes has pasta and chicken breast.

7. For dinner he always has peas and fish.

8. He is famous for being the fastest man in the world.

9.He is funny and modest.

“Ready? Now let´s check! We have done the first one together…

what about number 2? Who wants to read it?” (we will continue checking

all the answers)

Post reading (15 minutes)

Well done!


Now I´d like you to work in pairs and complete the following information

mapping.

(Here I´ll monitor them and provide help)

(taken from Teachers´magazine)

Closure and homework (2minutes)

Comentario [A22]: How will you check the activity?

Comentario [A23]: What will you do to round off the lesson?

Fort the next class I´d like you to find these sentences in the text.

a) Find a sentence in the text that describes something the athlete

does as a routine, as a habit, every day.

b) Find a sentence in the text that describes an action that lasts a

short time.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __22__ /35 = 6.5 Dear Johanna, You are doing well. There are some aspects you need to reconsider, such as the homework and checking the classwork. Try to include more communicative activities, since you adhere to such an approach. Best, Your tutors




Comentario [A24]: Is it meaningful/challenging? Why don´t you ask students to do something more appealing? They might do a similar information mapping about their favourite athlete, for instance.

Comentario [A25]: Will they understand what they are supposed to identify?

Con formato: Fuente: Español (alfab.internacional)


Grado: 2do “A”




Unidad temática: Present Continuous

Clase Nº: 3


Hora: 10.30h a 11. 30h

Turno: Mañana


Teaching points: Present Continuous

Lesson Aims:


-Be able to recognize new vocabulary related to a movie (different

actions).

-Be able to identify and describe actions.


interaction.

-Develop their speaking abilities by doing the activities orally and fostering

discussions.

- Develop their reading and writing skills by working on sentences about

the movie.


REVISION

Run, shoot

Talk about

-He´s famous for -We love him

The correct



Con formato: Fuente:

Comentario [A26]: Do you mean speaking activities? Or checking orally, for instance?

Adjectives Humble Beautiful

different

athletes.

because…

pronunciation of

the adjectives

through repetition

and practice in

context.

NEW

Walking Shooting guns/ falling down from the flats Crying/running/ Hiding behind a wall/ fighting Jumping a wall/running and shooting a gun/ Hiding behind a car/ catching / screaming at…

Describe

and talk

about

actions

related to a

movie.

People are

walking

Gale and Katniss

are hiding

A little girl is

crying

He/ she is

jumping/

running/ shooting

a gun

The correct

pronunciation of

the new

vocabulary

through repetition

and practice in

context.


Approach.


Reading and writing skills by working on sentences about the movie.

Con formato: Fuente: Inglés (EstadosUnidos)

Con formato: Fuente:(Predeterminado) Calibri, Inglés(Estados Unidos)

Comentario [A27]: And listening to a video.

Materials and resources: vocabulary cards, pictures of the different

movie scenes, board, chalk, video, computer.

Pedagogical use of ICT in class: https://www.youtube.com/watch?v=QGsXGak8eKk

Seating arrangement: Students will be sitting in groups.

Cooperative work: Students will work in groups while interacting with the

teacher.


Some students tend to feel frustrated every time they do not understand

the activities or explanations in English. I´ll monitor and provide help to

keep them motivated and engaged in the lesson.


might want to translate every word they do not understand, I´ll help and

guide them so that they can guess the meaning of the words through

context.




examples or mimemiming.

Routine (2 minutes)

First I will greet the students, then I will say… “I really like movies! Do you

like movies?”

Ss: Yes!

Código de campo cambiado

Con formato: Fuente de párrafopredeter., Fuente: (Predeterminado)Calibri, Inglés (Estados Unidos)


Comentario [A28]: How does this affect their behaviour?



https://www.youtube.com/watch?v=QGsXGak8eKk

Warm up (5 minutes)

This is a movie I really like! It´s called MOCKINGJAY

Look at this picture… what are these? (T points at the arrows)

Ss: Archery!

T: Great! and these are arrows… Remember?

Ss: yes!

T: the girl in the picture is called Katniss and she is the protagonist of the

movie. I love her because she is humble and beautiful.

https://goo.gl/EjYPJG

Transition

Now I´d like you to separate into groups of five students each one.




Con formato: Fuente de párrafopredeter., Fuente: (Predeterminado)+Cuerpo (Calibri), 11 pto, Inglés(Estados Unidos)




https://goo.gl/EjYPJG

(T gives 12 pictures to each group)

“Now I´d like you watch the video and and then sequence the scenes in

order. You might write a number on each picture”

(I´ll play the video from the minute 2.13 to 3.56)

“When you finish we´ll watch it again so that you can check!”

(while they are working I´ll stick the same pictures I gave them in the

wrong order on the board, so that they can help me put them in order

latter later)


Ready? Great! let´s watch it once more, pay attention and check!

Good!

So… which is picture number one?

(Here I´ll ask them to help me put the pictures in order on the board)



Comentario [A29]: Will you comment on the plot for the ones who haven´t watched the movie?







Con formato: Fuente de párrafopredeter., Fuente: (Predeterminado)Calibri, Inglés (Estados Unidos)






Transition

Well done!

Now I´d like you to do the following activity


I´ll distribute each group the vocabulary cards, and ask students to place

them with the correct pictures.

“Now I´d like you to place each vocabulary card with the correct picture,

you might write the same number you used to order the pictures”

(Here I´ll monitor and provide help)


Comentario [A30]: How will you check understanding of the new words?



WALK RUN

SHOOT GUNS HIDE BEHIND A WALL

FALL DOWN FROM THE FLATS

FIGHT

CRY JUMP A WALL

RUN AND SHOOT A GUN

HIDE BEHIND A CAR

CATCH GALE SCREAM AT KATNISS

Ready?

