English materials for
Secondary school in México
Secondary school in México
First Grade
Unit 9
Lesson plan
Lesson plan | Worksheets & Handouts | PowerPoint presentations
Exercises for students | Project Ideas | Pop Quizzes & Exams
Exercises for students | Project Ideas | Pop Quizzes & Exams
Introduction (10 mins.) T writes a few discussion points on the board about linguistic diversity:
Development (20 mins.) First, T explains to Ss what linguistic diversity is. (It refers to the fact that people use many different languages to communicate with others). Then, T write a list of countries on the board and asks Ss to match them with the language that is spoken. Here is a list of countries and languages:
Consolidation (15 mins.) T draws a mind map about linguistic diversity and ask Ss to brainstorm new ideas. The main ideas are the importance of linguistic diversity, languages spoken in the world, indigenous languages in México, varieties of English, countries where English is spoken, etc. Closure (5 mins.) T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit. Homework: Ss do some research on https://en.wikipedia.org. Ss have to choose a topic about linguistic diversity (history of a language or dialect, geographical distribution, language variation, etc.) and print an article for the class. Introduction (10 mins.) First, T shows flashcards of sources of information (textbook, web page, dictionary, encyclopedia, map, atlas, index cards, pie chart) and Ss try to describe them. Then, Ss rank the sources of information that they would be interested in searching information for an oral presentation. Development (15 mins.) T asks Ss to choose the best source of information to answer the following questions:
T draws a grid on the board with items or pieces of equipment for oral presentations (board, poster, video, projector, speakers, map, pie chart, etc.) along the top and space for research topics (The story of English language, A recipe for apple pie, Human evolution, music from different countries, etc.) in the left-hand column. Ss mark what they need for each presentation according to the topic. In pairs, Ss discuss what items of pieces of equipment they would use at the beginning, middle and end of an oral presentation. Closure (5 mins.) T invite Ss to have a class discussion by asking them:
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Introduction (10 mins.) T gives Ss a photocopy of an article. In pairs, Ss identify their parts (title, headings, graphics/images, glossary, footnote and bibliography). A volunteer goes to the front of the class and shares their answers. Development (15 mins.) T reads aloud the function of each part and asks Ss to guess the name of the part.
Consolidation (20 mins.) First, T asks Ss to work with their article from Wikipedia (homework in session 1) and circle the parts that the article has. Then, Ss make a glossary of 3-5 words that they don’t know using their dictionary. Finally, Ss exchange their article with someone else and check if it is correct. Closure (5 mins.) T writes several true/false statements of key points from the session and asks Ss to raise their thumbs up (for true)/down (for false) for each one. Here are some statements:
Approach: Task-based learning T takes Ss to the library/media center or computer lab. T put Ss into teams of 3 or 4. Ss research linguistic diversity. Ss take notes on their notebooks. T monitors the activities. These are the tasks for the class:
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Academic rally (not physical interaction)
Here are the stages: Stage1 – Matching vocabulary and images. Stage 2 – Completing definitions. Stage 3 – Matching language facts and images. Stage 4 – Questions and answers. Introduction (10 mins.) T asks Ss to brainstorm greetings or expressions used for starting an oral presentation. T invites Ss to have a class discussion. T writes on the board Ss’ ideas. Development (25 mins.) T writes a list of expressions on the board and asks Ss to match them with their function. Here are the expressions and their functions: Functions:
Consolidation (10 mins.) First, T invites Ss to do choral drills in order to improve the pronunciation of each expression. Then, volunteers go to the front of the class and pronounce some expressions, their partners repeat them. Closure (5 mins.) T gives Ss feedback on Ss’ speaking skills. |
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In teams, Ss suggest and discuss different topics about linguistic diversity. Ss write a set of questions to begin with their research. Ss select sources of information for their topic: web pages, books, encyclopedias, etc. Ss organize and divide the topic equally. Ss make notes for relevant information and prepare graphic resources (mind maps, images, charts, etc.) Ss write a draft of the presentation. Ss check for spelling, and punctuation. Ss assign a part of the presentation to each team member. Every member of the team practice reading the presentation. Ss give the presentation to the rest of the class. Ss ask questions or make comments. Once all the presentations are over, share and discuss as a class how Ss felt about this experience. |
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