Unit 14

MATEO MEJIAWORKSHEET – UNIT 14

Task 1 – Why do teachers plan their lessons?

Creates a fixed more teacher centered lesson. It’s also difficult for teacher to conduct a class without planning.

Task 2 – Explain why planning is important.

Planning is important because it helps the teacher outline clear learning objectives for the day’s lesson.  I helps the teacher stay focused on the lesson and it helps to keep track of all the activities done I class.

Task 3 – Plan a straight arrow ESA lesson from the materials towards the end of unit 14 (Unit 14, task 3 materials).  The materials are entitled Where have you been.

Date - time	June 12, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Teaching aids	Power point, internet, book, blackboard
Objectives	Students have to be able to tell other where have they been using the correct tense and pronunciation.
Personal Aims	Encourage students to verbally participate in class. Full understanding of the subject.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the subject	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident
Procedure			Phase	Timing	Interaction
Start conversation by telling students were I have been.			Engage	5 min	T
Relate the places the teacher has been with the places the students have been in the form of yes/no question			Engage	2 min	T - S
Start asking the most advanced students were have they been			Engage	3 min	T - S
Right down all the were I have been expressions mentioned in class on the board and explain them.			Engage	5 min	T - S
Ask all students were they have been			Engage	5 min	T - S
Explain the basic of the Present Perfect Simple			Study	5 min	T
Students research and build sentences about the places they have been			Study	5 min	S
Students practice orally			Study	5 min	S
“Were have you been” game			Activate	10 min	T - S

ENGAGE

The teacher begins the lesson telling the students were he was during previous hours, the day before, the week before and the month before. The teacher verbally expresses every single place he has visited in past time intervals and what happened in each moment so the students can relate to the lesson. The teacher begins by asking students if they were in the same paces as him. The students participate by saying were they have been. The basics of the expression are written on the board so all students can follow.

Study Teacher gives the basic of the “Present Perfect Simple” to the students. The students go on for themselves and list the places they have been the last hours, days, weeks etc. Using these places they proceed to build sentences with them using the correct grammar structure. The students practice the pronunciation of the sentences orally.

Activate A game is set in which each group describes one or two of famous places or moments in time. The other group of student has to find out what is the place or moment the other group is talking about.

 

Task 4 – Plan a patchwork style ESA lesson using the materials at the end of unit 14 (Unit 14, task 4 materials).  The materials are entitled Possibilities.

Date - time	June 12, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Teaching aids	Power point, internet, book, blackboard
Objectives	Students have to be able to tell other where have they been using the correct tense and pronunciation.
Personal Aims	Encourage students to verbally participate in class. Full understanding of the subject.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the subject	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident
Procedure			Phase	Timing	Interaction
Start conversation talking to students about things that might and may happen. Differentiate Might/may with events that Will happen.			Engage	5 min	T
Start asking the most advanced students were have they been			Engage	5 min	T - S
Right down Might/may I have been expressions mentioned in class on the board and explain them.			Engage	5 min	T - S
Explain the basics of the Might/May and expression of possibility			Study	5 min	T
Students research and build sentences about using expression of possibility			Study	5 min	S
Relate events you think Might/May happen with what the students think			Activate	5 min	T - S
Students practice orally			Study	5 min	S
Review the basics of the Might/May and expression of possibility grammatically and orally			Activate	10 min	T - S