Beruflich Dokumente
Kultur Dokumente
LENGUAS VIVAS
Cantidad de alumnos: 19
Clase N: 1
Fecha: 8/5/2017
Teaching points
Aims or goals:
- Develop their speaking skills by asking and answering questions about personal
information;
- Develop their listening skills by interacting with others in the classroom and by
listening to a video;
- Develop their writing skills by writing words and sentences in context, about
themselves and others.
- Develop their reading skills by interpreting a worksheet and role play cards.
Language points
Routine (1)
Ill greet my students: Hello! How are you? Are you ok? They will answer saying Im ok Im
fine, thanks.
Warm-up (2)
T: ok, today we will work with numbers. Do you know any number in English? (while writing
some numbers on board) What about this one? (pointing) and this one?
(Students know some numbers, basically from 1 to 10, so the teacher will write some of those
numbers on the board)
Transition: Great, so today we will study numbers from 0 to 100! They are very easy, youll
see
Development
T: Well, I will give you this photocopy about numbers. You will have some minutes to look at it
and write any number you remember. For example (while writing on the board): this number,
how do you write it, remember? Can you spell it, please?
1: _ _ _
S: O-n-e
T: fantastic! Now, look at the photocopy and write some numbers you remember. Then we
check on the board and complete the rest.
Students are given the following photocopy: (the original looks much better)
Students are given some minutes to try to remember some numbers. Then, the activity will be
checked on the board, eliciting the answers from the students, practising spelling and
pronunciation.
Transition: Very good. Now, lets play a simple game to practise numbers. The game is like
this
T: ok, I will say number 1, she (pointing at one student at the front on the left) will say number
3, she (the student next to her) will say number 3, then number 4 BUT he CANT say number 5;
he has to say STOP instead. So, for example.. (she repeats the sequence: 1,2,3,4,stop) and
then we continue: 6,7,8,9,STOP, 11, 12, 13, 14, STOP So, every time you have a 5, 10, 15, 20,
etc., a multiple of 5, you cant say the number. (Miming and pointing when explaining). Ok?
Lets practice
They practise once and then they play for some minutes.
Transition: T: ok, today we will work with numbers and with Personal questions and answers.
Do you remember any personal information question? And any answer?
Students: Yes! Whats your name? / Whats your surname? / How do you spell your name? /
Where are you from? / How old are you?/ Whats your address? / whats your favourite? My
name is my surname is.. Its . I am Im from
T: Great! today we will continue working with personal information questions and numbers.
So, now we will work in groups. Group work! Groups of 3 or 4 students, ok?
Activity3
T: Ok, lets play another game in the same group you are now. First your group needs a name.
Lets name the groups with one colour. Whats the name of your group? Yellow? Blue?
Students choose the name of their group and the teacher writes them on the board to write the
scores later on.
T: fantastic, now listen. Here I have these cards (shows the cards). Some cards contain
questions and some others have answers. You need to match the question with its answer
(mimes the verb match by putting one card next to the other). For example, if I match this
question (whats your name?) with this answer (I am years old), is it ok? (facial expression
communicating something is wrong).
S: No!
As usual, students try to explain using their own words what they are supposed to do. They play
and when they finish, I sum up all the correct matches and write that number on the board.
T: now, I will put the same questions and answers you worked with in this bag (she does it
while speaking). So, I will take ONE card and show it to group 1 (yellow group, for
example). If this card is a question, this group has to say the answer. If I take one answer,
the group has to make the question (she exemplifies while explaining).
Transition: Fantastic, now, we will write the new questions and answers learnt today on
the folder.
Activity2 - Write the new questions and their answers in the folder. (8)
For this, the teacher will draw a chart on the board and elicit from students the questions
and answers leant that day:
QUESTION ANSWER
1. Whats your telephone number? It is.
2. Whats your favourite number? I like number..
3. Whats your mothers name? Her name is
4. Whats your fathers name? His name is
Transition: Now, you will watch a video with people from different parts of the world. A
teacher also asks personal questions to his students
Pre-listening activity 4
T: So, in Argentina, in your school ESRN n 36, you learn ENGLISH. But in the USA or England,
for example do they learn English? What language do they learn? (Probably the teacher will
have to draw on the board to illustrate the idea)
S: Spanish
T: exactly! This video is about a SPANISH CLASS with students from different parts of the world:
students from JAPAN, from MEXICO where else do you think? Students from. ?
T: ok, now you will listen to the people from the video. In this worksheet you have a chart, you
see? In this column there are the people from the video: TOM is this one here, you see?
(pointing). He is British. You have to listen and complete how old he is here under age and
his profession. Similarly, you have to complete all the information about the rest of the people
from this class. The squares in grey mean that you dont have to complete (pointing and
miming).
Worksheet
2. Where are the rest of the students in the class from? Choose from the
words given. There is one extra word.
The students will listen to the video once, without stopping it, just to get a general idea of what
it is about. They can start completing the chart if they feel like and if they can. Then, the
teacher will start the video again, this time pausing it so that students have enough time to
understand and complete the information requested. If necessary, the teacher will start the
video a 3rd time, for students to finish completing the chart.
NOTE: this will be the first listening activity students do in the year.
After listening activity 10
The activities from the worksheet will be checked on the board. For this, volunteers will go to
the front and write the answers. The first example will be done by the teacher.
T: Lets check the activities! So, what about TOM? How old is he? Is he 20? 40?
S: 30!
T: Excellent (she writes on the board a similar chart from the one in the worksheet and
completes Toms age). Now, what is his profession? Is he a doctor?
S. teacher! Student
The rest of the chart is completed on the board by students who are willing to do it.
Transition: well, now we will sit in pairs for the next activity, where we will talk with the person
next to us.
The teacher will write on the board Role Play, and ask students if they know the meaning of
it. Most probably they wont know, so the teacher will choose one student at random and tell
him/her secretly that she/he must answer the teachers questions pretending she/he is Diego
Maradona. The teacher will ask personal questions like the ones seen in class and the student
will answer them imagining she/he is the character given. Then, the teacher will check again
with the class what the meaning of role play is.
T: Great. So, now I will give you a card similar to this one: (she draws a card similar to the ones
the students will be given). On this side you have YOUR new name, YOUR new surname, YOUR
AGE. And on the other side you have to COMPLETE with the information your friend gives
you. So, for example (she asks again to the student who pretended to be Maradona), whats
your name? (the student says Diego), ok, so now I complete here with this name (she
completes on the board). Ok? IMPORTANT its a SECRET card. You cant show it to your
partner (miming how to hide the card so that the idea is understood) .ok? Dont show it!
The students are given one of the following cards:
ROLE PLAY
Complete with
your friends information
Name: __________________________________
Surname: _______________________
Age: __________________________
From: _________________________
Address: _______________________
Profession:_______________________
Telephone number: _________________
They are given enough time to ask and answer each other, and to complete the cards. The
teacher will monitor and go around the classroom to check the students are speaking English
and to help and assess possible problems.
Closure
At random, students throw a ball making a personal question and when another student
receives it he/she has to answer the question, pretending they are the person in the card given.
Homework
Try to use L2 as much as possible, and encourage students to actually use the
language. Monitor them while they are working in groups so as to check they are
doing the tasks correctly and using L2.
Next time, remember to include the link to the video and the script. As well as this,
please include this chart in further plans.
Best of luck!
Aure