GRAE - Colombia Aprende › ... › lesson_plan_nestor... · Before this lesson, student have already talked about democracy and peace in general. In previous modules, students have

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Lesson plan designed by:

1Jovana ZivkovicNéstor Iván Reyes Plazas

IE TÉCNICA RAMON IGNACIO AVELLABoyacá

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Health – Disease Prevention

90 min

35-45

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 the lesson, students will be able to discuss hypothetical past situations and express their opinions and regrets.

• To express opinions on defined subjects.• To differentiate real from unreal situations.

• To use the third conditional to express regrets.


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Jovana ZivkovicNéstor Iván Reyes Plazas


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:

This is one in a series of lessons in Module 3: Democracy and Peace: Reconciliation. Before this lesson, student have already talked about democracy and peace in general. In previous modules, students have worked on ten-ses and first and second conditional.

In this lesson, students will learn about the third conditional. Since this is a complex topic, this lesson aims at helping students differentiate real and unreal situations. The next step in this lesson will be to help students learn how to express regrets and opinions on how people should have behaved in certain past situations. To this end, students will review past participles and grammatical form, but they will work on it by focusing on meaning. Tea-cher should help students understand how “should” can also be used in this conditional to express opinions on what someone should have done differently.

After this lesson, students should keep working on the third conditional, preferably on the whole structure.

Identifies relevant information in a text of general interest.

Differentiates the structures of real and unreal conditionals.

Expresses orally and clearly the rights as citizens.

Participates in a prepared discussion on the role of the community as driver of change.

Respects differences.

Shows interest for the common good.

Values others’ points of view.

Labels a group of words that have some things in common to remember new language (for instance, past participles that rhyme)

Asks someone for correction in a conversation.


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11Content:

Anticipated problems: Planned solutions

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

Modals:

Pronunciation:

Sociolinguistic/Intercultural:

should and would

Third ConditionalThe third conditional always refers to the past, without exceptions:If it had rained, I would have stayed at home. ( But it didn’t rain last night - past)To express regrets or opinions about situations in the past, we use the structure:

S+would/wouldn’t+have+past participle.

I would have stayed at home.

We can say would´ve instead of would have (it is more common):I would´ve stayed at home.

Instead of would, we can use should to express our opinion on how something should have been done differently.

I shouldn’t have done that.

Focus on pronouncing the short forms should’ve and Would’ve

Learning through interaction Skills to analyze, interpret and relate information Knowledge of the impact of culture and the situational, social and historical contexts

Teacher prepares a warm up exercise to activate prior knowledge.

Teacher creates context around this grammar topic and teaches it through focusing on meaning instead of form.

Teacher should make sure that the next lesson recycles the third conditional.

Teacher should contrast the structure with the structure in their mother tongue. This will make it less abstract for the students.

Students might not be remember past participle forms of the verbs.

Third Conditional is a complex topic and students might have difficulties understanding it.

Students might need more practice with the topic.

Students might have difficulties understanding the structure of unreal conditionals.


Warm up

Time and Interaction

(10 min)

To review past participles of verbs

Hot potato game: Teacher (T) tells students (SS) they will play a game called hot potato. Ss stand a circle and toss/pass on a small, round object (a tennis ball, an orange, or even a real potato) to each other while music plays. T stops the music every 15 seconds. The player who is holding the “hot potato” when the music stops has to conjugate the verb T tells him or her in past participle. To make the game more fun, SS should repeat hot potato as they keep passing on the object/ball.

Verbs(all of these verbs will later be used in the reading and speaking activities):Take-taken; resign-resigned; apologize-apologized; find-found; lie-lied; force-forced; publish-pubished; think-thought; accept-accepted; win-won; rain-rained; accomplish-accomplished; got-gotten/got; quit-quit.

(T can add examples of verbs)

T ends the activity saying that all these verbs will be used later during this class. T also reminds students how some of these verbs are translated to their mother tongue- just to help them contextualize.

T-SS2 min

Ss-SS

(6 min)

T-SS(2 min)

Stage aims

Procedure

Total Stage timing



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Pre-task: Reading


(10 min)

To differentiate real from unreal situations.

