This document contains a lesson plan for a 3-day English class focusing on how machines work. Day 1 introduces vocabulary related to telephones and has students identify problems in a machine diagram. Day 2 involves a brainstorm on telephone parts and reading a text on how telephones work. Day 3 has students create brochures explaining how telephones work by rewriting sentences from prior lessons. The plan outlines objectives, activities, interactions and assessments for each day's lesson.
This document contains a lesson plan for a 3-day English class focusing on how machines work. Day 1 introduces vocabulary related to telephones and has students identify problems in a machine diagram. Day 2 involves a brainstorm on telephone parts and reading a text on how telephones work. Day 3 has students create brochures explaining how telephones work by rewriting sentences from prior lessons. The plan outlines objectives, activities, interactions and assessments for each day's lesson.
This document contains a lesson plan for a 3-day English class focusing on how machines work. Day 1 introduces vocabulary related to telephones and has students identify problems in a machine diagram. Day 2 involves a brainstorm on telephone parts and reading a text on how telephones work. Day 3 has students create brochures explaining how telephones work by rewriting sentences from prior lessons. The plan outlines objectives, activities, interactions and assessments for each day's lesson.
This document contains a lesson plan for a 3-day English class focusing on how machines work. Day 1 introduces vocabulary related to telephones and has students identify problems in a machine diagram. Day 2 involves a brainstorm on telephone parts and reading a text on how telephones work. Day 3 has students create brochures explaining how telephones work by rewriting sentences from prior lessons. The plan outlines objectives, activities, interactions and assessments for each day's lesson.
1 DE TOLUCA SUBDIRECCIÓN ACADÉMICA DEPARTAMENTO DE FORMACIÓN INICIAL LICENCIATURA EN EDUCACIÓN SECUNDARIA CON ESPECIALIDAD EN LENGUA EXTRANJERA (INGLÉS) CICLO ESCOLAR 2015-2016
LESSON PLAN
SCHOOL’S NAME: ESCUELA SECUNDARIA OFICIAL NO.0264 “ANTONIO DE MENDOZA” C.C.T: 15EES0546H TITULAR TEACHER: LUCERO NOEMI BORJA GONZÁLEZ TRAINEE TEACHER: ITZAYANA RODRIGUEZ RODRIGUEZ UNIT: III B CONTENT: HOW A MACHINE WORKS? PROGRAM: PNIEB SOCIAL PRACTICE OF THE READ AND REWRITE INFORMATIVE TEXTS FROM A PARTICULAR FIELD. LANGUAGE ENVIRONMENT ACADEMIC AND EDUCATIONAL. SPECIFIC COMPETENCE REWRITE INFORMATION TO EXPLAIN HOW A MACHINE OR DEVICE WORKS. DOING WITH THE SELECT AND CHECK MATERIALS OR BOOKS THAT CONTAIN ILLUSTRATIONS OF THE OPERATION PROCESS OF MACHINES OR LANGUAGE DEVICES WRITE INFORMATION TO EXPLAIN HOW A MACHINE OR A DEVICE WORKS. ADJUST LANGUAGE ACCORDING TO INTENDED AUDIENCE AND PURPOSE. WRITE A FINAL VERSION. KNOWING ABOUT THE TEXTUAL AND GRAPHIC COMPONENTS. LANGUAGE REPERTOIRE OF WORDS NECESSARY FOR THIS SOCIAL PRACTICE OF THE LANGUAGE. BEING THROUGH THE PROMOTE FEEDBACK AS A FUNDAMENTAL ASPECT OF THE LEARNING PROCESS. LANGUAGE AIMS Selects and paraphrases sentences. SPECIFIC AIM Rewrites sentences in order to give explanations. GRADE AND GROUP: 2º “E” No. STUDENTS: 47 GROUP LEARNING STYLE: VISUAL
SPECIAL FEATURES OF THE GROUP: ONE OF THE STUDENTS HAVE DIFFICULTIES TO LISTEN. STUDENTS HAVE LOW ENGLISH LEVEL. DEVELOPED SPEAKING: LISTENING: READING: WRITING: USE OF THE LANGUAGE: SKILLS: VOCABULARY: dial, numbers, line, telephone, hair dryer, convective heat, fan, barrel, inlet, safety, screen, airflow… RESOURCES: “Looking inside machines”, “How does a telephone work?, “Inside the calculator”, “Drying your hair”, “How an hair dryer works?… PRODUCT: BROCHURE OF HOW A TELEPHONE WORKS AND WORKSHEET CALLED: “HOW AN HAIR DRYER WORKS?” DATE: MONDAY, MAY 30TH, 2016. NUMBER OF LESSON: 1 DATE: WEDNESDAY, JUNE 1ST, 2016. NUMBER OF LESSON: 2 DATE: FRIDAY, JUNE 3RD, 2016. NUMBER OF LESSON: 3
• T takes attendance. • T takes attendance. • T takes attendance. • T asks one student to write the date on the board. • T asks one student to write the date on the board. • T asks one student to write the date on the board. • WARM-UP: T writes on the board: dial, numbers, line, • WARM-UP: Write this question on the board: How • WARM-UP: T asks Ss to play “Order the steps”. speak, listen, mobile, cordless, microphone, call, does a telephone work? • T explains the activity. earpiece. • T asks students to discuss the question in their groups. • Ss are in pairs (T gives each pair an envelop with the • T divides the class into pairs and ask students to think (T makes sure they understand that the question refers material where Ss have to order each step). of one word that connects all these words. to how communication is possible by means of a • While T monitors Ss she gives them a color paper • T clarifies or explains meanings if necessary. telephone). where they have to stick the steps according to what • T gives clues. • T and Ss discuss the answers. they think. • The word is TELEPHONE. • T writes some examples on the board according to the • T and Ss check the order. • T and Ss discuss the answer. students’ thoughts. • T and Ss discuss the order. • Ss reorder the steps writing a number on each idea. WHILE-ACTIVITY WHILE-ACTIVITY WHILE-ACTIVITY
TIME: 20MIN INTERACTION: WHOLE CLASS TIME: 20MIN INTERACTION: WHOLE CLASS TIME: 20MIN INTERACTION: INDIVIDUAL
