ae lesson plan - colombiaaprende.edu.co€¦ · students are able to promote collaborative work by...

7GRADE

th

LESS

ON

PLA

N

Francia Luz Castro MaderaI.E. SAN JOSÉ C.I.P

Sincelejo

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Bullying and Conflict.

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

At the end of this lesson, students will be able to write recommendations and suggestions, as well as understand some victims of bullying, by using the modal Should / Shouldn´t.

• To revise vocabulary and expressions related to bullying.

• To promote the use of polite words and expressions.

• To foster reflection about bullying victims.

• To promote collaborative work.

• To practice recommendations and suggestions writing.


2Francia Luz Castro MaderaI.E. SAN JOSÉ C.I.P

Sincelejo

7GRADE

th

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

For the development of this topic, students should be acquainted with the adjectives to describe personality (personal positive and negative qualities).

They should also be familiar with the use of present of verb “To Be” to describe their personality as well as adverbs of frequency.

The student distinguishes expressions used to make suggestions and recommendations.

The student uses the modal Should / Shouldn´t to write suggestions and recommendations to bullying victims.

The student accepts suggestions and recommendations of others.

The student collaborates in achieving a pleasant atmosphere in the classroom.

Students are able to promote collaborative work by seeking and giving advice for bullying victims.



Sincelejo

7GRADE

th

Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Discourse:

Sociolinguistic / Intercultural:

Ethical values: Respect, responsibility, honesty. Personal qualities: Tolerant, polite, kind. Expressions about emotions: I´m angry, you´re excited, happy, sad, bored... Expressions to recommend: My recommendation is…, You should/Shouldn´t

Modal Should

Making suggestions and recommendations.

Reflection on their behaviour. Acceptance of differences

Bring flash cards to review positive and non-positive qualities. Some other flash cards to revise emotions.

Remind them of these emotions by gestures or showing the flash cards.

Show them the flash cards with emotions and remind them what our topic is.

The groups are going to be organized by including a student with a good level of English in each group; also, each group will have access to a dictionary.

T gets dictionaries from the school library and brings to the class one for each group.

There might not be any video beam available, or there could be a problem with electricity.

Students could not remember the vocabulary related to emotions that they have previously studied.

Students could misbehave.

When the extract of a problematic situation is assigned to each group, students do not understand the small text.

The students may not bring the dictionary.

Warm up

Time and Interaction

To activate previous knowledge about emotions and get students involved with the topic.

T comes in the classroom greeting Ss and asking how they are, focused on their answers, and writing on the board some of their replies: (very well, fine, great, not very well.

Then, T asks Ss how they are/feel when… • Their mother congratulates them.

T writes on the board their replies: (happy, motivated)• One of their friends shouts at them.

T writes on the board their answers: (angry, scared, furious)• The teacher tells them to be quiet

T writes on the board their answers: (tolerant, intolerant, aggressive).

T shows some flashcards of emotions: happy, sad, angry, excited, etc and asks Ss to say what each emotion represents.

T helps Ss revise pronunciation of these words and elicits what these words have in common (They are emotions or positive and negative qualities).

Teacher - Students10 minutes

Stage aims

Procedure

Total Stage timing (10 min)


Sincelejo


4

7GRADE

th


Pre - Task

To get a grasp of students’ perceptions of bullying.

T sticks the flashcards of emojis on the wall separately, and then hands out a bag that has some small cards inside and asks each student to take out one of the flashcards.

T asks Ss to stand up and look for those who have the same emoji as theirs, so that they will make groups of 4. Then, Ss have to sit next to the same emoji that they have, which is glued to the wall.

T gives each group a piece of paper describing a particular situation (Appendix 2) and tells them to read the short text and try to understand it. Ss are encouraged to use the dictionary if necessary. Example of the situations:“Someone says hurtful things to you because you behave differently to other people. For example, you´re a girl but you like wearing boys´ clothes or you´re a boy and you like playing with dolls”

T asks them to discuss if the situations are examples of a bad joke or bullying.

5 minutesS-SGW

10 minutesSs – Ss

Stage aims

Procedure



Sincelejo


5

7 7GRADE

th

While Task


To provide students with new knowledge to express suggestions by using the modal should.

While the Ss are reading and discussing, T monitors the work, group by group. After 10 minutes, T asks one or two Ss in each group to share their situation with the rest of the classmates.

T then divides the board into 2 segments and writes on them the titles: Examples of bullying and Examples of a bad joke.

T asks Ss to choose one person per group to write some clue words of their situation on the appropriate column and explains why they consider their situation is an example of bullying or an example of a joke.

T explains the use of Should and Shouldn´t to give suggestions and recommendations. T writes on the board some examples:

Nobody should be disrespectfulYou shouldn´t let anybody put you down.You should demand respect.

Ss are given 10 minutes to write the three suggestions per group:T asks Ss to write one recommendation for the person who makes bullying in the situation they have read and to write two more suggestions for the bullying victim.

While Ss are writing, T monitors and takes notes of the expressions and language used by learners to give suggestions and recommendations. Ss are encouraged to use the dictionary if necessary.

15 minutes

Ss –Ss interaction

10 minutesT-S

10 minutesSs – Ss

Stage aims

Procedure



Sincelejo


6

7GRADE

th

Language Analysis

Wrap-up



To motivate students to discuss the correct way to write their recommendations and ask for help if necessary.

To share and highlight the main knowledge students acquired during the lesson.

T writes on the board sentences created by Ss and explains the grammar structure to write recommendations to the groups that he/she considers necessary.

T gives Ss pieces of coloured cardboard and markers, and asks them to write on it the situation and the three recommendations or suggestions they have proposed.

T asks Ss to present their work in front of the class. T then asks each group to glue their papers on the wall.

For homework, T writes on the board some other pieces of advice and asks the students to decide which of them can match each situation presented.

10 minutesT-S

10 minutes

10 minutesSs-SsGW

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing

(10 min)

(20 min)


Sincelejo


7

7 7GRADE

th

Materials Needed

1. Flashcards of emojies, 2. some small cards with different emojies, 3. coloured cardboard, 4. markers, and 5. dictionaries.


Sincelejo


8

7GRADE

th



Sincelejo

7GRADE

th

SITUATIONS

APPENDIX 1

Someone at school is rude to you all the time or constantly insults you

Last week, some girls hid my things and I never found them. This week, they called me an idiot and laughed at me.

Someone posts offensive things about you on social media or in chats.

Someone deliberately excludes you from parties, meetings, sports matches, etc

Someone is aggressive towards you, or physically violent, or takes your things without your permission.

Someone is disrespectful to you because you don´t have a mobile phone or computer.

A friend took my notebook and hid it. I was really worried! Two hours later, he gave it back to me and said he was sorry!

This morning I was late for school. I was running very fast, and an older student stuck his foot out and made me fall. He didn´t apologize.

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