LEARNING STRATEGY TRAINING, COOPERATIVE LEARNING AND MULTIPLE INTELLIGENCES

Lesson plan: 27/10/2014

Alomar Eliana and Sansot Laura.

Course: 5th C

N° of Practice: 11

This class had to be improvised because of the rain, many students were absent.

Objectives: During this lesson students are expected to:

1-     Practise the following “parts of the house”: bathroom, bedroom, dining room, kitchen, living room, etc.

2-     Practise the following “pieces of furniture”: table, chair, sofa, lamp, cupboard, wardrobe, etc. and apply them in matching and completion activities.

3-     Make meaningful connections between the concepts learnt about the unit “The house” and prepositions.

4-     Practice the spelling and the pronunciation of “pieces of furniture” and “parts of the house”

5-     Practice the verb “There is/are” to write and read sentences. There is a wardrobe in the bedroom.

6-     Practice the use of the verb “have got.” I have got a chair here.

7-      Listen to the teacher to practice the pronunciation of the parts of a house and pieces of furniture.

8-     Practise the prepositions: in, on, under, behind and next to.

9-     Practise the use of prepositions to locate objects in rooms with the help of images in speaking activities. Where is the chair? Yes, the chair is next to the desk.

10- Make meaningful connection among all the lexical and grammatical items learnt in along the unit through funny games.

11-  Reflect on the fact that not all the houses are equal.

Class description:

The students in this elementary class are between 9 and 10 years old. There are 24 students, the same number of boys and girls. The class starts at 13:15 in the afternoon, but before all the students meet with headmistress in the playground in order to be welcomed. The students are asleep during the whole hour of the lesson. They can start being noisy, especially when the same activity is taking place for a long time and some of them finish it before the rest.

Nevertheless, they work hard if they keep on working continuously in an activity that interests them, for example, when they have to talk about themselves or have to use their creativity. One aspect is important about this class, as they are very young and with a low level of English, they speak in Spanish all the time.

Timetable fit:

The lesson takes place from 14:15 to 15:15 pm on Mondays. During the current unit students have been introduced to the topic “The family”. They have written descriptions about their own family and then, they read them aloud. They have read about members of other families and have been asked to look for information about the age, birthday and physical features of the members of their own family.

Last class, students made a pair work activity in which they had to draw and ask one another questions about their drawings. Then, they worked with a listening comprehension in which they had to draw what they heard on a sheet of paper with the image of a bedroom. Finally, students worked with a game. In groups, they had to answer questions about different images presented in a power point presentation.

Next class, students will continue working on the same lexical and grammatical items. They will start a project work in which they will have to produce the pieces of furniture of assigned parts of the house.

Personal Aims:

• I am going to speak as loud as possible.
• I am going to organize the space on the blackboard clearly.
• I am going to praise students when they participate in class and I am going to smile as much as possible.
• I will speak in English as much as possible.

Anticipated problems:

• Students may not remember some vocabulary about the family.
• Students may not understand the new vocabulary.

Possible solutions:

• The teacher will activate children’s prior knowledge about the family by writing words on the blackboard.
• The teacher will help students and repeat the items as many times as necessary. The teacher will provide a list with new vocabulary about the house.

Activities:

	Activities	Interaction	Procedure	Time
1	Warm-up	T → SS	Teacher will provide students with the badges used during the previous lesson.	2’
2	Listening reading	S,S,S	Pre-task: Teacher reminds students of prepositions and parts of the house. What is this? Yes, it is a bathroom. Task: Students have to read a short description Andrea’s house. They have to read sentences according to the text and answer: true or false.	10’
3	Reading	S,S,S	Students have to do activity 3 from the booklet. Students have to read a short description that contains options. They have to choose from these options so as to make a coherent text that corresponds to a picture. Ex: There are two/three bedrooms.	5’
4	Writing	S,S,S	Pre-task: Teacher reminds students of the use of prepositions. Ex: The bag is under the desk. Task: students have to look at three pictures and they have to complete very short sentences with under and in according to them. (activity 6, page 20)	3’
5	Listening and speaking	T → GG,GG	Pre-task: teacher reminds students of the parts of the house and pieces of furniture. Ex: Where do we eat? Yes, we eat in the kitchen. The teacher divides the class into three groups of two. Task: teacher draws in the blackboard the structure of the game “hangman”. She writes the name of a room of the house on the blackboard and asks questions to students about it. Ex: What is this? Yes, it is a bedroom. Here we sleep. What is in there? Yes, there are beds and lamps in a bedroom. The teacher chooses a piece of furniture: a wardrobe, for example. The game starts. Students in the groups have one chance to say a letter in English until the turn of the next group begins.	15’
8	Listening and speaking.	T → SS	Pre-task: Teacher reminds students of the vocabulary referred to school objects. Ex: what is this? Yes, it is a pencil. Task: Teacher takes different objects and she locates them in different positions around the classroom. “A pencil case on the desk” Then, she asks each student to tell her where the object is. In this way, students practice prepositions, too.	15’

Lesson plan: 20/10/2014

Alomar Eliana and Sansot Laura.

