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Lesson Plan

Learning Objectives:Students will develop skills in understanding and using everyday expressions related to their experiences, interpreting oral and written instructions for simple tasks, and effectively communicating through speaking and writing.

Categories:-Listening-Speaking-Reading-Writing

Key Contents:Grammar Focus: Imperative sentencesVocabulary: Classroom instructions

Learning Activities:Listening exercises to grasp the main idea and detailsSpeaking activities for fluency and functionWriting tasks to create simple messages and instructions

Lesson Plan Stage 2:

Opening Activity:The teacher models instructions such as "stand up" upon entering the classroom, observing students' responses to follow the action.

ActivityInitially, the professor asks students about their method of giving instructions in Spanish. Then, students are prompted to identify and write down the linguistic components of these instructions on the board, with the professor ensuring all essential elements are included.Afterward, the professor introduces a set of verbs related to actions in the classroom (like standing up, coming, opening, closing, sitting down, cleaning the board, etc.), and asks students to understand their meanings. Next, the professor demonstrates how to issue instructions using these verbs. For instance, examples include "Come to the front!", "Erase the board!", "Close your notebook!", "Open your book!", and others.

Stage 3. Cross-curricular Contents

Diagnosis:Students' understanding of 'instructions' is assessed at the beginning of class by having them explain how to give instructions in both their native language and English.

Project Objectives:Students will proficiently give and follow instructions in English, using classroom context and vocabulary.

Project Justification:This topic is vital for students to effectively comprehend and use English in practical, contextual situations, especially in understanding and following teachers' instructions.

Work Schedule:The professor demonstrates actions like 'stand up' and 'sit down', spending about 5 minutes on each. Students discuss how they give instructions in Spanish for 5 minutes. Students identify and write linguistic components of instructions on the board for 10 minutes. The professor introduces verbs related to classroom actions for 10 minutes. The professor gives instructions using these verbs. Students work in pairs to give each other instructions, followed by volunteers giving instructions to the class.

Evaluation

Progression Development (80% Evaluation):Assess knowledge through tests and project artifacts.Evaluate skills like critical thinking using rubrics and observation.

Attitudes (20% Evaluation):Use surveys to gauge student motivation and perceptions.Include peer and self-assessment for teamwork and engagement.

Cross-Curricular Projects Evaluation:Use integrated rubrics to measure interdisciplinary integration.Provide feedback on strengths and areas for improvement.