Great! so let´s check!

“I´ll show you the scene and you tell me what vocabulary card you

placed!”

(Here I´ll play the trailer again and have students recite the correct

vocabulary out loud by stopping the trailer for after each picture scene)

Transition

Very good!

Now I´d like you to do the following activity








“Now you will pretend to be a tv TV reporter, you have to complete the

sentences using the present continuous. You will need to have a look at

the pictures and the vocabulary cards you have”

Pretend you are a reporter, and you are telling the TV listeners exactly

what is happening right now ion the show in the order it is happening. Use

the PRESENT CONTINUOUS.

1. Katniss and Gale …………………………………………..

2. Right now people …………………………………

and………………………………………

3. Now a little girl is………………………………. and Katniss and Gale

…………………………………..

4. At this moment, Katniss and Gale ………………………………, and

now Gale ………………………………………………….

5. Now, Gale and Katniss ……………………………. and

………………………….

6. Now, Katniss and Gale ………………………………………………., and

three men ……………………………………………… and he

…………………………………………………

Ready? Now let´s check! Who wants to read the first one?

Key:

1. Walking

2. Shooting guns/ falling down the flats

3. Crying/running

4. Hiding behind a wall/ fighting

5. Jumping a wall/running and shooting a gun

6. Hiding behind a car/ catching Gale/ screaming at Katniss

Transition

That was great! congrats!


Comentario [A31]: audience



Comentario [A32]: They are just using gerunds. Why don´t you ask them to complete with the whole continuous form? You may give them the first example, for them to bear in mind while completing the other sentences.













“For the next class I´d like you to practise reading this text aloud as if you

were a TV reporter. I´ll give you the link of the video, so that you can

watch it and tell the listener what is happening in the movie”


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Coherence and sequencing

x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __24__ /35 = 7 Dear Johanna, Working with ICT is really appealing for students. Good choice. You may need to give further information about the movie for the ones who haven´t watched it –get ready for it. For the lesson to be truly communicative, they should exchange some information. As far as the lesson plan shows, they are supposed to complete a written exercise with words. How communicative is that? Will they actually develop their listening skill throughout this lesson? We think you should model the activity, providing an example, and then encourage students to move onto a freer stage in which they write the sentences on their own. Do you think they will be able to do so? You are the one who knows them, so it is up to you. Our suggestion aims at making the activity more challenging and communicative, so as to get students to work with the language. Hope our comments are useful. Have a nice lesson! Your tutors



s





Grado: 2do “A”





Clase Nº: 4


Hora: 10.30h a 11. 30h

Turno: Mañana



Lesson Aims:


-Be able to recognize new vocabulary related to a song (different

actions/adjectives).


Con formato: Fuente:(Predeterminado) Calibri



-Be able to talk about feelings.


interaction.

-Develop their speaking abilities by checking activities orally and fostering

discussions.


the song.


REVISION

Walking Shooting guns/ falling down from the flats Crying/running Hiding behind a wall/ fighting Jumping a wall/running and shooting a gun/ Hiding behind a car/ catching / screaming at…

Describe and talk about actions related to a movie.

People are

walking

Gale and Katniss

are hiding

A little girl is

crying

He/ she is jumping/ running/ shooting a gun

The correct pronunciation of the new vocabulary through repetition and practice in context

NEW

Adjectives: happy/excited bored/lonely sad/depressed Verbs: Sitting Waiting Hanging Waiting Driving Turning Stepping To feel blue To be red with

anger

Talking

about

feelings

Describing

how a

person is

feeling and

what he is

doing.

How do you feel

about?

I´m driving/

turning….

I´m feeling…

To feel blue To be red with anger To have green

hands To be green with

envy To get the green






To have green

hands To be green with envy To get the green light To tell a white

lie

light To tell a white lie

Teaching approach: The lesson is delivered under CLIL and the

Communicative Approach.


Reading and writing skills by working on sentences about the song.

Materials and resources: worksheets, video, board, chalk, computer.

Pedagogical use of ICT in class:

https://youtu.be/XAFS43NKFag


Cooperative work: Students will work as a group while interacting with

the teacher.


Some students might get distracted or talk more than they should. If they

misbehave I´ll sit them with another partner. However, I´ll try to keep them

engaged and motivated in the lesson by making them participate and

express their opinions.


might have problems in understanding what the teacher is saying, so the

teacher will paraphrase, exemplify, mime, use pictures or the sandwich

technique (as a last resource)




examples or mimemiming.


Con formato: Fuente de párrafopredeter., Fuente: (Predeterminado)+Cuerpo (Calibri), 11 pto, Color defuente: Colorpersonalizado(RGB(5;99;193)), Inglés(Estados Unidos)



WARM UP (5 minutes)

I´ll stick some flashcards on the board and I´ll say

T: I really like music!

T: do you like listening to music?

SS: YES!

(T sticks pictures on the board)

T: Now I´d like you look at the following pictures related to a video clip I

like... what can you see?

https://goo.gl/nQvRxa

https://goo.gl/dlToZ8

https://goo.gl/WBcPV6

https://goo.gl/4SXq0k

https://goo.gl/3AJuxF

Then I´ll write on a side of the board:

a) A rainy Sunday afternoon

b) The abscence of your beloved person

c) A blue sky

d) A yellow lemon tree

e) Isolation

Great! now I´d like you to discuss in pairs and match each picture with its

own meaning.

Ready? Let´s look at the first picture… what is it about? Is it about a rainy

Sunday afternoon?... a blue sky?

