UNIVERSIDAD TECNICA PARTICULAR DE LOJA MODALIDAD ABIERTA Y A DISTANCIA SCHOOL OF LANGUAGES AND LITERATURE LESSON PLAN 1

1. INFORMATIVE DATA: 1.1. Trainee’s name: 1.2. Associated Center 1.3. High School’s Location: Province: County: City: 1.4. Subject: 1.5. Grade: 1.6. Unit Title: 1.7. Theme Title: 1.8. Place and Date: 1.9. Supervisor’s name: 2. CLASS DESCRIPTION AND TIME FIT Class Description: This is a group of 15 students with an average age of 12 years old. They belong to a large group of 30 students divided into 2 groups for English lessons to improve learning. They study from 07h00 to 16h00. The students who have gone through primary school have a good level of English but some come from other schools and their level is lower. They are difficult to work with if activities are not interactive and interesting. The teacher should create additional material to improve communication skills. This way the lesson will be well delivered and learned thus successful. Time Fit: The lesson happens from Mondays thru Fridays at different times. In previous lessons the students have reviewed the past tense and talked about top leisure activities in the United States and then compare them with top leisure activities in Ecuador. They have reviewed sentence structure in Past; they have practiced sentences, questions and verb tense review. CESAR A PALACIOS G QUITO QUITO PICHINCHA ECUADOR QUITO ENGLISH 8TH “UNIT 8” “What’s your neighborhood like?” Quito, April 10th, 2012 N/A

3. LESSON AIMS 3.1. Asking about and describing locations of places and neighborhoods

3.2. Asking about quantities

4. ACTIVITIES, AIDS, PROCEDURES AND TIMING Activity/Aids Individual / pair work. Book, pencil, board and marker Interaction T-C / s-s Teacher working with the whole class. Students working in pairs Procedure Introduction: Ask the students to describe the picture shown Complete the matching exercise alone. Then the student works with a partner and asks the questions from the exercise and answers the peer’s questions. Student 1 asks: “What’s a…” and Student 2 answers: “It’s a place where you…” Theme introduction: Ask ss: Can you name popular names of places in the city?... your neighborhood? Presentation: The vocabulary is then written on the board: Laundromat, library, park, cyber café, barber shop, restaurant, school, Controlled Practice: Task 1: listening. Ask ss to listen to a dialogue about asking for places in a neighborhood. Ss listen to the cd and then teacher checks for understanding Task 2: Grammar: There is, there are, one, some, any. Ask students to work in pairs. Have them look at the map of a neighborhood and start asking questions using “Are there any….?” and responding: “there is one…; there are some…”; there aren’t any…… The teacher walks around listening to practice and providing help when needed. Task 3: Pronunciation: Teacher asks students to listen to some audio examples and checks for pronunciation of “there is, there are there isn’t, there aren’t any…” Students repeat aloud and teacher checks with some of them and helps correcting pronunciation Task 4: Production: Teacher forms 3 groups of 5 and students take turns asking and answering questions about places mentioned in activity 5. “Is there a barber shop in your neighborhood?” “I’m not sure, but I think….”; “Of course! There is one…” Timing 5’ 5’

5’

T-C

3’

6’

T-C

S-S ss work in pairs T-C

6’

S-S-S

5’

T –s-s-T

Teacher walks around the groups asking to do the 5’ dialogue again and taking part in conversation in order to provide with correct pronunciation and use of expressions learned. T-C Feedack: Students will review the whole activity by 5’ ss work on their doing a writing activity: “Roommates wanted..” They own will work alone during the rest of the class and the completion will be assigned as homework for next class. Assessment: Teacher will check homework and ask various comprehension questions next class.

5. SCIENTIFIC INFORMATION: What’s your neighborhood like? Part 1. TASK 1. Conversation: “I’m your new neighbor” Look at the picture, listen and practice

TASK 2. Write questions about these places in the neighborhood map below

Task 3. Listen and Practice. Notice how there is and there are are reduced in conversation except for short answers

Task 4. Work in pairs, ask and answer questions out places like these in your neighborhood. Use the useful expressions.

6. DIDACTIC RESOURCES. Student’s book, board, marker, CD player, CD lesson 8 7. BIBLIOGRAPHY 7.1. INTERCHANGE THIRD EDITION. Book 1. Cambridge University Press. Student’s book 7.2. INTERCHANGE THIRD EDITION. Book 1. Cambridge University Press. Teacher’s manual 8. REMARKS: 8.1. From the teacher: ……………………………………………………………………………………………….. 8.2. From the Area Director: ………………………………………………………………………………………. 8.3. From the Vice-principal (or supervisor): ………………………………………………………………. _________________________ Teacher’s signature _________________________ Area Director’s signature _________________________ Vice-principal’s signature

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