GRADE - Colombia Aprende · In pairs, the students will prepare a role play conversation between a...

Yuly Alexandra Soler Trujillo I.E. ESCUELA NORMAL SUPERIOR MARIA AUXILIADORA Cúcuta

Lesson plan designed by:

1

10GRADE

th

LESS

ON

PLA

NTheme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Our natural environment -Eco-tourism

90 min

36

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson, students will be better able to talk about eco-traveling in Colombia and the importance of the landscapes in our natural environment.

• To consolidate a range of vocabulary about landscapes and natural environment.

• To develop listening skills for understanding general and specific ideas in short argumentative oral texts

• To express opinions about academic and scientific subjects in spontaneous interactions.

• To provide the opportunity for further reflection about the developing of learning process


2Yeisy Del Milagro Molina SiadoI.E. DISTRITAL PARA EL DESARROLLO INTEGRAL

NUEVA GRANADABarranquilla

10GRADE

th

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This is the first lesson of the module. Previously, learners should have revised the verbs in the three forms and they should know the uses of present perfect tense, structures of grammar, adverbs and common expressions to talk about experiences.

Also, the students have checked previous vocabulary related to time seasons, days of the week and daily routine activities.

This the first unit of the module 4 and it will be expected to have 1-hour class in this lesson.

• Recognizes general and specific information in narrative and descriptive oral text.

• Distinguishes vocabulary and expressions related to nature.

• Shares a position about subjects of interest orally• Makes an oral presentation about academic subjects of interest.

• Values and respects the opinion of others.• Assumes a critical position about academic and social subjects of interest.

• Recognizes the importance of listening and respecting others´ opinions.• Reflects about his/her learning process in order to find strategies to

improve it.




10GRADE

th

10Landscapes• beach• lake• stream

Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Intercultural:

Anticipated problems: Planned solutions

Develop an activity to introduce vocabulary.

Provide a collaborative task.

Provide controlled practice and cooperative work.

Have the script printed.

Control the time with a countdown clock and explain the students that the activity will finish at that moment and there won’t be extra time.

Students may not be familiar with some words used in the recording.

Some students will need to remember the conjugation of the verbs.

Some students could be not confident at the moment of speaking.

There might be some technology issues.

Some students could not work at the same pace of others.

• field • ocean• waterfall• rainforest

• island• valley• desert• river

• mountain

EcoparksExpressions to infer• Based on … I infer that …• I infer that… based on…Expressions to justify• I believe this because…

• My primary reason for thinking so is…Expressions to persuade• Although some people claim that…,opponents argue that….• It is vital to consider…

Present perfectAdverbs ever, never, yet, already, still, justCommon verbs

Sociolinguístic/Intercultural• Skills to analyze, interpret and relate• Adaptability to different forms ofcommunication and learning• Learning through interaction

Warm up

Time and Interaction

(5 min)

To introduce the new vocabulary and activate pre-knowledge

The teacher will present the objective of the lesson: Ss will be better able to talk about eco-traveling in Colombia and the importance of the landscapes in our natural environment. T motivates students to achieve itThe teacher will introduce the vocabulary related to landscapes through a game called “The hot seat” in which students by turns participate.T will project some pictures related to the following words: •beach rainforest•island lake•Valley waterfall•Desert ocean•River field•mountain•stream (previously the T finds in internet these images, if there is no internet access for this, the recommendation is to bring some images on papers)A student will be sitting in “The hot seat “in front of the class. He/ she will listen to the classmates’ descriptions about the words and tries to guess the word.

3 minT-SS

Group Work 2 min.

Stage aims

Procedure

Total Stage timing




4

10GRADE

th

Lead in


(5 min)

To use the new vocabulary in context.

The students in pairs will receive a piece of paper in which they have to develop an exercise in which they have to match the vocabulary with some sentences about Colombia. (see appendix 1) Ss will read the sentences and the teacher will give feedback.

Answer Key 1 I 2B 3C 4D 5J 6A 7G 8H 9F 10E

1. The Amazon is one of the important river in Colombia2. La Tota is a lake located in Boyacá3. Providence is one Island in Colombia4. The Atlantic and the Pacific are oceans5. La piedra del Peñol in Medellin is a beautiful mountain6 You can find the most beautiful beaches in San Andres Island7. Cocora is a valley located in the department of Quindío 8. La Guajira is a desert in the north of Colombia.9. About 35% of Colombia’s territory is covered by the Amazon rainforest10 Tequendama is one of the waterfall outside Bogota, but unfortunately it is victim of pollution

Pairs 5 min

Stage aims

Procedure

Total Stage timing



5

10 10GRADE

th

Listening for gist

Listening for specific information



(10 min)

(20 min)