Ss: A rainy Sunday afternoon!

















Con formato: Fuente: Color defuente: Negro, Inglés (Estados Unidos)

Con formato: Fuente: Color defuente: Negro, Inglés (Estados Unidos)


https://goo.gl/nQvRxa

https://goo.gl/dlToZ8

https://goo.gl/WBcPV6

https://goo.gl/4SXq0k

https://goo.gl/3AJuxF

T: good!

(We will continue this way with the rest of the pictures)

Transition

“Now, I´d like you think how do you feel about this situations”

PRE LISTENING TASK

TASK 1: (15 minutes)

Before listening to the song, in order to become familiar with new

vocabulary,ss will have to think how they feel about different situations

mentioned in it. They can get help from other students or the teacher. The

interaction will be with the whole class.

I´ll provide emoticons with six possible answers so that ss don’t get to

dispersed. Some of the adjectives given appear also in the song.

(T gives ss the following worksheet)

“Great! now you´ll write down how you feel about the following situations”

HOW DO YOU FEEL ABOUT?

A) A rainy Sunday afternoon

B) The absence of your beloved person

C) A blue sky

D) A yellow lemon tree

E) Isolation


Comentario [A33]: Grammar these situations




Comentario [A34]: Word order also appear



happy/excited bored/lonely sad/depressed

Ready?

Ss yes!

Good! So… Agustina how do you feel about “a rainy Sunday afternoon”?

S: bored

T: great I feel bored! Can you repeat?

S: I feel bored! Good! How about you Alan?

S: sad!

T: I also feel sad when it rains!

T: mmm.. let´s see this one! Who can tell me how do you feel about “the

absence of your beloved person”?

Ss: I feel sad! I feel depressed! I feel bored! I feel lonely!

Great!

(We will continue interacting in this way about the different situations

mentioned in the video)

Transition

“Now let´s listen to the song and find out what it is about”

WHILE LISTENING TASK (10 minutes)

The videoclip of this song is on youtube and shows captions with the

lyrics of the songs while it is being played.


TASK 2:

Students will listen to the song for the first time. While they are listening to

it, they will do this task in order to get their attention to general details of

the song.The feedback will be given with the whole class. If some of the


Comentario [A35]: It´s very important to encourage students to use complete utterances.







answers are not correct, ss will complete it the following time they watch

it.

“Great! let´s listen to the song once and try to answer these questions.

Don´t worry if you can´t answer them all. You´ll have another chance to

answer them later.”

LISTEN TO THE SONG ONCE. CAN YOU ANSWER THESE

QUESTIONS?

WHAT DAY OF THE WEEK IS IT?

_________________________________

WHAT’S THE WEATHER LIKE?

_________________________________

WHAT CAN HE JUST SEE? __________________________________

HOW IS HE FEELING?

_____________________________

WHY?

___________________________________________

Key:

A) IT’S SUNDAY B) IT’S RAINING C) HE CAN JUST SEE A YELLOW LEMON TREE D) HE IS FEELING LONELY, BORED E) BECAUSE HE IS FAR FROM THE PERSON HE LOVES




Comentario [A36]: They might need some guidance so as to provide this answer.


AFTER WATCHING TASK (10 minutes)

TASK 3:

Ss watch the video again. I´ll tell them that they have to pay

attention because the next task is a memory game. Ss don’t know what

the task consists of yet. While ss are watching the video clip they are able

to read the lyrics. In the song, there are a number of actions in the

present continuous that are described by pictures, in this way it is easy to

memorise the actions. They will work in pairs. I´ll provide them the verbs

to be used at the top to make it easier.

MEMORY TEST. CAN YOU REMEMBER THE ACTIONS?

SIT WASTE HANG WAIT DRIVE TURN STEP

I´ll give them the first one as an example. I´ll also explain them that when

we use the present continuous, some words change their spelling as in

SIT and STEP. I´ll write on the board the words SIT an STEP and ask

them what these words have in common, making them infer the rule.

Then I´ll write down on the board:

S I T

C V C

I´ll explain them that we double the final letter when a verb ends

in consonant + vowel + consonant.

I´m sitting here in the boring room

I_____________my time I got nothing to do

I_________________around

I________________for you



Comentario [A37]: It´s not clear how this memory test works. They are supposed to complete the sentences using the verbs, right? What is it that they have to memorize?



I_______________around in my car

I_________________too fast, I___________________too far

I______________my head up and down

I______________around

I______________here I miss the power

Ready? Let´s check!

Transition

As you now we can sometimes use colours to express different feelings

or to express different meanings

TASK 4 (10 minutes)

T: “This song introduces the relationship between colours and feelings.

Here you´ll match the expressions with its own meaning”

This task works with expressions that use colours to express different

meanings. Ss guess the meaning. I will allow them to use their cellphones

to look up for the expressions in an on-line dictionary. Then I´ll give

feedback to the wholeclass.

MATCH EACH EXPRESSION WITH ITS OWN MEANING:

To feel blue *you feel jealous

To be red with anger *you are sad and depressed

To have green hands *you say an innocent lie

To be green with envy *you are good at gardening

To get the green light *you are furious

Comentario [A38]: There are several words they might not know. You should comment on them first.


To tell a white lie *you get permission to go ahead


The teacher plays the video clip for the last time in order to remind

the words and the images. We can also use it to check task 2 if we

couldn’t finish it in the 1stsession.This is also the time to enjoy the

song and encourage ss to sing.

