Restivo tpd- lesson plan 6

Alumno Residente: Restivo Gisela

Período de Práctica: Nivel Secundario.

Institución: Colegio Salesiano Deán Funes

Dirección: Don Bosco 350- Comodoro Rivadavia

Sala / Grado / Año - sección: 4to año

Cantidad de alumnos: 25

Nivel lingüístico del curso: Pre Intermediate

Tipo de Planificación: clase

Unidad Temática: Haciendo planes y predicciones!

Clase Nº: 6

Fecha: 26 de Septiembre

Hora: 10.30 a 11:10 hs.

Duración de la clase: 40 minutos

Teaching points: Going Shopping

Aims: During this lesson, learners will be able to:

Develop their listening skills by listening to a dialogue in a shop.

Develop their speaking skills by acting out a dialogue.

Review vocabulary related to shopping.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Shop

assistant,

cash, credit

card

Making instant

decisions

I will take it.

NEW Receipt,

changing

rooms

Buying something

What size...?

How much does

it cost....?

Teaching approach: The lesson is based on the communicative approach.

Pedagogical use of ICT in class: During this lesson, students will listen to an audio which is available at the

following link: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/shopping-

clothes. The audio will be downloaded to my computer just in case there is no internet connection.

Materials: computer, audio file, loudspeakers, image for the warm up period, 25 worksheets of the word search, 25 photocopies of activity 1, 25 photocopies of activity 3, 25 cards for activity 4. Seating arrangement: From the moment of the presentation and through the rest of the class, students will sit in pairs. As there are 25 students, there will be a group of three students. Cooperative work: During the whole class, students will cooperate with each other. During activity 4, they will have to cooperate to create a dialogue since each of them will have different information. Possible problems / difficulties and their possible solutions during the class: As this is a very talkative group, students may be more talkative than usual when they are in pairs. I will walk near them and I will call them by their names if they are not doing what they are supposed to do. If they go on in this way, I will write their names on the blackboard. This is a common rule for them, when students do not work properly, their names are written on the blackboard and that means that their tutor will be informed. Potential problems students may have with the language: Students may find it difficult to have a dialogue in a shop. Therefore throughout the whole class they will be exposed to a dialogue that will serve as a model. Assessment: what will be assessed and how: During the whole class, I will asses students ‘participation and their performance in class.

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/shopping-clothes


Routine: (3 min)

I will enter into the room and I will greet my students as I always do. T: Good morning boys! EA:

Good morning, teacher.

Warm up (5 min)

I will show them the following picture and say: I love buying new clothes! But buying clothes is

really expensive! What do you think?

Then, I will ask: Do you spend a lot of money in clothes? What do you think? Do women spend

more money in clothes than men? During this short discussion, I will encourage students to speak

and express their ideas.

Transition: Well! Apparently, many of us enjoy buying new clothes, but then we have to pay!

Presentation (7 min)

In order to pre teach and review vocabulary that students will hear later, I will give them the

following word search. At this stage I will ask them to work in pairs so that they work

cooperatively and they can find the words more easily. I will explain: You are going to work in

pairs in order to find the words in the word search! Who can do it first?

Activity: Look these words in the word search.

C H A N G I N G R O O M S T X

J N Z L N X M G H J E I R X F

S W Q V Z V F H I X S E R Z U

Z H Q E N E A D D W C C O B A

L F O B R A E L U E C R C N K

A I E P O G R E I Z G E E F B

H L W H A P U P A N C D B G Y

T L Z A V S T F S V K I D D F

C A S H R K S D V C L T L D V

V X D Y J Y C I C C L C A M N

O T Y F H E I V S S M A B Y V

C F L S Q N F O V T U R V K I

P U S E B Q N V D T A D R J V

Y H Y A V P M F W W S N T D U

D E A W T W L H Q Z B W T W N

Answer:

C H A N G I N G R O O M S T X

J N Z L N X M G H J E I R X F

S W Q V Z V F H I X S E R Z U

Z H Q E N E A D D W C C O B A

L F O B R A E L U E C R C N K

A I E P O G R E I Z G E E F B

H L W H A P U P A N C D B G Y

T L Z A V S T F S V K I D D F

C A S H R K S D V C L T L D V

V X D Y J Y C I C C L C A M N

O T Y F H E I V S S M A B Y V

C F L S Q N F O V T U R V K I

P U S E B Q N V D T A D R J V

Y H Y A V P M F W W S N T D U

D E A W T W L H Q Z B W T W N

As they are working, I will walk near them. If necessary, I will help them with vocabulary. They will

probably be able to do this activity without problems as the only new words would be “receipt”

and “changing room”.

