Lesson plan template grammar

Learning objectives:

_Students will be able to correct common mistakes in  phone conversation, .

_The comprehension of the grammatical structure of questions.

_Students will be able apply previous knowledge of grammatical rules and structure.

Content:

Lesson plane title: identification of errors that occur with the structure of questions, articles, prepositions and adjectives .

 Unit plan topic:  phone conversations.

Grade level: third grade of a secondary school.

Class period length: 60 minutes.

Instructional procedures:

How I will gain students attention?

Being actively engaged with the activities of the students.

Getting involved with the students.

Through funny pictures which explain the meaning of a sentence I will capture the attention of the students and the understanding would be easier.

How will I recall prior relevant information?

With a funny and interesting activity which they have to use their prior knowledge to identify why a question or sentence is wrong.

How will I present new material?

I will present each phone conversation with a funny and interesting picture and every picture will show the meaning of them, presenting this material with a side projector and giving a piece of paper to each students. where they have to do exercises.

Announcements:

How will I elicit performance?

Through funny and interesting pictures I will motivate the students to participate , talking during the class.

first I will show students through a side projector pictures about sentences that we use in daily life phone conversations but this sentences contains wrong words for example: mistakes in the structure of questions,  wrong prepositions, incorrect adjectives and incorrect articles, so I will explain them why the sentence is incorrect, so I will change it for a correct word, telling the students how to make the structure of questions, so I will explain them the structure of questions(aux, pronoun, verb) this will be new because we saw adjectives, prepositions and articles the last classes..

Then students will have to do exercises about it. However they have to understand the meaning of the wrong word in a sentence and the wrong word in the structure of a question, trying to find out why is wrong ,then changing it for a correct one and they have to understand why and when the words are used, so everybody have to participate like a whole class, speaking during the class, giving them a piece of paper where they will do the exercises, here they will have to apply their previous knowledge .of grammatical rules and structure of preposition, adjectives and articles that we saw the last classes. However they will develop their listening comprehension, written expression. speaking, and reading.

 I will give some examples of the conversation, and  they will have to complete it.

_Complete the following conversation with the appropriate word

. For example:

Dominga: hello mia,  how you are?

                               How are you?

Mia: I’m fine but I’ m boring because I ‘m making the housework and what you about?

                                                 bored                       doing   

                                            _____________

Dominga: I’m ok thanks but I can ask you a question? Are you going this weekend to my sister’s wedding?

                                         ________________

                                                         to my sister’s wedding this weekend?

Mia: I don’t know because It’s too far away of here.

                                               ____             _____

Dominga: but I’m going with my car.

                                   by car

Mia: ok I will ask to my mother if can I go.

                                                     _____

Dominga:  ok and ,,,,,,,,Mia, you did went to the zoo last weekend? Because couldn’t I.

                                            ___________________                                                 I couldn’t.

Mia: yes I did and I was much happy because I saw my favorite animal, a ostrich.

                                     _______                                                                _______

Dominga: that was great, ah I have to tell you something , the wedding is to the 7:00 o’ clock, so if you goes I will pick you up in time.

               _______

______

MIA: ok Me hope to go.

          _______

Dominga : bye Mia, kisses.

Mia: bye-bye me friend.

                     ______

How will I assess performance?

They will have to participate in the class, every students will have to work with his/her classmate, participating if I do questions, they will have to demonstrate their previous knowledge, using their skills finding out mistakes in sentences, correcting them for making sense. using an appropriate structure of questions, articles, adjectives and prepositions.

How will I enhance retention?

With practice, so I will help them to practice grammar, practicing grammatical rules, grammatical structure, so they will have to do exercises about it, practicing a lot and I will interact with them motivate them to work, where everybody have to participate speaking during the class.

Test questions from today’s objectives

In a written test they will have to correct words, for that I will provide them a test which they will have to identify wrong words They will have to demonstrate their knowledge about prepositions, grammatical structure of questions, articles and adjectives.

Checklist:

Did students know my objectives?

I made an brief introduction of  my objectives at the beginning of the class, so they had to develop their listening. Reading, speaking and written skills. They had to understand the meaning of the sentences with their articles, prepositions, structure of questions, etc. and the mistakes that there were in the sentences or questions.

Did students actively engaged with new material?

Yes because they were motivated about different and funny pictures used for each sentence, so they showed enthusiasm about the activity, they showed more effort during the activity.

Did students get feedback on the performance ance?

Yes because there was an interaction between the students, capturing their concentration and participation and they develop and efficient understanding and grammatical structure, being able to correct the mistake in a sentence or question, being motivated by funny pictures.

