grade lesson plan -...

7GRADE

th

LESS

ON

PLA

N

Gisselle Astrid Bolívar PáezI.E. DISTRITAL MUNDO BOLIVARIANO

Barranquilla

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Comparatives

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

By the end of this lesson students will be able to express comparisons when describing some countries and important cities in Colombia, giving details such as climate, population and interesting places to visit.

• To express short sentences about the characteristics of cities and countries in oral and written form.

• To exchange information about characteristics of some cities in Colombia and countries based on questions and answers.

• To identify phrases and expressions related to particular characteristics of some cities and countries in a short descriptive text.


2Gisselle Astrid Bolívar PáezI.E. DISTRITAL MUNDO BOLIVARIANO

Barranquilla

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 successful development of this lesson, students should be acquainted with vocabulary related to domestic and wild animals, adjectives to describe animals and some names of countries, languages and nationalities.

The student identifies differences between countries and cities.

The student prepares a comparative chart of different characteristics of some previously assigned countries.

The student respects cultural differences.

The student recognizes different lifestyles.

The student works collaboratively with classmates.

The student reflects about the differences among cultures according to some aspects such as climate.



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Content:

Anticipated problems: Planned solutions

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

Lexical:

Grammar:

Discourse:

Sociolinguistic / Intercultural:

• Adjectives: Are words that describe or modify other words, making your writing and speaking much more specific, and a whole lot more interesting. Words like: small, large, hot, cold, interesting, popular, warm, beautiful, rich and poor.

• Comparatives: One way to describe cities and countries is by comparing them to other one. There are a few rules that explain this:

Teacher (T) prints all the slides in colour and in a good size to share in the classroom.

T explains through examples the use of the adjectives.

T briefly reviews the vocabulary related to adjectives.

T projects the pages on the TV, and/or Ss can take photocopies or share materials as they are working in groups or pairs.

Problems with electricity at school.

Students (Ss) don’t know what an adjective is.

Ss don’t know the vocabulary related to describing places.

Ss forget books and workbooks.

Adjective Comparative

One syllable Adjectives

Hot hotter

Big Bigger than...

Cold Colder

large larger

Adjectives ending in y

Noisy Noisier than...

Pretty prettier

Adjectives with moresyllables

Interesting more interesting than...

popular Popular

Irregular adjectives

Good Better

Bad Worse than...

Far Father/Further

• Give opinions about interesting cities in Colombia

• Learning through reflection, interaction and collaboration, comparing cities and countries.

Warmer

Time and Interaction

To activate previous knowledge about adjectives.To motivate Ss to put into practice known vocabulary and make a connection with the new topic.

Teacher (T) arrives, greets Students (Ss), and divides the class into 10 groups of 4 students. T uses Randomized Group Work by bringing 10 sets of 4 cards with the names of 4 different animals. In each group there must be 1 set of cards. The animals might be lion, elephant, snake and rabbit.

In each group, every student will pick a card without allowing their classmates to see it. Then, they must describe the animal telling their characteristics but in first person; that is by saying “I am” instead of “It is”. T exemplifies: (Lion) I am strong, I am brave and I am wild. The other students should guess the animal s/he is referring to.

T-Ss 10 mins

Group Work(GW)

5 mins

Stage aims

Procedure


Pre - Task

To contextualize Ss with the topic and the importance of expressing their opinions using comparatives.

T shows a Power Point presentation with Colombian cities and elicits from Ss some adjectives according to the pictures. Example: hot, cold, interesting, popular, beautiful, rich, poor, modern, noisy, etc. T provides some models on how to make comparisons by using the same PPT presentation. The examples can be between Barranquilla and Bogotá: Barranquilla is hotter than Bogotá, Bogotá is colder than Barranquilla, Carnival of Barranquilla is more popular than the Book Fair in Bogotá, etc.

T gives one sentence per group with comparatives using different colors. Example: Tokyo is more modern than Santa Marta. Ss order the sentences in one minute and then three volunteer students share the sentences to the whole class and explain why.

T-Ss5 minsT-Ss

5 minsGW

10 mins

Stage aims

Procedure

Total Stage timing

Total Stage timing

(15 min)

(20 min)


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While Task

Report



To compare information and characteristics between the UK and the USA.To learn new words related to countries.

To practice orally the structure of comparatives in short sentences

Ss read in the book Way to go 7 page 136 about the UK and the USA. The Ss can use their dictionaries and choose a role, a timer (to control the time), 2 finders (to look up the words in the dictionary) and one Speaker (to ask the T.).

Ss make a comparative chart between these two countries and tick if the information about each aspect appears in the reading. T. provides Ss with the chart on a piece of paper per group. (Appendix 1)

T asks Ss to divide the groups and work in pairs. Each student selects the city in Colombia that they prefer. There are two cities per pair. Then every student writes 5 sentences comparing the two cities.

Ss practice a short dialogue comparing the cities they like, telling which one is larger, more beautiful, colder, hotter…than. T. monitors the conversations.

GW10 mins

GW5 mins

Pair WorkPW

5 minsPW

10 mins

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

Total Stage timing

(15 min)

(15 min)


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Language Analysis

Practice



To identify the grammar rules when building sentences with comparatives.

To exchange information about two countries. To obtain information from a text.

T. shows a slide with grammar rules, and this time Ss match them according to what they have practiced previously. (https://drive.google.com/file/d/1idEgKhUMZqzNGuWeWALhF92QIPyewxIS/view?usp=sharing)A. For adjectives that are just one syllable 1. Use the form “more + adjective.B. For two-syllable adjectives not ending in -y and for all three-or-more-syllable adjectives 2. Change the -y to -i and add -er. C. For two-syllable adjectives ending in –y 3. Add -er to the end

T. reads aloud the texts and then asks some Yes/No questions for understanding. • the UK bigger than the USA?• the USA more interesting than the UK• the USA more interesting than the UK

T. asks Ss to write 4 sentences using the comparatives about UK and USA from the reading. Adjectives: small, large, hot and cold. Example: The area of the UK is (sma-ll) smaller than the area of the USA. Ss read their sentences while their classmates agree or disagree.

Whole Group 5 mins

WG 5 mins

PW5 mins

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing (5 min)



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Feedback

Homework setting



To reflect upon the difficulties the Ss have.

To assign new task for the next class.

T asks Ss to go back to their places, and make a round table. Then, asks Ss who could finish and who could not and why. What is difficult for them? What are their doubts and needs? What aspects are not clear yet?

T assigns for the next class to find information about Colombia and another country the Ss would like to travel to. (Traditions, food, people, music, language, population, capital, and more).

WG5 mins

T-Ss5 mins

Stage aims

Stage aims

Procedure

Procedure




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Materials Needed

1. Computer, 2. television, 3. animal cards, 4. markers, 5. student’s book,

6. photocopies, 7. printed papers, 8. board, 9. dictionaries,


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Appendix 1

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