LESSON PLAN: Ways of perceiving the weather conditions depending on your culture
a) INTRODUCTION: This activity is focused on the students of 4th year of Secondary Compulsory Education. The time required for its completion is about 2 hours.
b) OBJECTIVES: I will follow the B.O.E. and B.O.J.A. objectives.
c) CONTENTS: - Block 1: Listening and talking Weather conditions across cultures. - Block 2: Reading and writing Natural disasters and global warming. - Block 3: Knowledge of the language Vocabulary and idioms related to the weather and natural disasters. - Block 4: Socio-cultural aspects Guessing where I am from according to the description of the weather conditions I give.
d) METHODOLOGICAL STRATEGIES AND DEVELOPMENT OF THE ACTIVITY: I will play a video in which different people with diverse English accents and origins will speak about the weather conditions of their native countries. Then, students will be split up into groups of 5 in order to perform the speaking activity: each student has to create a national identity and try to describe the weather conditions of his new country in relation to everyday situations, and then share this information with the rest of the group. After this, I will give students a text that they have to read. This text will contain the story of a person describing the destruction caused by a natural disaster, like a typhoon, a tsunami, an earthquake or the eruption of a volcano. The next step of the activity will be to write an individual composition about the consequences of global warming and offering possible solutions. Then students will be split up again in groups of 5, but in different ones. Now the task is to complete some crosswords and hangman games containing vocabulary and idioms related to the topic of the weather conditions, names of countries, natural disasters and global warming. The final task of this activity will be to guess the name of the country or region which coincides with the description of the weather conditions I will give.
e) ATTENTION TO DIVERSITY: In this part of the lesson plan I will look at the different learning rhythms, since some students will finish faster, whereas other will take more time. So I will include some reinforcement activities for the slower learners and also some extension activities for the faster ones.
f) ASSESSMENT: I will assess students’ participation in each task, both individual and group activities, by means of direct observation and taking notes of their behavior. I will also make questions of exploration to some students to be sure they have understood the aim of the activity.
g) MATERIALS: - A computer connected to a projector. - Texts for the reading activity. - Paper and pens for the writing task. - Sheets of paper containing the crosswords and hangman games.
h) CONCLUSION: At the end of this activity, students will have acquired a better linguistic competence related to the topic of the weather and the natural disasters and global warming. They will also have learnt how different is perceived the weather conditions for each society and the cultural differences about it. In addition, students will also improve their interpersonal competences since they have to work in groups.
Macarena, were you developing this lesson plan o0nyour own?
Objectives should be developed. I like the intercultural element, good one. ok on attention to individual differences. Contents are rather poor, with this thematic axis you should include the functional as well. Assessment ok, but if you are going to develop a lesson plan it has to be stated clearly
1. Introduction It is very important for students to get in touch with native speakers and to be able to understand the importance of learning languages in order to communicate with people from different countries. We plan to invite four international students to help us in this session.
2. First task We will start the lesson listening to our guests talk about their degrees and dream jobs.
a) Objectives 1. Escuchar y comprender información general y específica de textos orales en situaciones comunicativas variadas, adoptando una actitud respetuosa y de cooperación. 10. Valorar la lengua extranjera como medio de comunicación y entendimiento entre personas de procedencias, lenguas y culturas diversas evitando cualquier tipo de discriminación y de estereotipos lingüísticos y culturales. 11. Conocer algunos rasgos importantes del contexto sociocultural de los países donde se hablan las lenguas extranjeras objeto de estudio. 12. Manifestar una actitud receptiva y de autoconfianza en la capacidad de aprendizaje y uso.
b) Time 15 minutes
c) Development of the activity The first activity will begin with the introduction of our guests. They will talk about themselves, what they study and their dream jobs. This part of the activity involves listening to native speakers in a real situation. Also, these students will talk about their careers or jobs which may be different from the Spanish ones. This task can also be helpful to students in a different way; they might decide their future depending on these people.
