didactic sequence for should
DIDACTIC SEQUENCE "SHOULD"
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Title of lesson |
Be in
shape |
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By |
Monserrat
Angulo, Tabasco, Mexico |
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Student Profile |
about 18 years old, Third Term |
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Class Profile |
25
students, 5 lessons (60 minutes each) |
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Target Language |
Countable
and uncountable nouns, comparative and superlatives prior knowledge
integration, modal should |
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Target Content |
Being
healthy (due to the diabetes and overweight problems Mexico is facing to) |
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Objectives |
a)
students will use modal 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,… e)
Students will focus on the problem of overweight and diabetes Mexico is
facing to. f)
Students will make posters of diet plans and will present them. |
|
Materials |
matching
cards, diet plan reading, photocopies, crossword puzzle slides, projector,
lap top, speakers, abcnews video, board, board markers, roulette about
sicknesses. |
|
Source |
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 |
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 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. |
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, etc.
It is expected 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).
behelp.assessors.com.mx
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