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Language Focus: Cognates


Topic: English around the world
Objectives: to teach what cognates are and to review questions to elicit personal details.
Prior Knowledge: questions, introductions.
Materials:
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers«

Date: January 31st, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment


T introduces herself and explains a Ss stand up; say their names, the Ss were able to
1 10 min For Ss to know each other. dynamic for Ss to present name of a noun with the same letter Ss ± Ss introduce themselves to
themselves. and two things they want to share. the class.
2 20 min Set the rules of the class and T presents some slides explaining the Ss pay attention, they may ask T ± Ss
explain the assessment criteria. course policies and the portfolio. questions.
T guides Ss through the activities on Ss look at the images, underline the S is able to follow
3 5 min Warm up to introduce cognates p. 7 words they recognize. T ± Ss instructions and to
recognize basic words.
T elicits any words the Ss may know S identifies similarities
4 7 min For Ss to reflect on vocabulary in the ads and makes a list on the Ss participate. Ss ± T between English and
board. T asks Ss which of those Spanish words in the
words are similar to words in their ads.
language.
5 10 min Explain and exemplify what T presents a PPP. Ss listen, take notes, they may ask T ± Ss
cognates are. questions.
S shows understanding
6 7 min For Ss to reflect on how English T gives instructions to Ss to work in Ss comment on the English words Ss ± Ss of the topic by reflecting
cognates are used around them. groups. T monitors the activity. that are used in radio, TV or on cognates within
literature & make a list. his/her context.
T asks Ss how many of them are
7 10 min To elicit basic terms for giving familiar with FB or MySpace. Then T Ss participate by sharing what they T ± Ss S knows basic terms as
personal details. asks what basic information is know about FB/MySpace. name, e-mail, address,
needed for them to join the sites. etc«
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 7 min For Ss to know the difference T writes on the board the names of Ss participate by labeling first and S is able to say first or
between last and first names. some artists to elicit first and last last names and then saying their T ± Ss last name depending on
names. T then asks some Ss to tell own last/first names. the teacher¶s request.
their own first & last names.
T works along with Ss to answer the
9 10 min For Ss to learn to complete online questions on p.. Then, T has Ss to Ss carry out the activity. T-Ss S is able to complete the
registrations. fill out the online registration. T online registration.
monitors their work and once they
finish, T elicits some of the
usernames and passwords.
T has Ss to circle the words they
10 10 min For Ss to practice recognizing know in the survey on p.9. Then T Ss complete the activity; share their Ss-T S identifies cognates.
cognates. asks how many words they have answers to the class. They may
circled, and how many of those are volunteer to explain meanings to
cognates. T writes them on the board, their classmates.
drills them and encourages Ss to ask
questions about unknown words.
T presents some slides with
11 10 min Review questions we ask to elicit questions to know personal Ss practice asking and answering Ss ± Ss S is able to both ask and
personal details. information. Then, T has Ss to questions with a partner. give basic personal
ask/answer the questions with a information.
partner. T monitors the activity.



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Language Focus: be statements and yes/no questions.


Topic: English around the world
Objectives: to teach the use of verb ³be´
Prior Knowledge: pronouns, verb be forms.
Materials:
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers, cards«

Date: February 1st, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment


Warm up: T asks Ss for the things Ss share their S is able to use
1 10 min For Ss to get in touch with the they say when they don¶t know how experiences/suggestions. Ss ± T communicative
upcoming topic. to spell a word or when they need strategies to ask for
help. meaning clarification.
2 10 min T plays the recording twice. T has Ss Ss listen and then repeat the S pronounces correctly
To present and practice first listen and then repeat. T makes questions. T ± Ss and understands the
classroom language. sure Ss understand the meaning of meaning of the
the questions. questions.
To create tools for the Ss to T has Ss to look at images in p.9 and S uses correct spelling
3 20 min remember the questions discuss which questions are possible Ss discuss in teams and then make Ss ± Ss and relates images with
throughout the semester. for each. Then, T hands Ss some posters to display on the walls of the meaning.
sheets and asks them to write and classroom.
illustrate one question.
4 20 min To teach be statements and T presents a PPP to explain and Ss pay attention, ask questions, take T ± Ss S uses the verb ³be´
yes/no questions. exemplify the grammar of the lesson. notes and participate. appropriately.
T leads in the activity by asking Ss
5 7 min For the Ss to practice the about their hometown. T describes Ss complete activity a. T ± Ss S identifies answers
grammar for introductions. the activity and then has Ss to from the text.
complete it.
S uses the verb be
6 15 min For the Ss to practice the T explains the meaning of Ss work in pairs to complete the Ss ± Ss accurately.
grammar for introductions. ³affirmative´ and ³negative´. T has Ss chart using the online chat as an
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to work in pairs to complete the example.