(T gives each student a photocopy with the lyrics of the song)

I'm sitting here in the boring room

It's just another rainy Sunday afternoon

I'm wasting my time

I got nothing to do

I'm hanging around

I'm waiting for you

But nothing ever happens and I wonder

I'm driving around in my car

I'm driving too fast

I'm driving too far

I'd like to change my point of view

I feel so lonely

I'm waiting for you

But nothing ever happens and I wonder

I wonder how

I wonder why

Yesterday you told me 'bout the blue blue sky

And all that I can see is just a yellow lemon-tree

I'm turning my head up and down

I'm turning turning turning turning turning around

And all that I can see is just another lemon-tree

I'm sitting here

I miss the power

I'd like to go out taking a shower



Comentario [A39]: remember





But there's a heavy cloud inside my head

I feel so tired

Put myself into bed

While nothing ever happens and I wonder

Isolation is not good for me

Isolation I don't want to sit on the lemon-tree

I'm steppin' around in the desert of joy

Baby anyhow I'll get another toy

And everything will happen and you wonder

I wonder how

I wonder why


And all that I can see is just another lemon-tree

I'm turning my head up and down

I'm turning turning turning turning turning around

And all that I can see is just a yellow lemon-tree

And I wonder, wonder

I wonder how

I wonder why


And all that I can see, and all that I can see, and all that I can see

Is just a yellow lemon-tree

As a homework I´ll ask students to read the lyrics of the song out loud in

order to practise the pronunciation of the new vocabulary in context.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x

Stages and activities X


Comentario [A40]: Do you think they will do so? Why don´t you share the link, so that they can listen to the song and read the lyrics as well?




x

Language accuracy X

Observations Minimum score: 21 / 35 Score: __26__ /35 = 7.5 Dear Johanna, It´s a nice and challenging lesson. We hope your students like working with a song, and take the most out of it. Take our comments into account – you may need to pre-teach certain words, so as to help your students grasp ideas quickly, without turning into Spanish. Have a nice lesson! Your tutors





Grado: 2do “A”





Clase Nº: 5


Hora: 11.40 a 12.40

Turno: Mañana



Lesson Aims:


-Be able to recognize new vocabulary related to a song (different

actions/adjectives).


-Be able to talk about feelings.


interaction.


discussions.


the song.


REVISION

Adjectives: happy/excited bored/lonely sad/depressed weather: rainy

Talking

about

feelings

Describing

how a

person is

feeling and

what he is

doing.

How do you feel

about?

I´m driving/ turning…. I´m feeling… To feel blue To be red with anger To have green hands To be green with envy


To get the green

light To tell a white lie

NEW

Nouns: bridge Hand Home Adjectives New Weather: cold Verbs: looking waiting trying searching standing listening

Talking

about

feelings

Describing

how a

person is

feeling and

what she is

doing.

How do you feel

about?

Who is she waiting for? How is she feeling? Why is she feeling this way?

She´s feeling

She´s waiting…

I´m feeling…

I´m standing,

waiting…





Reading and writing skills by working on sentences about the song and

writing a paragraph about it.

Materials and resources: worksheets, video, board, chalk, computer.

Pedagogical use of ICT in class: https://www.youtube.com/watch?v=dGR65RWwzg8


Cooperative work: Students will work as a group while interacting with

the teacher.


Some students might get frustrated and react angrily when an activity is

challenging for them. I´ll try to keep them engaged and motivated in with

Comentario [A41]: Will you download it?

https://www.youtube.com/watch?v=dGR65RWwzg8

the lesson by making them participate and express their opinions and

also, providing help when they need so.








examples or miminge.

Warm-up (5 minutes)

T: Remember that last class we talked a bit about feelings?

Ss: yes!

T: good! Now I´d like you to look at the following picture…

(T sticks a picture of the video on the board)

T: Do you know the singer?

Ss: yes! Avril Lavigne!

T: good! How do you think she is feeling? Do you think she is feeling

happy… excited?

(If students do not remember I´ll help them mentioning the adjectives)

Ss: No! sad! Depressed!

T: great! she´s feeling sad… depressed! And what´s the weather like?

Ss: Rainy!

T: Great! It´s raining! Do you know the name of this song?

Ss: I´m with you!

T: yes! The song is called I´m with you…

Transition

Would you like to listen to the song?

Ss: yes!

Great! but before that I´d like you to do the following activity…

Comentario [A42]: You should have some visual aids. For instance, you may use emojis like the ones we use in Whatsapp, as students are familiar with them.

PRE-LISTENING TASK (5 minutes)

(T gives each student a photocopy with the following activity)

Write the –ing forms of these verbs. Do you know the meaning of all of

them?

(T models, exempliyfies o mimes)

Remeber you need….

Subject+ verb “to be”+verb in the –ing form.

WAIT…I´m waiting…...

TRY…………………………

LISTEN………………………….

STAND…………………………

SEARCH………………………

LOOK…………………………..

“Now give the present continuous of the verbs above but just for the first

person. Got it?”

(T do the first one with the students as an example)

T: ready? Lets´s check!

Transition

Well done! Now let´s listen to the song

WHILE LISTENING TASK (25 minutes)

The videoclip of this song is on youtube


TASK 2:



Students will listen to the song for the first time. While they are listening to

it, they will do this task in order to get their attention to the verbs in

present continuous.

“Great! let´s listen to the song once and fill in the gaps marked as

(………………) with the ing forms of the verbs above. You will use the

verbs you have just written. They are not in order, so you´ll have to listen

and pay attention. Do you understand?”

I………………….. on a ____________ (It´s over a river and starts

with b)

I………………….. in the dark

I thought that you'd be here by now

There's nothing but the _____________ (You don´t go to the

beach in this weather)

No footsteps on the ground

I…………………….but there's no sound

Isn't anyone trying to find me?

