Partner Professional Dialogue. Unit 2, Lesson Plan

This is my lesson plan on unit 2, for my level 2 students.  I am having my professional partner dialogue in two days, and I am really looking forward to having this session. I have previously taught this unit, and have wanted to make it more meaningful and more dynamic for students. 

ITSX

COORDINACIÓN DE IDIOMAS. LESSON PLANNING

Teacher: Norma  Hernandez Nava

Level:  2

Unit:   2

Hour:      10:am to  12:pm

Date: May 7 to May 10,2013

                                                   

Unit theme: Abilities and Talents
Competence	Objective	Time	Activity	Interaction
Students will be able to: Talks about abilities and talents.	Students will : -Use Can to express ability. -Ask questions with Can -Identify sounds can Vs can´t -Use adverbs -Understand the difference between  Can / Know how to / Be able to  for  expressing  learned or  natural  ability. Structure Yes/No questions with Able to and with Can - Recycle sentences connectors; and, but, so and or.	Thursday  May 09,2013 10:00 10:10 to 10:20 10:20 to 10 :30 10:30 to 10:50 10:50 to 11:00 11:00 to 11:15 11:15 to 11:30 11:30 to 11:40 11:40 to 11:55 Friday, May 10th, 10:00 10:10 to 10:25 10:25 to 10:40 10:40 to 11:00 11:00 to 11:15 11:15 to 11:35 11:35 to 11:50 designing the Pictionary. 11:50 to 12: 00 get questions ready for the interview. Mondays May 13, 2013.	MAERIAL: Flash cards  and pictures / projector and computer, photocopied material,  CD player and Cd. T introduces  the class topics, and writes the objectives on the board.  Opening Task  A: T shows to Ss several pictures of people doing an activity, and students will describe the picture. T makes emphasis on the actions and abilities represented in the pics. Opening  Task B. Step 1, After While reading:  T hands out  a chart containing a list of multiple intelligences, Ss check the things they can do. Then, they ask  a classmate about his or her abilities, using the same chart. T models questions ‘Can you..?´ Step 2, Speaking: Ss take turns telling the class what kind of intelligence they think their classmates have, and why . Listening for Can Vs Can´t : T hands out photocopied material and plays track.  Students listen and tick the sentences they hear. After reviewing the correct answers, student practice saying the sentences. Reading and Writing: Ss look at a chart about two girls in relation with a list of abilities. Ss work in pairs and discuss, and then fill in the blanks of an exercise about the same two girls. After Reading: Ss write sentences about their abilities with Can or Can´t, using the same chart that describes the two girls in the previous task. Grammar  & structure. Then T asks Ss to describe how well they can do such activities, so T writes  on the boards well, very well, not very well,  a little and Not really. T models sentences on the board an then the class pays hot potato and participate in class in pairs describing their abilities.  As homework: Ss rewrite the sentences form previous activity by adding an adverb to the sentences that describe ability or  talent. MATERIAL: cut outs, photocopied material, T introduces the class topics, and writes the objectives on the board, and Ss show evidence of  homework. Speaking ( practicing the adverbs):Ss make into teams of four and T puts a pile of  cut outs with written expressions on abilities. A member form each team takes a paper and mimics the ability together with the adverb. Teams asks questions trying  to guess the exact sentence written on the papers. (Content from unit 1,about food and cooking, is included) Grammar  & Structure: T divides the board into two sections and writes  “learned ability” in one column and “ natural ability” in the other column. T writes the verbs that can be used in each column. T hands out photocopied material so Ss work in pair to    make affirmative or negative statements  that express ability using Can / Know how to and Be able to. READING. Before reading: Ss mention Mexican people they know  who have special talents or abilities. While reading the text about Evelyn Glennie: Ss fill in the blanks in the sentences with negative or affirmative  forms using  Be able to for learned abilities or using Can for  natural abilities. Class checks  correct answers. Grammar& Structure: T hands out photocopied material, to review and practice the use of sentence connectors: and but, so and or. LISTENING. T plays track and Ss listen to a Job Interview. Ss read the statements and check Yes or No. Listening and Speaking. Designing a Pictionary and Recording an interview) Pair work homework: Ss are asked to design in no more than two pages a  Pictionary with ten abilities, including 4 abilities on the use of the  English language, like introduce someone or ask about prices.  Then, individually, they   find a person form other levels / classes or someone  who is fluent in English and ask him or her about the abilities she or he has that are related to the ones shown in the Pictionary . Ss record the interview. Closing up Unit 2. While in class, T asks Ss to make into teams of three and to listen to their recordings. T asks Ss to  identify how many time the speaker uses the verbs  (Can / Know how to and Be able to) and  adverbs learned. Ss to listen again to the recording, and draw a comparative chart about the abilities of the  interviewed people and  include themselves in the chart. Self evaluation: As they do at the end of each unit, Ss fill in a chart where they evaluate what they have learned in this unit.	T-Ss Ss-T S-S S-S S-Ss Group work. S-Class S-S Ss-S Ss-T S-S, & T-Ss. T-Ss S-Ss T-Ss S-S Ss-Ss