Lesson Plan de Toda La Unidad

8/14/2019 Lesson Plan de Toda La Unidad

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Lesson planDate: October 6th Level: First graders

Skill: Reading, Writing, Listening

Expected Outcomes: Students will be able to know some daily routines. Besides, they will be able to

know about the use of Present Simple and know about adding s to the verbs in third person singular.

Resources:Projector, Computer, Notebooks.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

15'

15'

30'

10'

5'

Comments

GreetingsSet the rules.Set work groups.Students are asked to make groups of 4 people. They have togive a name for their groups. The idea is that they all canparticipate in the class.

Put Present Simple in context trough a video created by me:Show and explain some keywords: very often, always, andeveryday.Tell the students to pay attention to the use of present simple andto the written sentences in the video. Show the video. Ask thestudents if they have discovered something about the use of thistense.

Explanation of Present SimpleShow the video again and explain the use of present Simple.

Explanation about when we have to add s to the verbsAsk the students if they have discovered something related to theverbs. Show the video again. Explain about adding s at the endof a verb in third person singular.

Explain some exceptions : To be and To have.

The students will be asked to say what they have learned in the

class. Clarify some doubt. They will have to write their own dailyroutine.


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Lesson plan

Date: October 9th Level: First graders


Expected Outcomes: Students will be able to Know phrases related to daily routines; besides, they will be

able to use s , es, or ies at the end of a verb in third person singular.

Resources:Projector, computer, notebooks, white board, photocopies

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

5

10'

35'

30'

10'

Comments

GreetingsCall the rollAsk the students to make the same groups.

I ask the students what they can remember about the last class.Review the third person singular in Present Simple:Thisactivity will be done at the library.

Activity: Mister Bean's daily routine:Show a power point presentation about Mister Bean's daily routine.In groups of 4 people , they answer the questions. If their answers

are right, they receive points. (this points will be used for the nextevaluation).

Handout Activity: First part of the guideThis activity will be done at the classroom.Students do the first part of the guide related to third personsingular.

Check the answers.

Clarify some doubts related to the positive structure of PresentSimple.


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Lesson plan


Skill: Reading, Writing, Listening, Speaking

Expected Outcomes: Students will be able to know some daily routines. Besides , they will be

able to use s, es, or ies at the end of a verb in third person singular. Moreover, they willidentify some verbs and frequency adverbs . And they will know the negative structure ofPresent Simple: dont and doesn't

Resources:Handout, White board, Flashcards.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90

5

10

30

30

15'

Comments

GreetingCall the roll

I ask the students if they can remember what we sawthe last class.

Flashcards activity: Review the third personsingular.On the board I write some frequency adverbs; forexample: Everyday, very often, usually, always,hardly ever, and never. I write the meaning of them.Afterwards, I show them some flashcards. They haveto tell me the verb related to the picture; and then,they describe the pictures using frequency adverbs. I

write the complete sentences on the board ( in orderthey can realize when they have to add an s at theend of a verb in 3rd person singular).

Say and write the previous sentences about theflashcards in negative.I ask a couple of students some questions. Accordingto their answers (especially negative answers), I saythem in English; for example: He doesnt have a baby.I do it with the rest of the pronouns in order that theycan realize when they have to say dont or doesnt.Afterwards, I ask them, if they have discovered

something.I explain do not/ dont and does not/ doesnt.

Clarify some doubts related to this part of the PresentSimple.


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Lesson plan



Expected Outcomes:Students will be able to know some phrases related to activities that they do in their

free time during the week. Besides, students will be able to add s or es at the end of a verb in 3rd

personsingular, they will identify when they have to use don't or doesn't.

Resources:Flashcards, whiteboard, notebooks, photocopies.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

5'

10

30'

30'

15'

Comments

GreetingsCall the roll

I ask the students what the can remember about the last class.

Review of Present Simple: third person singular and use ofdon't and doesn'tI write some frequency adverbs on the board. Then, the students

talk in Spanish about things that they do in their free time . I writethem on the board in English using a frequency adverb.Afterwards, I ask them to say these phrases in negative using don'tor doesn't . I write them on the board using a frequency adverb.Afterwards, I show them flashcards , they have to describe themusing don't or doesn't and a frequency adverb.

Handout activity: The students have to do the second part of theguide related to the negative structure of Present Simple.

Check the answers . Clarify some doubts.


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Lesson plan

Date: November 20th Level: First graders


Expected Outcomes: Students will be able to know the days of the week and things that they do everyday.

Besides, they will recognize positive and negative structure of Present Simple.

Resources:Radio, whiteboard, lyrics of Friday I'm in love, notebooks.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

5

20'

45'

15'

5'

Comments

Greetings, call the roll.

Review of Present Simple: I ask the students in Spanish what they

do everyday . Then, I ask them to say these sentences usingpositive and negative structure of Present Simple.

Pre-listening: I explain the activity,I pronounce the verbs in the box,Students read the title and the lyrics to identify some words thatthey already know in order to get the meaning of the song.Listening activity: Students listen to the song called Friday I'm inlove by The Cure, and then they write some missing verbs used inPresent Simple.

Check the answers . The students sing the song.

Clarify some doubts and check workshop.


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Lesson plan



Expected Outcomes: Students will be able to know do's and dont's of school and things that people do in

their free time. Besides, they will recognize positive and negative structure of Present Simple. Finally, theywill know the interrogative structure of present simple.

Resources:Computer, projector, notebooks.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

5

25'

25'

30'

5'

Comments

Greetings, call the roll. Then, I tell them the aim of the class.

Review of Present Simple: I ask the students some things that theycan remember about Present Simple. Then, I show them a shortpresentation about the positive and negative structure of this tense.Afterwards, I do a short activity (using things that people do in theirfree time) in order that they can guess the positive and negativestructure according to some sentences and pictures (power pointpresentation).

Do's and dont's of school activity: I show them a power pointpresentation about do's and dont's of high school; this activityconsists on: In groups (the same groups set up at the beginning ofthis unit), the students have to find the correct answer (among 3alternatives )according to the pictures and the sentences in orderthat they notice positive and negative structures of present simple.If the groups say a right answer, they get a point to be used for afuture evaluation.

Interrogative structure of Present simple:I explain them the interrogative structure of Present Simple. Then,

in groups I do the same activity (do's and don't s of school) usinginterrogative sentences.

Clarify doubts.


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Lesson plan



Expected Outcomes: Students will be able to distinguish some daily routines. Besides, they will recognize

positive, negative, and interrogative structure of Present Simple.

Resources:Pieces of paper, notebooks, whiteboard, photocopies.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

5

10'

30'

30'

15'

Comments

Greetings, call the roll. Then, I tell them the aim of the class.

Review of Interrogative structure of Present Simple: I ask thestudents about the interrogative structure of present simple. Then, Iexplain it to them.

Broken sentences: group work activity.I give to each group (the same groups set up at the beginning of theunit) the same set of pieces of paper that contains pronouns, verbs,nouns, articles, frequency adverbs, and prepositions. The idea isthat they can construct and write down sentences about dailyroutines using positive, negative, and interrogative structure ofpresent simple. For this reason, the group that can make moresentences will win ( It will get points for a future evaluation). Then, Iwrite all the sentences on the board.

Handout Activity: the students have to use the positive andinterrogative structure of Present simple.

Check the answers. Clarify doubts.


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Lesson plan

Date: December 1st Level: First graders

Skill:

Expected Outcomes:

Resources:

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time90'

Comments

Written test of the unit.

Lesson Plan de Toda La Unidad

Documents

Transcript of Lesson Plan de Toda La Unidad