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Lesson Plan Format Date: November 15th, 2007 Subject: English II

University of Panama English department Master of Arts in ESL Technology for the Teaching of a Second Language Lesson Plan Format Unit 4: Do you like rap? Talking about likes and dislikes; giving opinions (Yes/no and Wh- questions with do) Presented by: Javier Villamonte Prof. Gladys Yunsán.

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Lesson Plan Format Date: November 15th, 2007 Subject: English II

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  1. University of PanamaEnglish departmentMaster of Arts in ESLTechnology for the Teaching of a Second LanguageLesson Plan FormatUnit 4: Do you like rap?Talking about likes and dislikes; giving opinions (Yes/no and Wh- questions with do)Presented by:Javier VillamonteProf. Gladys Yunsán

  2. Lesson Plan Format Date: November 15th, 2007 Subject: English II

  3. Preparing the Learning • Setting the stage: • the classroom should be provided with computers, speakers • each level 1 student must have his/her materials • tongue twister: Lily Lee the lonely little lady in the lilac blouse likes to write lyrics for her lovely listening class. (by Javier Villamonte) • Assessing prior knowledge: have the students brainstorm vocabulary connected to music by using a semantic map • Information of new topic: listening to different kinds of music and the conversation “I really like pop music” page 23, Interchange 1. • References to previous lesson: discussing preferences

  4. Course of Study Objectives: • To discuss music and personal likes and dislikes • To give opinions about different kinds of music • To talk about music using yes/no and Wh questions with do

  5. Learner’s Objectives • To analyze a short dialogue about music likes and dislikes • To comprehend the context of the dialogue and the practices on the web • To be able to express their likes and dislikes about famous singers and their songs

  6. Materials: • CD • Computers, Power Point, Internet • (http://www2.cambridge.org/interchangearcade/launch.do?activityID=308&level=1&unit=4&type=Cup_word_up&stage=1 http://www2.cambridge.org/interchangearcade/launch.do?activityID=443&level=1&unit=4&type=Cup_matching&stage=1) • Singers’ CDs (authentic materials) • Board, markets • Textbook: Interchange 1

  7. Methodology • Communicative (listening and discussion) • Inductive • Direct Method

  8. Procedures • Students will discuss types of music • Students will practice a conversation about music likes and dislikes, see yes-no questions and wh-questions with do in context • Students will practice yes/no questions and Wh-questions with do • Students will complete a short conversation in the present tense

  9. Teaching the learners • Make sure each student’s understanding by asking questions about the dialogue • Help the students with the practices provided on the student book “Interchange Level 1.” • Help the students with the listening and matching practices provided on http://www2.cambridge.org/interchangearcade/launch.do?activityID=308&level=1&unit=4&type=Cup_word_up&stage=1 http://www2.cambridge.org/interchangearcade/launch.do?activityID=443&level=1&unit=4&type=Cup_matching&stage=1 • Present the student illustrations about famous singers

  10. Learner’s Performance (Assessment) • Perform a dialogue in class • Identify and talk about their partner’s favorite singer • Make an oral report about why “X” person is his/her favorite singer

  11. Adaptation of Instruction: • Linguistic learners: speaking, writing, solving exercises • Logical –mathematical learners: using grammar patterns to learn the simple present tense • Spatial learners: mapping • Musical learners: listening to the CD • Bodily-kinesthetic learners: moving and grouping the students according to their music likes, pronouncing the dialogue. • Interpersonal learners: discussion about music likes and dislikes • Intrapersonal learners: using written practice to analyze themselves

  12. Concluding the lesson Throughout this lesson the students have practiced yes-no questions and wh- questions with do in a relaxing and pleasant atmosphere by talking into account their preferences about music. This information can be adapted to any other area of preference to ensure that the learner is ready to react and talk about their likes without feeling pressure, that is to say, while considering the learners’ opinions, they are not infected with boredom and are eager to speak

  13. References http://www2.cambridge.org/interchangearcade/launch.do?activityID=308&level=1&unit=4&type=Cup_word_up&stage=1 http://www2.cambridge.org/interchangearcade/launch.do?activityID=443&level=1&unit=4&type=Cup_matching&stage=1 Richards C., Jack; Hull, Jonathan; Protor, Susan; Shields, Charles, Interchange 1, Cambriage University Press, 2005

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