CLAVE: (XXXXXXXXXX)
CICLO ESCOLAR 2017-2018
NATIONAL ENGLISH PROGRAMME IN BASIC EDUCATION CYCLE IV
LESSON PLAN – ENGLISH II
GRADE: / Second Grade / GROUP(S): / DATE: / August 28thto September 22nd / UNIT: / 1 PART 1
ENGLISH TEACHER: / TIME: / 12 SESSIONS
SOCIAL PRACTICE OF THE LANGUAGE: / Understand and use information about goods and services.
LEARNING ENVIRONMENT: / Familiar and community.
SPECIFIC COMPETENCY: / Offer and understand suggestions in order to buy or sell a product
ACHIEVEMENTS / CONTENTS / PRODUCT
DOING WITH THE LANGUAGE / KNOWING ABOUT THE LANGUAGE / BEING THROUGH THE LANGUAGE
- Anticipates the generalmeaning and main ideasby listening tofamiliarexpressions.
- Identifies main ideas in oralexchanges.
- Searches for confirmation inan oral exchange.
- Produces expressions toargue or object.
- Adjusts tone, rhythm, andintonation in producing oraltexts.
- Identify topic and purpose.
- Identify sounds that reveal the location where a dialogue takes place.
- Identify the relationship between speakers.
- Detect rhythm, tone, speed, and intonation.
- Understand the general meaning and main ideas.
- Identify terms that are similar to those in the mother tongue.
- Identify ways to express suggestions.
- Determine linguistic resources to link sentences together.
- Detect expressions to argue or object.
- Identify function of pauses, rhythm, and intonation.
- Identify strategies to emphasize meaning (e.g., rephrasing, andadjusting volume/speed).
- Formulate questions and answers to understand a dialogue.
- Determine sequence of enunciation.
- Produce expressions to argue or object to the purchase or selling ofproducts.
- Select and adjust verbal and non-verbal behaviors for a specificaudience.
- Include relevant details and interesting information
- Use linguistic resources to link sentences.
- Use strategies to emphasize meaning.
- Construct expressions to offer alternatives to suggestions.
- Take on the role of the speaker to start a dialogue.
- Seek confirmation of information in a dialogue.
- Topic, purpose, and intended audience.
- Contextual clues.
- Structure of dialogues.
- Repertoire of words necessary for this social practice of the language.
- Verbs: modals.
- Verb forms: subjunctive.
- Acoustic features.
- Connectors.
- Adjectives: qualifying, comparative, and compound.
- Comparative structures (e.g., as…as…; like; more slowly, less quickly;
- the least…, the quickest).
- Adverbs: of degree (e.g., very, too, and rather).
- Sentence types.
- Show assertiveness when making decisions.
- Foster courtesy in interpersonal relationships.
Stage 1
Select the goods to beincluded in the catalogue.
Stage 2
Design the catalogueformat and illustrate itsproducts.
Stage 3
Write suggestions aboutthe products included inthe catalogue.
Stage 4
Check that thesuggestions comply withgrammar, spelling andpunctuation conventions.
Stage 5
Practice the enunciationof suggestions, using thecatalogue as a guide.
Stage 6
Present the catalogueto a previously selectedaudience.
ACHIEVEMENT(S): / 1
2
3 / Anticipates the general meaning and main ideas by listening to familiar expressions.
Identifies main ideas in oral exchanges.
Searches for confirmation inan oral exchange.
PRODUCT STAGE(S): / 1 / Select the goods to be included in the catalogue.
CONTENTS / SESSION / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Listen to and check suggestions to buy or sell a product (e.g., clothing, toys, appliances, etc.).
Identify topic and purpose.
Identify sounds that reveal the location where a dialogue takes place.
Identify the relationship between speakers.
Detect rhythm, tone, speed, and intonation.
Understand the general meaning and main ideas.
Topic, purpose, and intended audience.
Contextual clues.
Structure of dialogues.
Repertoire of words necessary for this social practice of the language.
