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Sample course 3 – Span 120- Chapter 6 Lesson Plan Three Objective of the day: Giving commands/seeking advices: ♣ While you are looking for directions to get to a specific place, ♣ While you order food in a restaurant ♣ Vocabulary and Grammar related to giving affirmative+negative commands/seeking directions/ irregular verbs Activity 1: Material Warm-up: 5 mn Books: ‘Impressiones ’ ‘Dímelo tú’ Map in Transparency Chalk+Board -Daily routine -vocabulary/grammar of the day is written on the board -Questions related to directions : p.334 map-picture of the book ‘Dímelo tú’ in transparency for the students and using vocabulary on directions p. 205 (in Impressiones): the teacher asks the students: ¿Donde está la iglesia? ¿Cómo vas de la iglesia a la librería? Activity 2: Input-output a- Pre-task: 2mn b- Task:10 mn c-post-task: 5mn Asking/giving directions: groups interactions. The bodilykinesthesique and interpersonal modes are emphasized. Analisis-reflection: intrapersonal intelligence. a1) The teacher asks students : ¿En qué restaurante te gusta ir? Está lejos o cerca de la universidad ? Desde la universidad, como llegas al restaurante?.. Dobla a la derecha, o a la izquierda, etc. ¿Como vas de tu casa al cine? b1) Students write down a few places where they like to go to, b2) speed-dating game: the students form an inside-outside circle, and in pairs, they ask each-other where they like to go, and explain to each other how to get there in Spanish. Every 15 seconds, they have to change partner. They can use the vocabulary on board. c1) report to the class, and categorize directions and commands used. c2) reflection: teacher asks: how do you form affirmative commands? And irregular verbs. They Classify it on the board. Material Book: Impressiones Chalk, Board Activity 3: input-output a) Pre-task: 3mn b) Task: 5mn c) PostTask:5mn Material Activity 4: Performance a) pre-task: 5mn b) task: 10mn c)post-task: 5mn Materials Book: ‘Dímelo tú’ paper, pen Homework: Material Book: Impressiones Chalk, board Book: Impressiones Input: reading-analisis. Mecanical output: involving logical/mathematical intelligence (Classification/categorization). Analisis-Self-Reflection: intrapersonal intelligence a) read individually the text p. 201: recomendaciones para los estudios. b) in groups of three: find the main ideas of the text, and fill up the table related to the text (paso1). Then, categorize affirmative/negative commands of the text. c) report on the board+ reflection: how do you form commands in the negative form? Objective: Performance-Scenario applying the concepts, allowing the students to self/other evaluate their learning potentials. a) The students form groups of 4, and prepare for a Scenario activity: ‘los consejos’: choose A or B p.440, or p.339 A or B, from ‘Dímelo tú’. To prepare for the performance, each person of each group has a different role: the writer, the director, the two actors. b) Performing the scenarios c) Reflection: review of the vocabulary/grammar/ linked to the comhensibility/meaning in the dialogues. review grammar on commands, + exercises Impressiones p.201-203 ♣ grammar on direct object pronom, + exercices on Impressiones p. 199, (6.11) paso2 (me/te), (6.12) paso 1 (nos/los/las), p.200 paso 2 (los/la), paso 3, paso 4. ♣ Write the first draft of your Composition (in 300 words): Theme: Tu tía y su amiga vienen a visitarte y quieren aprovechar para visitar tu ciudad. Cada una tiene gustos differentes. ¿Qué consejos le vas a dar a tu tía? Y a su amiga ? Y a los dos ? (use affirmative and negative commands). ¿Adonde pueden ir para pasar un buen tiempo? ¿En qué restaurante pueden comer? ¿Qué les aconsejas/desconsejas comer ? (in english: eat this.. don’t eat that..) ♣ Cultural content: The inter/intrapersonal and naturalist contextualized intelligences are sollicited. It is strongly Cultural oriented, since the activities are group-activities, and help students develop their sense of community. The objective of each main activity is to apply the communicative mode in all its three dimensions: the interpretive, the interpersonal and the presentational mode. Self-reflections/connections to other content areas: Geography, spatial-orientation and gastronomy.