Lesson Plan Verb To Be
2 de Octubre de 2013
2.280 Palabras (10 Páginas)1.085 Visitas
LESSONS TEAM
Social Practice
PERFORMANCE EVIDENCE REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
UNIT FOCUS
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21 My house
Look at this bedroom
There is a cake in the oven
There are my favorite jeans
There aren’t any tissues in the bathroom
There’s a lamp on the night table
Minicheck
Where is the lemonade?
Is there an apartment for rent?
Are there nine floors in the building.
This apartment is nicer
The Zaragoza apartment is bigger than the Hidalgo Ave.
apartment
The white sofa is more expensive
Minicheck
Project: Classified advertisements. Part one
Project: Classified advertisements. Part two
Project: Classified advertisements. Part three
Project: Classified advertisements. Part four
Project: Classified advertisements. Part five
Review. Part one
Review. Part two
Answer Key/
21 sessions, 7 weeks/
Giving and obtaining factual information of a personal
and non-personal kind.
4.1. Describing accommodation
Sample productions: There’s an apartment/a house for rent/sale in my building/block/…;
There are three rooms/two bathrooms/… (there/in my apartment); There’s a large/beautiful studio/living room/… and a small bathroom/kitchen/…(in his/her house); My bedroom is larger/nicer than my sister’s/the studio; The bedroom/dining room/… is opposite/next to/…
the entrance/dining room/…; Are there any closets/bookcases/…?; Yes there are; No, there aren’t
(any) (, but there’s a chest of drawers); What’s your room/house/... like?; It’s a small room/a large apartment/...; There’s a lamp beside the bed and a computer on my desk; There are two bedrooms on the second floor/next to the bathroom/...; How many posters/pictures/… are there/do you have?; (There are/I have) Two/Four/…; Where’s the bathroom?; It’s at the end of the hall/next to the kitchen.
Social Practice
Performance Evidence
Performance Evidence
Students can recognize and understand quotidian texts (brochures, advertisements, magazine/ newspaper articles, classified advertisements, letters/e-mails and conversations) in order to use them purposefully (obtain the characteristics of accommodation, make comparisons).
– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
– Can identify the overall message and some details (location, numbers, characteristics of accommodation and parts of a house) and discriminate relevant from irrelevant information, in order to identify a place/item in the house, determine which place is bigger/better, complete/expand a text and/or respond to a conversation.
– Can infer some information such as location of rooms/furniture, size of the house/room, location of speakers in relation to a map.
Can infer from the data provided by the text, knowledge of the world and/or L1, some implicit information (state of accommodation, characteristics of location).
– Can infer the meaning of unfamiliar words related to accommodation from the context within which they are presented, based on content as well as on knowledge of the world and/or L1.
– Can express own judgment and make recommendations about the information contained in texts regarding accommodation.
Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (brochure, advertisement, classified advertisement, letter/e-mail, conversation) regarding descriptions of accommodation.
– Can follow structured models of spoken/written language to give information about accommodation.
– Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when describing accommodation.
– Can produce some fixed expressions with appropriate stress, rhythm and intonation when giving/
asking for information about accommodation.
– Can identify the purpose for writing a description of accommodation, intended audience and type of text required (brochure, advertisement, classified advertisement, letter/e-mail); and generate and organize ideas coherently with the help of peers, the teacher or by consulting different sources of information.
– Can produce a skeleton of the text to be written, identifying and establishing the basic organization
of components (brochure: heading, subheadings, body; advertisement: heading, body; classified advertisement: heading, body; letter/e-mail: introduction, body, conclusions), with the help of peers, the teacher or a similar text.
– Can produce individual sentences in preparation to write a brochure, advertisement, classified advertisement, letter/e-mail, and join them later using some linking devices (“,”, and, but) in order to make the text coherent.
– Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text.
– Can illustrate appropriately the brochure or advertisement produced.
Students notice:
• that there is and there are indicate existence in
singular and plural forms respectively
• the different meanings that a single term may
have depending on the context of use (sink, yard)
• that some prepositions indicate location (on, in, in
front of, between, next to, behind)
• that some linking devices indicate addition (“,”,
and) while others indicate contrast (but) and use such language features appropriately.
Students can use some verbal and/or non-verbal information to ease and enrich ommunication.
– Can rely on gestures, facial expressions and visual context.
– Can adjust pace according to punctuation
marks when reading aloud/silently.
Students can recognize when confused and
cope with not being able to understand parts of written/oral texts.
– Can tolerate ambiguity.
Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns.
– Can paraphrase.
– Can re-read. Function 4.1
Recycles and consolidates language from Unit 3 (making comparisons) and introduces the use of there is/are for descriptions of places. In addition, vocabulary regarding parts of the house should be presented in this unit. The function provides enough opportunities to extend and consolidate study of certain language areas from 1st grade such as prepositions of place from Units 2 and 5 and there is/are
from Unit 5, as well as adjectives for descriptions from Unit 1 of 2nd grade.
To evaluate writing, students could produce a classified advertisement or a brochure describing a house/ an apartment. Half of the class could write a classified advertisement to sell/rent a house/an apartment and the other half to buy/rent accommodation. Written production can later be included in students’
The advertisements can also be used to evaluate speaking, through a task in which students try to find accommodation that matches the requirements of their advertisement.
UNIT PURPOSE: The purpose of this unit is to enable students to describe their homes and learn about other people´ s homes.
UNIT 5: Past Times
UNIT PURPOSE: The purpose of this unit is to enable students to describe past events in their life and that of others.
LESSONS TEAM
Social Practice
PERFORMANCE EVIDENCE REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
UNIT FOCUS
1
2
3
4
5
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9
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11
12
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30 A new student
I went to visit my grandmother
When I was a child
Could you read well when you were ten
I couldn’t use a computer
Minicheck
We visited Veracruz
We visited the zoo
The legend of
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