To develop the subskill listening for a gist

To develop the subskill: listening for specific information

Ss will receive a worksheet to develop the listening exercise, in the first part Ss will listen to a recording about two people in a conversation: Pedro is talking to Sam about his holiday. Ss will recognized the words studied in the warming up activity and they have to tick them in a list. (See Appendix 2)Audio:http://aprende.colombiaaprende.edu.co/colombiabilingue/88205English, please! 2 Fast Track Edition: Audio MP3 - Grado 10°Audio 39Ss will work in pairs to share the answers. T will check the exercise with the whole class in order to clarify doubtsANSWER KEYValley, mountains, rainforest, island, ocean

Ss will listen to the audio again and they have to answer True or false to the statements presented in the worksheet given, part 2 (Appendix 2)If it is necessary Ss listen to the audio one more time.T asks Ss to compare their answers with a classmate.T then checks answers with the whole class. T will ask the students if they have any problem understanding the audio. Answer key:1 Sam has been to Cocora Valley False 2. Pedro and his family have visited Boyacá True 3. Sam asked Pedro if he has ever visited any National Parks in Colombian False4. Sam has gone to Gorgona Island True 5. Pedro has never seen a whale in his life True

Ind.5 min.

Pairs5 min.

Ind.7minPair

3 min. T-Ss

10 mins

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing




6

10GRADE

th

Speaking task 1

Planning speaking task 2



(10 min)

(7min)

To foster the use the target language through a communicative activity and collaborative work

To foster collaborative work

Ss. will receive a survey and they have to mingle and ask each other about their own experiences Appendix 3T will ask students to share answers with the whole class.An example will be provided for themE.g - Mary has been to Tayrona natural ParkPeter has never travelled to Amazonas.T checks and drills pronunciation

In pairs, the students will prepare a role play conversation between a tourist and a travel agent- they are asked to work in groups of 4. The students will use a paper with information about the Tayrona park as an example in order to prepare the script for the roles. Appendix 3

The Ss will use some structures they worked in the previous stage.E.g. - Have you ever been to Tayrona?

-No I haven’t

SS-SS5 min.

Whole Group5 min.

Group work7 min.

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing



7

10 10GRADE

th

Speaking task 2

Feedback



(10 min)

(3 min)

To provide the use of the target language in context

To Foster self and peer correctionTo provide the opportunity for further reflection about main pints of the lesson

Then, T asks Ss to role play the conversation prepared (2 min per group)

T will choose 4 groups to perform the dialogue and will ask the rest of the class to evaluate and give comments at the end of the performances

T ask to the rest of the groups to role play next class if time is not enough.

T asks students to talk about the performance in the whole classIdentifying strengths and weaknesses in order to improve.T will praise the work doneT asks students to share their points of view about the activities developed during class. Listening and speaking.T asks about what strategies they can use to improve these skills.T. asks students to bring some photos about trips they have done during vacations in order to prepare a poster for a presentations.

WH10 min

2 min.

1 min.

Stage aims

Stage aims

Procedure

Procedure

ROLE PLAYSTotal Stage

timing

Total Stage timing




8

10GRADE

th

Materials Needed

1. Video beam-slides2. Appendixes1,2,33. Cd player-audio4. Board-marker



9

10 10GRADE

th




10GRADE

th

APPENDIX1

Appendix 1

Name: ___________________________________Grade: ____________Date: ________

Match the columns the words with the sentences below A. beachB. lakeC. streamD. field E. oceanF. waterfallG. rainforestH. islandI. valleyJ. desertK. riverL. mountain

1. The Amazon is one of the important __________ in Colombia

2. La Tota is a _________ located in Boyacá

3. Cristóbal Colón is the highest_________ in Colombia.

4. The Atlantic and the Pacific are ______

5. La piedra del Peñol in Medellin is a beautiful _________

6 You can find the most beautiful ________ in San Andres Island

7. Cocora is a ________ located in the department of Quindío

8. La Guajira is a____________ in the north of Colombia.

9. About 35% of Colombia’s territory is covered by the Amazon

10. Tequendama is one of the ____________ outside Bogota, but unfortunately it is victim of pollution




10GRADE

th

10LISTENING FOR GIST

Appendix 2

1. Listen to the audio and tick the words that Peter and Sam mention

Listening for specific information

2. Listen and answer true or false according to the audio.

Sam has been to Cocora Valley

True ____ False____

Pedro and his family have visited Boyacá

True ____ False____

Sam asked Pedro if he has ever visited any National Parks in Colombian True ____ False____ Sam has gone to Gorgona Island True ____ False____

Pedro has never seen a whale in his life True ____ False____

a. beach

b. lake

c. stream

d. field

e. ocean

f. waterfall

g. rainforest

h. island

i. Ivalley

j. desert

k. river

l. mountain




10GRADE

th

Appendix 3

Have you ever…..?

Student 1 Student 2 Student 3

Name Yes/No Name Yes/No Name Yes/No

..been to Tayrona in Colombia?

..visited natural parks in Colombia?

…hiked Cocora Valley?

…. been camping with your friends?

…travelled with your family?

..swum in the Amazon river?

…surfed in the pacific ocean?

…cleaned a beach…?

Taken from: http://aprende.colombiaaprende.edu.co/colombiabilingue/88205English please book 2

Survey

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