Follow up:

Different examples of errors that we commit in grammar for example: don’t vs. doesn’t, went vs. gone, its vs. it’s, fewer vs. less, bring vs. take, etc.

Lesson plan template vocabulary

Content:

Lesson plan tittle: comprehension and recognition of places in the city by matching.

Unit plan topic: the city.(neighborhood)

Grade level: 6th grade.

Class period length: 60 minutes.

Objectives:

_They will demonstrate the ability of recognize different places of the city.

_They will be able to develop effective communication and interaction.

_They will be able to understand the meaning of the different places.

Instructional procedures:

How will I gain students attention?

I will capture their attention through an interesting activity which  they will have to recognize places through pictures, working in groups.

How will I recall prior relevant information?

In this activity students will have to demonstrate their previous knowledge of grammar, vocabulary, listening and reading.

How will I present new material?

I will motivate them, using  interesting pictures of the neighborhood where they will have to recognize  this places by matching .

Announcements:

How will I elicit performance?

First I will use an introduction of my objectives, then I will use an explanation, interacting with them, then they will have do the exercises where they will have to work in groups participating between them.so the following activity is:

The activity:

First I will write on the blackboard  different places that we find in our neighborhood explain them its meaning for example:

 a gym: It`s a place where you can do exercises.

A bank: it`s a place where you can deposit money.

An hotel: it`s a place where you can establish and providing you accommodation and meals.

A restaurant: it’s a place where you pay to sit and eat meals.

. A bookstore: it’s a place where you buy books.

. A drugstore: it`s a place where you buy medicaments.

Clothing store: It’s a place where you find new fashions.

 A grocery store: it’s a place where you buy food.

A gas station : It`s a place where you can buy petrol.

After that I will give to students a worksheet which they will have to match the places with its corresponding picture, for that they will have to work in groups.

                                              
                     A hotel






                                                                           A bank             
                                                                                                              

                                 A drugstore
         


                           




                            A grocystore

                              A restaurant

                               A gym

                                          A clothingstore  

                                        

                                   

                                        A bookstore

How will I assess performance?

They will have to apply their previous knowledge, participating in groups, interacting between them where they will have to recognize the different places and be able to understand the meaning of each of them.

How will I enhance retention?

I will interact with them asking them if they have doubts , helping them if they have difficulties and I will give assignment where they can find more word related with places in the city.

Test questions from today’s objectives

A test which students will have to recognize different places in the city matching a place with its corresponding picture, being able to comprehend the meaning of the different places.

Checklist:

Did students know my objectives?

Yes, because I made an introduction of them, explain them the goal of this class.

Did students actively engaged with new material?

Yes because they showed motivation and participation about it.

Did students get feedback on the performance ance?

Yes, because there was an interaction, they showed concentration, interesting, they demonstrate their previous knowledge applying it to new knowledge.

Follow up:

Vocabulary related with vacations.

Lesson plan template Pronunciation

Content:

Lesson plan tittle: pronunciation of words with v/b identifying the difference in meaning.

Unit plan topic: friends

Grave level: 7^th grade.

Class period length: 90 minutes.

Instructional procedures:

Objectives:

They will be able to pronounce correctly the words beginning with v/b,

The will have to identifying the differences in meaning of each word.

How will I gain students attention?

Through an interesting activity with everybody have to participate, motivating them through funnies pictures and interacting with them, practicing with them to pronounce correctly the words.

How will I recall prior relevant information?

They will have to apply their previous knowledge listening comprehension, vocabulary, reading and pronunciation.

How will I present new material?

I will introduce a cd audio which they will have to listen the words with v/b and they will have to recognize the difference between v and b sounds.

Announcements:

How will I elicit performance?

I will motivate them to participate like a whole class, practicing every moment , helping them if they have doubts, doing the following activity:

So they will have to participate talking during the class , also they will have to pronounce correctly the words, for that I will help them with their intonation, stress and rhythm, so  I will say each word and they will have to repeat after me.

First I will give to students a list of words beginning with b/v with its definition, so I will explain them the differences in meaning of those words and students will have to repeat sounds with v and b after me, so I will help them to practice pronunciation with words beginning with b/v.

bow: weapon, curtsy/ vow: a solemn promise, vote.

van: light truck/ ban: prohibition

base: ignoble / vase: a decorative container made of glass.

Very: a high degree /berry : a fruit.

                     

Bat: an implement used in sports /vat : a large tank or tub used to hold liquid.     

                       

Bent: dishonest/vent : give free expression to a strong emotion.        

                                                                                                    

Biking: ride a bicycle/Viking: a pirate. 