3. Second task The next activity will consist of an online research.
a) Objectives 3. Leer y comprender textos diversos, de un nivel adecuado a las capacidades e intereses del alumnado, con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimiento personal. 4. Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia. 8. Utilizar estrategias de aprendizaje y todos los medios a su alcance, incluidas las tecnologías de la información y la comunicación, para obtener, seleccionar y presentar información oralmente y por escrito.
b) Time 20 minutes.
c) Materials Computers
d) Development of the activity Every student will make a research on the internet about some career or job. They will note down the basic features in order to discuss about it in the next activity.
4. Third task We will then form groups of five students and one native speaker in order to discuss the results of the research.
a) Objectives 2. Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma comprensible, adecuada y con cierto nivel de autonomía. 5. Utilizar con relativa corrección los componentes fonéticos, léxicos, estructurales y funcionales básicos de la segunda lengua extranjera en contextos reales de comunicación.
b) Time 20 minutes
c) Materials The notes they have taken previously.
d) Development of the activity Each student will describe the characteristics and requirements of the career they have chosen and the group will have to guess it.
5. Fourth task We will finish the lesson with a review of what the students have learnt.
a) Objectives 6. Desarrollar la competencia plurilingüe, en la que se integren e interactúen todas las destrezas, competencias, estrategias y actitudes que intervienen en las diversas lenguas que se aprenden. 7. Desarrollar la autonomía en el aprendizaje, la reflexión sobre los propios procesos de aprendizaje y la autoevaluación.
b) Time 5 minutes
c) Development of the activity A spokesperson of each group will give a brief explanation of what they have done, the jobs they have chosen and the new vocabulary they have learnt.
6. Assessment In the first activity it will be valued the attention the students pay. They will be expected to behave respectfully and collaborative. During the execution of the second task students will need to be able to seek for information in the Internet and summarize it. The role of the native speakers will be especially important in the third task because they will motivate the students to speak, firstly, within the group and finally in front of the class. Moreover, they will help the teacher to assess the level of participation of the students and to have the students under control (students are expected to listen to their classmates and participate in the activity). From my personal point of view, in each group there will be, at least, one or two people interested in speaking in the final task. I know that speaking in front of the other students might be difficult and embarrassing, but the more they practice it the better self-assured they will be. I think that this is a funny idea that includes not book-established activities. So, with these activities they can improve all the skills included in objective 6. During the lesson the teacher will have a role of a passive listener; he/she will walk around the classroom having a look at what the students are doing and the interest they show.
the ideas are good,but the structure is rather hectic. COMPETENCES-OBJECTIVES-CONTENTS-ACTIVITIES-ASSESSMENT-EVALUATION
I think goals are best set for the lesson plan, not each activity (in English, by the way). You intend to tackle those objectives with the activities your students fulfill. Passive listener? Can you explain to me in class the pros of such a teaching technique??
Lesson Plan: It is addressed to student of the last year of E.S.O.
Objetives: 1. Listening and understanding general and specific information of oral texts in different communicative situations by taking a cooperative and respectful stance. 2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy.
3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information.
4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence.
5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication.
6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language.
7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information.
8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents.
9. Expressing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language.
Materials: Screen, paper.
Timing: Two days, one hour per day.
Methodology:
FIRST DAY 1. Students will watch a video (film, documental, series..etc), to which they have to pay attention to carry out different activities. 2. After the projection, students will make an oral summary about what they have just watched. It could be carried out in pairs, groups or even individually. 3. Students will be given a text similar to what they have summarized. In this case, we would suggest a film review. 4. At home, they will write down their own review of the film they want for the next class. 5. Students will be divided into pairs so as to they can develop a dialogue on the procedure they will follow when writing their reviews at home, exchanging ideas and recommendations each other. 6. Students will evaluate their own learning considering today’s class. The teacher will give out forms which students should fill according to what they feel, so that the teacher can check if this kind of teaching strategy works with students. 7. At home, students will need to use extra material to write their review, such as background, awards...etc. Needless to say that this information must be searched in English. SECOND DAY 8. The presentation of students’ reviews. They have to do it orally in order to foster their fluency and accuracy. At the same time, they will manage to lose their fear of talking in front of an audience.