When all groups have finished, we will check the activity. For this purpose, I will ask: “What´s

this?” by pointing to the first picture. I expect students to say the word. When they say the word I

will write it on the blackboard. I will repeat the same action with all the words.

Transition: Good! Now, we are prepared to listen to an audio.

Activity 1: (5 min)

I will explain that we are going to listen to a typical conversation in a shop. Then I will add: “Just

listen and tell me what the customer buys.

After that, I will play the audio which is available at the following link:


Transcript:

Shop assistant: Can I help you?

Customer: Yes, have you got this T-shirt in other colours?

Shop assistant: We’ve got it in white, black, red and purple. What size do you want?

Customer: Medium.

Shop assistant: OK, in medium we’ve got black and red.

Customer: And in purple?

Shop assistant: No, just black and red.

Customer: OK, red. Can I try it on?

Shop assistant: Yes, of course. The changing rooms are over there.

(pause) Shop assistant: Is it OK?

Customer: Yes, I’ll take it.

Shop assistant: That’s £10.95. Would you like to pay by credit card or with cash?

Customer: Cash please. Here’s twenty.

Shop assistant: OK, thanks, that’s nine pounds, 5p change and here’s your receipt.

Customer: Thanks. Bye.

After the audio finishes, I will ask: So what does the customer buy? I expect students to say: “t-

shirt”. T: Good! What colour is the T- shirt? Do you remember? EA: red. T: Yes! The customer buys

a red t- shirt

Activity 2: (5 min)

For the second activity students will have to answer some questions. I will explain: “Now, we are

going to listen to the audio for a second time. You will have to answer the questions. It is not

necessary you give complete answers. You can take notes

After handing in the worksheets, I will read the questions one by one.

Activity: As you listen, answer the questions.

1- What size T-shirt does the customer want? _______________ 2- Does the shop have a medium size purple T-shirt? _______________ 3- What colour T-shirt does the customer try on? _______________ 4- Does the customer buy the red T-shirt? _______________ 5- How much does it cost? _______________ 6- Does the customer pay by credit card or with cash? _______________


Activity taken and adapted from: http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/shopping-

clothes

When the audio finishes, I will ask: “Could all of you answer the questions? Or do you need to listen

to the audio again? If it is necessary, I will play the audio again.

Then, in order to check the activity, I will name a student and ask the first question: “What size T-

shirt does the customer want?” I expect the student to answer correctly. If he does, I will say: Very

good! On the contrary, if the student´s answer is not correct, I will say: “No. That is not the correct

answer”. And I will name another student. After that, I will ask the same student to name a

classmate. That classmate will have to answer the following question.

Transition: Great! Let´s move on to the last activity with the audio.

Activity 3: (6 min)

For this last activity I will give them a transcript of the same audio. However, it will not be in the

correct order. I will explain: “Here you have the transcript of the audio we listened. What you have

to do is to put the lines in the correct order. You can use numbers to indicate the correct order.

Then, we listen to the audio and we check if you could do it correctly.”

Activity: Put the lines of this dialogue in the correct order










Customer: Medium.



Shop assistant: Is it OK?





Answer:




Customer: Medium.






Shop assistant: Is it OK?






Activity 4 (5 min)

In order to develop students ‘speaking skills, students will go on working in pairs. I will give each

student a card, so that in each pair of students there is a shop assistant and a customer. I will

explain: “One of you will be the customer and the other will be the shop assistant. You will have to

make a dialogue”

As students are working, I will walk through the desks, monitoring their productions. At this stage,

I will provide help if necessary and I will check their correct use of language and pronunciation.

Homework (2 min)

I will say: “For homework, you will have to write a similar dialogue to the one you made with your

classmate. You have all the work we did today as a model. This assignment will be handed in next

class.

Closure (2min)

Good Bye! See you next class!

Student A: Shop assistant

Available products in you shop:

T- Shirt. Small, medium and large. Black only. $ 240

Shirt. Small, medium and large. Black, red and blue

$490

Shoes. Brown. 37, 39, 41 $1200

Student B: Customer

You want to buy a red t- shirt and a black shirt.

You pay with credit card.

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Learning aims 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: _29___ /35 = 8.5 Dear Gisela, You´ve designed a dynamic and creative lesson. Well done! Encourage them to act the dialogues out, they can even improvise. We hope you have loads of fun (and a fruitful lesson)! Your tutors

Restivo tpd- lesson plan 6

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Transcript of Restivo tpd- lesson plan 6