Won't somebody come take me _______________? (your

house)

It's a damn _____________ night (the opposite of hot)

…………………… to figure out this life

Won't you take me by the ______________? (a part of your

body)

Take me somewhere _______________ (the opposiote of old)

I don't know who you are

But I... I'm with you

I'm with you

I………………….. for a place

I…………………... for a face

Is anybody here I know

Because nothing's going right

Comentario [A43]: It can be quite challenging for them. You will have to work hard at this stage, to make sure they understand. You may ask a student to explain to the rest of the class. You can do the first example as a model.


And everything's a mess

And no one likes to be alone

Oh ________ is everything so confusing? (an interrogative

pronoun)

Maybe I'm just out of my mind

Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah!

TASK 3:

“Now, you´ll listen to the song for a second time and you´ll have to fill in

the gaps marked as (_____________). Before listening, read the help

provided next to each gap and try to predict the word. You might work in

pairs if you want!”

AFTER-LISTENING TASK (15 minutes)

“Now I´d like you to read the song again and work in pairs to answer

these questions”

Discuss with your partner and answer:

1- Who is she waiting for?

2- How is she feeling? Why is she feeling this way?

3- Can you explain the words below from the context of the song:

OUT OF MY MIND - MESS- FIGURE OUT

4- Do you feel identified with her?

5- Explain in a few words what is the song about?

Ready? I´d like to hear your answers!


“For the next class you´ll write an extra paragraph for this song. You can

start working here and finish at home. You can use all the vocabulary

seen up to now and you can also look up for words in the Llongman


Comentario [A44]: Language …what the song is about.

Comentario [A45]: The instruction for the assignment is quite broad. They might not know what to do. Why don´t you give them some prompts to guide their productions? Do you want the students to write a paragraph or another stanza? Be clear. You may provide them with a set of questions or images. The thing is that, so far, they have been gap-filling or answering quite simple questions. This task, which is supposed to be finished at home on their own, is much more complex than what they have done in class.

Comentario [A46]: Is this a possibility? I think they must start working in class, as this stage lasts 10 minutes.

online dictionary (I´ll allow them to use their cellphones work in this

activity)”

“Next class you´ll read you paragraphs out loud”

(T monitors and provides help and also checks that they are using their

cellphones properly)

Lyrics:

I'm standing on a bridge

I'm waiting in the dark

I thought that you'd be here by now

There's nothing but the rain

No footsteps on the ground

I'm listening but there's no sound


Won't somebody come take me home?

It's a damn cold night

Trying to figure out this life

Won't you take me by the hand?

Take me somewhere new



I'm with you

I'm looking for a place

I'm searching for a face

Is anybody here I know

'Cause nothing's going right

And everything's a mess

And no one likes to be alone


Won't somebody come take me home?







I'm with you

Oh why is everything so confusing

Maybe I'm just out of my mind

Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah!







I'm with you

Take me by the hand




I'm with you

Take me by the hand




I'm with you

I'm with you...

Avril Lavigne.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _20___ /35 = 6 Dear Johanna You are working with a song again. What about the homework you gave students in the previous class? Remember that if you ask them to do something at home, it is important to go over it. We really think you need to foster oral communicative activities, as you state through your learning aims. How communicative are the students in this lesson? Take it into account when delivering the class, encourage students´ participation. Have second thoughts as regards the closure/homework. You have to scaffold their learning, so that they can fulfil the task. And provide them with activities that are suitable for their level. Take our comments into account, and have a lovely and musical lesson! Your tutors





Grado: 2do “A”





Clase Nº: 6


Hora: 11.40 a 12.40

Turno: Mañana



Comentario [A47]: October

Lesson Aims:


-Be able to identify and describe what a person is wearing.

-Be able to talk about the four seasons.

-Be able to understand a text about the weather and seasons in a

different country.


interaction.


discussions.

- Develop their reading and writing skills by working on a questionnaire.


REVISION

weather: rainy, cold

Describing

how a

person is

feeling and

what she is

doing.

She´s feeling

She´s waiting…

I´m feeling…

I´m standing, waiting…


NEW

The four seasons: spring, summer, autumn, winter. Pieces of clothing. Weather: snowy, rainy, windy, sunny, cold, cool, warm,hot.

Talking about the weather and seasons. Describing what a person is wearing. Describing what they are wearing.

It´s

summer/winter….

The weather is

hot/cold/cool….

I´m wearing…

She/he is

wearing…


Comentario [A48]: Which?




Reading and writing skills by working on a text about the weather and

seasons in a different country, answering a questionnaire and writing

about the weather, clothes and their favourite season

Materials and resources: worksheets for each student, flashcards

(different seasons and their names, clothing).

Pedagogical use of ICT in class: No use of ICT.


Cooperative work: Students will work in pairs and as a group while


Possible problems regarding behaviour: A possible problem would be

the interruption from some students with behaviour problems. I´ll pay

attention and ask them to participate on each stage of the lesson.








examples or miming

Comentario [A49]: What kind of situation do you foresee? Why do you think they might misbehave? Is it a question of motivation/linguistic competence?

Warm-up (5 minutes)

I´d like you to look at the following pictures… what can you see?

Then I´ll stick flashcards with the name of the different seasons on a side

of the board.

https://goo.gl/YZNuyQ

Comentario [A50]: Expected answers? Do you aim at their describing the pictures?

https://goo.gl/YZNuyQ

https://goo.gl/dNmkpR

https://goo.gl/rEtjmm

https://goo.gl/dNmkpR

https://goo.gl/rEtjmm

https://goo.gl/XaOEjc

T: Now I´d like you to look at these words… do you know them?

SS: yes! Invierno! Verano!