Course: 5th C

N° of Practice: 10

Objectives: During this lesson students are expected to:

1-      Practise the following “parts of the house”: bathroom, bedroom, dining room, kitchen, living room, etc.

2-      Practise the following pieces of “furniture”: table, chair, sofa, lamp, cupboard, wardrobe, etc. and apply them in matching and completion activities.

3-      Make meaningful connections between the concepts learnt about the unit “The house” and prepositions.

4-      Practice the spelling and the pronunciation of pieces of “furniture” and “parts of the house”

5-      Practice the verb “There is/are” to write and read sentences. There is a washing machine in this bedroom.

6-      Practice the use of prepositions and of pieces of furniture freer, produce without so many restrictions. The dog………………… (is next to the man)

7-      Listen to the teacher to practice the pronunciation of the parts of a house and pieces of furniture.

8-      Listen actively, listening to the teacher and drawing at the same time.

9-      Practise the prepositions: in, on, under, behind, between, beside and next to.

10-  Practise the use of prepositions to locate objects in rooms with the help of images in completion activities. There is a washbasin in the bathroom.

11-   Reflect on the fact that not all the houses are equal.

Class description:

The students in this elementary class are between 9 and 10 years old. There are 24 students, the same number of boys and girls. The class starts at 13:15 in the afternoon, but before all the students meet with headmistress in the playground in order to be welcomed. The students are asleep during the whole hour of the lesson. They can start being noisy, especially when the same activity is taking place for a long time and some of them finish it before the rest.

Nevertheless, they work hard if they keep on working continuously in an activity that interests them, for example, when they have to talk about themselves or have to use their creativity. One aspect is important about this class, as they are very young and with a low level of English, they speak in Spanish all the time.

Timetable fit:

The lesson takes place from 14:15 to 15:15 pm on Mondays. During the current unit students have been introduced to the topic “The family”. They have written descriptions about their own family and then, they read them aloud. They have read about members of other families and have been asked to look for information about the age, birthday and physical features of the members of their own family.

Last class students worked with an activity in which they had to draw balls in a picture of a living room according to sentences. They were also given a sheet of paper in which they had to complete a text with pieces of furniture and parts of the house choosing between two options. They also listened to the teachers and completed a picture with different numbers according to the order in what they have heard the different turns. Finally, they read and drew in an exercise on page 20.

Next class, students will continue working on the same lexical and grammatical items. They will make some activities about “The House” in relation with prepositions “in-under-on-behind-next to-between”.

Personal Aims:

• I am going to speak as loud as possible.
• I am going to organize the space on the blackboard clearly.
• I am going to praise students when they participate in class and I am going to smile as much as possible.
• I will speak in English as much as possible.

Anticipated problems:

• Students may not remember some vocabulary about the house.
• Students may not understand the new vocabulary (prepositions).

Possible solutions:

• The teacher will activate children’s prior knowledge about the family by writing words on the blackboard.
• The teacher will help students and repeat the items as many times as necessary. The teacher will provide a list with new vocabulary about the house.

Activities:

	Activities	Interaction	Procedure	Time
1	Warm-up	T → SS	Teacher will provide students with the badges used during the previous lesson.	2’
2	Speaking Writing	S,S,S	Pre-task: The teacher will distribute and describe a sheet of paper with the image of a house. She will ask students questions about what they see in the picture, making reference to prior knowledge. Ex: Is this a bathroom? Where is the cooker? Is the kitchen under the bedroom? What is this?  Task: Teacher will introduce the activity. Students have to work in pairs. The teacher will design the groups. Student A has to draw 5 elements in different places. Student B asks where the elements are.  Student A answers and student B draws it in the same place. Then, they compare both images. Ex: Where is the computer? It is on the desk.	15’
3	Speaking Listening	T → SS	Pre-task: The teacher will distribute and describe a sheet of paper that has an image. The teacher will ask questions to student and will recover prior knowledge. What is this? Are there books in this bedroom? What do you can see? Task: Teacher will explain the activity through an example. She will read a sentence and then she will draw the object mentioned on the blackboard. Ex: There is a lamp on the bedside table: then, the teacher will draw a bedside table and a lamp on it. Thereafter, the teacher will read sentences that include objects and prepositions. Students have to draw what they hear. Ex: There is a book under the bedside table.	15´
4	Writing	S,S,S	Task: Taking into account activity 3, students have to pick up six objects of the ones that they drew on the picture and write questions and answers about their location. The teacher will give an example, writing it on the blackboard and explaining it orally.  Ex: Where is the book? It is under the bedside table. Teacher will remind students of the use of is/are orally.	10´
5	Reading Listening Speaking	GG,GG	Pre-task: Teacher will explain the next activity by giving examples from the classroom: Where is that book? It is on the desk.  Is there a bal in this room? Yes, There is a ball on the floor. She will explain that it is a game and that each group will earn points if they answer questions correctly. She will also explain that the more points they earn, the more difficult the question. She will anticipate that they will have choose from different options to answer questions according to a picture, but each student will have to answer at least one question orally (the same student cannot do all the speaking).The teacher will group student in a way that four groups are made and she will assign to each group a different part of the house. Task: Teacher will show students the power point presentation of the game, assigning points to each group. She will help students if they have trouble with the activity .	15´
6	Follow up	S,S,S	Students have to complete a very simple activity from the booklet, where they have to complete with on, in, under, according to images. Ex: the bird is.......the lamp.	2’

Additional possibilities:

• Students have to answer T or F in an activity on page 19 of the booklet according to a short description of a house. Then they have to justify the false options.             

