GRADE...Lesson lan esine y Mirelys Solano Gutiérrez 2 I.E. DISTRITAL EL CAMPITO Barranquilla 7...

LESS

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Mirelys Solano GutiérrezI.E. DISTRITAL EL CAMPITO

Barranquilla

Lesson plan designed by:

1

7GRADE

th

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

GLOBALIZATION: INTERNATIONAL CULTURES

90 min

40-45

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be able to understand the main idea of a text and write a short text about a city they have already visited.

• To properly use superlatives to compare cities.

• To write an email describing a city.

• To express affirmative sentences using the Simple Present tense.


2Mirelys Solano GutiérrezI.E. DISTRITAL EL CAMPITO

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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This lesson is the 3rd in a series of 10 scheduled for Unit 1. The theme of the unit is comparisons. The introduction of both the vocabulary and language is to supported by the listening and speaking activity. Students have a basic knowledge of adjectives. They already have an understanding of comparisons through exercises done in the previous lessons. Students are interested in the topic of comparing cities in our country and ready to speak about it.

The student identifies similarities and differences between persons, places, animals and things.

The student identifies basic structures of present and past tense, and present perfect tense.

The student produces oral or written texts, providing information about cultural characteristics of an important city visited.

The student respects cultural differences.

The student values the contribution of his classmates.

The student interiorizes the importance of being a positive learner.

The student organises their own learning in order to be confident with themselves.



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Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Discourse:

Grammar:

Sociolinguistic/intercultural:

Adjectives (large, important, big, crowed, easy, fast ) Expressions to compare and contrast It is bigger than… This city is the largest…

Reading about cities

Superlatives, Present simple and Past simple tenses

Skill to analyse, interpret and relate information.Valuation of cultural diversity.

Anticipated problems: Planned solutions

In this case the teacher should also present the information on the board, or provide them with other photocopy.

Teacher will take the students who are misbehaving and write a behavioural commitment students must sign.

Teacher to provide students with an additional activity to review this topic.

Teacher helps them to feel confident and give some examples in order they can follow and do the task.

Teacher provides the meaning of the difficult words for students.

Students could have lost their photocopies.

Students could misbehave

Students might need some extra support to review the superlatives

Students do not want to write the mail

Students may lack vocabulary to understand the reading.

Warm up

Lead in

Time and Interaction


(10 min)

(5 min)

To provide context to the lesson by exploring learners knowledge about the cities in Colombia

To allow learners to share their experience about the cities previously identified

Teacher (T) greets students (Ss) and ensures the classroom setting and students mood are optimal to startStudents are going to solve in pairs a crossword with the names of some cities in Colombia. Appendix # 1Then teacher is going to check it orally.

-How many words did you find?-What kind of words did you find in the crossword?-What are those words related to?

Answer key: DOWN: 1. Bogota, 2.Barranquilla, 3. Cali, 4. Cartagena, 5. IbagueACROSS: 2.Bucaramanga, 6. Medellin, 7. Cucuta

Students are going to continue working in pairs and discuss the following question: Which of the cities found in the crossword do you know?

T asks one of the Ss to share what he/she knows

T-S1 min

PW7 minutes

T-S2 min

PW3 minutes

S-SS2 min

Stage aims

Procedure

Stage aims

Procedure

Total Stage timing

Total Stage timing


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(5 min)

(5 min)

To foster the development or predicting skills

To have students grasp the main idea of a text.

Teacher tells students they are going to read a text related to the activities they just did. Then, T asks:What do you think the reading is about?

T asks Ss to look at the picture that appears on Way to Go 7th Student’s book page 140 and asks them which city they can see. Answer key: Bogota

T asks Ss to read quickly read the text called “The Biggest Cities”. This text is available at page 140 of the Way to Go Students’ Book 7th.

Ss should say which cities the text is about

PW3 minutes

SS-T2 min

IND3 min

WH2 min

Stage aims

Procedure

Predicting

Reading for gist

Stage aims

Procedure

Total Stage timing

Total Stage timing


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(10 min)

To develop reading sub-skills: reading for specific information

T asks Ss to read the text again “The Biggest Cities”. This text is available at page 140 of the Way to Go Students’ Book 7th. Later Ss will answer the six questions suggested on the same page, exercise 1

1. What is the population of Bogotá?2. What places can tourists go to in Bogotá?3. Is there a variety of restaurants in Bogotá?4. What is the weather like in Medellin?5. What is Parque Explora?6. What is Pueblito Paisa?