• T gives Ss a worksheet called: “Looking inside • T asks Ss about how are named the parts of the • T shows Ss a brochure where explains how a machines” where there is a picture. telephone. telephone works. • Ss have to guess what is wrong in the picture. • T makes a brainstorm. • T gives Ss a pattern called: “Inside the calculator” to • T encourages Ss to think in the problem. • Ss write the brainstorm in their notebook. create their own brochure. • T and Ss discuss the answer. • T gives Ss a worksheet called: “How does a • Individually T gives Ss a color sheet. • Ss read some questions in task 3 in order to clarify telephone work? • Ss have to make their own brochure taking into a meanings. • T and Ss answer the first part as a whole class. count: the parts of the telephone. • T plays the audio twice. • Individually Ss read the text in silence. • Ss have to rewrite the sentences seen before in their • Ss answer the questions. • T and Ss read the text aloud as whole class. brochure. • In pairs Ss compare their answers. • T clarify unknown meanings. • T monitors Ss. • T and Ss check the answers. • T and Ss read the True or False exercise. • T resolve doubts. • T asks for doubts. • Individually Ss answer the exercises. • T and Ss check the answers. • T asks Ss to have evidence in the next. POST-ACTIVITY POST-ACTIVITY POST-ACTIVITY
• T and Ss discuss each questions. • T asks one student to write the first sentence aloud (T • T asks Ss to pass in front of the class and explain their • T asks for examples according to each question. writes the sentence in the board). brochure. • T gives participations. • T asks Ss if is True or False. • T and Ss play Hangman. • T asks Ss to rewrite the first sentence (T and Ss • Ss give teacher their brochure. rewrite the sentence together) • Individually Ss rewrite the second False sentence. • T and Ss check the sentence. HW: Ss have to bring glue, scissors and pictures of a telephone and their parts.
ASSESSMENT “Looking inside machines” ASSESSMENT “How does a telephone work? ASSESSMENT “Brochure” DATE: MONDAY, JUNE 6TH, 2016. NUMBER OF LESSON: 4 DATE: WEDNESDAY, JUNE 8TH, 2016. NUMBER OF LESSON: 5 DATE: FRIDAY, JUNE 10TH, 2016. NUMBER OF LESSON: 6
• T takes attendance. • T takes attendance. • T takes attendance. • T asks one student to write the date on the board. • T asks one student to write the date on the board. • T asks one student to write the date on the board. • WARM-UP: T asks Ss to play crossword of vocabulary • WARM-UP: T and Ss play Hangman with the word hair • WARM-UP: T plays “Spelling bee” (using words seen seen before with a worksheet called: “Finding dryer (T gives Ss clues to discover the word). before and words that will be in the next activity). words”. • T tells students that they are going to read a text about • T and Ss check the words. • T gives Ss their brochure. how hair dryers work. • T gives Ss feedback on the brochure. • T writes the following words on the board: heat, soap, • T asks Ss to read what are written for feedback. air, hair, shampoo, power, holes, water, fan and wire. • T divides the class into pairs and ask students to mark the words they expect to find in the text. • T and Ss analyze the words. WHILE-ACTIVITY WHILE-ACTIVITY WHILE-ACTIVITY
• Ss rewrite their brochure taking into a count their own • T gives Ss a worksheet called: “Drying your hair”. • T gives Ss a worksheet called: “How an hair dryer feedback. • T asks students to quickly skim the text to confirm works? • T and Ss complete their brochure. their ideas from the previous activity. • Ss have to write the notes in order to explain how the • T asks Ss for doubts. • Ss have to look up the technical words in the hair dryer works. • T monitors Ss. Dictionary. • T checks their answers by encouraging individual • T encourages Ss through she monitors them. • To check answers, T explains the meanings of the students to read the notes aloud. phrases or words by paraphrasing. • T refers Ss to the missing pictures and elicit the words • In task 2 Ss have to paraphrase some sentences. (T in the notes that they think are useful for coming up explains Ss what means “paraphrasing”). with a suitable illustration: electricity, motor, etc. • Unscramble these paraphrases of sentences from the • While Ss resolve this activity T writes on the board text above and write the numbers of their equivalents. rules to use punctuation marks (period, comma, • In this part Ss select information to explain how things exclamation point, semi colon, colon, question mark). work. • Next, have them work with their partners to complete • Paraphrase information is used to explain how things the activity and allow them to share their pictures with work. another pair at the end. POST-ACTIVITY POST-ACTIVITY POST-ACTIVITY
• Some Ss explains their brochure in front of the class. • If is necessary T says Ss to rewrite the sentences in • T encourages students to write how the hair dryer • Ss give T their final version of the brochure. pairs. works using the notes. • T monitors the activity. • T asks Ss to rewrite the punctuation marks which are • T asks Ss to compare their answers. on the board. • T asks one student to write the sentence in the board. • T check the answers asking to a volunteer to write the • T and Ss check the other sentences. sentence on the board. HW: Ss have to bring their dictionary. • T and Ss check the sentences taking into a count spelling and punctuation. ASSESSMENT Final brochure. ASSESSMENT “Drying your hair” ASSESSMENT “How an hair dryer works?
