Embedded Files
Lesson Plan 1
6th form
Time allotted: 80 minutes
Communicative Goal: Talking about places
Grammar focus: Present Simple
Vocabulary focus: Places and Homes
Recycled Language: Family members, Have got-Aff/Int/Neg, Prepositions of Motion/Place. Pets/Parts of the body, Simple Present, Present Continuous.
Warmer:
T will ask the sts to mention animals that are pets. T will elicit the parts of the body of the mentioned pets and ask the sts if they know what animals are not pets.
Web:
-The T will ask the students to watch the following video
The T will ask the sts to answer what the video is about and what places are mentioned in the song.
After talking about the previous video, Ss will follow the instructions described below
Instructions:
- Ss will have to give a group of tourists directions to move around CABA. They will need to enter the following website:
https://kids.britannica.com/scholars/browse/atlas
Ss will work in groups and give directions from different origins and destinations. First they will locate the two places in the map and then give the directions.
1) From Jardín Japonés to Obelisco.
2) From Bosques de Palermo to Teatro Colón.
3) From Plaza Congreso to Puente de la Mujer.
4) From Caminito to Plaza de Mayo.
With this task Ss will revise Prepositions of Place and Motion, following the website and browsing the atlas. In order to do this , sts will have to use the satellite option.
After browsing the atlas,Ss will write the directions on the following school Padlet:
https://padlet.com/gasparvillar1984/Bookmarks
Then they will read their directions to check if they can get to the destination correctly.
What next:
After the sts have done the previous task, the T will ask them to watch the following video:
- After watching the video, Ss will need to compare and contrast life in the urban and suburban and rural communities.
T will ask the following questions to foster Ss’ participation:
1) How long do they travel to get to school/work?
2) What do they do to have fun?
3) Where do people live?
4) What transportation is there?
5) What kinds of buildings are there?
6) Where do you live? Where would you like to live?
Considering the framework of PLANIED (Plan Nacional Integral de Educación Digital), this plan aims to integrate cultural dimensions of the social digital to teaching practices. It develops digital literacy, i.e. develops competences and skills that Ss need to be part of the digital culture. The plan includes different alternatives to promote educational quality with equal opportunities and possibilities.
Including the location of CABA is a good way to integrate student’s knowledge of their local community to the English class. This, according to Lopez-Barrios and Villanueva(2014), is called contextualization and we have adapted the task to Ss’ city. These places are popular in the city and normally Ss can relate to this feeling that it is not a far place, sometimes difficult to picture.
Another framework taken into account is SMAR, which is a framework created by Dr. Ruben Puentudura where he deals with the current impact of the changes that new technologies have in the teaching-learning process. He differentiates four stages and degrees of changes which are used by teachers to apply new technologies to develop students’ skills and make the process more meaningful and engaging. This ladder presented by Puentudura has fitted perfectly with the blended classes that have been taking place after the pandemic.
We have included instances of:
- Substitution: where we ask students to watch videos on their mobiles, in the past could be easily done with a VCR or DVD.
- Argumentation: the use of a virtual world map includes a functional improvement to the classic paper map.
-----------------------------------------------------------------------------------
Lesson Plan2
6th form
Time allotted: 80 minutes
Communicative Goal: Talking about animal homes
Grammar focus: Present continuous
Vocabulary focus: Features of a natural environment
Recycled Language: Family members, Places, