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: 3

Fecha: 15 de Septiembre

Hora: 9.00 a 10.20 hs.

Duración de la clase: 80 minutos

Teaching points: Future tense

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

Develop their speaking skills by talking about future plans and intentions, asking

questions to a classmate and answering questions.

Develop their listening skills by listening to an audio.

Develop their writing skills by writing an e-mail.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Mountain,

beach, swim,

run, climb,

sunbathe

NEW Expressing

future plans and

intentions.

I am going to…

Alice is going

to…

/ˈɡəʊ ɪŋ/

Teaching approach: The lesson is based on the communicative approach. Pedagogical use of ICT in class: There is no use of ICT. Materials: Students ‘books: Sign up to Grammar 3A- Richmond, photos for the warm up stage and activity 4, cards with phrases for the warm up stage, 25 photocopies of activity 3, 25 photocopies of the e- mail in activity 4, computer, book´s audio and loudspeakers.

Seating arrangement: Students will work individually, except in activity 3, in which they will be asked to work in pairs. Cooperative work: During activity 3, students will work in pairs and they will have to ask and answer questions. Students will cooperate with each other, since the information they collect will be used to report to the rest of the class. Possible problems / difficulties and their possible solutions during the class: There are times when the CD player is not available in the school´s library; therefore, I will take my own computer and loudspeakers. Potential problems students may have with the language: Students may use L1 in activity 3. So, I will walk near them, monitoring the appropriate use of the language. Assessment: what will be assessed and how: During the lesson, I will pay attention to students ‘ participation and I will also register the marks they get in the writing section. In order to assess students ‘ productions, I will use the following scale: Excellent, Very good, Good and Below Standard.

Routine: (7min)

I will walk into the classroom and say: Hello. How are you today? After students greet me, I will ask

them to hand in the homework of the previous class. I will collect all the worksheets and take

them home in order to correct them.

Warm up (5 min)

I will say: I have got lots of plans and intentions for next year! For example, in 2017 I am going to

do more exercise because I am going to have more free time. What is more, I am going to travel

more than this year! As I speak, I will show them the following photos to help students

‘comprehension.

Presentation (5 min)

Then, I will write the question: what are your plans and intentions for next year? And I will display

on the blackboard some cards with the following phrases:

Buy a new bike

Go on a diet.

Take up a new hobby

Go on holidays

Travel more

Go on a diet

Spend less time chatting on line

Take a new course

Study harder.

I will write my intentions on the blackboard (I am going to travel more) and ask students, to

express their intentions. I will say: Matias, what are your intentions for next year? You can choose

from the cards on the blackboard or say any other plans you have. I will repeat this action with 5

students. I expect students to follow the model on the blackboard. However, if students are not

able to say the sentence correctly, I will repeat his intention and ask him to repeat the sentence

correctly. After students have finished, I will explain: Can you see? We use “going to” (while

pointing to the blackboard) to talk about our future plans and intentions.

Development (60 min)

Activity 1 (15 min)

In order to practice the structure, I will ask students to open their books on page 34 and I will

invite them to read about some people´s intentions for next year.

Activity taken and adapted from Sign Up to English 3A- Richmond

In order to read all the texts, I will name 4 different students. After all texts have been read and in

order to check comprehension of the texts, I will give them some minutes to decide if the

following sentences are true or false.

I will explain: Now, look at the following sentences. Are they true or false? Read the texts again if

necessary!

a- Britney is going to change some time-consuming habits of hers.

b- John is going to make lots of changes

c- Dave is going to travel around the world

d- Daisy is going to take a trip

e- Britney is not going to date someone new.

Activity taken and adapted from Sign Up to English 3A- Richmond

During the activity, I will check comprehension and provide help as I walk through the desks. Then,

after all students have finished, I will name a student to read a sentence and say if it is true or

false. I will say: Ramiro, could you read the first sentence, please? Tell us if it is true or false. When

the students finish, I will ask the class if they agree. I will repeat this action with all the sentences.

Answers: a T, b F, c F, d T, e F

Transition: Good work! Now´s let´s move on to the following activity.

Activity 2 (10 min)

Activity taken and adapted from Sign Up to English 3A- Richmond

To go on practicing the target structure, students will listen to an audio. I will explain: Now, let´s

do exercise 9. Look at the photo. What do you think Alicia´s plans are? I expect students to say:

“She is going to travel”, as there is a beach in the photo. T: well, let´s listen to the voice email and

see if you are right.

Before the audio, I will encourage students to be silent so that everybody is able to listen. After,

the audio finishes, I will say: SO? What are Alicia´s plans? I expect students to say: Alicia is going to

go camping. T: Good!

