AE LESSON PLAN - Colombia Aprende · María Alejandra Perdomo Leyva 10 I.E. INEM JULIAN MOTTA SALAS...

7GRADE

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LESS

ON

PLA

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María Alejandra Perdomo LeyvaI.E. INEM JULIAN MOTTA SALAS

Neiva

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Health: Integral Personal Care

90 min

35 -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 the lesson, students will be able to ask and answer yes/no questions about some activities their classmates love, like or hate doing, and report orally to the class.

• To develop predicting-content strategies before listening.

• To discover the target language form from provided input.

• To make students interact among them using the L2 and yes/no questions with “do you like/love/hate…?”


2María Alejandra Perdomo LeyvaI.E. INEM JULIAN MOTTA SALAS

Neiva

7GRADE

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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:

For the successful development of this lesson, students should be able to identify and express to some extent personal information using vocabulary related to profession, age, family and some free time activities. They should be able to create short sentences following a correct structure: subject – verb – complement in the simple present.They may still have a noticeable mother-tongue-influence pronunciation.

The student identifies expressions and words related to recreational activities and the frequency of them.

The student takes Yes/No questions previously prepared about likes and dislikes regarding free time activities. .

The student expresses recreational activities through simple sentences based on a template and with the support of photos and images.

The student values and respects the opinions of classmates.

The student works collaboratively in order to achieve a common goal. The student is self-aware of learning strategies like sharing, predicting and contrasting.



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Content:

Anticipated problems: Planned solutions

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

Lexical: Lexical: Free time activities: hanging out with friends, watching movies/soccer, washing the car, reading the newspaper, travelling by plane, walking the dog, eating ice-cream, sunbathing, going camping, going shopping, going to the beach, taking pictures, playing board games, riding horses.

Language form: Love/ Like/ Hate + Verb ing

Affirmative I / You / We / They like swimmingHe / She likes playing chess.

I / You / We /They don’t like swimming. He / She doesn’t playing chess.

Do you like swimming? Yes, I do. No, I don’t.Does he /she like playing chess? Yes, he / she does. No, he / she doesn’t.

Promote peer enquiring, use exemplification and dictionaries.

Teacher will pause the listening when key information is mentioned. Teacher will read the listening for students.

Teacher will be attentive to students’ performance and encourage the use of L2 during the activity. She will model some questions and answers with students.

Teacher will show a ppt/flashcard or writes in the board the expressions students can use when answering yes/no questions. She will model this expression to the class.

Students may lack vocabulary knowledge when figuring out the cards meaning.

Students may have difficulties following the listening activity.

Some students will avoid the use of English during the Bingo activity.

Students may need additional language to answer yes/no questions.

Warm – up

Time and Interaction

(15 min)

To revise vocabulary about free time activities

Students (Ss) sit in groups of four. Teacher (T) gives a set of twelve pictures in a worksheet to each group and shows twelve vocabulary expressions on a slide / on the board. T can design their own worksheet or could use the one available at: https://drive.google.com/file/d/1t7T38EVY65RiOpjl0wmTT-5QiKYMBYiq/view?usp=sharing

Students must match the expressions shown by the teacher with their corresponding pictures in the worksheet, e.g. read a book, take pictures, watch TV. Then, the teacher will call on an expression and students answer the number of its corresponding picture. After that, the teacher will have the students to read the cards expressions within the group and practice some pronunciation.

GW10 min

T-SS-T5 min

Stage aims

Procedure

Total Stage timing


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Presentation


(20 min)

To provide input to students in order to make them aware of the language form.

T will introduce to students the verbs love, like and hate using emoji flashcards.

T tells students they will watch a video-conversation between three friends talking about activities they love, like and hate doing. The teacher will ask students: What do you think the three friends like doing? The teacher will show students the video with no sound, encouraging students to make predictions about the activities that will be mentioned in the video, using the vocabulary from the warm up. Students write their guesses of the video on their notebooks/worksheet (Appendix 1) and share them with a classmate next to them. Then, they listen to the video with audio and check their sentences.

Listening source: https://www.youtube.com/watch?v=yWRogEqTBIA

Teacher will write the right sentences mentioned by students on the board. Then, the teacher will ask students to focus on the sentences written on the board and asks: What similarities can you find among the sentences? What is the form of the verb that goes after verbs such as love, like and hate?

Teacher makes students aware of the structure: Like/love/hate/enjoy + verb-ing. T elicits examples of things learners like / love / hate / enjoy doing.

