LESSON PLAN MADE BY MONICA AND ME

UNIVERSIDAD CATOLICA DE EL SALVADOR FACULTAD DE CIENCIAS Y HUMANIDADES LICENCIATURA EN CIENCIAS DE LA EDUCACION CON ESPECIALIDAD EN IDIOMA INGLES. TEACHING PRACTICUM “LESSON PLAN” TEACHER´S NAME: CRISTIAN MELENDEZ. STUDENTS´ NAME: MONICA ANDREA DUQUE. REINA BELLANIRA RECINOS. DATE: AUGUST 26TH, 2014 LESSON PLAN Level: Advanced English I Topic: Animals Target Structure: Passive Voice using Modals/ Adjectives Time: 8hrs Schedule: Morning Shift: Afternoon Shift: Monday, Tuesday, Wednesday 3:50- 5:35 and Friday 2:00 -3:50 OBJECTIVES: *SWBAT use the passive voice with modals by performing oral and written activities correctly. *SWBAT describe the positive and negative traits in the animals in an oral way. MATERIALS: Sheets of paper, pictures, markers, textbook. WARM UP “GUESS WHO I AM” The teacher will put in a bowl 12 pieces of paper that contain names of animals (based on Page 62.) He will choose one student who will paste the name of the animal on his forehead without seeing what animal it is. The student will ask to his classmates questions like, Am I a mammal? Am I black? Am I a farm animal? And his classmates will have to answer his questions and participate that way the student can guess which animal he has pasted in his forehead. They will also have to give him/her clues using passive voice and adjectives. Later, another student will participate and will follow the same steps. CHANGE PLACE IF… The teacher will ask the students to make a semi-circle with their desks and the teacher will say a sentence using the adjectives on page 63. Example: Change place if you are friendly. Change place if your sister is attractive. Once the students listen to the sentence said by the teacher and identify with it, the teacher and the students will switch seats and the person who is left out will have to say the next sentence. MINI GOLF The teacher will ask the students to stand up and form a circle. The teacher will throw the ball to the students and he or she will have to avoid for the ball to go in between his or her legs. The students will throw the ball to another student and will follow the same steps. Whoever lets the ball go in between his or her legs, will have the penalty of making a sentence using one of the adjectives from pages 62 and 63. PRESENTATION (APPENDIX A) Pre activity: Give the students a couple of minutes in order to give a quick view of the reading “How smart are animals?” and have them express their ideas about the topic. Let them guess what is the reading going to be about. During Activity: Have a student read the first three lines of the first paragraph. The student who was reading mentions the name of a classmate to continue reading and so on. Have the students underline the new words they find as they read. The teacher should also underline the words students mispronounce, so that when they have finished reading, the teacher takes some time to write the new vocabulary on the board, explain the meaning and correct any pronunciation mistake. Post Activity: Students will read the text carefully and will discuss in pairs: -What is the reading mainly about? - How would you describe Alex? - Can animals really be called “intelligent”? - How would you define intelligence? - According to your opinion, what is the most intelligent animal? Why? HOW SMART ARE ANIMALS? INSIDE ANIMAL MINDS In 1977, Irene Pepperberg, a recent graduate of Harvard University, did something very unusual. She was interested in learning if animals could think, and the best way to do this, she reasoned, was to talk to them. Too test her theory, she bought an African gray parrot named Alex and taught him to reproduce the sounds of the English language. “I thought if he learned to communicate ,I could ask him questions about how he sees the world,” she explains. When Pepperberg began her research with Alex, very few scientists acknowledged that animals were capable of thought. The belief was that animals reacted to things in their environment but lacked the ability to think or feel. How, then, could a scientist demonstrate that animals might, in fact, possess intelligence? “That’s why I started my studies with Alex,” Pepperburg says. Certain skills are considered key signs of higher mental abilities: a good memory, an understanding of symbols, self- awareness, understanding of others’ motives, and creativity. Little by little, researchers have documented these abilities in other species. Sheep and elephants can recognize faces. Chimpanzees who are genetically similar to humans- use a variety of primitive tools for eating, drinking, and hunting; they also laugh when pleased and spit to show disgust with something. Octopuses in captivity are known to amuse themselves by shooting water at the laboratory staff. They may even exhibit basic emotions by changing color. Alex the parrot was surprisingly a good talker. He learned how to use his voice ti imitate