Then, I will say: Now, let´s listen to the audio again and decide if the sentences are true or false.

Before playing the audio I will read the four sentences, one by one.

When the audio finishes, I will ask: Do you need to listen to the audio again? If all of them have

finished, I will not play the audio again. On the contrary, if there are some students who need to

listen to the audio again, I will play it once more.

Next, I will follow by saying: Who can read the first sentence and say if it is true or false? At this

stage, I expect students to raise their hands and participate. However, if nobody wants, I will name

students. I will repeat the same action with all the sentences. At this stage, I will encourage

students to correct their sentences.

Activity 3 – Part 1 (10 min)

In order to practice the structure and also to develop students´ speaking skills, they will solve the

following activity. I will ask them to work in pairs and I will give them the following activity.

I will explain: “Now, you are going to work in pairs. Please, join to your closest classmate. You will

have to write correct questions.

I will give them a photocopy in which they will have to unscramble questions. I will model the first

one on the blackboard so that they notice how to do it. As students are working, I will walk

through the desks checking their questions. As I always do, I will use ticks and crosses to mark

them if sentences are correct or not. In addition, I will monitor if they are using L2.

Activity: Unscramble the following questions. Then ask to your classmate. Take notes about

what he says.

a- going to/ you/ do/are/ what/ next weekend?

……………………………………………………………………………………………………………….

b- on holiday/ you/ are/ go/ going to/ soon?

……………………………………………………………………………………………………………….

c- tomorrow/ watch/going to/ you/ are/ a film?

……………………………………………………………………………………………………………….

d- are/ play/ football/ going to/ next/ you/ Sunday?

……………………………………………………………………………………………………………….

e- going to/ you/ do/are/ what/ next year?

……………………………………………………………………………………………………………….

When all the groups have finished, I will invite different students to copy the questions on the

blackboard. I will encourage students to check if their questions are correct

Then, in order to develop students ‘speaking skills, I will explain: Now, one of you is going to ask

and the other is going to answer. Take notes about your partner ´s answers because then you will

report your classmate´s answers! Finally, you change roles. Is it clear? EA: yes

As students are working orally, I will walk near them, assessing their work. I will listen to them, to

check if they are using L2 and also if they are taking notes of their classmates’ answers.

Transition: Well done! Now, I want to know about your plans and intentions

Part 2: (5 min)

In order to perform this activity, I will choose a student and ask the first question: What is your

partner going to do next weekend? I expect the students to say: He is going to… T: Good! I will

repeat each question to two different students, so that ten students are able to answer.

Activity 4: (19 min)

In order to prepare students for the writing section, I will display the following photos on the

blackboard and I will ask: What activities can you do on the beach? And what activities can you do

in the mountain? EA: I expect students to name activities they already know, such as: surfing,

swimming, sunbathing, climbing, running, etc. As they brainstorm ideas, I will write them down

near the photos.

Then, I will say: I love going to the mountain! What about you? What do you prefer? the beach or

the mountain? I expect students to express their preferences

After ideas have been brainstormed, I will give them a short e- mail, and I will ask them to read it.

Then I will explain: So let´s imagine we are going to have an exam and you are not going to be

present. Answer my e- mail, telling me that you are going to be absent because you are going to go

on a trip. Mention the place where you are going to travel, when and who you are going to travel

with and the activities you are going to do.

As students are working, I will provide help with vocabulary and the target structure if necessary.

As students finish, I will assess their work by paying special attention to the target structure. I will

help them to discover the mistakes I find and I will encourage them to revise their writing many

times.

From: giselarestivo@hotmail.com

To: all students of 4th B

Dear students,

Remember that next Monday you are sitting for the exam! Please, do

not to be absent!

Miss. Gisela Restivo

From:

To: giselarestivo@hotmail.com

Dear teacher,

I am so sorry, but next week I am going

to..................................................................................................................................

.....................................................................................................................................

.....................................................................................................................................

.....................................................................................................................................

...............................................................................................................................

Transition: Good Job!

Homework (3 min):

As homework, I will ask students to rewrite their productions, and hand them in next class. I will

explain: Ok, so you will re write your e mail in pen and hand it in next class. Take into account my

comments and corrections!

Closure (1 min):

I´ll say: Good work! See you next class!

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: _26___ /35 = 7.5 Dear Gisela, This is a cohesive lesson. Good job! You worked hard to help students develop skills in meaningful ways and used different resources. As we commented in your previous lesson plan, we would like you to think of teaching strategies to go through homework and classwork correction, so as to make the lesson livelier during these important moments.

Be careful with timing. Take our suggestions/comments into account for further lesson plans. Enjoy the lesson! Your tutors