T: great! They are the four seasons! Can you help me match each picture

with its corresponding season?

Ss: yes!

T: So… what about the first picture? Which season is it?

Ss: spring!

T: Good!

(I´ll stick the flashcard with the name of the season below the picture)

T: what about the second one?

SS: summer!

(We will continue this way with the four seasons)

Then I´ll ask them:

Comentario [A51]: Will they be guessing? If this is new vocabulary, how would they know? You may describe each season, talk about the weather conditions during each period, and ask them to match it with the correct picture. You might do this labelling activity together with the first reading activity.

https://goo.gl/XaOEjc

What´s your favourite season?

What season don´t you like?

Then I´ll give each students a photocopy with a little description of the 4

seasons. Students will read it and write down the season that it is

describing.

TASK 1 (5 minutes)

1- The weather is hot and sunny. The grass is green and the sky is blue:

___________________

2- The weather is warm. There are a lot of flowers and leaves on the trees:

___________________

3- The weather is cold and sometimes snowy. There aren´t flowers and the

sky is grey:_________________

4- The weather is cool. There are orange, brown and red leaves on the

trees:_________________

Ready? Lets´s check… who wants to read number one?

Key:

Summer

Spring

Winter

Autumn

Transition:

Great! Now I´d like you to look at the following pictures.

Pre- reading task

TASK 2 (5 minutes)

(T gives each student the following photocopy)

“I´d like you to look at the pictures, what´s the weather like in the picture?”

Look at the picture and make a tick

What´s the weather like in the picture?

Transition

Good! so now let´s read and find out if your predictions are right!

Comentario [A52]: You should elicit some information as regards where the picture was taken, so as to activate their schemata.

Comentario [A53]: Will you go over the new items of vocabulary related to weather conditions? How will you check understanding?

T: What about your predictions? What´s the weather like?

Ss: snowy! Cold!

T: great!

While- reading task

TASK 3 (10 minutes)

“Now I like you to read the text again and answer the following questions,

you might work in pairs if you want”

Read the text again and chose the correct answer:

1- Which season is it in Norway?

a) It´s spring.

b) It´s summer.

c) It´s winter

d) It´s autumn

2- What time is it?

a) It´s midday

b) It´s midnight

3- Which are the right clothes for the weather in December?

a) Trainers

b) A jacket and hat

c) Jeans

d) Snow boots

e) Ski trousers

f) A t-shirt

g) Gloves

4-What does Larks think about the clothes he is wearing?

a) They don´t look good.

b) They look good.

Key:

1-c

2-a

3- g- b- e- d

4-a

5-c


Transition

Very well done! Now let´s do another activity!

After- reading task

TASK 4 (5 minutes)

(Students have studied the clothes before so they might know most of the words,

however I´ll take some flashcards in case they do not remember or know all the words)

“Have a look at this picture… here you´ll match the words you have here

with the teens who are wearing that piece of clothing. Do you

understand? For example… jacket, who´s wearing gloves? Danny? Ben?

Arthur?....”

Ss: Della!

Comentario [A54]: ?

Comentario [A55]: But you included them as new vocabulary…

Comentario [A56]: I think you should take five minutes and work with those flashcards so as to recycle the words.

T: good! so you´ll do the same with the rest of the words!

You might work in pairs if you want!

Match the words with the teens.

Ready let´s check! What is Danny wearing?

TASK 5 (20 minutes)

(T gives each student a questionnaire)

a) Complete the questionnaire about you. Write notes. Don´t show

your classmates.

1- Warm and sunny

2- Yes

3- A t-shirt, trousers, trainers…

Comentario [A57]: How will they match? Will you ask them to draw lines or to systematize in a chart?

b) Ask and answer the questions with a classmate. Write notes of

your classmate´s answer.

c) Report back to the rest of the class about your classmate.


It´s warm and sunny

today. Agustina´s

wearing the right

clothes for the

weather. She´s

wearing a red t-shirt…

Write about the weather today, clothes and your favourite season. Use

the notes from the previous activity to help you.

It´s warm and sunny. I´m wearing the right clothes for the

weather. I´m wearing…


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __25__ /35 = 7 Nice lesson, Johanna! Make sure you activate students´ schemata and encourage them to use the target language in context. Pay attention to some comments we have made. Enjoy the lesson! Your tutors




Comentario [A58]: The answers to the questionnaire


Grado: 2do “A”





Clase Nº: 7

Fecha: October 12th

Hora: 11.40 a 12.40

Turno: Mañana


Teaching points: Present Continuous: FUTURE

Lesson Aims:


-Be able to identify the use of present continuous for future arrangements.

-Be able to describe different sports.

-Be able to understand a text about future arrangements.

-Develop their listening skills through listening to a dialogue.

-Develop speaking skills through oral communicative interaction.


discussions.

- Develop their reading and writing skills by working on different

questions.


REVISION

Comentario [A59]: And giving their opinion

Season: winter weather: cold, snowy sports: volleyball, football, basketball, swimming adj: dark, boring, exciting, crazy

Talking about the weather and seasons. Describing what a person is wearing. Describing what they are wearing.

It´s

summer/winter

….

The weather is

hot/cold/cool….

I´m wearing…

She/he is

wearing…


NEW

Ski school Skiing, snowboarding Adj: dangerous, difficult, easy

Talking about future arrangements

Tomorrow we´re

having...

She´s playing

basketball on

Sunday…

Nick is visiting

his uncle

tomorrow…

Kate is having a

horse riding

lesson this

evening…




Integration of skills: Speaking about different sports and listening to a

dialogue. Reading and writing skills by working on a text about future

arrangements.

