THIRD Lesson Plan

Lesson Name: __ School Supplies Possessive adjectives__ Lesson Number: __3______

Institution: _____Colegio Gustavo Morales Morales________
Student-Teacher in Charge: __Javier Alejandro Landnez Segura____
Grade: _Eighth Graders__ Date:__03/18/17____ Week: ___3_____

Introduction:

The lesson will be about school supplies and possessive adjectives. This important lesson will be
carried out with several resources and tools, useful to for a better understanding. Such aids include
songs, word search exercises, crossword puzzles, worksheets with written activities to fill in the
blanks or match, etc.
Rationale:

This lesson is one of the most necessary ones for students as it deals with a vocabulary category
that is used by them at school every day: school supplies. It also has the possessive adjectives; that
is a useful topic, not only for the aforementioned topic, but also for any other vocabulary category
that students could be interested about. This lesson will be very relevant for students, because if
they develop all its activities in a proper way, they will also be able to include them in their normal
English classes and even in their daily lives. This lesson is also important because students will be
able to speak among them about the school supplies they have in their pencil cases and the use
they give to them in each moment of the class.

Methodology:

I will use the Communicative Language Teaching Method. I chose this method because it emphasizes
the ability to communicate the meaning of the message, instead of concentrating in grammatical
perfection. The communicative approach is based on the idea that learning language successfully
comes through having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and this will allow them
to learn to use the language. This method has several characteristics mentioned below.
Classroom activities guided by the communicative approach are characterized by trying to produce
meaningful and real communication, at all levels. As a result there may be more emphasis on skills
than systems, lessons are more learner-centered, and there may be use of authentic materials.

Understanding occurs through active student interaction in the foreign language.

Teaching occurs by using authentic English texts.
Students not only learn the second language but they also learn strategies for
understanding.
Importance is given to learners personal experiences and situations, which are
considered as an invaluable contribution to the content of the lessons.
Using the new language in unrehearsed contexts creates learning opportunities outside
the classroom.
One example of the use of this approach is practicing question forms by asking learners to find
out personal information about their colleagues, as it involves meaningful communication.

Resources:
The most important resources that will be used consist of a couple videos and a song that helps to
understand better the topic. Some printables will also be given to the students to reinforce the
vocabulary and expressions related. These didactic resources include written exercises like
crossword puzzles, a word search, and questions about school supplies and possessive adjectives.

Objectives Communicative: Students will be able to say what school supplies they use every
day at school, depending on the activity that is necessary to be done.

Language: Students will acquire the ability of having discussion with other by
using possessive adjectives; my, your, his, her, its, our, your and their.

Learning: Students will be able to develop oral presentations, written exercises,

songs, videos and flashcards
Type of Description Timing
Activity per
step or
activity
Introduction Warming up: Song: School supplies (Available in YouTube - link
specified in the bibliography). The song is showed once to the students 1 hour
to make them be familiarized with it. Then the teacher sings it and points
at the words and pictures that are shown in the video. After that, students
are asked to sing it with a correct intonation and pronunciation, but
reading the words from the video. Finally, after having sung the song
several times, the students are asked to sing it by themselves without
looking at the video; just by listening to it.

Transition question: What school supplies are familiar for you?

I begin by showing some flashcards to the students, asking them if they

know the name of each school supply shown in the photos or images. If
the students dont know the words, I give them some clues to make it
easier for them to guess. If the students cant find the answers after a
reasonable time, I give them the answers, making them repeat the words
several times.

Transition question: What is your favorite school supply?

I show to the students, pictures with all the school supplies content in the
current lesson. I also write on the whiteboard all the possessive
adjectives in a column on the left. On the right part of the whiteboard I
 write some words related to the studied vocabulary category; after that I
write some sentences by combining both topics. For example: This is my
pencil, this is your pen, this is his book, etc.

Transition question: What school supplies are absolutely necessary in a

class?

Practice I give a worksheet to the students with all the vocabulary previously 1 hour
studied; this to serve as a guide for the next exercise to be done. Then I
give another worksheet to the students; this time with an easy exercise
where they have to match words with their corresponding pictures.
Finally, I give a photocopy to them where they have to match the school
supplies, but this time with their definitions.

Transition question: What is the school supply you use the most?

A short dialogue is written on the whiteboard. The dialogue is designed to

be done in couples. Students decide who of them makes part A and who
makes part B. The dialogue is about school supplies and possessive
adjectives, and students are asked to perform de dialogue in front of their
classmates. They can read but they also will be encouraged to do it by
heart. After asking the students to perform the dialogues in front of all
their classmates, they could do it in small groups of four people. Enough
rehearsal will be done before the final performing activity.

Transition question: What school supplies are not very necessary but you
sometimes use them?

Consolidation Students describe the school supplies they normally carry in their school 30 min
bags. They write on their notebooks all the words. After this, the compare
with a partner to see if they have the same or different vocabulary. They
make two columns in their notebooks where they make a contrast with
the words that are repeated and with the ones that are different.

Transition question: What school supplies do students normally have in

their back packs?

Final Students are given a test to solve. The test has different kind of exercises 30 min
Assessment related to the lesson learnt. All the activities proposed have daily
situations that are familiar to the students reality. The exercises included
in the exam have matching, filling the blanks, underlining and circling
tasks.
Students are asked to study the school supplies vocabulary and
possessive adjectives studied during the class, but they are also asked to
learn some new school supplies that maybe were not seen in the lesson.
Bibliography:

Video, School supplies song, retrieved from. https://www.youtube.com/watch?v=41cJ0mqWses on March

14th, 2017.

Video, School supplies Talking Flashcards, retrieved from.

https://www.youtube.com/watch?v=g7kK989HiRQ on March 14th, 2017.

School supplies worksheet, retrieved from http://www.agendaweb.org/vocabulary/school-objects-

worksheets-resources.html on March 14th, 2017.

Possessive pronouns, retrieved from http://www.press.umich.edu/pdf/9780472032419-unit2.pdf on March

14th, 2017.

Appendixes:

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