Show assertiveness when making decisions. / 1 / Introduction / 10 min. / T writes a few discussion points on the board about go shopping :
- Do you like shopping? Why? / Why not?
- Where do you go shopping?
- When do you usually go shopping?
- Do you buy your clothes from a catalogue or store?
- What are the characteristics of a good catalogue?
Development / 15 min. / Ss listen to an audio about shopping.T encouragesSs to identy: the topic, purpose of the conversation, relation between the speakers and main ideas. Also Ss should detect the rhythm, tone, speed and intonation.
Then Ss discuss:
- What was the last item of clothing you bought?
- Where and when did you buy it?
- Are you happy with it? Why?
To give Ss fluency practice: describing specific past events. / Audio (Conversation)
(none) / Teacher whole class
Pair work
KNOWING ABOUT THE LANGUAGE
Checking for understanding / 10 min. / T encouragesSs to brainstorm suggestions for purchasing and selling goods and products.
T exposesSsto real catalogues published in supermarkets or department stores. Ss work in teams so that they can analyze what the selling of a good or service involves, e.g. cost, image, service flexibility publicity, online publicity, etc. Ss make a list of the characteristics of a good catalogue. / To discuss how to sell or buy an item from a catalogue.
To identify the main parts of a catalogue. / (none)
Different types of catalogues. / Teacher whole class
Team work
BEING THROUGH THE LANGUAGE
Closure / 10 min. / T asksSs to work in teams and discuss about the kind of products or services they would like to include in their catalogue.
Homework
Bring different types of catalogues found in supermarkets, shopping centers, malls, etc. / To raise Ss’ awareness of the characteristics of the product. / (none) / Team work
ACHIEVEMENT(S): / 1
2
3 / Anticipates the general meaning and main ideas by listening to familiar expressions.
Identifies main ideas in oral exchanges.
Searches for confirmation inan oral exchange.
PRODUCT STAGE(S): / 2 / Design the catalogue format and illustrate its products.
CONTENTS / SESSIONS / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Activate previous knowledge to anticipate the general meaning and main ideas.
Identify terms that are similar to those in the mother tongue.
Identify ways to express suggestions.
Determine linguistic resources to link sentences together.
Repertoire of words necessary for this social practice of the language.
Connectors.
Adjectives: qualifying, comparative, and compound.
Show assertiveness when making decisions. / 2 / Introduction / 10min. / T elicits Ss to name different shops or stores that they already know.T makes a list on the board.T asks for volunteers and assigns a shop to each volunteer.T asks volunteers come to the front of the class and write as many items as they can be found in each shop. / Lead-in: To list items sold in different shops. / Whiteboard / Teacher whole class
Development / 15min. / T shows some images from a catalogue andSs try to list some adjectives to describe each image.
Then T asks Ss to make some sentences like:
“The red T-shirt is small”, “That engagement ring is very expensive”, etc. / To review the use of adjectives for describing items. / Catalogue
Images / Teacher whole class
Checking for understanding / 10 min. / Ssdescribe their favorite clothes using adjectives. / To practice oral productions. / (none) / Pair work
Closure / 10 min. / T asksSsto analyze the catalogue format in general, paying special attention to the distribution of goods, the size of letters and numbers as well as the colors used to advertise the products. In a plenary session, highlight the most relevant aspects that Ss mention. / To raise Ss’ awareness of the characteristics of the product. / Different types of catalogues / Team work
KNOWING ABOUT THE LANGUAGE
3 / Introduction / 10 min. / T places some images on the board.
T asks Ss using the Total Physical Response method (TPR) 'What is this?/What is that? / What are these? What are those?' pointing to the images. / To introduce determiners pronouns. / Whiteboard
Images
Flashcards / Teacher whole class
Development / 15 min. / T writes the singular(this & that) and plural forms (these & those) on the board and explains when to use each one.
T asks Ss to draw their favorite clothes on their notebooks. Then, Ss practice demonstrative pronouns forms: student (A) asks a question using this/these or that/those, student (B) answers the question, and vice versa. / To use demonstrative pronouns effectively.
