Third Lesson Plan - Javier A. Landinez
Third Lesson Plan - Javier A. Landinez
Third Lesson Plan - Javier A. Landinez
INSTITUTION TUTOR:
Javier Alejandro Landnez S.
COURSE
Eighth grade
WEEK NUMBER:
03
DATE OF THE CLASS: September 24
PEDAGOGICAL OBJECTIVE:
To do a feedback about previous topics in order to reinforce the students knowledge (based on the
diagnostic lesson).
TERMINAL OBJECTIVE:
By the end of the lesson, the students will be able to describe their favorite character and immediate
objects (specifically basic classroom objects) by drawing and creating sentences on their own using
basic adjectives and the Verb to Be pattern.
ENABLING OBJECTIVES:
The apprentices will describe their favorite character by using some basic adjectives.
The students will build up several sentences using the Verb to Be pattern in positive form.
The pupils will give information about their favorite character by using some basic adjectives
(and if possible like and dislike) and the Verb to be grammar pattern.
Escucha: comprendo informacin bsica sobre temas relacionados con mis actividades
cotidianas y con mi entorno
Escritura: Describo con frases cortas personas, lugares, objetos o hechos relacionados con
temas y situaciones que me son familiares.
Monlogos: Describo con oraciones simples a una persona, lugar u objeto a que me son
familiares, aunque, si lo requiero, me apoyo en apuntes o en mi profesor.
Hago exposiciones muy breves de contenido predecible y aprendido.
Conversacin: Participo en situaciones comunicativas cotidianas tales como pedir favores,
disculparme y agradecer.
METHODOLOGY
LANGUAGE PATTERNS AND VOCABULARY
Vocabulary: Classroom objects (pencil sharpener, eraser, pen, pencil, scissors, etc.), adjectives (tall,
short, fat, thin, strong, etc.).
Verb to be (in positive and negative).
Thanks, good morning/ evening, etc.
Have them write the animal names on a piece of paper; for example, a student might choose
tiger, bear, and rabbit.
2. HAVE STUDENTS WRITE THREE ADJECTIVES TO DESCRIBE EACH ANIMAL.
Give an example: tiger aggressive, strong, fast; bear big, furry, hungry; rabbit shy, cute,
cuddly.
After writing an example on the board, I usually prefer to let students come up with adjectives
on their own so that they dont all end up with the same ones. But you could have a
brainstorming session as a class before they write their words, if theyre looking a little lost.
For lower-level classes, these adjectives can be basic, such as cute, strong, big, little, furry,
lovable, etc.
For higher-level classes, challenge students to find adjectives that their classmates may not
know, such as ferocious, majestic, etc. (You might want to allow dictionary use.)
Circulate to make sure students are not writing nouns by mistake (this happens often).
Get faster students to help slower students come up with their last few adjectives.
3. TELL STUDENTS THEY MUST NOW READ THEIR ADJECTIVES WITH THE FOLLOWING
PHRASES: I THINK I AM, MY FRIENDS THINK I AM, I AM REALLY
Put students in groups of 4 or 5, and have them read out their adjectives. But instead of
saying the animal names, they must use the phrases I think I am + 3 adjectives, My friends
think I am + 3 adjectives, I am really + 3 adjectives. Explain that the adjectives represent
how you see yourself, how your friends see you, and how you really are.
Use your example to model this before they begin. Example: I think I am aggressive, strong,
and fast. My friends think I am big, furry, and hungry. I am really shy, cute, and cuddly.
See what everyone has come up with! Share a few of the funnier answers with the whole
class.
that the purpose of this short exercise is to make students to be tuned back in class. It is
expected to last 10 minutes (10 min).
Lottery game: The teachers will ask the students to cluster into four groups of four people,
and then each party will receive a lottery ticket where they will find a chart of some adjectives.
The idea is that they can identify the object (picture) that will be presented in class and play
as if they were participating in a lottery game (20 minutes).
Build up the sentences: after having competed in the lottery game, each group will be given
some words written in cardboards, where they are expected to build the sentences. According
to the scores got in the former activity, each group would receive a more or less difficult
sentence, so that those who were able to get higher points would be given more difficult
sentences to build, whereas those who failed to have satisfactory scores would be given a
less complex sentences to build. This activity is expected to last 20 minutes (20 min).
STUDENTS EXPECTED PERFORMANCE
-The students will practice vocabulary in regards to adjectives.
-The apprentices will create simple sentences by using different elements of the language
(i.e. verb, subject, adjective and complement).
ACTIVATE
Finally, students are expected to play more freely with the language. As an ACTIVATE task,
the learners will be asked to create a monologue on their own describing again the character
they did during the first stage, but using the whole vocabulary and grammar structures seen
during the class. This final activity is expected to last 20 minutes.
STUDENTS EXPECTED PERFORMANCE
-The students will socialize their animal in front of the class by including the vocabulary and
grammar structure seen during the lesson.
FINAL NOTES
Evaluation will be carried out during the whole class, every time the students require
feedback on pronunciation, language management etc.
BIBLIOGRAPHY
Adjectives with a twist, retrieved from: http://blog.esllibrary.com/2013/01/31/my-favouritewarm-up-activity/ on sep 23rd, 2016.
The puppy needs a bone, retrieved from: http://www.free-teacher-worksheets.com/adjectiveworksheets.html on sep 23rd, 2016.
APPENDIXES