Didáctica Especifica & Residencia Docente En Inglés

Solana Mizrahi

Didáctica Especifica & Residencia Docente en Inglés

Septiembre 2011

Lesson Plan

Intermediate Level

Time: from 9.30 a.m. to 10.50 a.m.

Class: General English

Language Focus: Reading

Topic: Tango, the Argentine dance

Objectives: To make Ss read a text in order to find the main idea of the passage and then concentrate on smaller details, learn new vocabulary items and finally reflect upon their own culture.

Prior Knowledge: Students know how to skim and scan a text, but more practice is needed to improve their reading skills and to add up information about their culture.

Materials:

1.  Reading materials- a simplified article from Time magazine.

2.  Blackboard.

3.  Netbook (to show students a short youtube video).

Step / Time / Tasks (teacher) / Tasks (pupils) / Interaction / Purpose
1 / 10 mins / Opening:
Introduction to the topic tango.
T activates schema for tango.
T draws Ss attention to the different pictures and expects Ss to describe the pictures.
T asks students to help her write down as many different words as they can think of on the board related to the topic of tango within three minutes. / Ss take a look at the pictures and provide different descriptions.
Ss shout out the answers to the question as the T writes the answers on the board. / Tßà Ss
Ssßà T / -Arouse interest.
-Activate schema for the topic.
-Show Ss the importance of looking at visuals, headlines and titles for the comprehension of a text.
-Find out what is the Ss’ background knowledge of the topic.
-Enhance Ss’ speaking abilities.
-Encourage Ss’ to share ideas with others and reach an agreement.
-Make Ss gain air time.
T asks Ss to answer in pairs the 8 questions proposed in the brainstorming section of the text. / Ss have a chat in pairs and then provide the answers to the whole class so that they establish a comparison. / Sßà S
Ssßà T
2 / 10 mins / Skimming: T asks Ss to read the text quickly and find a good title for it. / Ss read the text and come up with the tile individually / Tßà Ss
Sßà S
Ssßà T / - Focus attention of Ss on the concept of skimming for general gist.
-Enhance Ss creativity by making them come up with a suitable title.
T asks the Ss to compare their answers with their partners / Ss compare their answers with their partners.
T goes over the answers. / Ss call out their answers to the T and the whole class agrees on the best title for the text.
3 / 15 mins / Scanning: T tells the Ss to read the text again and answer the questions on exercise 3, individually / Ss read the text again and answer the questions. / Tßà Ss
Sßà S
Ssßà T / -Focus attention of Ss on the concept of scanning to locate specific information.
T asks Ss to share their answers with a partner (in one minute) and then the whole class checks them together. / Ss share their answers with their partners and then tell their response to the whole class.
4 / 10 mins / Comprehension stage:T tells the Ss to read the multiple-choice questions and choose the correct answer. Ss should also underline the part of the text that helped them find the answer. / Ss answer the questions individually and then call out the answers to the T. / Tßà Ss
Ssßà T / -Focus on the comprehension of the text.
-Make Ss concentrate on small details of the answers that are misleading and find out whether they understood the precise meaning of certain phrases of the text.
-Teach Ss how to support their answers with evidence.
5 / 15 mins / Decoding : T asks the Ss to do the vocabulary exercise, where Ss have to match 6 words they don’t know from the text with more familiar phrases. / Ss match the words to their meanings and check the answers with the T. / Tßà Ss
Ssßà T
Sßà S / -Guess meaning of unknown words from context.
-Enhance creativity by making Ss come up with sentences.
-Foster the learning of new words by making Ss use them again in a context created by themselves, making learning significant for the Ss. By listening to their classmates’ sentences, Ss would have come across the new word for the 4th time in a lesson.
- Make Ss practice the tenses of verbs and at the same time learn new verbs by seeing them again in a different context.
-Make Ss learn about the words that can collocate with the new verbs.
- Make Ss’ learning more significant by providing true sentences about tango in Tucumán and Argentina.
T asks the Ss to write sentences of their own by using the new words. / Ss write down their examples and share one of them with the class.
T asks the Ss to put the verbs provided in the worksheet in the correct form to complete the gapped sentences. / Ss do the exercise individually and then check it as a class.
6 / 10 mins / Transferable Skills: T asks Ss to discuss the last questions of the worksheet in small groups.
T encourages Ss to share their ideas with the whole class. / Ss discuss the questions in small groups and then participate in a class discussion. / Tßà Ss
Sßà S / -Give room for debate.
-Make Ss argue, reflect on content and give their point of view.
- Make Ss learn that not all of them think the same way.
-Make Ss relate the topic to their own reality.
- Make Ss create full pieces of language through which they express their opinions.
7 / 10 mins / T shows the Ss a youtube video of two men dancing the tango, related to the origins of the tango mentioned in the text (“Reliquias Porteñas”, 3 mins) / Ss watch the video and give their opinions about it. / Tßà Ss
Sßà S / -Arouse interest at the end of the class and make Ss go to the break with the tune in their heads.
-See Ss reaction to the video and listen to their opinions.
-Increase Ss air time.
-Give the new generations something related to their everyday life and encourage them to show this to some other friends.

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