Materials and resources: worksheets for each student, posters, track,

netbook.





Possible problems regarding behaviour: Some students might find the

listening difficult. I´ll help them and provide support so that they do not get

angry or feel frustrated.





Assessment: What will be assessed and how: I´ll check students`

comprehension by asking questions and also I´ll check students`


examples or miming

Routine (5 minutes)

Here we´ll check the homework I gave them last class.

Warm-up (5 minutes)

I´ll stick a picture on the board and I´ll ask the students…

I´d like you to look at the following picture…

What can you see?

Ss: Mountains! Snow! Lights! Trees! Houses!

T: what season is it?

Ss: winter!

Comentario [A60]: How may this influence behaviour?

T: good! what´s the weather like?

Ss: cold!

T: yes! Cold and snowy!

https://goo.gl/QEuoK6

T: good! this is a ski school… do you like it?

Ss: yes!

(I´ll stick two more picures)

T: Here people can have snowboarding and skiing lessons (I´ll point to

the pictures)

https://goo.gl/QEuoK6

https://goo.gl/rHc7Kr

https://goo.gl/Yy4Kvh

Transition

Great! Now I like you to do the following activity

Pre- reading task

Task 1 (5 minutes)


Con formato: Fuente: Español(España - alfab. tradicional)

https://goo.gl/rHc7Kr

https://goo.gl/Yy4Kvh

Look at the picture what can you see?

Ss: a ski school!

T: good! and what type of text is it? Is it a letter? An e-mail? A newspaper

article?

Ss: a postcard!

T: good!

Now we´ll read a postcard from Cody. But first I´d like you to guess: Who

is she sending the postcard to?

a- Her grandfather

b- Her brother

c- Her friend

While- reading

Task 2 (10 minutes)

Ready? So who is she sending the postcard to?

Ss: her friend!


Now I´d like you to read the postacard again and complete this dialogue.

You might work in pairs if you want.

Dad: Here´s a postcard from 1……………….

Nick: Thanks, dad! Wow! She´s in the 2……………… she´s going to a

3………………… school there.

Dad: Can she ski?

Nick: Yes! She can do 4………………….. too and she´s having

5………………….. lessons tomorrow!

Dad: Fantastic!

Nick: And she´s skiing in the dark on 6…………………..

Dad: Isn´t it dangerous?

Nick: No. they´re taking 7…………………… with them.

Dad: Super!


Who wants to start reading?

Comentario [A61]: Provide context for the dialogue.

Transition

Well done!

T: we can also use the present continuous to talk about future

arrangements

(I´ll write these sentences on the board)

She´s playing hockey on Sunday.

He´s playing football next year.

Are you running in the marathon next month?

Can you tell me another example?

After- reading

Task 3 (10 minutes)

Answer the questions. Use the present continuous.

T: “Now, I´d like you to answer the following questions… let´s do the first

one together.”

1. When she´s having her skiing lesson? (Friday)

She´s having it on Friday.

2. What´s Liam doing this evening? (play/ golf)

………………………………………………………………………………..

3. Where are you going tomorrow, Carolina? (stadium)

………………………………………………………………………………...

4. What time are you and Oliver leaving? (8.30)

………………………………………………………………………………..

5. Is Chris playing basketball next week? (yes)

…………………………………………………………………………………

6. Are your sisters training on Sunday? (no/Monday)

…………………………………………………………………………………


Comentario [A62]: Instead of giving the rule, you may write some sentences on the board, asking the students to identify the different uses of the Present Continuous.

Key:

2. He´s playing golf.

3. I´m going to the stadium.

4. We´re leaving at 8.30.

5. Yes, he is.

6. No, they aren´t. They are training on Monday.

Transition

Great!

Task 4 (15 minutes)

Now we´ll listen to Cody, Nick and Kate talking. I´d like you to listen and

answer… where are they?

a) At home

b) At school

c) At a sports club

Track05.cda

Key:

At school

“Here we´ll listen to the dialogue again and you´ll correct only one word in

each sentence. Only one word is wrong. Let´s do the first one together”

(I´ll play the track and I´ll stop it after listening to the first sentence)

“So…Is Nick playing volleyball on the computer?”

Ss: no!

“so, what is he playing on the computer?”

Ss: golf!

“good! so here you have to write golf, do you understand?”

Ss: yes!

Good!

Listen again and correct one word in each sentence.

1. Nick is playing volleyball on the computer………………………..

2. Kate is reading about a football player…………………………..

3. Cody is drawing a football player…………………………….

4. Nick is visiting his uncle today…………………………….

5. Cody is going to a yoga class tomorrow……………………….

6. Kate is having a swimming lesson this evening……………………….

Key:

1. Golf

2. Tennis

3. Basketball

4. Tomorrow

5. Tonight

6. Horse riding

Ready?

Great! Let´s check!

Closure (10 minutes)

Work in pairs. Talk about the sports in the pictures. Use these words.

(Here I´ll monitor and provide help)

Exciting

Boring

Dangerous

Easy

Difficult

Crazy

Comentario [A63]: Transition? You may give your own opinion about one of the activities mentioned before, so as to introduce the structure “I think…” and the adjectives.

For example

A: I think skiing is great fun!

B: No, it isn´t. It´s really dangerous!


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _26___ /35 = 7.5 Good job, Johanna! Do encourage students to use the target language and to deduce the rules

on their own. Have a nice lesson! Your tutors





Grado: 2do “A”





Clase Nº: 8

Fecha: October 17th

Hora: 11.40 a 12.40

Turno: Mañana


Teaching points: Present Continuous: FUTURE

Lesson Aims:


-Be able to identify and use the present continuous for future

arrangements.

