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Subject: English

Unit Title: Cultural Literacy


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)




ECRIF Lesson Plan Format

Topic: Saying events Level: B2 Time: 40 minutes #of Ss: 40 Date: Thursday 13 June, 2014
Instructor: Wanda Carranza


What are you teaching?

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.













Visual/auditory
* Pictures
* Listening everybody
ideas.

15 MINS.


Internalizing
/remembering
stage

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.




ECRIF LESSON PLANNING EVALUATION RUBRICS
Quality= 4 Satisfactory=3 Developing=2 Needs Improvement=1 Missing=0

Total points: __14__/40 Score: 3.5

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.

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