OK, but areyou sure you are tackling all those goals with the activities proposed? As for the contents they are sort of missing as well as assessment and evaluation
LESSON PLAN: THE ROLE OF WOMEN IN DIFFERENT CULTURES INTRODUCTION: To be in touch with another languages and cultures is very important in our classrooms, so, we plan an activity about the role which plays the women around the world. This activity is focused on the students in their last year of Secondary Compulsory Education (specifically the International Women Day), and the time required is two hours. OBJECTIVES: I follow the B.O.E. objectives. 1. Listening and understanding general and specific information of oral text in different communicative situations by taking a cooperative and respectful stance. 2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy. 3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information. 4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence. 5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication. 6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language. 7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information. 8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents. 9. Showing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language. 10. Demonstrating a receptive attitude and of auto-confidence in the learning capacity and use of the foreign language. CONTENTS: I will follow B.O.E. contents. Block 1. Listening and speaking. (Watching and listening the video and interacting in groups). Block 2. Reading and writing. (Reading the texts after to watch the video and writing the review at home). Bloque 3. Knowledge of the language. (New vocabulary, using correct grammar tenses in their reviews) Bloque 4. Socio-cultural aspects and intercultural conscience. (Watching the video, and working in groups).
METHODOLOGY In the first session, we will watch a video where women from different origins showed her role in the society. After it, the class will divide in groups of 3 and each people have to join to one group. When they are in groups, teacher gives texts where the role of women is reflected. They read the texts and highlight the new vocabulary. Then pupils share its personal opinion with the rest of the group, and create a final conclusion. At home, they will write an individual review about their vision about the woman in different societies. The next session, each people will read aloud their review before their classmates. ASSESSMENT: Teacher will assess students’ interest in the activity, their behaviour (teacher expect students´behaviour will be respectfully and collaborative), their final review and finally, their oral capacity. MATERIALS: - TECNOLOGIES: a computer and a projector. - Texts for the reading activity. CONCLUSION: After the activity, students will improve their linguistic competence and their knowledge about the different cultures around the world, so this will be a good tool of learning.
ESO LESSON PLAN Title: dangerous sports 1. Introduction This activity is aimed at students of second year of compulsory education. 2. First task The first activity will be a kind of warming-up. I will ponder the following questions: do you like dangerous sports? Why? Why not? Do you practice or would you like to practice any dangerous sports? And in pairs students will ask each other Objectives: - Escuchar y comprender información general y específica de textos orales en situaciones comunicativas variadas, adoptando una actitud respetuosa y de cooperación. - Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma comprensible, adecuada y con cierto nivel de autonomía. Time: 5 mins 3. Second task A reading about a ranking of the ten most extreme, dangerous sports (base jumping, street lugging, big-wave surfing, high attitude climbing, cave diving etc) with different pictures explaining in which consist each of them. Objectives: - Leer y comprender textos diversos de un nivel adecuado a las capacidades e intereses del alumnado con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimientopersonal. Time: 10 mins 4. Third task Students will be divided into little groups (3 or 4 people maximum) to think about the advantages and disadvantages of dangerous sports and make a list of them. Subsequently, all the ideas will be shared with the rest of the class Objectives: - Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia. - Desarrollar la autonomía en el aprendizaje, reflexionar sobre los propios procesos de aprendizaje, y transferir a la lengua extranjera conocimientos y estrategias de comunicación adquiridas en otras lenguas. Time: 20 mins 5. Four task I will play the film 127 hours in English with Spanish subtitles. It is about a mountain climber who becomes trapped under a boulder while canyoneering alone near Moab, Utah and resorts to desperate measures in order to survive. Then, after the film, because the main character is about to die for the practice of climbing, student will have to think about possibles alternatives to this kind of sports which provide the same feeling of freedom, excitement or adrenaline without putting in risk your life. Some examples are roller coasters or make a safari. Objectives: - Apreciar la lengua extranjera como instrumento de acceso a la información y como herramienta de aprendizaje de contenidos diversos. Time: film projection 92 mins, discussion 10 mins 6. Materials: photocopies, pictures, computer, DVD, projector 7. Assessment: By making students work in teams I will allow to watch how individual students work and what contributions they make. 8. Conclusion: At the end of the activities, students will have learned vocabulary related to risky sports and their equipment and will have developed a critic view of the pros and cons of these kind of sports
These activities are directed to students of the last year of ESO (4th course)
FIRST ACTIVITY:
Title: Life-changing events
Time: 30 minutes
Materials: Paper, pen.