To practice oral productions. / Whiteboard
(none) / Teacher whole class
Pair work
BEING THROUGH THE LANGUAGE
Checking for understanding / 10 min. / Ss do a fill-in activity about demonstrative pronouns. / To practice demonstrative pronouns. / Worksheet / Individual work
Closure / 10 min. / T emphasizes the use ofdemonstrative pronouns to show where an object, event, or person is in relation to the speaker.
HOMEWORK: Bring material for the product. / To clarify any doubt about connectors. / (none) / Teacher whole class
ACHIEVEMENT(S): / 1
2
3 / Anticipates the general meaning and main ideas by listening to familiar expressions.
Identifies main ideas in oral exchanges.
Searches for confirmation inan oral exchange.
PRODUCT STAGE(S): / 2 / Design the catalogue format and illustrate its products.
CONTENTS / SESSIONS / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Activate previous knowledge to anticipate the general meaning and main ideas.
Identify terms that are similar to those in the mother tongue.
Identify ways to express suggestions.
Determine linguistic resources to link sentences together.
Repertoire of words necessary for this social practice of the language.
Connectors.
Adjectives: qualifying, comparative, and compound.
Show assertiveness when making decisions. / 4 / Introduction / 5min. / T points2 pictures of different types of furniture and introduces the comparative: “This brown sofa is nice, but the blackone is nicer than the brown one”.
Next,Tplaces two "expensive" pictures on the board and writes "expensive" under one andthen asks what should be written under the other. Ss will probably get the answer"expensiver" - here T teaches the other form for these adjectives (more expensive). / To introduce the comparative form of the adjectives. / Images
Cut outs
Flashcards / Teacher whole class
Development / 10 min. / T gives Ss a handout about how to form comparatives adjectives.Ss discuss how to use comparatives.
T gives Ss more examples and explains some common errors. / To clarify any doubt about comparatives adj. / Handout
Whiteboard / Teacher whole class
Checking for understanding / 15 min. / Ss do a fill-in activity about comparatives adjectives. / To practice comparative adjectives. / Worksheet / Individual work
Closure / 15 min. / T asksSs to design the format of their catalogues and illustrate the products by drawing them, pasting cut outs or adding photographs taken by Ss themselves. / To design the catalogue format and illustrations. / Pictures, cut outs, color pencils, sheets, glue stick, etc. / Team work
KNOWING ABOUT THE LANGUAGE
5 / Introduction / 10min. / T draws an apple and elicits the word “apple”. Then T draws a bigger apple next to the first apple. Under the first apple write “big” and say “This apple is big”.
Then T points at the 2nd apple and say “But this apple is …” and elicit “bigger”. Write “bigger” under the second apple.
Then T draws a 3rd apple, bigger than the other two. Say “This apple is big. This apple is bigger. This apple is the biggest!”. Then T writes “the biggest” under the 3rd apple. / Lead-in: To introduce superlative adjectives. / Whiteboard / Teacher whole class
Development / 10 min. / T gives Ss a handout about how to form superlatives adjectives.
T gives Ss more examples, a quick conclusion and explains some common errors. T teaches the rules to form superlatives adjectives. / To clarify any doubt about how to form superlatives adjectives. / Whiteboard
Handout / Teacher whole class
BEING THROUGH THE LANGUAGE
Checking for understanding / 15 min. / Ss do a fill-in activity about comparisons using superlatives adjectives. / To practice superlatives adjectives. / Worksheet / Individual work
Closure / 10 min. / T gives feedback on comparative and superlatives adjectives. / To clarify any doubt about adjectives. / Whiteboard / Teacher whole class
ACHIEVEMENT(S): / 4 / Produces expressions to argue or object.
PRODUCT STAGE(S): / 3
4 / Write suggestions about the products included in the catalogue.
Check that the suggestions comply with grammar, spelling and punctuation conventions.
CONTENTS / SESSIONS / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Express suggestions in a dialogue, based on a script.
Produce expressions to argue or object to the purchase or selling ofproducts.
