Campo formativo: Lenguaje
Fase 6 - Inglés en Educación Secundaria
First grade
Content 13:
Discovering diversity
Discovering diversity
Lesson plan
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Introduction (5 mins.) First, T asks: What do you like about your friends? What do you do with your friends at school? Do you know someone who speaks a different language or does something different? Then, T shows pictures of diverse classmates doing activities (e.g., a student in a wheelchair, someone wearing traditional clothing). T asks: “What do you see?”, “What are they doing?” Development (20 mins.) T describes each flashcard using simple present tense. Ss listen and guess who the T is describing. After that, T hands out a worksheet to each S and asks them to complete 10 sentences using simple present. T checks Ss’ answers with the whole class. Consolidation (20 mins.) Ss read character cards and describe the character’s lifestyles using complete sentences in the simple present tense. Once Ss finished, they swap papers and check with their peers. Conclusion (5 mins.) T provides any correction needed on Ss’ production and use of language. T asks volunteers to read their profiles. Homework: Draw a picture of a diverse friend and write 3 sentences about them using the simple present tense (e.g., “This is Cuahtli. He speaks two languages. He likes soccer.”). Introduction (10 mins.) First, T asks simple questions to assess Ss’ prior knowledge and introduces the topic: “Do you help your friends in class? How?”, “What can you do to be kind to a friend who speaks another language?” Then, T shows pictures of diverse individuals in a school setting (e.g., children helping blind classmates, sharing pencils, talking to new students). T teaches actions using TPR (Total Physical Response). For example, mime “helping” and say, “I am helping.” Have Ss repeat and copy the action. T elicits example sentences from Ss: “What is this boy doing?” Expected answer: “He is helping.” Development (25 mins.) T hands out a worksheet to each S and asks them to complete some inclusive actions using present continuous. After that, Ss look at some images and describe them using inclusive actions in real-time situations. T checks Ss’ answers and provide feedback. Consolidation (10 mins.) T asks Ss to describe an inclusive action that they have done at school with another classmate. Then, Ss illustrate the action and write a short description using present continuous. T monitors the activity and provides help. Conclusion (5 mins.) T asks volunteers to show their work with the class. T provides feedback. Homework: Create a "Kindness Poster." Draw or paste pictures showing inclusive actions (e.g., helping someone, sharing, or playing together). Write 3 sentences in the present continuous to describe what the people in your poster are doing. |
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