Project teaching SHOULD
DIDACTIC SEQUENCE TO TEACH MODAL SHOULD
Title of lesson
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Be in
shape
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By
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Monserrat
Angulo, Tabasco, Mexico
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Student Profile
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about
18 years old, Third Quart, speaking 30%
Reading 10%
Writing
20%
Listening 10%
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Class Profile
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25
students, 5 lessons (60 minutes each)
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Target Language
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Countable
and uncountable nouns, comparative and superlatives prior knowledge
integration, modal should
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Target Content
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Being
healthy (due to the diabetes and overweight problems Mexico is facing to)
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Objectives
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.a)
students will use structures should.
.b)
students will learn illnesses vocabulary (headache, diabetes, overweight,
AIDS, sore throat, earache, toothache, flu, cough, cancer).
.c)
Students will use prior knowledge (countable and uncountable nouns food
vocabulary (salt, sugar, tomatoes, lettuce, meat,..); comparative and
superlatives (more nutritive, less fat, richer in vitamins, …)
.d)
students will integrate structures such as: …too much plain water,... too
many candies, … few tortillas; …more fruit than meat,…the richest in vitamin
C,…
.d)
Students will focus on the problem of overweight and diabetes Mexico is
facing to.
.e)
Students will make posters of diet plans and will present them.
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Materials
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matching
cards, diet plan reading, photocopies, crossword puzzle slides, projector,
lap top, speakers, abcnews video, board, board markers, roulette about
sicknesses.
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Source
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FUSCOE
Kate, Barbara Garside, Attitude Student´s book 2, Macmillan, Unit 3 lessons 3
and 4.
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Procedure
LESSON 1
SESSION 2
SESSION 3
SESSION 4
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The
teacher will write the words “BE IN SHAPE” in the middle of the board and
will circle them. Then She will ask the students which ideas they relate to
this group of words. She will draw a branch and will write: “ Drink plain
water”. Students will go ahead and write a sentence on the board, by drawing
branches too. ( 20 minutes)
Teacher
tells the students that all of us know all of these things are necessary to
reach the goal which is circled: “Be in shape”. So, She says: “ If you want
to be in shape, you should ________________________.” Then students will tell
her some other examples taken from the brain stormy on the board. Then They
will write 3 sentences by using the
ideas missing on the board. (15¨minutes)
Now
students will make teams of 5. You make them count from 1 to 5 in order to
get one with one, two with two, three with three, and so on. You play the
video about a woman who was overweight. They will tell you what she did in
order to lose some kilos. ( 15 minutes)
Students
will take out a set of copies where there are some diet plans to read. The
same teams of the class before will gather again and will be assign a diet
plan to read. They will find structures and new words. (20 minutes)
After
that, one person from each team will get together in order to share what
their diet plan was about. (10 minutes)
They
will answer some activities from a photocopy. In this case students will
answer questions about what you should do to be in shape. Grammar structure
of should and shouldn’t is explained here ( 20 minutes)
In a
collaborative way teacher and students are verifying their answers. (10
minutes)
Teacher
comes into the classroom and ask the students
what could happen if we are not healthy. She hopes students to tell
her “GET SICK”. As a result She will
stick roulette containing sicknesses vocabulary. She will ask students to take notes. (15 minutes)
Now
students are shown a crossword puzzle
slide. They will fill it in. (10 minutes)
Teacher
will ask them what to do for avoiding the sickness and in the case to get it
to cure it or to control it. All
together will make an example on the board. Students who give a suggestion come to the board and
write it. Five people are hoped to pass to the board. (10 minutes)
Example:
What should I do for avoiding a toothache?
1.- You
should brush your teeth after meals.
2.- You
should not eat much sugar.
3.- ……
Now
students will work in teams. They will write suggestions for a very specific
sickness the teacher has assigned them. (25 minutes)
The
half group is being given a sickness
card each and the other half a remedy
each. They must look for the words they do not know. They stand up and find
the partners. (15 minutes)
Then
they will make lines and read their ideas.
