OUTLINE "WE-TALK" CLASSES

Teacher: Date: Branch:

Levels:
Objective:
Do you have a pet?
Uso de do - does y 3ra persona
Communicative
2.
learning:
3.

Keywords

Environment

Participant Roles

DESCRIPTION
PRE-TASK TASK CYCLE LANGUAGE FOCUS
Time _______ Information- gap activity: Time _______
Time _______

Reason-gap activity:
Time _______
https://www.youtube.com/watch?v=qWiVUk--Tfw

Opinion-gap activity:
Time _______

Resources: Resources: Resources:

Anticipated
problems
 OUTLINE "WE-TALK" CLASSES

Teacher: Camila Farfán Date: 26/07/19 Branch:

Manizales
Students will be able to plan a trip with friends using a set of expressions, Levels:
Objective:
after being exposed to language related to it. A1-A2
1 Can ask for simple directions, referring to a map or plan.
Communicative 2 Can use brief, everyday expressions to describe wants and needs, and request information.
learning: 3. Can understand basic questions about objects in pictures or in their immediate surroundings.
4. Can make requests related to immediate needs using basic fixed expressions

Keywords
Trip, Camping, Hiking, Sleeping bag, Tent, Supplies, Budget, Barbecue, Relax.

Environment The situation is developed in an informal environment: Someone's house for example.

The situation is developed between friends that know each other including their
Participant Roles
preferences.
DESCRIPTION
PRE-TASK TASK CYCLE LANGUAGE FOCUS
Time 15 minutes Information- gap activity: Time 20 minutes
Time 10 minutes
Students do the task in pairs and plan
1. T shows ss pictures of different the trip. Match them with another pair
T writes on the board five good
places they can travel with friends to discuss their ideas and any
phrases used by the students during
in a weekend. similarities and differences.
the task and five incorrect
2. T brainstorms words/phrases
Reason-gap activity: phrases/sentences from the task
onto the board related to the topic:
without the word that caused the
places/ verbs / feelings/ elements, Time 10 minutes
problem. Students discuss the
etc. Each pair rehearses presenting their
meaning and how to complete the
3. T introduces the listening of two trip Teacher walks around, helps them
sentences.
people planning a trip if they need it and notes down any
Hand out the tapescript from the
(https://www.youtube.com/watch? language points to be highlighted later.
listening and ask the students to
v=MhAaiamabQo). T plays it a few
underline the useful words and
times, first time to identify the
Opinion-gap activity: phrases.
general idea, second time to note
Time 15 minutes Highlight any language you wish to
down some language.
draw attention to e.g. language for
4. Finally, T tells them that they are Class listen to the plans, their task is to
making suggestions.
going to plan a trip with friends and choose one of them. They can ask
Students write down any other
s/he gives them a few minutes to questions after the presentation.
language they wish to remember.
think it over. Teacher gives feedback on the content.
Students vote and choose one of the
trips.
Resources: Internet connection, Resources: None. Speaking only Resources: Printed scripts,
Video Beam, Whiteboard, Whiteboard, Markers.
Markers.
Students might find difficult to understand the video, specially the ones that are at the
Anticipated
beginning of the process. T can use subtitles or pause the video when necessary and
problems
paraphrase the information.
 FORMATO PARA LA REVISIÓN DE PLANES DE CLASE

Responsable:
Cargo:
Profesor:
Fecha: Sede:

CRITERO OBSERVACIONES
El objetivo de clase es claro y corresponde con la SI
situación comunicativa a desarrollar. NO
Los logros comunicativos corresponden con los SI
estándares establecidos por el GSE. NO
El ambiente y el rol de los participantes es SI
establecido de forma clara según la situación
comunicativa. NO
Las palabras claves se ven reflejadas en el material SI
de apoyo utilizado, así como en las actividades de
la situación. NO
El "Pre-Task" introduce el tema de manera clara SI
contribuyendo a la contextualización temática y de
vocabulario. NO
El Pre-Task provee de una situación comunicativa SI
de muestra a la que han de realizar los estudiantes
posteriormente. NO
Se evidencian los espacios de desarrollo de la SI
tarea, preparación de la comunicación de ésta y la
presentación de las estrategias usadas en la tarea
durante el Task-Cycle. NO
Se evidencian actividades enfocadas a la revisión SI
de los contenidos trabajados y la profundización de
aspectos de la lengua. NO
El uso de recursos son pertinentes de acuerdo a las SI
necesidades de clase y el objetivo de la situación
comunicativa. NO

Observaciones
adicionales:

Fecha de segunda revisión (si aplica): Aprobado: SI___ NO___