T tells Ss that they are going to read a text about a lady called Janet. Janet had quite a difficult situation happen to her. (Appendix 1)

After reading, T tells Ss to read the questions in exercise 1 and mark if the sentences are true or false. T monitors while students read the text and complete the task. T tells Ss to check their answers in pairs and then T elicits the answers on the board from SS. With false answers, Ss should give a reason why they are false.1. False 2. False3. True 4. False 5. False6. False 7.True

T-SS(10 min)

Stage aims

Procedure

Total Stage timing



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Task: Role Play


(25 min)

To role-play the situations using the target language.

T tells SS that they are going to hold a mock trial in the classroom. T writes MOCK TRIAL on the board.

T explains what this term means. T starts by asking SS what roles they think people might play in court proceedings. Next, T assigns roles to Ss: Prosecutor, Judge, Defendant and Witness.

T helps students understand the roles saying that prosecutors attack, defendants defend, the judge decides and the witness has valuable information to share. In this role-play, a witness can be one of Janet’s friends who will try to defend her or somebody from work who is for or against Janet. SS decide on this. (Appendix 2)

T divides the class into 4 groups: defendant, prosecutor, judge and a witness. Each group should prepare the script to participate in the trial. T says that the judge has to be neutral and listen to the rest, and then the judge decides if Janet is innocent or guilty. Ss first work in groups according to their roles: Judges together; prosecutors together; etc. Ss should prepare their sentences using the model provided by the teacher.Example:Prosecutor:Janet shouldn’t have lied to her boss. I wouldn’t have lied to my boss. This is why she is in trouble!They have 10 minutes to prepare the sentences/ideas. Next, Ss get into groups of 4, but this time each student with a different role). This is when the trial begins. Ss will have 10 minutes to role-play the trial. During the trial, two judges in each team will take notes (writing the sentences the Prosecutor, the Witness and the Defendant use as arguments). After the trial, the two judges will make a decision. T walks around, monitors and collects language samples, which will then be used in the next stage of this class.

When the trial is over, the two SS who play the role of judges from each group write the decision on the board and 3 reasons why they decided that. T reminds them that the examples should follow the model provided at the beginning as much as possible.

T-SS(4 minutes)

GW(10 min)

GW(7 min)

T-SS(4 min)

Stage aims

Procedure

Total Stage timing



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Language Analysis


(10 min)

To help SS understand the target language and explain its uses.

Noticing: T tells students to look at the examples on the board. T asks SS to report what they note in terms of form and meaning. T asks some concept questions: What do these examples show: a regret? An opinion?Are these situations about the present, the past or the future? (This part of the lesson depends greatly on each class’s performance and the sample language that T collects in the previous stage).For this stage, T should use her notes from the previous stage and asks questions like:

Janet shouldn’t have lied. T asks: When did Janet lie?

After the noticing activity, T provides a brief explanation of the third conditional (using the explanation in the Content section of this lesson plan). T may provide some other examples or use the example produced by SS in the role-play activity. If necessary, T can provide a sample of language in SS mother tongue to make sure that SS understand how these are unreal situations.

T can help SS notice the meaning of Third Conditional by providing more examples: • She shouldn’t have done it- but she did! • I wouldn’t have done it- but it is all I the past so there is nothing I can change now, right? • She shouldn’t have done it. Can she change anything now? What do you think?

T emphasizes the pronunciation of would’ve and should’ve and tells Ss it is more common to use these short forms.

T-SS(10 min)

Stage aims

Procedure

Total Stage timing



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Post task: Controlled Practice


(15 min)

To provide opportunities for restricted written practice of the target language

(Appendix 3) T says that for this activity, SS will do a fill in the gap activity. Individually, SS fill in the gaps to complete the sentences with logical information and the correct form of the third conditional. SS also answer the Concept Questions about each situation. These questions help SS practice meaning of this target structure.

Next, SS compare their answers in pairs.

