Campo formativo: Lenguaje
Fase 6 - Inglés en Educación Secundaria
Second grade
Content 9:
After-school activities
After-school activities
Lesson plan
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Introduction (10 mins.) First, T uses flashcards to introduce after-school activities. T shows each flashcard one by one and elicits or teaches the vocabulary. Then, T writes “After-school activities” on the top of the board and divides it into two sections: “likes” on the left and “dislikes” on the right. Next, T put the flashcards on the left or right, if Ss generally liked or not by everybody. Then, T says “I like…” or “I don’t like…” to each flashcard and drill a sentence with the Ss. For example: Teacher: I don’t like to do kung-fu. Students: I don’t like to do kung-fu. Development (20 mins.) First, T writes on the board the Ss’ preferences from the previous activity and highlights the grammar structure. Ss take notes. After that, T randomly picks Ss and asks for their preferences. T elicits “Yes, I do” or “No, I don’t” to answer and then drills it. Finally, T explains to Ss that when we talk about someone else’s likes and dislikes, we need to use third person verbs, or the auxiliary verb do followed by not and another verb to form a negative sentence. Teacher: Luis, do you like to swim? Student: Yes, I do. Teacher: OK. What about you, Monica? Do you like to do karate? Student: No, I don’t. T asks Ss to draw a grid on their notebooks with the 3 leisure activities they like along the top and space for Ss’ names in the left-hand column. T asks Ss to stand up and interview 3 people. Ss writes the S’ name and asks for his/her preferences. Ss draw a smiley face () for “Yes, I do” or a sad face () for “No, I don’t” on the correct column in the grid. Ss continue asking until he/she completes the grid. T invites volunteers to read aloud his/her findings in class. Consolidation (10 mins.) T puts the Ss into teams of 4 and asks them to discuss and write about their favorite after-school activities, where they usually go and who they go with. T monitors the activity and provides help for Ss. Then, a volunteer from each team read aloud his/her written work in front of the class. Conclusion (10 mins.) T asks Ss for the grammar structure for simple present to express likes and dislikes in first person in singular (I) and third person in singular (he and she). T invites Ss to give examples using the structure. Homework: Write down a list of after-school activities you like and another for activities you dislike. For each activity, write a sentence expressing whether you like or dislike it. Use the structure "I like..." or "I don't like...” Introduction (5 mins.) First, T writes the sentence “I love to” on the board. Then, T encourages Ss to give class examples of things they love to do in their free time. T writes Ss’ answers on the board. Ss take notes. Examples:
T writes a succession of likes and dislikes expressions on the board using a ladder starting from the most negative at the bottom to the most positive at the top. T explains to Ss that these verbs are used to express preferences. T also gives Ss examples of their preferences. Ss take notes. Examples: 1. I love to paint landscapes. 2. I enjoy to swim. 3. I like to play basketball. 4. I dislike to do martial arts. 5. I hate to take dance classes. Ss unscramble some sentences.T checks Ss’ answer and provide feedback. Consolidation (15 mins.) Ss ask their partners about their preferences. T gives Ss a list of 6 after-school activities and then Ss asks if their partners like, dislike, love or hate them. Also, Ss write about their preferences.Then, T invites volunteers to share their answers with the class. Conclusion (5 mins.) Ss practice what they have learned. Ss should write on a piece of paper what they enjoy and hate playing. |
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