Teacher then asks Ss to compare their answers in pairs, before checking them with all the class.

IND5 min

PW2 minT-SS

3 min

Stage aims

Procedure

Reading for specific information

Total Stage timing


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S-SS 5 min

PW3 min

T-SS-T2 min

Reading: Language extension

(10 min)

To focus on accurate pronunciation and notice superlative adjectives in the text

Then teacher selects some students to read aloud to check on answers and pronunciation.

Later, students copy in their notebooks the words in bold and identify what kind of words there are. (The largest, the most important, the most crowded, the second biggest, the most efficient, the easiest and fastest) Superlatives

When students identify the words, T asks student:“When do we use adjectives?” “What is the main purpose to use them in the texts?” – T prompts answers if necessary.

Stage aims

Procedure

Total Stage timing


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IND2 min

PW3 min

Reading: Language extension 2

(5 min)

To focus on accurate pronunciation and notice superlative adjectives in the text

Students identify the topic sentences and write them on their notebooks. Teachers tells students to copy the first sentences of each paragraph, and to underline the words that are used to describe each city. They are going to use a worksheet to do it. Appendix # 2

After that they are going to work in pairs to do and check the answers and the exercise 2 in the same page.

Stage aims

Procedure

Total Stage timing


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GW8 min

SS-T-SS5 minutes

Writing task 1

(13 min)

To compare and contrast information about cities in Colombia through a written text.

T is going to divide the students in groups of three or four students. They are going to take some cards with the names of some cities and some adjectives, and they are going to make sentences with them comparing the cities using superlatives. Appendix # 3

Teacher is going to ask some Ss to write their sentences on the board. If necessary, T briefly explains or clarifies students’ doubts or slips regarding the use of superlatives.

Cities = proper namesAdjectives= words that describe the qualities or states of being of nouns.Superlatives adjectives = A superlative adjective expresses the extreme or highest degree of a quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things.

We can use superlative adjectives when talking about three or more things (not two things).Adjectives – superlativesAs with comparative adjectives, there are two ways to form a superlative adjective:short adjectives: add “-est”long adjectives: use “most”old → the oldestlate → the latestbig → the biggesthappy → the happiestmodern → the most modernexpensive → the most expensive

Stage aims

Procedure

Total Stage timing


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(12 min)

Provide opportunities for freer use of the language.

Teacher asks students to write an email to a friend telling him/her about an important city in Colombia. Ss must include at least three sentences using superlatives comparing this city with other places in the country.

T asks Ss to exchange paper drafts with other classmates. They should then give feedback to each other on their writings.

Students will send the mail to a classmate with copy to the teacher’s e-mail address. T will ask one or two Ss to read out their drafts.

HOMEWORK: Do the activities on Way to Go 7th grade workbook page 49.

Individually10 mins

PW3 mins

S-SS2 min

Stage aims

Procedure

Writing task 2 + feedback

Total Stage timing


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Materials Needed

1. Way to go book seventh grade, 2. dictionaries, 3. photocopies, 4. notebook, 5. computers, 6. Internet.


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APPENDIX 1

Worksheets and other appendixes

Down

1. The capital of Colombia is…2. It is called Colombia’s Golden Gate.3. The main Colombian city with access to the Pacific Coast.4. In this city people celebrate Feasts on November 115. It’s the capital of Tolima

Across

2. Is the capital and largest city of the department of Santander6. It’s the second-largest city in Colombia7. It’s an important commercial center, located in the northeast of the country



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Identify the main idea and write the title, cities and adjectives according to the text read

APPENDIX 2



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Barranquilla Interesting

BogotaEasy

ValleduparCrowded

Santa MartaBeautiful

CúcutaHot

MedellinDangerous

SincelejoExpensive

APPENDIX 3

GRADE...Lesson lan esine y Mirelys Solano Gutiérrez 2 I.E. DISTRITAL EL CAMPITO Barranquilla 7...

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