At the end, T checks with the group explaining and correcting the errors. Answer key:

1. wouldn’t have gotten late for work.Question: Did Simon wake up on time? Yes. No 2. I would have gone ( go out) Question: Did it rain last night? Yes. No 3. I would’ve looked (look) for another job. Question: Did this person look for a new job? Yes. No 4. He wouldn’t have quit (not/quit) his job if he hadn’t won the lottery. Question: Did this person quit his job? Yes. No 5. he would have passed (pass) the exam.Question: Did Mike pass the exam? Yes. No

T-SS(1 min)

IND(5 min)

min

PW(3 min)

T-Ss(6 min)

Stage aims

Procedure

Total Stage timing



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Post Task: Freer Practice


(16 min)

To use the target language in a less controlled environment.To think critically about the situations. To provide and receive peer-feedback.

This is CARROUSEL activity. (See the video if necessary https://www.youtube.com/watch?v=zZxaS7v1-jo ) T explains the activity to SS: SS should read some situations provided in Appendix 4: Speaking exercise. SS use a poster. They read the situation and should write 2 sentences answering the questions

Speaking exercise:Our personal freedom – Discussion questions Read the following situations. For each situation, write 2 sentences answering the questions:

1. What would you have done?2. What should the person have done differently?

SS leave the questions and provided answers on their desk.

With their group, SS walk around the classroom, visit other posters and leave feedback answering the questions:a. Are their sentences good pieces of advice?b. Is the grammar correct?

Since this is a big group of students, T forms smaller circles of 4 groups each. Each group leaves their posters on their table. The groups move around in a “carousel” fashion (clockwise) to review each other’s sentences on the poster. T maneuvers it by changing the music (song) each time the group should visit the next group and review the poster. If there is no music, T can use a whistle or some kind of noisemaker that alerts the groups that it is time to move to another poster.

Each group has 2 minutes to read the poster and the statements given, and write down some comments on the back of the posters. These comments are feedback for the other group.

T monitors, takes notes about the target language and makes sure that all communication is done in English as much as possible. After 12 min, SS go back to their seats. In their groups, they have 3 minutes to check and discuss the feedback they received for their posters.

PW (5 min)

PW(8 min)

PW(3 min)

Stage aims

Procedure

Total Stage timing



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Materials Needed


(7 min)

To reflect on feedback.

T asks SS what they notice from the feedback they received. T asks SS a question to reflect on: What are some things you need to work on?

She asks SS to share some interesting examples.

T provides brief feedback based on the notes taken in the previous stage. T-SS

7 min

Stage aims

Procedure

1. Copies of the worksheets for students2. Posters3. Colours

Feedback/wrap up

Total Stage timing



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Appendix 1: Reading

Worksheets and other appendixes

A Difficult Situation

Janet worked as a graphic designer at a very successful advertising company. She was offered a promotion and she was obviously very happy. However, she was also worried because she had also recently found out that she was pregnant. In the past, other women who had had children had found it difficult to continue working full time. Later that day, she asked her husband what he thought she should do. He felt that she should first accept the promotion and then, a few months later, tell her employers about her pregnancy. In this way, her husband felt, she would not jeopardize her promotion. Janet was not so sure this was a good suggestion, as she felt that it might be dishonest of her not to let her employers know about the change in her condition. She telephoned her best friend, who had also had the same problem previously, and asked for her advice. Cheryl, her best friend, asked her if she felt that she would be able to continue working as hard after the birth of her child as she had been working up to that point in time. Janet assured her that this was the case and so her friend told her to trust her husband’s judgment. So, this is what she did.

A few months later, Janet told her employers about her pregnancy. At first, they congratulated her on her pregnancy and wished her all the best. Over the next few weeks, she felt that her workload was slowly increasing, and it was too much! She asked for an appointment with her boss and presented her dilemma to him. He said he was sorry, but that, he could do nothing because she already accepted the job. Later that month, she received a call from the personnel department and was told to come speak to the personnel director. The personnel director told her that, due to her inability to keep up with the demands of her job, they were going to have to let her go. Janet could not believe what she was hearing. She asked him why, if a few months earlier they had promoted her for her excellence, they had now decided to let her go. It seemed ridiculous. He said that he was truly sorry, but that they had no other choice and asked her to gather her things and leave.

