GRADE - Colombia · PDF file should structure sentences using present continuous and use...

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Transcript of GRADE - Colombia · PDF file should structure sentences using present continuous and use...

  • Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    Lesson plan designed by:

    1

    10 GRADE

    th

    LE SS

    O N

    P LA

    NTheme:Length of Class: Number of students: Language Focus:

    Approaches Followed: Skills:

    Aims

    Main aim:

    Subsidiary aims:

    Everyday Globalisation

    90 min

    38

    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 talk critically about globalisation.

    • To get familiar with the concept of globalisation.

    • To build vocabulary related to globalisation.

    • To use functional language to agree and disagree when making group decisions.

  • Lesson plan designed by:

    2Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    10 GRADE

    th

    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 is one in a series of lessons in Module 4, Globalisation: Everyday globalisation. This lesson should be covered at the very beginning of the module. Preferably, this should be the first or the second class.

    In the previous lessons, students learned to use structures of the present simple and past simple tenses, they should structure sentences using present continuous and use adjectives for describing processes. Students should express their opinions to argue their viewpoint about different topics.

    Distinguishes vocabulary and expressions related to globalisation.

    Formulates questions about globalisation and its effects on the community using expressions defined.

    Shares a position about subjects of interest orally.

    Assumes a critical position about academic and social subjects of interest.

    Values the opinion of the others.

    Reads actively to understand and complete information required.

  • Lesson plan designed by:

    3Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    10 GRADE

    th

    10 Globalisation expressions: Affluence, manufacturing, technology, outsource, dominate, emerge, capitalize, communication, appliances and devices.

    Expressions to give opinions. In my opinion….I believe this… Expressions to agree and disagree. I agree with you….I disagree with

    Content:

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

    Lexical:

    Discourse:

    Anticipated problems: Planned solutions

    Create a warm up activity to activate some verbs.

    Teacher will provide examples from everyday life.

    Teacher will walk around and help during the reading activity.

    Teacher can read the script for the students (it is available on the webpage provided).

    Students might not remember some vocabulary.

    Students might find the topic difficult since globalisation is not something they talk about every day.

    Students might not understand the instructions in some vocabulary exercises.

    The room might not have technological equipment.

  • Warm up

    Time and Interaction

    (8 min)

    To activate students previous knowledge.

    Teacher (T) tells students (SS) that they are going to play spelling bee. T divides SS in groups of 4. T spells some words connected to Globalisation and SS must use the cut outs of letters to create each word. T tells SS that they cannot write the word on their notebooks but they should help the team to put the letters in the correct order to create the word T spells.

    T asks ss to explain the words in order to check comprehension. Suggested words: Manufacturing, Technology, Outsource, Communication, Devices and Globalisation. The last word spelled is “Globalisation”. In advance, T cuts sets of alphabet letters and gives three sets to each group. (Appendix 1). Answer key: 1-F; 2-E; 3-A; 4-D; 5-B;6-C

    T-SS GW

    8 min.

    Stage aims

    Procedure

    Total Stage timing

    Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    Lesson plan designed by:

    4

    10 GRADE

    th

  • Pre-task: Vocabulary Revision

    Time and Interaction

    (19 min)

    Activate knowledge of students’ trough predictions.

    PW (5 min)

    PW (5 min)

    T-SS (4 min)

    GW (5min)

    Stage aims

    Procedure

    Pre-listening: https://listenaminute.com/g/globalisation.html Teacher (T) tells students (SS) that they are going to use the words from the spelling be in order to do a matching activity (Appendix 2). Words from spelling bee: Globalisation, Manufacturing, Technology, Outsource, Communication, Devices. Answer key: 1-F; 2-E; 3-A; 4-D; 5-B;6-C

    T tells SS to work in pairs. T asks SS how they define globalisation. Each pair writes a definition in their notebooks.

    Listening: Next, T tells SS that they are going to hear a short recording and answer some questions (True-False activity). (Appendix 3) 1. Globalisation means that the world is becoming bigger. F 2. Villages are becoming more popular today. F 3. One of the characteristics of globalisations is producing products in another country. T 4. Globalisation is a bad thing. F

    Post listening: Then, T tell SS to get into groups with another pair sitting next to them and compare the definitions they wrote before the recording with what they now thing about globalisations.

    Total Stage timing

    Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    Lesson plan designed by:

    5

    10 10 GRADE

    th

  • Pre-Task: Reding

    Time and Interaction

    (29 min)

    To build Ss vocabulary on Globalisation

    Reading Task: (Appendix 4) SS will read an interview about Going Global. https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish_ProfessionalPodcasts_GoingGlobal.pdf Pre-reading T tells SS to work in pairs and read the statements. Then, they look for the information in the text. Answer key: 1. The only market that exists today is the global market (P1) 2. Nicola’s company produces high-quality_ coffee. (P3) 3. Nicola’s company became successful thanks to an unexpected offer. (P3) 4. The worldwide growth of coffee sales happened because drinking coffee has become fashionable( P6) 5. Apart from the United States, another country which is ordering from Heike is Russia(P10) SS read the text individually. They can consult their classmates if they need help. Post Reading SS work in pairs to answer the questions. They say why the statements are false. 1. Heike is interested in going global . F 2. Part of Heike’s sales is online. T 3. Nicola’s and Heike’s companies are very similar. F 4. Nicola’s company went global through Japan. T 5. Nicola knew a lot about retail before doing business with Japan. F SS do the exercise : Checking understanding Put `T’ (True) or `F’ (False) next to each statement below. Explain why the false statements are false. 1. An act of becoming a global company ( verb, P 2, two words) ______ go global 2. People who invest money into something ( noun, P4) _________ investors 3. To modify something ( verb, P6) _____________ change 4. When something is not in your country, but on the other continent (P10, adjective) _________ overseas 5. When something is adequate or matches (verb, P 11) ______________ suits

    PW (5 min)

    IND (10 min)

    PW (7 min)

    PW ( 7min)

    Stage aims

    Procedure

    Total Stage timing

    Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    Lesson plan designed by:

    6

    10 GRADE

    th

  • Task Planning: Speaking

    Task: Presenting

    Time and Interaction

    Time and Interaction

    (15 min)

    (10 min)

    To plan the speaking task.

    To Provide opportunities for spoken interaction using target language

    T tells SS they will prepare a speaking task. (Appendix 5) As SS have read an interview about going global. Now, they will create a company and a product that should go global. In groups, SS design a product that would be sold globally. When SS design the product, they should think about: 1. What exactly is the product? 2. Why do you think it would be a good product? 3. Where will you manufacture it? 4. Would you outsource the manufacturing and where? 5. Use the vocabulary from this lesson to prepare: outsource; go global, overseas, manufacture, etc.

    T tells SS they will present their products to the other group. Each group has 5 minutes to present. While one group is presenting, the other group takes notes on interesting facts and vocabulary they hear.

    T-SS 3 min

    GW (12 min)

    GW (5 min+5 min)

    Stage aims

    Stage aims

    Procedure

    Procedure

    Total Stage timing

    Total Stage timing

    Sandra Lucía Peña Lozano I.E. JOSÉ MARÍA CÓRDOBA

    Montería

    Lesson plan designed by:

    7

    10 10 GRADE

    th

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