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Stage 1. General Information

Socio-cognitive resources of ‘Language and Communication’ Foreign Language English II

Empezar

Lesson Plan

2. Identify the imperative to promote communication in the classroom in a second language giving and following instructions.

Progression

Orally comprehend everyday expressions of frequent use related to their area of experience. Properly interpret oral messages about simple and everyday tasks.Use Everyday expressions of frequent use related to there are of experience. Present oral messages to do simple tasks.Rightly interpret simple written texts and everyday expressions of frequent use related to their area of knowledge.

Learning trayectory

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Writing

Reading

Speaking

Listening

Categories

Coherence and cohesion.

Spelling, punctuation, layout

Fluency, using functions.Pronunciation, scaning, skiming.

Listening for gist. Listening for detail.

Subcategories

Instructions in the classroom

Vocabulary:

Imperative

Grammar

Fundamental contents of the progression20

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Time of development of the progression Teacher mediation40 minutes Independent study 20 minutes

Stage 2. Lesson plan

The professor arrives at the classroom and says ‘stand up’ at the time he/she makes the indication to ‘stant up’. Then, he/she says ‘sit down’ and makes the indication.

Empezar

Opening activities

Resources

None

Product

Product

Development activities

1--- First, the professor asks students how they give instructions in Spanish. 2—Then, ask students to indicate the linguistic components, and write them down on the board…. He/she completes the missing elements. Example: Verb + complement Stand up! Come to the front!3--- After that, the professor provides some verbs and illicit the meaning (verbs for actions in the classroom). Stand up Come Open Close Sit down Clean the board Etc.

4--- Next, He/she gives some instructions using the given verbs. Come to the front! Erase the board! Close you notebook! Open your book! Etc. 5… Finally, he/she instruct the students to work in pairs and give each other three or five instructions. Students’ own instructions.

Development activities

Resources

The board Students’ contributions Students’ notebooks

Products

Students’ contributions Students instructions

To end with the class activities, ask some volunteers to come to the front and give some instructions to the class. Finally, he/she asks students to note down the information from the classroom (Instructions structure, verbs, and vocabulary).Students’ own instructions.

Empezar

Closing activities

The board Student’s instructions Students’ notebooks

Resources

Students’ instructions Students’ notes

Products

Stage 3. Cross curricular contents

The diagnosis about students’ knowledge about ‘instructions’ is given at the beginning of the class when the professor asks students to tell him/her how to make instructions, first in their language, then in English.

Diagnosis

The students give and follow instructions well-structured in English using the classroom context and vocabulary.

Project objectives

This topic is essential for the students to understand professors instructions and start using the language in a contextualized situation.

Project justification

Language and communication – humanities and social sciencesPersonal care and physicCitenciship practice and collaboration

Progressions of knowledge areas, socio-cognitive and socio-emotional resources

The professor arrives at the classroom and says ‘stand up’ at the time he/she makes the indication to ‘stant up’. Then, he/she says ‘sit down’ and makes the indication. = 5 minutesFirst, the professor asks students how they give instructions in Spanish. = 5 minutesThen, ask students to indicate the linguistic components, and write them down on the board…. He/she completes the missing elements. = 10 minutesExample: Verb + complementStand up!Come to the front!3--- After that, the professor provides some verbs and illicit the meaning (verbs for actions in the classroom). = 10 minutesStand upComeOpenCloseSit downClean the boardEtc.

Work schedule

4--- Next, He/she gives some instructions using the given verbs. Come to the front!Erase the board!Close you notebook!Open your book!Etc. = 5 minutes5… Finally, he/she instruct the students to work in pairs and give each other three or five instructions.Students’ own instructions.To end with the class activities, ask some volunteers to come to the front and give some instructions to the class. Finally, he/she asks students to note down the information from the classroom (Instructions structure, verbs, and vocabulary).Students’ own instructions. = 5 minutes

Work schedule

Evaluation

Design instruments to evaluate cross-curricular projects

Indicator 1--- Properly structure instructions 2--- Uses classroom vocabulary 3--- Understand one instruction in group 4---- Individually respond to an instructions or direct an instruction 5--- Actively interact and cooperate with colleague Total:

Yes (2) No (0)

Necesitamos interactuar unos con otros. Aprendemos de forma colaborativa.

SeresSociales

Somos capaces de entender imágenes de hace millones de años, incluso de otras culturas.

SeresVisuales

Contamos miles y miles de historias. ⅔ de nuestras conversaciones son historias.

SeresNarrativos

La interactividad y la animación pueden ser tus mejores aliadas para hacer que el contenido sea divertido.

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