Select and adjust verbal and non-verbal behaviors for a specificaudience.
Include relevant details and interesting information
Use linguistic resources to link sentences.
Use strategies to emphasize meaning.
Construct expressions to offer alternatives to suggestions.
Repertoire of words necessary for this social practice of the language.
Connectors.
Adjectives: qualifying, comparative, and compound.
Foster courtesy in interpersonal relationships. / 6 / Introduction / 10min. / T showsSs a flashcard of a fashion show.
Discuss about the picture byasking Ss questions.
- Which one is a better dress than (point to another dress)?
- Which one is the best dress?
- Which one is the worst dress?
Development / 10 min. / T reviews with the Ss when the comparative and superlative forms of adjectivesare used.
T explains that some adjectives change completely in the comparative and superlative forms:
- good-better-the best
- bad-worse-the worst
- etc.
Checking for understanding / 25 min. / Ss do a fill-in activity about comparatives and superlative with irregular adjectives. / To practice comparative and superlative form with irregular adjectives. / Worksheet / Individual work
Closure / 5 min. / T gives feedback on the topic.
HOMEWORK: T asks Ss to complete their Catalogue (Project) with cover, illustrations, prices, sizes, descriptions, etc. for the next class. / To clarify any doubt about irregular adjectives. / Whiteboard / Teacher whole class
KNOWING ABOUT THE LANGUAGE
7 / Introduction / 5 min. / T brings a catalogue to the class and chooses 2 items. T writes some comparisons on the board about the items. / Lead-in: To make comparisons. / Catalogue / Teacher whole class
Development / 10 min. / T draws 2 new items on the board and asks Ss to write 3 comparisons between them on their notebooks. / To clarify any doubt about comparisons. / (none) / Pair work
BEING THROUGH THE LANGUAGE
Checking for understanding / 25 min. / Ss write some suggestions(comparisons) about the products included in their catalogues. / To practice comparative and superlative adjectives. / Catalogue
(Project) / Team work
Closure / 5 min. / T let Ss know they will present their comparisons for the next class. Ssmake arrangements for the presentation. / To prepare the presentation of the project progress. / (none) / Team work
ACHIEVEMENT(S): / 4 / Produces expressions to argue or object.
PRODUCT STAGE(S): / 5
6 / Practice the enunciationof suggestions, using thecatalogue as a guide.
Present the catalogueto a previously selectedaudience.
CONTENTS / SESSIONS / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Express suggestions in a dialogue, based on a script.
Take on the role of the speaker to start a dialogue.
Seek confirmation of information in a dialogue.
Structure of dialogues.
Repertoire of words necessary for this social practice of the language.
Acoustic features.
Show assertiveness when making decisions.
Foster courtesy in interpersonal relationships. / 8 / 45 min. / The teams come to the front to present their catalogues, and as a whole group discuss about the different catalogues.
T encouragesSs to suggest ideas about how to improve the catalogues visually or linguistically.
Ss edit and correct mistakes in order to prepare the final version of their catalogues. / To edit and correct mistakes.
To check grammar and spelling. / Catalogue / Team work
(Teacher monitors)
KNOWING ABOUT THE LANGUAGE
9 / 45 min. / T asks Ss to make some dialogues about giving suggestions in order to get ready for the presentation to the rest of the group.
Ss practice making suggestions and responding to them.
Ss can write some notes about their suggestions or comparisons on their notebooks. / To practice the enunciation of suggestions.
To monitor rhythm, intonation, volume, speed and non-verbal responses. / Catalogue / Team work
(Teacher monitors)
10, 11 &12 / 45 min. / Ss exhibit their project to the rest of the class.
T chooses the best catalogues taking into account different categories: best text, best visuals, more relevant suggestions, more convincing arguments, more attractive presentations, most professional presentation, etc.
T makes arrangements to have the catalogues presented in other groups of the school community. / To present products and evaluate them. / Rubric and check list. / Team work
(Teacher monitors)
BEING THROUGH THE LANGUAGE