Lesson Plan

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

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

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

Evaluation

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.

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.

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

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.

Stage 3. Cross-curricular Contents

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.

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

Lesson Plan Stage 2:

Learning Activities:Listening exercises to grasp the main idea and details Speaking activities for fluency and function Writing tasks to create simple messages and instructions

Key Contents:Grammar Focus: Imperative sentences Vocabulary: Classroom instructions

Categories:-Listening -Speaking -Reading -Writing

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.

Lesson Plan

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