grammar tables in activity b. Once
they are finished, answers are
checked with the whole class.
T gives Ss prompts for them to role Ss read the prompts and practice the S carries out a
7 15 min For the Ss to practice the play a conversation in pairs. Then T conversation. Some of them will Ss ± Ss conversation using the
grammar for introductions. asks for volunteers to present it in present it to the whole class. grammar focus.
front of the class.

  min Reviewing and identifying pattern T reads the vowel sound and the Ss listen to the recording and T ± Ss S is able to notice the
sounds in the alphabet. letters in each column on p. 11. Then, complete the table. They listen to the vowel sounds in the
T plays the audio so Ss can listen to T explanations and practice alphabet.
the vowel sound to complete the pronunciation.
table. T emphasizes most common
mistakes on pronunciation.
T organizes teams. T calls out a word
9 10 min For Ss to practice spelling. from the unit and a person from each Ss participate in the activity. T-Ss S is able to spell
team comes to the board to write it. common words
The first team to write the correct correctly.
form, scores a point.

10 5min Review use of verb be. T reviews pronouns and verb form Ss participate to complete the Ss ± T S uses the verb be
agreement. T has students to say the sentences. accurately.
correct answer to complete some
sentences.



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Language Focus: be information questions & ordinal numbers.


Topic: English around the world
Objectives: to teach useful questions to interact with other people.
Prior Knowledge: cardinal numbers, yes/no questions.
Materials:
1. ± PPP
2. ± Workbook
3. ± Whiteboard, markers, cards«

Date: February 2nd, 2011

Step Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment


T presents Ss a couple of images to Ss participate to decide which image S is able to know what
1 10 min To introduce polite language use. introduce the topic. Then T shows Ss shows a more polite behavior. They Ss ± T forms are more polite
a PPP to explain the concept of may take notes or ask questions intuitively.
³politeness´. during the PPP.
2 10 min For Ss to recognize polite T plays the recording for activity 1 Ss listen to the audio and underline S identifies polite forms
expressions. and has Ss to underline the polite the words they consider to be polite T ± Ss in the conversation.
expressions on their books. expressions on the conversation.
3 5 min To introduce cardinal and ordinal T shows Ss some images for them to Ss identify the numbers and S recognizes numbers.
numbers. identify cardinal and ordinal numbers. comment on the differences between Ss ± T
them.
T explains the difference between
4 15 min To present and practice ordinal cardinal and ordinal numbers. T has Students complete the activities by T ± Ss S writes ordinal numbers
numbers. students to work on the activities on writing the correct number next to correctly.
the book. Answers are checked on each word.
the board.
T has Ss to stand up and line up
5 10 min To review the pronunciation of according to their birthday date. T Ss walk around the classroom and Ss ± Ss S pronounces the
ordinal numbers. monitors the activity, making sure that ask their classmates for their ordinal numbers
Ss are pronouncing the numbers birthdays. correctly.
correctly.
T has Ss look at the image and asks
6  min To present be -information some questions about it. T has Ss Ss carry out the activity and Ss ± T S listens to confirm
questions. read carefully the T/F statements and compare answers in pairs. information.
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then plays the recording.


T elicits question words from Ss.
7 10 min To present be -information Then T presents a PPP to explain the Ss participate, take notes, they may T ± Ss S identifies what words
questions. functions and uses of what, where, ask questions. to use to what purposes.
when and how.
T presents a series of activities for Ss
For the Ss to practice the to complete using what,where,when Ss complete the activities and share S is able to use the
 30 min grammar for be- information & how. T gives instructions & answers with the rest of the class. Ss ± T question words
questions. monitors the activities. Once finished, appropriately.
the activities are checked on the
board.
T attaches names of famous people,
9 15 min For Ss to practice yes/no nouns or fruits to Ss¶ backs. Ss must Ss mingle, talk to classmates and Ss ± Ss S can use yes/no
questions. ask only yes/no questions to their ask yes/no questions. questions.
classmates to find out what they are.

10 3 min Review ordinal numbers T presents an activity for Ss to Ss select the number. Ss ± T S can identify ordinal
vocabulary. choose the correct number. numbers¶ spelling.