Campo formativo: Lenguaje
Fase 6 - Inglés en Educación Secundaria
Third grade
Content 9:
Festivals in Mexico
Festivals in Mexico
Lesson plan
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Introduction (10 mins.) T uses flashcards to introduce famous festivals. T writes a list of them on the board. Next, T shows each flashcard one by one and elicits their names. T discusses with Ss what they know about festivals. T encourages them to share their experiences. T shows again the flashcards and elicits from Ss vocabulary related to them, such as celebration, parade, carnival, tradition, customs, heritage, holiday, ritual, feast, fireworks, ceremony, music, dance, costumes, food, street fair, performers, community, patron, saint, artists, culture, etc. T writes the Ss’ answers on the board. Ss takes notes. Development (20 mins.) T hands out a worksheet to each S and asks them to match the types of festivals with the descriptions. Then, Ss match the festivals with their descriptions. Finally, Ss read some statements and decide if they are true or false. T checks Ss’ answers with the whole class. Consolidation (15 mins.) T gives a list of festivals to Ss and asks them to categorize the festivals into religious, cultural, national, food and music festivals. T encourages discussion and justification for their choices. T monitors the activity and provides help as needed. Conclusion (5 mins.) Ss answer a short quiz. T checks Ss’ answers and provide feedback. Homework: Research and prepare a short presentation about a festival celebrated in their country or community for the next class. Introduction (10 mins.) T shows pictures of the International Cervantino Festival. T elicits responses from Ss what they see and what they know about this festival. T writes Ss’ answers on the board and asks Ss to take notes. Vocabulary: theater, shows, festival, parade, street performers, costumes, alley of the kiss, melodies, dances, fireworks, musicians, estudiantina, instruments, serenade Interesting facts:
T introduces what Estudiantina is and its cultural significance in Mexican festivals. After that, T hands out a worksheet to each S and asks them to complete a text about the history of Estudiantina from Guanajuato. After that, Ss answer 5 comprehension questions from the previous text they read.Ss checks their answers in pairs before feedback. Consolidation (15 mins.) T plays an audio/video of a song by Estudiantina from Guanajuato. Ss listen carefully and sing along. After that, Ss decide if some statements are true or false. T checks Ss’ answers and provide feedback. Conclusion (10 mins.) T organize a discussion where Ss talk about the Estudiantina and Callejoneadas in Mexico, focusing on how they reflect the cultural identity of various regions. Discussion questions:
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