Lesson aims: Students read a text about Johnny Depp with specific information and learn some words and expressions about life-changing events.
Development of the activity: The teacher gives a text with the title “Then and Now, it’s Johnny Depp” to students. Then they have to look at the title and the pictures included in the text. The teacher will ask them what they think about Johnny Depp as a famous person, and also what their opinion about the fact of being famous is, and what are the changes that this job causes in people’s lives. Finally, students will read the text again to find words from lines 1-5 in order to match them with some definitions given below.
Assessment: The teacher will ask students to answer some questions, consequently then, interacting with students he realizes about the oral skills students possess and the autonomy they have expressing opinions in a foreign language.
Objectives:
1. Expressing and interacting orally in common communicative situations in a comprehensive and appropriate manner with certain level of autonomy.
2. Reading and understanding several different texts of a suitable level for capacities and interests of students in order to extract general and specific information.
3. Using appropriately phonetic, lexical, structural and functional basic components of the foreign language in real contexts of communication.
4. Developing the autonomy in the learning process, reflecting on the own learning processes and transferring communicative knowledge as well as strategies to the foreign language previously acquired in other languages.
5. Appreciating foreign languages in general, as a way of communication and understanding among people.
SECOND ACTIVITY:
Title: “Somebody that I used to know”
Time: 30 minutes
Materials: Digital blackboard, computer, paper
Lesson aims: Students see and listen a video clip projected in the digital blackboard, making use of the past tense forms.
Methodology: The teacher gives to students a paper with the lyrics of the song “Somebody that I used to know” by Gothye in which there are some gaps that students have to fill with past tense forms and “used to” form. The teacher will play the video clip three times. After the last projection of the song, students will comment in pairs the words they have written down.
Assessment: After finishing the activity the teacher will repeat the video with the subtitles of the song to allow students check their mistakes and finally the group will correct them jointly.
Objectives:
1. Listening and understanding general and specific information of oral texts in different communicative situations adopting a respectful and cooperative attitude.
2. Using learning strategies and all the possible means, including TICS in order to get, select and present written and oral information.
Macarena Palma Gutiérrez
ResponderEliminarLESSON PLAN: Ways of perceiving the weather conditions depending on your culture
a) INTRODUCTION:
This activity is focused on the students of 4th year of Secondary Compulsory Education.
The time required for its completion is about 2 hours.
b) OBJECTIVES:
I will follow the B.O.E. and B.O.J.A. objectives.
c) CONTENTS:
- Block 1: Listening and talking Weather conditions across cultures.
- Block 2: Reading and writing Natural disasters and global warming.
- Block 3: Knowledge of the language Vocabulary and idioms related to the weather and natural disasters.
- Block 4: Socio-cultural aspects Guessing where I am from according to the description of the weather conditions I give.
d) METHODOLOGICAL STRATEGIES AND DEVELOPMENT OF THE ACTIVITY:
I will play a video in which different people with diverse English accents and origins will speak about the weather conditions of their native countries.