-Be able to describe different sports.

-Be able to understand a text about future arrangements.

-Develop speaking and listening skills through oral communicative

interaction.

- Develop their writing skills by writing a postcard to a friend.


REVISION

Sports: swimming, volleyball. Adj: dangerous, difficult, easy, exciting, boring.

Talking about future arrangements

Tomorrow we´re

having...

She´s playing

basketball on

Sunday…

Nick is visiting

his uncle

tomorrow…

Kate is having a

horse riding

lesson this

evening…


NEW

Sports: snorkeling, scuba diving, windsurfing.

Talking about future arrangements Writing a postcard to a friend.

We´re having a great time/ a beach party tonight. Bye, guess

what!, can´t

wait!, See you,

Hi, Text me…




Integration of skills: Speaking and listening through oral interaction.

Reading and writing skills by working on a text about future

arrangements.

Materials and resources: worksheets for each student, sport pictures,

colour boards for each student.





Possible problems regarding behaviour: Some students might get

distracted or talkative at the time of writing the postcard. I´ll monitor them

and provide help so as to keep them focused and motivated.





Assessment: What will be assessed and how: I´ll check students´

comprehension by asking questions and also I´ll check students´


examples or miming

Warm up (5 minutes)

I´d like you to look at the following pictures…

These are some sports I really like. This is called scuba diving, this one

snorkeling and this one windsurfing! (I´ll point at the pictures while I

mention the sports)

SCUBA DIVING

https://goo.gl/XZFgrZ

SNORKELING

https://goo.gl/XZFgrZ

https://goo.gl/AeDXZY

WINDSURFING

https://goo.gl/Xx5QoC

https://goo.gl/AeDXZY

https://goo.gl/Xx5QoC

Look at the first picture… Do you think scuba diving is easy… difficult…

dangerous… easy… crazy… exciting… boring?

Ss: Dangerous! Exciting! Easy!

What about snorkeling?

Ss: Crazy! Exciting!

Good! and what do you think of windsurfing?

Ss: It´s Dangerous! Difficult!

Transition

Great!

Pre- reading

Task 1 (5 minutes)

(T gives each student a photocopy)

Look at the postcard… what is the girl doing?

Ss: Snorkeling!

Good!

Where do you think the postcard is from?

Ss: From Egypt!

Transition

Well let´s read and find out!

While- reading

Task 2 (10 minutes)

So… what about your predictions?

Where is the postcard from?

Ss: It´s from Egypt!

Good! so… now you´ll read the text again and do the following activity.

You might work in pairs if you want…

Read the text again and complete:

Maddie´s on holiday in 1………………… Her mum and dad are learning

to 2……………….. She goes 3…………………… every morning. She has

windsurfing lessons in the 4…………………. Her 5………………….. is

really nice. There´s a 6………………….. tonight. Some people play

7……………………. and 8………………………

Ready? let´s check! Who wants to start reading?

Transition

Well done! Now let´s do another activity!

After- reading

Task 3 (5 minutes)


Here you´ll read and match the parts of the sentences… do you

understand? Let´s do the first one together!

Comentario [A64]: Aloud?

Match the parts of the sentence:

1- It´s Suzie´s birthday tomorrow and…..

2- Mum and Dad are taking…..

3- What are you…..

4- What time are we ……

5- I´m going to the cinema……

a- doing this weekend?

b- meeting on Friday?

c- we´re having a party for her.

d- with Liam tonight. Do you want to come?

e- us to Disney World in August.

key:

1- c

2- e

3- a

4- b

5- d


Transition

Very good!

Now I´d like you to have a look at this…

Task 4 (15 minutes)

(T writes the “informal expressions” on the board)

“When we write postcards or emails we use informal expressions”

Starting your messages:

Hi! / Hello!

Writing about something exciting:

Hey! Guess what! /Fantastic! / I can´t wait!

Ending your messages:

See you next weekend/ later.

Write back soon. /Call / Text me.

Bye for now! / Love (name).

Now I´d like you to read the following email from Drew and complete it

with these expressions:

Bye wait Guess See you Hi Text

………….. Maddie

Thanks for the postcard from Egypt!. We´re having a really nice

holiday too.

……………... what!? Mum and Dad are taking us to the mountains this

weekend. We´re learning to ski. I can´t ………………

……………..... me on my mobile when you come back from Egypt.

………………. at school next month.

……………….. for now!

Drew.


Transition

Great! Now would you like to write a postcard to a friend?

Ss: yes!

Task 5 (20 minutes)

“Now you´ll write a postcard to a friend…you´ll use the postcard, the

email and the writing guide to help you…”

Comentario [A65]: Will you write all this on the board? You may just write the headings and ask students to find some examples in the text. Then, you can provide some more.

(I´ll monitor and provide help. Once they´ve finished writing the postcards

I´ll give each student a colour board and I´ll ask them to stick their

postcards on it. Then we´ll stick all the postcards on the wall)

Writing guide

Hi….

I´m on holiday in….

I´m learning to…

Our instructors are…

We´ve got…. lessons every….

In the afternoon,…

Guess what!? We´re …. Tomorrow

Write a postcard to a friend about your holiday. Use the model text, the

email and the writing guide to help you.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Comentario [A66]: Do you mean a colour sheet/piece of cardboard?

Observations Minimum score: 21 / 35 Score: _28___ /35 = 8 Well done, Johanna! Just a comment… why don´t you encourage them to write e-mails instead of postcards? The thing is they will rarely find themselves writing a postcard, don´t you think? Maybe it is much more useful. Have a lovely lesson! Your tutors

Education

Secondary less full 1 a 8