Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre APPENDIX A: LESSON PLAN FORM Name of student teacher: GENERAL UNIT INFORMATION Andrea Bracamonte Macea School/Institution: Santa Rosa De Lima school Cooperating Teacher: Orkidea Narvaez University teacher: Ligia Pertuz Pertuz Grade: 11 Number of students: 40 Unit # Just Imagine Topic: third conditional Stage 1: Desired Results Established goals: the students will be able to talk about unreal conditions in the past. Student will be able to express how events in the past could have been different. Pre-requisite knowledge: the student must know the past simple and past perfect topics, as well as the different modal verbs that exist. Students will know: Students will be able to: Students will know how complete Student will be able to complete third conditional sentences about imaginary or conditional sentence and ask third unlikely situations in the past. conditional sentence. Student will be able to express how events in the past could have been different. students will able to finish third conditional sentences to express their own opinions and answer third conditional questions about their own lives. Stage 2: Assessment/Homework Assessment/ Evidence of Learning Homework: Students will complete a chart. Students will complete the diagram in groups. Students will reorganize different sentences. Students will complete a rubric. Students will create a story with Students will create a script about Halloween. Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre their own experience Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre UNIT DEVELOPMENT Established goal (s): the students will be able to talk about unreal conditions in the past. Student will be able to express how events in the past could have been different. Pre-requisite knowledge: the student must know the past simple and past perfect topics, as well as the different modal verbs that exist. Students will know: Students will know how complete conditional sentences about imaginary or unlikely situations in the past. Stage of lesson Motivation Phase Procedure Students will be able to: Student will be able to complete third conditional sentence and ask third conditional sentence. students will able to finish third conditional sentences to express their own opinions and answer third conditional questions about their own lives. Learning plan Type of interaction (T-S/SS) To activate the vocabulary, language and motivation of the students, a game will be presented, the game is called chain story. The teacher gives to each students a paper with a word and number. The number determines the sequence in which the students have to contribute to the story. Then the teacher starts the story by giving the first sentence, e.g. 'It was a stormy night in Resources Little paper T-S/S Time 5 min Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre November.' the student who has the number 1 continues the story. He or she may say up to three sentences in past tense and must include the word on his or her slip of paper. The next student goes on. Input phase T/S Chart 6 min T/S little story. 15 min To teach the third conditional, a review of the past participle of regular and irregular verbs is necessary, teacher will present a chart with white space, subsequently students will complete the past simple and past participle of the verbs. Procedure Phase: At this stage, the objective grammar point must be contextualized through a text. Students will be a)Focus/Working activities guided to observe the form and use of the third conditional within a little story. First, the teacher will tell the students about why b)Transfer/ Application activities c)Assessment Opportunities you decided to become a teacher, and about another possibility you had at that time. Then teacher will ask the students some concept questions to check understanding: A. Did I become a teacher? (Yes) d) Homework (if included in this B. Did I studied law? (No) phase) C. Is this situation real or are we imagining? (Imagining) Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre D. Are we talking about the past, present or future? (The past). then in order to discover how we form the third conditional; teacher will ask to student to Study one Sentence the diagram 10 min T/S T/S Poster 30 min T/S statement 5 min sentence and complete the diagram in groups: the sentence that will be used is: If I had not become a teacher, I would have studied law. After discovering how it was formed, the third conditional, teacher will explain its use through a poster. The teacher will explain when this conditional is used, the positive, negative form and question in addition to presenting different examples. To verify if the student understood the topic, the teacher will show some statements, students should say if these statements are true or false. The statements that will be used are: 1. Third conditional is used to talk about the present. 2. Third conditional describes a past situation. 3. It’s used to describe a situation that didn’t happen, and to imagine the result of this situation. Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre later, the teacher will divide the students into pairs Closing and give each couple several cut sentences. The Phase Homework (if teacher will write the names of each pair on the included in this board. Students will should reorganize each phase) sentence. When they think the sentence is correct, T/S/S several cut sentences board 30 min T/S/S board 6 min they should call the teacher to verify it. If the sentence is not correct, you should keep trying. Each time they complete a sentence, they will should write the sentences number next to their names. The goal is to complete the 5 sentences first, and so the board will allow students to keep track of how many couples they have completed their activity. When all the pairs have finished re-organizing the sentences, teacher will do feedback and write them up on the board. Then students will practice pronunciation 1. If I had moved to London, I would have got an office job. 2. If I had got an office job, I would have become really bored. 3. If I become bored, I wouldn’t have been very happy. 4. If I hadn’t been very happy, I would have moved Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre to Australia. 