Then, students will be split up into groups of 5 in order to perform the speaking activity: each student has to create a national identity and try to describe the weather conditions of his new country in relation to everyday situations, and then share this information with the rest of the group.
After this, I will give students a text that they have to read. This text will contain the story of a person describing the destruction caused by a natural disaster, like a typhoon, a tsunami, an earthquake or the eruption of a volcano.
The next step of the activity will be to write an individual composition about the consequences of global warming and offering possible solutions.
Then students will be split up again in groups of 5, but in different ones. Now the task is to complete some crosswords and hangman games containing vocabulary and idioms related to the topic of the weather conditions, names of countries, natural disasters and global warming.
The final task of this activity will be to guess the name of the country or region which coincides with the description of the weather conditions I will give.
e) ATTENTION TO DIVERSITY:
In this part of the lesson plan I will look at the different learning rhythms, since some students will finish faster, whereas other will take more time. So I will include some reinforcement activities for the slower learners and also some extension activities for the faster ones.
f) ASSESSMENT:
I will assess students’ participation in each task, both individual and group activities, by means of direct observation and taking notes of their behavior. I will also make questions of exploration to some students to be sure they have understood the aim of the activity.
g) MATERIALS:
- A computer connected to a projector.
- Texts for the reading activity.
- Paper and pens for the writing task.
- Sheets of paper containing the crosswords and hangman games.
h) CONCLUSION:
At the end of this activity, students will have acquired a better linguistic competence related to the topic of the weather and the natural disasters and global warming. They will also have learnt how different is perceived the weather conditions for each society and the cultural differences about it. In addition, students will also improve their interpersonal competences since they have to work in groups.
Macarena, were you developing this lesson plan o0nyour own?
EliminarObjectives should be developed.
I like the intercultural element, good one. ok on attention to individual differences.
Contents are rather poor, with this thematic axis you should include the functional as well.
Assessment ok, but if you are going to develop a lesson plan it has to be stated clearly
1. Introduction
ResponderEliminarIt is very important for students to get in touch with native speakers and to be able to understand the importance of learning languages in order to communicate with people from different countries. We plan to invite four international students to help us in this session.
2. First task
We will start the lesson listening to our guests talk about their degrees and dream jobs.
a) Objectives
1. Escuchar y comprender información general y específica de textos orales en situaciones comunicativas variadas, adoptando una actitud respetuosa y de cooperación.
10. Valorar la lengua extranjera como medio de comunicación y entendimiento entre personas de procedencias, lenguas y culturas diversas evitando cualquier tipo de discriminación y de estereotipos lingüísticos y culturales.
11. Conocer algunos rasgos importantes del contexto sociocultural de los países donde se hablan las lenguas extranjeras objeto de estudio.
12. Manifestar una actitud receptiva y de autoconfianza en la capacidad de aprendizaje y uso.
b) Time
15 minutes
c) Development of the activity
The first activity will begin with the introduction of our guests. They will talk about themselves, what they study and their dream jobs. This part of the activity involves listening to native speakers in a real situation. Also, these students will talk about their careers or jobs which may be different from the Spanish ones. This task can also be helpful to students in a different way; they might decide their future depending on these people.
3. Second task
The next activity will consist of an online research.
a) Objectives
3. Leer y comprender textos diversos, de un nivel adecuado a las capacidades e intereses del alumnado, con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimiento personal.
4. Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia.
8. Utilizar estrategias de aprendizaje y todos los medios a su alcance, incluidas las tecnologías de la información y la comunicación, para obtener, seleccionar y presentar información oralmente y por escrito.
b) Time
20 minutes.
c) Materials
Computers
d) Development of the activity
Every student will make a research on the internet about some career or job. They will note down the basic features in order to discuss about it in the next activity.
4. Third task
EliminarWe will then form groups of five students and one native speaker in order to discuss the results of the research.
a) Objectives
2. Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma comprensible, adecuada y con cierto nivel de autonomía.