T-SS5 min

Ind2 minPW

3 minInd

2 min

SS-T8 min

Stage aims

Procedure

Total Stage timing


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Practice


(30 mins)

To provide listening and speaking practice to students to identify and use the lesson language.

Students will listen to the audio for a second time and complete a gap-listening worksheet (Appendix 1 – task 2).T asks pairs of Ss to check their answers, before checking with all the class.

1. Fiona likes reading2. James hates reading. 3. James prefers listening to movies. 4. Sally likes watching movies, going to the cinema and eating out. 5. Fiona and James prefer eating out. Fiona is not a good cook. 6. Sally likes going to concerts. She likes live music.

After the video, teacher will elicit the way to ask yes/no questions about different activities, e.g. “Do you like going to the movies?” T will elicit also affirmative and negative responses: “yes, I do” or “no, I don’t”. Depending on the students’ answer, teacher will introduce three answers: “yes, I love it” or “no, I hate it”. Additionally, she will add “It’s ok”, for a neutral response.

Teacher will ask Ss to choose 5 activities they like and other could enjoy doing in their free time too. Then, students get into groups of 3 and take turns to interview each other answering their questions. Ss will draw tick for every affirmative response or a cross for every negative response they get. T encourages Ss to answer using the expressions previously presented. T monitors and takes note of the language used by learners.

T asks a few Ss for their answers.

Ind2 minPW

3 minT-SS

5 min

T-SS5 min

Ind3 minGW

10 min

SS-T2 min

Stage aims

Procedure

Total Stage timing


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6

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Production


(20 mins)

To provide opportunities to students to describe activities they like and do not like using the target structure.

T asks Ss to design a people bingo chart. Each S must draw a 3 x 3 grid and write different activities their classmates could like, love and hate doing. T reminds Ss they should add -ing to each of the activities they write on their grid. Ex.

Students will go around the classroom and ask questions to their classmates to elicit activities they love, like or hate doing, using the structure: Do you like running? Do you like cooking? And encourage students to answer using expression such as: yes, I love it / No, I hate it. Students will finish when they receive three answers affirmative answers to the questions, either horizontally, vertically or in diagonal. Ss must complete the chart writing down their classmates’ names.

T will ask a few SS to share their findings. Students will report some of the activities they found out their classmates like, hate or love doing when not in class.

Ind5 min

Mingle10 min

SS-T5 min

Stage aims

Procedure

Love dancing champeta Like cooking Hate watching football games

Hate eating out Love talking to friends Like listening to music

Like doing exercise Hate social networks Love swimming

Total Stage timing


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7

7 7GRADE

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Feedback


(5 mins)

To provide students with feedback on their performance.

Then, the teacher will point out examples of good language produced by learners. T will also mention some common mistakes she noticed and will ask students to correct them.

T-SS - T5 min

Stage aims

Procedure

Materials Needed

1. Recorder 2. T V 3. Board 4. Emoji flashcards 5. Appendix worksheets / bingo grids

Total Stage timing


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8

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Appendix 1

LISTENING WORKSHEET.

1. What activities do you think people in the video love? Like? Hate? Write sentences predicting their preferred activities. Then listen to the audio and check. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Check your understanding. Gap-fill. Finish the sentences with the activities you listen for each of the people in the conversation.

a) Fiona likes _______________________________________________. b) James hates _____________________________________________. c) James prefers ____________________________________________. d) Sally likes __________________ , ________________________ and _______________________________. e) Fiona and James prefer ___________________________ . Fiona is a _________ cook. f) Sally likes going to _______________. She likes ________________.

3. What do you like? Complete the chart below.

Do you like… Me_____________

Friend 1____________

Friend 2___________

sharing photos on Instagram?

playing online video games?

going out with friends?

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Appendix 2

PEOPLE BINGO

Complete the grid with activities you think your classmates like / love / hate doing in their free time. Then ask them and find out if you were right or not. Write down the name of anyone who gives you an affirmative answer. You can shout bingo if you complete 3 answers in a row, either horizontally, vertically or in diagonal.

Complete the grid with activities you think your classmates like / love / hate doing in their free time. Then ask them and find out if you were right or not. Write down the name of anyone who gives you an affirmative answer. You can shout bingo if you complete 3 answers in a row, either horizontally, vertically or in diagonal.

PEOPLE BINGO

AE LESSON PLAN - Colombia Aprende · María Alejandra Perdomo Leyva 10 I.E. INEM JULIAN MOTTA SALAS...

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