                     

 beer: an alcoholic drink/veer: change direction suddenly                            

                                

best: the most excellent type of quality   / vest: waistcoat             

        

 vet: veterinarian  / bet. gamble

How will I assess performance?

They will have to interact, participate, practicing pronunciation, they will have to repeat the words after me, I will assess their intonation, rhyme and stress when they speak and the correct pronunciation of words beginning with b and v.

How will I enhance retention?

Through practicing, which I will get involved with them, interacting with them, producing an pleasant environment, giving assignment which students will have to practice pronunciation in their homes.

Test questions from today’s objectives:

An oral test which students will have to apply their practice pronunciation about words with b/v, recognizing the differences in meaning of those words.

Checklist:

Did students know my objectives?

Yes because for the activity I introduced clear instructions and I introduced my objectives.

Did students actively engaged with new material?

Yes, they showed motivation and interesting about the pictures that the sow in the activity.

Did students get feedback on the performance ance?

Yes, because they participated in the class, showing interesting about practice .

Follow up:

Pronunciation practice about finished words in s and z.

Lesson Plan Template

 General content:

Teacher: Nataly Pinto

Lesson plan tittle: comprehension of the short story ”The Landlady”

Unit plan topic: identification of past perfect, present perfect, past simple, past continuous and the order of the events of a story.

Grade level: third grade of a secondary school(11 grade)

Class period length: 90 minutes

Date: April 28th

Learning Objectives:

What should students be able to do at the end of the lesson?Is there alignment with course objectives?

Students will be able to distinguish past perfect, present perfect, past simple ,past continuous.

Students will be able to demonstrate  knowledge of the proper forms of past perfect, present perfect, past simple, past continuous by writing one sentence for each one.

Students will be able to demonstrate correct usage of the past perfect, present perfect, past continuous and past simple.

Instructional procedures:

How will I gain students attention?

Pause and create suspense by looking around before asking about what I am drawing.

Alternating  physical and mental activities.

 Increasing the novelty of lesson by using films, tapes, flash cards.

Teaching students self-monitoring strategies.

Using a soft voice to give instructions.

Keeping lesson consistent and clear.

Making eye contact and smile at the students.

Checking with the student about how he or she is progressing with an assignment

Giving brief specific praise about the student ‘s work or behavior  for example:” I really like to see you how carefully  you are doing the exercises.

Inviting  students to summarize the main point of the classroom.

drawing different events about landlady showing interest  about the class, involving with the students, being actively engaged with the activity for students.

How will I recall prior relevant information?

Beginning the lesson with a springboard activity, an anticipatory set, ice breaker, launcher, bell ringer, or exploratory activity designed to motivate students  to think that something interesting, something good is going to happen  helping them to recall prior learning.

information exploration activities  that help students experiences, discover, learn concepts and build skills.

Students involvement activities that include practicing with feedback, solving problems, and creating projects.

Closure/transition  activities that draw conclusions and help students transfer ideas to new learning situations.

Materials needed

How will I present new material?

In this activity I will use slide projector which the students have to watch the film of this short story “ Landlady” , I will use Microsoft paint to draw, in this way I will show to the students different draws about the events that occur  in the story and they have to guess what I am drawing.

Announcements:

How will I elicit performance?

Actively building on their prior knowledge and cultural perspectives.

Reaching outcomes  through metacognition  or self-monitoring  of learning and thinking.

Including games for the activities that makes more interesting the class for the students , the activity consists in: I start giving instructions to the students about a short story “The Landlady” and I  start doing draws about the events that occur in the story which students have to guess what the teacher is drawing for example:

Teacher: What I am drawing?

Class: a man

Teacher: yes  but what is he doing?

Class: he is looking around

Teacher: no, no  exactly (continuing drawing).

Class: he is walking around a strange city

Teacher: yes but now what is he looking for?

Class: His house

Teacher: no

Class: a place to stay

Teacher:  yes, and now what does he see?

Class: a notice

Teacher: yes but more than a notice an……………..

Class: invite notice

Teacher: yes and now what does it happen?

Class: a lady…….a lady opening the door.

Teacher : yes and what does he see inside of the house?

Class: a living room………….and…..

Teacher : yes but what more?

Class:  cosy living room with a warm fire and animals.

Teacher: but what do the animals look like?

Class: they look alive.

Teacher: yes and now what is she like?

Class :she has………….she has red fingernails and……..

Teacher: what about her habits?

Class: she has strange habits.

Teacher: yes  and now what does he realize?

Class: about……………about  two boys…….two missing boys.