5. Utilizar con relativa corrección los componentes fonéticos, léxicos, estructurales y funcionales básicos de la segunda lengua extranjera en contextos reales de comunicación.
b) Time
20 minutes
c) Materials
The notes they have taken previously.
d) Development of the activity
Each student will describe the characteristics and requirements of the career they have chosen and the group will have to guess it.
5. Fourth task
We will finish the lesson with a review of what the students have learnt.
a) Objectives
6. Desarrollar la competencia plurilingüe, en la que se integren e interactúen todas las destrezas, competencias, estrategias y actitudes que intervienen en las diversas lenguas que se aprenden.
7. Desarrollar la autonomía en el aprendizaje, la reflexión sobre los propios procesos de aprendizaje y la autoevaluación.
b) Time
5 minutes
c) Development of the activity
A spokesperson of each group will give a brief explanation of what they have done, the jobs they have chosen and the new vocabulary they have learnt.
6. Assessment
In the first activity it will be valued the attention the students pay. They will be expected to behave respectfully and collaborative.
During the execution of the second task students will need to be able to seek for information in the Internet and summarize it.
The role of the native speakers will be especially important in the third task because they will motivate the students to speak, firstly, within the group and finally in front of the class. Moreover, they will help the teacher to assess the level of participation of the students and to have the students under control (students are expected to listen to their classmates and participate in the activity).
From my personal point of view, in each group there will be, at least, one or two people interested in speaking in the final task. I know that speaking in front of the other students might be difficult and embarrassing, but the more they practice it the better self-assured they will be.
I think that this is a funny idea that includes not book-established activities. So, with these activities they can improve all the skills included in objective 6.
During the lesson the teacher will have a role of a passive listener; he/she will walk around the classroom having a look at what the students are doing and the interest they show.
Mariola Llamas y María Peinazo
Mariola y María,
Eliminarthe ideas are good,but the structure is rather hectic.
COMPETENCES-OBJECTIVES-CONTENTS-ACTIVITIES-ASSESSMENT-EVALUATION
I think goals are best set for the lesson plan, not each activity (in English, by the way). You intend to tackle those objectives with the activities your students fulfill.
Passive listener? Can you explain to me in class the pros of such a teaching technique??
Antonio Zamora Martín/ Margarita Luque Blanco
ResponderEliminarLesson Plan:
It is addressed to student of the last year of E.S.O.
Objetives:
1. Listening and understanding general and specific information of oral texts in different communicative situations by taking a cooperative and respectful stance.
2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy.
3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information.
4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence.
5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication.
6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language.
7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information.
8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents.
9. Expressing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language.
Materials: Screen, paper.
Timing: Two days, one hour per day.
Methodology:
FIRST DAY
1. Students will watch a video (film, documental, series..etc), to which they have to pay attention to carry out different activities.
2. After the projection, students will make an oral summary about what they have just watched. It could be carried out in pairs, groups or even individually.
3. Students will be given a text similar to what they have summarized. In this case, we would suggest a film review.
4. At home, they will write down their own review of the film they want for the next class.
5. Students will be divided into pairs so as to they can develop a dialogue on the procedure they will follow when writing their reviews at home, exchanging ideas and recommendations each other.
6. Students will evaluate their own learning considering today’s class. The teacher will give out forms which students should fill according to what they feel, so that the teacher can check if this kind of teaching strategy works with students.
7. At home, students will need to use extra material to write their review, such as background, awards...etc. Needless to say that this information must be searched in English.
SECOND DAY
8. The presentation of students’ reviews. They have to do it orally in order to foster their fluency and accuracy. At the same time, they will manage to lose their fear of talking in front of an audience.
OK, but areyou sure you are tackling all those goals with the activities proposed?
