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LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, YohanaPlanning #1 2nd draft
Unit 9:
Superhuman
 
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Book: Adventures – Elementary, Ben Wetz, Oxford
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Unit 9 (p. 93 – 100 Student’s book)
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File 9a
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Estimated level: Elementary
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Estimated Age: 14/15 years old
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Number of Students: 25
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40 minute lesson
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Assumed knowledge : Simple Present: Affirmative, Negative andInterrogative. Vocabulary items related to parts of the body.Vocabulary items related to activities.
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Cognitive Objectives : By the end of the lessons, students will be ableto identify characteristics of a superhuman. They will be able also toactivate previous knowledge on parts of the body.
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Affective Domain Objectives : By the end of the lesson, students willbe able to recognize virtues, which can be considered of superhumans, in every human being, allowing the respect for diversity andthe awareness of their own virtues.
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Motorskill Objectives
 
: By the end of this lesson, students will be ableto develop a mind mapWarm-up (5 min)-Stick the image on the wall covered by another piece of paper-Divide the class in groups-Allow them to ask YES/NO questions in order to guess who the characteris-
 
 The first group that gets it wins a point (To be added to the “Weekly BoxScore”
1
)Introduction to the topic (5 min)-Ask the following questions:
1
Weekly Box Score: teams for Team work will be assigned weekly and the score jotdown on a poster on the wall. At the end of the week, the winning team will get aprize (either candies, or choosing the reader for the following week, or being theteacher’s helpers for the week)
 
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, YohanaPlanning #1 2nd draft
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Is Superman human?
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Are there any other superheroes withsuperpowers?
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Are they human?
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Do you know any
Superhuman
?
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What do you thing the term Superhuman refersto?-Write the title on the boardActivation of vocabulary (7 min)-
 
Class brainstorming and teacher’s elicitation of parts of the bodyconnected in a mind map on the board (make sure to use colourchalks/markers)-Take some minutes to explain some important items of mind mapping
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Pre reading (3 min)-Turn to page 93, Students’ book , and ask the following questions:
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Is the girl on the picture a superhuman? Why?
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What other characteristics can be considered of asuperhuman?
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Which parts of the body are necessary for asuperhuman?Reading (15 min): Inspiration (p.94 Students’ Book)-Before reading, look at the picture on page 94 and try to guess what thetext is about.
Global
: Read the text and check if your predictions were right.
Specific
: Read the text again and answer the questions on Ex 2.Answer checking
2
http://members.optusnet.com.au/charles57/Creative/Mindmap/
 
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, YohanaPlanning #1 2nd draftIncidental teaching moment:
 
good at + ing
-Write down the example on the book-Elicit from the students examples of things super humans are good at...Post reading (5 min): Class discussion: What are you good at? What’s yourown characteristic of a superhuman?
 
Homework:Find out characteristics of a mind map and apply the concepts so as tocreate a mind map with the characteristic that identifies your superhuman’s characteristicAppendix
 
SuperhumansGrant
is good at
paintingExample 1Example 2
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Gladys Baya

Hi Yoha! Well, I've finally been able to post some feedback on your 2nd draft for this plan. Apologies for the delay! Since you've really capitalised from our discussion of your first draft, this time I'm only leaving you those questions still "ringing" in my mind: * I definitely like your reformulation of "motor-skill objectives" (certainly suitable for the target age group), though I'm not sure it's still concerned with motor skills (you might well do away with this category when teaching teens). * About the mind-map: if items are brainstormed among students, what "important items" would the teacher need to explain? * Homework: where are students expected to "find out characteristics of a mind map"? How does this assignment support their linguistic development? * Aims: how important is language teaching-learning in your aim definition? Remember students have got together to "learn English". Good job indeed! Gladys

reply07 / 14 / 2009
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