0 evaluări0% au considerat acest document util (0 voturi)
40 vizualizări8 pagini
In this unit students will identify different kind of cultures and some important events in a specific period of time. By the end of the lesson, SWBAT identify and say finish actions in a real or fictional context using the past perfect working in pairs or in a group.
In this unit students will identify different kind of cultures and some important events in a specific period of time. By the end of the lesson, SWBAT identify and say finish actions in a real or fictional context using the past perfect working in pairs or in a group.
In this unit students will identify different kind of cultures and some important events in a specific period of time. By the end of the lesson, SWBAT identify and say finish actions in a real or fictional context using the past perfect working in pairs or in a group.
Date Range: 4 lessons Target population: Adults Level: B2
Unit Summary: In this unit students will identify different kind of cultures and some important events in a specific period of time through general knowledge and the one they are going to study in this unit.
Materials: Joan Saslow & Allen Ascher (2006). Top Notch English for Todays World 3. Cultural Literacy (2-12)
FORM MEANING USE S + had + verb + complement S + had + not +verb in p.p + complement Had + s + verb in p.p + complement Order of event in the past. Using past perfect in a conversation when it requires. Practicing the past participle pronunciation specially in verbs ending with ed To show an action that was completed before some time in the past. Past perfect with the simple past tense to show which of two events occurred first.
The importance of time expressions when, by and at in past perfect. Time expressions. Connecting with the past using time expressions.
Main Objective: By the end of the lesson, SWBAT identify and say finish actions in a real or fictional context using the past perfect working in pairs or in a group.
Assumptions on Ss previous knowledge: Students have knowledge about the past participle of the verbs. The timeline in which they have to use past perfect will be new for them. I expect the learners will present some difficulties telling past events in a real context.
Time Stages Steps/Procedure Purposes Materials/VAKT
6 MINS
Encountering/ clarifying stage
1. Guessing the topic. (3:00 mins) -Before started the class the teacher is going to paste some topics on the wall. On the board is going to paste a conversation using past perfect. The teacher will ask students for reading together in loud voice the model of conversation; after that introduction, the teacher will exemplifier one of the topics practicing with a student using past perfect. (modeling the activity)
-Students will pass in pairs around the classroom and choose one topic. They have to discuss the topic taking reference of the structure from the conversation on the board. The teacher is monitoring their work.
2. Organize the events (3:00 mins) - Teacher will present some images relating a family travel to Hawaii for the whole class. - Students and the teacher will work together in order to organize what actions occurred before another one like in the examples below: (e.g: -When my mom arrived to house, I had packed all the suitcases. -At 3:00 P.M. I had prepared the air tickets)
1. Students can familiarize the topic through active examples of discussion.
2. Promote in our students mental organization about the order of events using past perfect.
-Visual/auditory Papers with topics Discussing with a partner.
3- Contrast past simple and past perfect Lets go to discuss Angies schedule. The teacher is going to give by groups at least 8 pieces of papers with key words (actions). In groups of 4, the students have to think how Angies day yesterday was. Using some time clauses inventing a schedule well organize for her. The teacher is going to give them at least two examples about the task like those: (e.g: -Yesterday at 6:00 A.M., Angie had not eaten when her mom woke up. -Angie had finished photocopying the documents by the time his boss arrived). The teacher monitoring the assignment. (The structure is going to be in a poster on the classroom)
4-What things have you done recently? Have they taken trips or seen certain movies? As a class, brainstorm a list on the board of activities they have done using the simple past and time references. Then, each person should take turns telling the class something he completed before one of the listed events. They should use the past perfect for their own event, and a subordinate clause starting with before for the event in the simple past. For example, I had seen the movie before you finished the book or I had done my homework before started the Holy Week. (The structure is going to be in a poster on the classroom)
1. Students will learn to use in the correct manner time clauses.
Students use the past perfect expressing their own life experiences
-Visual/auditory * Pieces of papers * Talking in groups
Visual/auditory *List on the board * Listening everybody experience. 15 mins Fluently using stage
5- Fairytale Dominoes -In groups of 3, students have to continue a story that the teacher will assign them by choosing from pictures that they have spread out on the table in front of them, continuing until they bring the story to a conclusion with the very last picture. They can add pictures to earlier in the story with phrases like By the time he arrived back at the castle, the witch had already kidnapped the princess. Superman had received the kryptonite attacks some minutes before Lois Lane arrived.
6. Asking questions Based on the previous activity, as the whole class knows the story, the groups that report them have to ask some questions about theirs narration using the past perfect. Like for example: Where had Cinderella escaped? -to the castle, the groups that is controlled the class should continue asking for details in the way the listeners using the past perfect when they speak. Had Cinderella escaped after or before the royal dancing? After the dancing (students answer)
2. to organize events in a story
To involve in a conversation three different structures (affirmative, negative and questions) about past perfect.
Visual/auditory/tactile * Flash cards
Auditory/visual *Receptive and participative activity
7. Solving a case -In groups of 4, the students have to solve a case. - The teacher will assign them a map of a crime. The crime is a robbery in a jewelry store in New York. In the case the characters will be: an inspector, the owner of the store, a witness and the suspicious. The students will decide who is going to perform each character and make a dramatization in front of the whole class about the case and how to solve it.
Through practice using their own knowledge students will acquire in a natural way this grammar structure. .
Visual/Auditory/ kinesthetic * A map *Dramatization
4 MINS Closure/Grap-up 8. Questions and Answers Teacher will ask her/his students if they have any questions. If nobody ask anything, the teacher is going to ask some question to them like: E.g. -What do you understand by past perfect? - When do you use past perfect? - What is the difference between past perfect and simple past? - Does past perfect have a different structure in relation with the subjects? -Where and when do you have to use time clauses?
-If there are any empty in the students the teacher has to give feedback.
1. Students to clarify doubts. -Visual aids. * Copy information on the board.
Criteria Q S D NI M Comments 1. The main goal has all three parts effectively written & Student-centered purposes are well identified. 4 3 2 1 0 See comments in the LP 2. Form Meaning and Use are effectively identified and described. 4 3 2 1 0 Research more about the use 3. Assumptions about students knowledge and potential challenges with the lesson are realistic and well identified. 4 3 2 1 0 See comments in the LP 4. Activities to help students access background knowledge & activate schemata are included in the plan. 4 3 2 1 0 The way you have design the activities in the encountering stage foces most on the form than on the meaning or use.
5. Several activities aimed at having students encounter and clarify the FMU of target language are carefully planed. 4 3 2 1 0
6. Several activities to practice the language in various ways are planned and they help to internalize important aspects of FMU. 4 3 2 1 0 Activity 3 is more suitable for the encountering. Activity 4 will not help your students internalize. I see your domino activity better serving the purpose of internalization 7. Activities to help students spontaneously produce the language required for real life tasks & real communication are plan. 4 3 2 1 0 The case activity if well set is good enough to accomplish the goal in this stage. 8. Activities and materials are planned to benefit all types of learners 4 3 2 1 0 VAKT needs to ve revised. I dont see many tactile or kinesthetic in your VAKT column though you have them in the activities. Identify them better. 9. The grap-up activities provides opportunity for helping students reflect and assess what they have or have not learned and to think about things they could do to continue practicing or leaning more about the topic. 4 3 2 1 0 See comments in the LP 10. Activities in the lesson plan are explained in a way that anybody could teach the lesson following the planning. 4 3 2 1 0 More examples on the type of language that you will include in your activities is missing.