EliminarAs for the contents they are sort of missing as well as assessment and evaluation
Check with me in class
LESSON PLAN: THE ROLE OF WOMEN IN DIFFERENT CULTURES
ResponderEliminarINTRODUCTION:
To be in touch with another languages and cultures is very important in our classrooms, so, we plan an activity about the role which plays the women around the world. This activity is focused on the students in their last year of Secondary Compulsory Education (specifically the International Women Day), and the time required is two hours.
OBJECTIVES: I follow the B.O.E. objectives.
1. Listening and understanding general and specific information of oral text in different communicative situations by taking a cooperative and respectful stance.
2. Expressing and interacting orally within common situations in a comprehensible and adequate way, and with certain level of autonomy.
3. Reading and understanding several texts of a suitable level for students’ capacities and interests, aiming to extract general and specific information.
4. Writing simple texts with different purposes regarding different topics using resources for the cohesion and coherence.
5. Employing properly phonetic, lexical, structural and functional components which are basic in a foreign language within real contexts of communication.
6. Developing learning autonomy, reflecting on students’ own learning processes and transferring pieces of knowledge and strategies of communication acquired in other languages to the foreign language.
7. Using learning strategies and surrounding means within their reach, including mass media and communication to obtain, select and present oral and written information.
8. Considering a foreign language as an instrument or means of access to some information and as a tool of learning several contents.
9. Showing a receptive and self-confident attitude regarding the capacity of learning and the use of a foreign language.
10. Demonstrating a receptive attitude and of auto-confidence in the learning capacity and use of the foreign language.
CONTENTS: I will follow B.O.E. contents.
Block 1. Listening and speaking. (Watching and listening the video and interacting in groups).
Block 2. Reading and writing. (Reading the texts after to watch the video and writing the review at home).
Bloque 3. Knowledge of the language. (New vocabulary, using correct grammar tenses in their reviews)
Bloque 4. Socio-cultural aspects and intercultural conscience. (Watching the video, and working in groups).
METHODOLOGY
In the first session, we will watch a video where women from different origins showed her role in the society. After it, the class will divide in groups of 3 and each people have to join to one group. When they are in groups, teacher gives texts where the role of women is reflected. They read the texts and highlight the new vocabulary. Then pupils share its personal opinion with the rest of the group, and create a final conclusion.
At home, they will write an individual review about their vision about the woman in different societies.
The next session, each people will read aloud their review before their classmates.
ASSESSMENT:
Teacher will assess students’ interest in the activity, their behaviour (teacher expect students´behaviour will be respectfully and collaborative), their final review and finally, their oral capacity.
MATERIALS:
- TECNOLOGIES: a computer and a projector.
- Texts for the reading activity.
CONCLUSION:
After the activity, students will improve their linguistic competence and their knowledge about the different cultures around the world, so this will be a good tool of learning.
The objectives set are sort of ambitious for the activities specified.
EliminarNo contents nor evaluation.
ESO LESSON PLAN
ResponderEliminarTitle: dangerous sports
1. Introduction
This activity is aimed at students of second year of compulsory education.
2. First task
The first activity will be a kind of warming-up. I will ponder the following questions: do you like dangerous sports? Why? Why not? Do you practice or would you like to practice any dangerous sports? And in pairs students will ask each other
Objectives:
- Escuchar y comprender información general y específica de textos orales en situaciones comunicativas variadas, adoptando una actitud respetuosa y de cooperación.
- Expresarse e interactuar oralmente en situaciones habituales de comunicación de forma comprensible, adecuada y con cierto nivel de autonomía.
Time: 5 mins
3. Second task
A reading about a ranking of the ten most extreme, dangerous sports (base jumping, street lugging, big-wave surfing, high attitude climbing, cave diving etc) with different pictures explaining in which consist each of them.
Objectives:
- Leer y comprender textos diversos de un nivel adecuado a las capacidades e intereses del alumnado con el fin de extraer información general y específica, y utilizar la lectura como fuente de placer y de enriquecimientopersonal.