Decide if the following statements are True or False:

1. Janet was not happy about the promotion. True False 2. Janet was not pregnant when she got the promotion. True False3. Janet told her employers about her pregnancy after her promotion. True False4. Janet´s husband her told her to be honest with her boss. True False 5. Janet’s employers were not happy when they heard about the pregnancy. True False6. Janet was fired because she lied. True False 7. Janet’s friend told her to be listen to the husband. True False

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Appendix 2: Role Play: A Trial


You are going to play a role play. Janet wants to get her job back! There is a trial and you should take one of the following roles: defendant, prosecutor, judge and a witness. In groups, prepare the script to participate in the trial according to your role assigned by the teacher. Use the model:

Ex: Prosecutor: “Janet shouldn’t have lied to her boss. I wouldn’t have lied to my boss. This is why she is in trouble!”

You have 10 minutes to prepare the sentences/ideas. Use the chart below to prepare:

Defendant Prosecutor Witness Judge

If you are the… You should de-fend Janet. Find arguments to justify her acts.

You should prosecute and attach what Janet did. Find arguments for that.

You should provide reasons and evidence to either protect or defend Ja-net- you decide! You can be her friend or her co-worker.

You will decide who is right and make the final decision. Write 1 example from what the Defendant said, one example from the Prosecutor and one from the witness. At the end, you will be asked to present those three and your final decision.

Statement 1.

Statement 2.

Statement 3.

Final opinion/Decision:


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Appendix 3: Controlled Practice


Fill in the gaps using the third conditional. Then, answer the question below each example.

1. Simon was late for work. If he had woken up early, he (not/be)_________________ late for work.Question: Did Simon wake up on time? Yes. No 2. I stayed at home yesterday. If it hadn’t rained, I ____________( go out) Question: Did it rain last night? Yes. No 3. My boss gave me a promotion. If he hadn’t given me a promotion, I ____________ (look) for another job. Question: Did this person look for a new job? Yes. No 4. James won the lottery, so he didn’t need to work anymore. He ____________ (not/quit) his job if he hadn’t won the lottery. Question: Did this person quit his job? Yes. No

5. Mike has a problem. If he had studied harder, he ____________ (pass) the exam.Question: Did Mike pass the exam? Yes. No

(adapted from: https://www.linguahouse.com/es/esl-lesson-plans/general-english/third-conditional)

Appendix 4: A Speaking exercise

I. Our personal freedom – Discussion questions Read the following situations. Use the poster and for each situation, write 2 sentences answering the questions:

1. What would you have done?2. What should the person have done differently?

Leave the poster on your desk. Visit other posters and leave feedback next to the sentences written by them answe-ring the questions:

1. Are their sentences good pieces of advice?2. Is the grammar correct?

Other groups will visit your desk and leave you some feedback.

1. Mrs Aziz, a classroom assistant, was fired from her job after refusing to remove her niqab, a full-face covering worn by some Muslim women, after her students complained that they couldn’t understand her. Her job was to translate for children who had difficulties with English at school.

2. James Rogers, a blogger, is facing prison for calling a female local government representative an obscene name on his blog. He also threated to publish her address so that his readers could attack her house. He claims that he was entitled to do this, as he has freedom of speech.

3. Magazines in a number of European countries published topless photographs of a world-famous female ce-lebrity. They were taken with a long-distance lens while she was sunbathing on private property. The magazine that originally published the pictures is arguing that they have freedom of the press, which allows them to publish these pictures. The celebrity and her husband are suing the magazine for breach of privacy. However, some media reports have suggested that she should have been more careful.

4. A 24-year old was forced to resign from her job as a social worker after six days in the job. This followed the discovery by her new employers of comments that she had made on Twitter that were seen by some as racist and homophobic. She had made the comments two years earlier and made a full apology to her employer.

Documents

GRAE - Colombia Aprende › ... › lesson_plan_nestor... · Before this lesson, student have already talked about democracy and peace in general. In previous modules, students have