(10 minutes)
Example:
Student
A (sickness) student B
(remedy)
Sore throat eat honey.
Students
answer two copies about the best remedy (20 minutes)
At this
moment, it is time for assigning the project: (15 minutes)
Students
will make teams of three.
They
are going to make a diet plan and present it to the other corrosion
prevention groups. They will suggest the students to eat healthy in order to
avoid diabetes and overweight. They must make some brochures containing
information about the problem Mexico is facing to and give healthy
suggestions.
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Describe your
project in 1-2 paragraphs. Discuss the content, language and skills you expect
students to acquire, as well as any additional benefits. Be sure to include how
the project is appropriate for teens, how it fosters autonomy and authentic
language use, and how it enables students to use Integrated English skills:
Students
will make a poster in any kind of material except “bond” paper. They will make
an original diet plan, they need to say
what the diet is mainly based on, what
should you eat for each meal, how long
you should follow this plan, and how many kilos the person will lose.
It is expected they to integrate the
unit content (too much, too many, a little, comparatives and superlatives, and
modal should). They will give suggestions to others on what to do in order to
keep in shape. They have to read (do research about diet plans), write (design
their own one), listen (because they have to listen to the other classmates diet
plans), speaking (because they have to present it to others).Culturally talking
they will realize how important it is to have good healthy habits (there are
too many overweight and diabetic youth in Mexico.
RUBRIC FOR PRESENTATIONS
ENGLISH III
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ASSESSMENT
PROCESS
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Student’s
name:
GROUP:
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Date:
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teacher:
___________________
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ASSESSMENT
PERIOD:___________
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subject: English iii
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UNIT
ONE: BE HEALTHY
TOPIC:
GIVING SUGGESTIONS
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PURPOSE:
THE
STUDENT WILL BE ABLE TO GIVE RECOMMENDATIONS OR SUGGESTIONS TO OTHER PEOPLE
TO AVOID HEALTH PROBLEMS.
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KIND OF ACTIVITY: DIET PLAN
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Checklist
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GRADING CRITERIA
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6
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5
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3
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2
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Total
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Fluency and pronunciation
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The student uses a clear voice, precise
pronunciation of terms so that all audience members can hear and understand
his speech totally well.
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The student's voice is clear. The student pronounces most words
correctly. The majority of the audience members can hear him.
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The student's voice is low. The student pronounces
many words incorrectly. The audience
have difficulty for hearing him.
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The student hesitates too much when
talking, he mispronounces very words so that it is difficult to understand
what he means.
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Accuracy
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The presentation has few misspellings and
grammar mistakes, related to the topics studied.
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The presentation has some misspellings and
grammar mistakes, related to the grammar points to evaluate.
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The presentation has many misspellings and grammar mistakes related to
the topics studied
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The student's presentation has more plenty
of misspellings and grammar mistakes.
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posture and eye contact
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The student maintains eye contact with the audience, never returning to notes.
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The student maintains eye contact most of
the time but frequently returns to notes.
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The student occasionally uses eye contact,
but still reads most of the speech.
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The student presents most of the speech with no eye contact.
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Visual Aids
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The student's explains and
reinforces on the material support
used for the presentation. The material is high quality and covers all of the points required.
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The student's material support is all
related to the presentation, but there
are one or two points which are not according to the instructions.
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The student uses material support which
lacks of quality and doesn’t cover all
of the requirements.
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The student material support is bad quality
done. It doesn’t cover the points required
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Clear and understanding
explanation
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The student presents the whole information in logical, interesting
sequence which the audience can follow.
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The student presents most of the information
in logical sequence which the audience can follow.
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The audience has difficulty for following the
presentation because the student hesitates too much.
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The audience cannot understand because the speaker did it all by hesitating
and low voice.
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POINTS
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Not passing
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(0 – 15 points)
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Satisfactory
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(16 – 24 points)
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Outstanding
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(25– 27 points)
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Autonomous
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(28 - 30 points)
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RESULT:
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