Yes that is right , excellent¡     

After that the students will watch a movie according to the short story and they have to find examples of past perfect, past simple, present perfect and past continuous, making up one sentence for each one.

How will I assess performance?

Giving examples of different events of a story for a greater comprehension, so the students through interesting materials will develop  a greater understanding.

Reinforcing the abilities of the students and that they can invent sentences with the verbal times.

To Implement  interesting materials for students to create a greater attention.

Get involved with the students in the activities.

Drawing for an order of the events in the story , assessing in this way a comprehension of the order of the events.

With listening and visual materials , so the students have to  understand  verbal times and they have to be able to find sentences in the past perfect, present perfect, past simple and past continuous and establish the differences between them.

How will I enhance retention? Homework assignment

Giving assignment   : the students will have to do interesting activities , they have to build a similar story about the landlady.

They have to draw different images about a similar story , in that way the students will understand the order of the events.

In the story which they will have to write, they have to use verbal times so they will have  a greater comprehension, about the differences between verbal times.

They also will have to identifying verbs, nouns and adverbs.

Then the students will have to present the story in front of the class through  draws and the rest of the class will try to guess the events, establishing an interaction in the class.

Test questions ideas from today’s objectives.

Reading Comprehension test of the short story which the students have to understand  the order  of the events .

A test which students will have to identifying by matching, multiple choices, true or false verbal times and where they can invent sentences using the verbal times using their imagination.

An oral test where they can pronounce correctly the words .

A listening test, which the students develop their understanding.

A writing test :  It consists in a questionnaire which the students develop their comprehension about the differences between verbal times.

checklist:

Did the students know my objectives?

Yes , firstly the students had the knowledge  of the objectives of the class, including comprehension , understanding, develop of their skills, comprehension of the difference between the verbal times, creation of sentences using verbal times, demonstrating correct usage of the verbal times , analyzing information an communicative findings.

Did the students actively engage with new materials?

Yes, the students got engaged with new material because for them the materials were entertained and interesting, the materials used were useful for the participation of the students in the class, capturing the attention of the students through draws, using paint to create draws.

Did the students work together on a task?

The students participated working together, showing interesting about the class, they worked together trying to guess what I drew about the sequence of the events of the” The Landlady”. After that the students worked together finding sentences with the verbal times and then they worked together trying to create sentences for each verbal time.

Did students get feedback on their performance ance?

Yes, they got a really got feedback because the students found the activities very interesting, comprehensible, including listening comprehension, visual comprehension, analyzing information and communicative findings. The students reacted with enthusiasm, with interest and with attention being concentrated about the class, that helped to the students to demonstrate interesting about every class and to demonstrate enthusiasm and participation, building an optima environment. 

What is a Syllabus? 

1. SYLLABUS - CHARACTERISTICS -
   • Comprehensive: List what is to be taught
   • Content items or processes
   • Ordered / Sequenced
   • Explicit objectives
   • Time schedule
   • Approach or methodology
   • Recommended materials
   • Public document

A syllabus is a document that a professor writes and distributes to provide students with an overview of a college course. The syllabus is usually distributed on the first day of class. It contains several parts:

• The course title and meeting times
• The name of the professor and his/her contact information
• Expectations and attendance policies
• Topics and chapters covered
• Test dates
• Other relevant dates
• Grading policy
• Required texts and other supplies

The syllabus is your key to success. Use the syllabus as a time management tool and put every important date in your planner right away.

Questions about Vocabulary: Nataly Pinto-Yasna Roa

1) Some techniques are more popular than others. What are they, can you account for their popularity?

I think the most popular techiniques are translation,definition and description. That's the way students understand the meaning of a word also is the biggest part of learning a second language.

2) Are there techinques that are particularly appropiate for the presentation of certain types of words?

Of course, a clearly example of this is Description because here the student can express aspects, features, characteristics, animals,places,etc. It's a good way to teach new vocabulary and also is a good technique to use.

3) Are there techniques which are likely to be more, or less, appropiate for particular learner populations (young-adult-beginner-advances, different backgroung cultures)?

Yes absolutely because as teachers we have to consider the different cultures, ages,etc. For example if we teach to a boy of 6 or 7. A picture or a book it will more interesting and easy to understand than a definition.That's why we have evaluate what is appropiate for every situation.

4) Do you, as an idividual, find that you prefer some kinds of techniques and tend to avoid others? Which? And why?

I prefer Illustrations, is useful  for kids because we can capture their attention easily and it's more interesting to learn. Also synonyms, hyponyms and antonyms are the most common techniques that teachers use. But in my opinion Translation is the less effective ,because for the students it's boring and they just don't learn at all.