almost 100 words, including those for foods, colors, shapes and numbers. Because Alex had mastered many English words, Pepperberg could ask him questions about a bird’s basic understanding of the world. Alex could count, as well as describe shapes, colors and sizes for Pepperberg; he even had a basic understanding of the abstract concept of zero. GRAMMAR NOTES (APPENDIX B) POSITIVE TRAITS Adorable Cute and charming Affectionate Exceptionally friendly and loving Gentle / good natured Easygoing; good with people and other pets. Low maintenance Easy to care for and inexpensive to keep Loyal devoted Attentive to its owner; reliable NEGATIVE TRAITS Aggressive Violent, sometimes dangerous costly Expensive to buy and to take care of destructive Harmful to furniture and other things Filthy Unclean; makes a mess maintenance Time-consuming to take care of ACTIVITIES CONTROLLED 1. UNSCRAMBLE Students work on some sentences using modals and the correct form of the passive voice. On page 65 exercise D. 2. CONVERSATION In pairs, students will practice the conversation “Discuss the benefits of certain pets” one student will be “A” and the other students will be “B”. some pairs will perform the conversation in front of the others. Page 66 exercise A 3. COMPLETION Students will work on page 68 exercise A and B. Students will read the exercise “A” about new words and definitions to complete the sentences of exercise “B” about vocabulary practice. 4. UNDERLINE Students will read the paragraph about “protecting our natural inheritance” on page 70 and will underline as many adjectives and passive voice with modals as they can. 5. TRUE AND FALSE Students will work on the following sentences based on the Chinese zodiac. Ex. Rabbits are Attractive and self-confident F 1. Monkeys are hardworking, serious and responsible. 2. Goats are passionate, very artistic and a bit shy. 3. Dogs are honest, caring and modest. 4. Boars are attractive and very calm. 5. Rats are generous, honest and imaginative. 6. Dragons are popular, outgoing and cheerful. 7. Horses are fun, loving and artistic. 8. Tigers are self-confident, independent and emotion. 9. Roosters are attractive and self confident. 10. Monkeys are clever and likable. SEMI CONTROLLED 1. STORYTELLING Students will work on page 70 exercise B. They will chose one of the three animals on that page and will make a storytelling based on the animal they choose, using the passive voice with modals and the adjectives. After doing their storytelling they will pass in front of their classmate to read it out loud. 2. JOURNAL Students will write a journal discussing which animals like a parrot, a pitbull, a cat, a mouse, and a python, they think make good pets or bad pets. 3. READING Students will read the paragraph about “protecting our natural inheritance” on page 70. Before they read, in pairs they will discuss what some endangered animals they can think of and some treats to their survival are. During the reading they will discuss if they agree with the point of view expressed on the reading. After the reading they will discuss what the animals in extinction are. 4.-BOARD GAME (APPENDIX C) In groups of four or five, the students will be given a board game based on the topic ANIMALS. The board game will contain the grammar structure: Passive Voice using Modals/ Adjectives. The students will have to put into practice what they learned in a verbal way. The students will be given a dice and they will choose either a coin or something to move in the board game. They will have to roll the dice and depending on the number they have in the dice that will determine the spots they will move. They will perform the activity that it is requested in the spot they land. For example: Choose 5 adjectives and make sentences. The students will have to choose 5 adjectives seen in class and make the sentences using them. They will continue to roll and the dice and the first person who get to FINISH, wins. 5. QUESTIONS AND ANSWERS (APPENDIX D) Students will be given 8 questions that they will have to answer according to their opinion and they will share and compare the information with their classmates. FREE ACTIVITIES - IN CLASS ESSAY Students will create an in class essay in which they will have to write about: “THE IMPORTANCE OF TREATING ANIMALS HUMANELY” - ROLE-PLAY Students will create a role play in pairs in which student A will be a person working at the zoo and student B is a tourist. (APPENDIX E) -MINI PRESENTATION In groups of 3 or 4, the students will choose a paper that will contain the name of an endangered animal. The students will have 10 minutes to create a mini presentation to talk about the characteristics of the animals by using the adjectives seeing in class and they will have to use the passive voice with modals to talk about how they should not be treated. (APPENDIX F) -DEBATE The class will be divided into 2 groups. The topic will be: ANIMALS: medical experiments? Group A will be in favor and Group B will be against. Every student has to participate for the group to win. (APPENDIX G) -IMPROMPTU SPEECH Each student will randomly choose a topic related to “Animals” and they will have 3 or 4 minutes to talk about it; the students have the option of inventing information. More than one student will have the same statement. (APPENDIX H) WRAP UP: VIDEO CREATION: In groups, students will create a video of in which they have to talk about the animals and the importance of taking care of them and what could be done to help them. They have to be creative; they can either make a TV commercial, a dramatization, etc. The video will last from 5 to 7 minutes and will be presented in class for peer correction. HOMEWORK Students will make a blog of 300 hundred words about the endangered species such as: mammals, reptiles, amphibians, insects, birds, and fish. They will choose just one of them in order to make it. Then, they will send their links to the teacher´s e mail. APPENDIXES APPENDIX A HOW SMART ARE ANIMALS? INSIDE ANIMAL MINDS In 1977, Irene Pepperberg, a recent graduate of Harvard University, did something very unusual. She was interested in learning if animals could think, and the best way to do this, she reasoned, was to talk to them. Too test her theory, she bought an African gray parrot named Alex and taught him to reproduce the sounds of the English language. “I thought if he learned to communicate ,I could ask him questions about how he sees the world,” she explains. When Pepperberg began her research with Alex, very few scientists acknowledged that animals were capable of thought. The belief was that animals reacted to things in their environment but lacked the ability to think or feel. How, then, could a scientist demonstrate that animals might, in fact, possess intelligence? “That’s why I started my studies with Alex,” Pepperburg says. Certain skills are considered key signs of higher mental abilities: a good memory, an understanding of symbols, self- awareness, understanding of others’ motives, and creativity. Little by little, researchers have documented these abilities in other species. Sheep and elephants can recognize faces. Chimpanzees who are genetically similar to humans- use a variety of primitive tools for eating, drinking, and hunting; they also laugh when pleased and spit to show disgust with something. Octopuses in captivity are known to amuse themselves by shooting water at the laboratory staff. They may even exhibit basic emotions by changing color. Alex the parrot was surprisingly a good talker. He learned how to use his voice ti imitate almost 100 words, including those for foods, colors, shapes and numbers. Because Alex had mastered many English words, Pepperberg could ask him questions about a bird’s basic understanding of the world. Alex could count, as well as describe shapes, colors and sizes for Pepperberg; he even had a basic understanding of the abstract concept of zero. (APPENDIX B) Cute and charming Exceptionally friendly and loving Easygoing; good with people and other pets. Easy to care for and inexpensive to keep Attentive to its owner; reliable (APPENDIX C) SEMI CONTROLED ACTIVITIES (APPENDIX D) QUESTIONS 1) What could be done to improve the animals’ conditions in circus? 2) Can any alternative be found for medical research on animals? 3) Should corporate chicken farms be shut down? 4) Do you think that new treatments for humans might not be discovered if animals are not used? 5) Do you think that sports which are used to kill animals should be completely banned? 6) Do you consider that animals should not be raised in filthy conditions? 7) Why do animals lives have to be respected? 8) What must be done to help endanger animals? FREE ACTIVITIES (APPENDIX E) STUDENT A: You will pretend that you are a zookeeper who is giving a tour and who is describing a variety of animals. You will also talk about the importance for the animals to live in good condition. STUDENT B You will pretend to be a tourist that for the first time ever goes to a zoo and wants information about the animals. You will give will give suggestion of how to improve the animals’ conditions. (APPENDIX F) Torogoz Polar Bear Sea turtles Chimpanzees Panda Bear Iguanas Gorillas Leopard Lions Dolphins (APPENDIX G) GROUP A: You will be in favor of using the animals for medical experiments and will state why animals should be used for medical experiments. GROUP B: You will be against of using animals for medical experiments and will give suggestion of how to avoid that. (APPENDIX H) Endangered giant pandas. Gorillas: Species in danger The importance of taking care of animals. What can I do to help the animals? The polar bear’s habitat is at risk. Food and medicines come from wild species. How does the global warming affect animals? Losing our natural inheritance. Biodiversity Traditions that affect animals