Lesson plan: 06/10/2014

Alomar Eliana and Sansot Laura.

Course: 5th C

N° of Practice: 9

Objectives: During this lesson students are expected to:

1-      Identify members of the family in context in a listening activity.

2-      Practise the following “parts of the house”: bathroom, bedroom, dining room, kitchen, living room, etc.

3-      Practise the following pieces of “furniture”: table, chair, sofa, lamp, cupboard, wardrobe, etc. and apply them in matching and completion activities.

4-      Make meaningful connections between the concepts learnt about the unit “The house” and prepositions.

5-      Make meaningful connections between the concepts learnt about the unit “The house” and “The family”

6-      Practice the spelling and the pronunciation of pieces of “furniture” and “parts of the house”

7-      Practice the verb “There is/are” to write and read sentences. In this house there are two bedrooms.

8-      Practice the use of the verb “have got”

9-       Listen to the teacher to practice the pronunciation of the parts of a house and pieces of furniture.

10-  Practise the prepositions: in, on, under, behind and next to.

11-  Practise the use of prepositions to locate objects in rooms with the help of images in completion activities. There is a lamp ....... the table.

12-   Reflect on the fact that not all the houses are equal.

Class description:

The students in this elementary class are between 9 and 10 years old. There are 24 students, the same number of boys and girls. The class starts at 13:15 in the afternoon, but before all the students meet with headmistress in the playground in order to be welcomed. The students are asleep during the whole hour of the lesson. They can start being noisy, especially when the same activity is taking place for a long time and some of them finish it before the rest.

Nevertheless, they work hard if they keep on working continuously in an activity that interests them, for example, when they have to talk about themselves or have to use their creativity. One aspect is important about this class, as they are very young and with a low level of English, they speak in Spanish all the time.

Timetable fit:

The lesson takes place from 14:15 to 15:15 pm on Mondays. During the current unit students have been introduced to the topic “The family”. They have written descriptions about their own family and then, they read them aloud. They have read about members of other families and have been asked to look for information about the age, birthday and physical features of the members of their own family.

Last class students worked with an activity in which they had to complete sentences using the verb There is/ There are in a worksheet that had been given the previous class. They were introduced to the use of prepositions through flashcards and they activated the vocabulary about prepositions in an activity where they had to say whether the activities were yes or no. As homework they had to match sentences with different pictures about parts of the house and about the family as a way of re-introduction of last unit.

Next class, students will continue working on the same lexical and grammatical items. They will make some activities about “The House” in relation with prepositions “in-under-on-behind”.

Personal Aims:

• I am going to speak as loud as possible.
• I am going to organize the space on the blackboard clearly.
• I am going to praise students when they participate in class and I am going to smile as much as possible.
• I will speak in English as much as possible.

Anticipated problems:

• Students may not remember some vocabulary about the family.
• Students may not understand the new vocabulary.

Possible solutions:

• The teacher will activate children’s prior knowledge about the family by writing words on the blackboard.
• The teacher will help students and repeat the items as many times as necessary. The teacher will provide a list with new vocabulary about the house.

Activities:

	Activities	Interaction	Procedure	Time
1	Warm-up	T → SS	Teacher will provide students with the badges used during the previous lesson.	2’
2	Speaking Listening	T → SS	Teacher will check the assigned homework, in which students had to match descriptions of houses and rooms to images.	10’
3		S,S,S	Students will be given a sheet of paper in which they have a picture of a living-room. They will also have some sentences that indicate students where they have to draw balls in the image. Ex: There is a ball on the sofa.	10’
4	Listening	T → SS	Teachers will make each other questions about a picture on page 21. Ex: Where is your father? He ́s in the bathroom. He is washing his face! Students have to listen and complete a picture with different numbers according to the order in what they have heard the different turns.	10´
5	Reading Writing	S,S,S	Students will be given a sheet of paper in which they have to complete a text with pieces of furniture and with parts of the house. They will have options, and they will have to choose among them according to a picture. Ex: The living room is ……………..(behind/under) the bedroom. It has a …………………………………….(table/sofa) and a ……………………………………….. (fan/computer) .	15´
8	Follow up	S,S,S	Students have to read sentences and draw what they say in a picture where there are a table and a cupboard on page 20. Ex: The lamp is on the table.	10´

Additional possibilities:

• Students have to answer T or F in an activity on page 19 of the booklet according to a short description of a house. Then they have to justify the false options.