Time: 10 mins
4. Third task
Students will be divided into little groups (3 or 4 people maximum) to think about the advantages and disadvantages of dangerous sports and make a list of them. Subsequently, all the ideas will be shared with the rest of the class
Objectives:
- Escribir textos sencillos con finalidades diversas sobre distintos temas utilizando recursos adecuados de cohesión y coherencia.
- Desarrollar la autonomía en el aprendizaje, reflexionar sobre los propios procesos de aprendizaje, y transferir a la lengua extranjera conocimientos y estrategias de comunicación adquiridas en otras lenguas.
Time: 20 mins
5. Four task
I will play the film 127 hours in English with Spanish subtitles. It is about a mountain climber who becomes trapped under a boulder while canyoneering alone near Moab, Utah and resorts to desperate measures in order to survive. Then, after the film, because the main character is about to die for the practice of climbing, student will have to think about possibles alternatives to this kind of sports which provide the same feeling of freedom, excitement or adrenaline without putting in risk your life. Some examples are roller coasters or make a safari.
Objectives:
- Apreciar la lengua extranjera como instrumento de acceso a la información y como herramienta de aprendizaje de contenidos diversos.
Time: film projection 92 mins, discussion 10 mins
6. Materials: photocopies, pictures, computer, DVD, projector
7. Assessment: By making students work in teams I will allow to watch how individual students work and what contributions they make.
8. Conclusion: At the end of the activities, students will have learned vocabulary related to risky sports and their equipment and will have developed a critic view of the pros and cons of these kind of sports
LESSON PLAN:
ResponderEliminarIntroduction:
These activities are directed to students of the last year of ESO (4th course)
FIRST ACTIVITY:
Title: Life-changing events
Time: 30 minutes
Materials: Paper, pen.
Lesson aims: Students read a text about Johnny Depp with specific information and learn some words and expressions about life-changing events.
Development of the activity: The teacher gives a text with the title “Then and Now, it’s Johnny Depp” to students. Then they have to look at the title and the pictures included in the text. The teacher will ask them what they think about Johnny Depp as a famous person, and also what their opinion about the fact of being famous is, and what are the changes that this job causes in people’s lives. Finally, students will read the text again to find words from lines 1-5 in order to match them with some definitions given below.
Assessment: The teacher will ask students to answer some questions, consequently then, interacting with students he realizes about the oral skills students possess and the autonomy they have expressing opinions in a foreign language.
Objectives:
1. Expressing and interacting orally in common communicative situations in a comprehensive and appropriate manner with certain level of autonomy.
2. Reading and understanding several different texts of a suitable level for capacities and interests of students in order to extract general and specific information.
3. Using appropriately phonetic, lexical, structural and functional basic components of the foreign language in real contexts of communication.
4. Developing the autonomy in the learning process, reflecting on the own learning processes and transferring communicative knowledge as well as strategies to the foreign language previously acquired in other languages.
5. Appreciating foreign languages in general, as a way of communication and understanding among people.
SECOND ACTIVITY:
Title: “Somebody that I used to know”
Time: 30 minutes
Materials: Digital blackboard, computer, paper
Lesson aims: Students see and listen a video clip projected in the digital blackboard, making use of the past tense forms.
Methodology: The teacher gives to students a paper with the lyrics of the song “Somebody that I used to know” by Gothye in which there are some gaps that students have to fill with past tense forms and “used to” form. The teacher will play the video clip three times. After the last projection of the song, students will comment in pairs the words they have written down.
Assessment: After finishing the activity the teacher will repeat the video with the subtitles of the song to allow students check their mistakes and finally the group will correct them jointly.
Objectives:
1. Listening and understanding general and specific information of oral texts in different communicative situations adopting a respectful and cooperative attitude.
2. Using learning strategies and all the possible means, including TICS in order to get, select and present written and oral information.
Cristina Ruiz García
Raquel Martín García