5. If I had moved to Australia, I would have become a surfing instructor. On the board, teacher will write four beginnings of Board 15 min T/S/S 3rd conditional sentences and will ask students how they would finish the sentences. 1. If I hadn’t come here today, I would have> 2. If I’d found £100 before school today, I would have> 3. If I’d won the lottery recently, I would have> 4. If I’d met an alien this morning, I would have> After that, teacher will elicit different endings from various students and write the best one for each sentence up on the board. teacher will Read out the sentences and ask students to repeat. 5 min T/S Subsequently, teacher will put 3 stories in different places and give students a rubric. students will should arrive at each place, read and complete the table with the information they will find. T/S/S Then, students will compare their answers in pairs 3 stories Rubric 30 min to verify the correct answers. Next, the teacher will verify all student responses Continuously, the teacher will write on the board: Have you ever had to make a really big decision? 5 min S/S Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre Can you imagine what would have happened if you T/S 5 min T/S/S 6 min had not made that decision? The teacher will ask the students to discuss the questions in pairs and then share their answers with the rest of the students. After using the objective structure in specific situations, students will relate the structure to their personal experience. Students will write a short story about the things they would done differently. To close the class, the teacher will divide the 10 min S students into groups of four. then them Give each group a set of cards. Students must distribute the cards evenly. Then, students will complete the third conditional sentence on their cards as they want and create a question based on the situation. Students won’t should not write their names on the cards or let anyone see what they are writing. The teacher will place a box in the middle of the room and ask all students to double their entire sentences and put them in the box. the teacher will demonstrate the activity by taking a card from the box and reading the sentence and the question aloud, p. "If I had gone on vacation T/S/S set of cards Box 30 min Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre last week, I would have gone to the beach." 'If I had gone on vacation last week, would I have gone to the beach?' The teacher will ask the students until they find the person who wrote the sentence. Students can answer they can answer "Yes or NO" Each student should stand up and take a card out of the box. If you choose your own sentence, you must put it back and take another. Then, students will tour the class asking their questions to find out who wrote the sentence on their card. When a student finds the person who wrote the sentence, write the person's name on the card, keep it in the box. Students repeat the activity until there are no sentences left in the box Reinforcement activities for students with special needs for being the month of Halloween students t/s/s Script costumes perform a television show. with the help of the teacher they will create in television script where will be presented the main characteristics of this date. Questions taken from Cambridge University Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre Simple present Play Watch Simple past Past participle began Got/gotten had met Do Written Little story ‘I decided to become an English teacher when I was 20, because I wanted to be able to travel around the world and work at the same time. If I hadn’t become an English teacher, I would have studied law degree.’ diagram “If I had not become a teacher, I would have studied law.” If + reorganize the sentence … + … Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre Rubric 1. Jack I think my biggest decision was to move back to the UK from Saudi Arabia. I worked there for 6 years and saved a lot of money. My school offered me work for two more years, but I decided to return to England. I think it was a really good decision. I enjoyed working in Saudi Arabia very much and had a really great time. I made loads of friends and loved the climate. But I also missed home, and I think six years was a long time to be away. If I hadn’t moved back to the UK, I think I probably would have stayed in Saudi for a few more years, but then I wouldn’t have got this great job. I also wouldn’t have met my lovely wife, we wouldn’t have got married and we wouldn’t have had our beautiful baby! 2. Kate I had to make a huge decision when I was only 18. I didn’t really know what I wanted to do with my life, so I applied to do lots of different courses. I was accepted to start a course to become a chef, and was also offered a place at university to study geography. I really didn’t know what to do and couldn’t choose between the two courses. My mum gave me some good advice and said: ‘Why don’t you just get a job for a year and think about what you really want to do. You can decide which one to study next year.’ So anyway, I got a job as a florist for a year and really thought about what to do. Finally, I decided that I was more interested in going to university. But I didn’t choose geography, I chose French! I’m really glad I decided to think about things for a year because I realized that I really wasn’t that interested in cooking or geography! Studying French made me interested in languages generally and that’s why I became an English teacher. If I hadn’t had a year off, I’d probably have become a chef and I think I’d have been happy, but I’m happy now anyway! 3. Sue I made a really big decision on my 30th birthday. I decided to try to lose weight. I’ve always really enjoyed eating and didn’t use to like healthy food. Anyway, I saw a photo of myself on holiday and hardly recognized myself, I was so overweight. Well, I joined a slimming club and managed to lose a lot of weight. It was the best decision of my life and I feel like a different person now. I still can’t believe I used to eat so much junk food. If I hadn’t joined the club, I think I‘d have continued eating unhealthily and putting on weight. I think eventually I would have got ill if I hadn’t made the decision. Programa de Licenciatura en Lenguas Extranjeras de la Universidad de Sucre
