Teacher's name:
Maria José Lopez
Adriana Vargas
Xiomara Torres
Paolo Mazariego
Skill: Vocabulary
Framework: PPP
Topic:Sherlock Holmes
Fourth, Teacher Paolo performed the production stage . He made trios. We had to make a conversation in which student #1 was the detective, #2 and #3 were the witness. The trios had to use the vocabulary given in the class. teachers performed a mini role play before the students to gave them an idea. Three different groups participated and performed the mini role play in this activity.
Finally, Teacher Adriana made the wrap up with the activity "the hot hat". Students had to pass the hat and teacher Adriana was counting when she stopped counting, the student with the hat in their hands had to take a paper of the box that contains questions and pictures of the vocabulary, and he had to answer o mention the name of the picture. To conclude, this lesson was significant for students, the vocabulary and activities used were entertaining and meaningful for the students.
Here I attach the lesson plan:
DON BOSCO UNIVERSITY
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Teachers
name: Adriana Vargas, Xiomara Torres, Maria José Aguirre &
Paolo Mazariego.
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Date:
08/16/16
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Time: 30
m
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N° of
Students: 15
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Level:
Advanced
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Unit: 5
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Week: 10
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Lesson:
Recommendations!
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Skills:
Listening/Vocabulary/Speaking
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Objective: At the end
of this lesson SWBAT demonstrate listening comprehension to the
different commands of recommendation by successfully
completing a "filling the blanks" exercise in a
conversation.
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TIME
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STAGE
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PROCEDURE
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DETAILS
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3m
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Warm up
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Word
search game.
T
makes pairs and provides to Ss a worksheet with a game. Ss will
have two minutes to find 8 words (bake, boil, fry, grill, melt,
microwave, roast & steam) about food preparation presented in
the previous class. Ss who finish first will be the winners.
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Aim of the
activity: To review the previous lesson “Street Food”.
Materials: Worksheets.
Type of learners:
V-A-T
Interaction: S-S, T-S
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5m
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Pre-listening
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Matching
game.
The
class will be divided in two teams to play a matching game about
giving recommendations. Then, T will provide to Ss the
‘sentences’, so Ss will classify them in the correct category.
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Aim of the
activity: To introduce new vocabulary.
Materials: Tape and flashcards.
Type of learners:
V-A-T-K
Interaction: S-S, T-S
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10m
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During listening
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Let’s
listen the audio.
T
provides to Ss a worksheet with a conversation. Ss listen an audio
twice.
Track
1: Ss will
listen and read the conversation at the first time.
Track
2: Ss complete
the conversation filling the blanks at the second time.
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Aim of the
activity: To identify the recommendations.
Materials: Worksheets, CD player and audio
Type of learners:
A-V
Interaction: T-S
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10m
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Post-listening
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Giving recommendations.
T
makes pairs and Ss make a conversation in which they are in a
restaurant ordering and giving recommendations about food.
Student
A: You went to
that restaurant many times. You have to give some recommendation
to Student B about some dishes.
Student
B: You have
never gone to that restaurant. Ask to Student A some
recommendation about what the best dish is.
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Aim of the
activity: To practice the new vocabulary.
Materials: Situations
Type of learners:
S-S
Interaction: A-V
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3m
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Wrap up
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Time
bomb game.
T
has a timer in the cellphone and some pieces of paper with
different questions. First, teacher sets the time, and students
are going to pass
a ball
quickly. The student holding the
ball
when the
timer stops
is going to take a piece of paper and answer the question.
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Aim of the
activity: To do feedback and check students target
vocabulary.
Materials: Timer, ball and questions in pieces of papers.
Type of learners:
V-A-T
Interaction: S-S, T-S
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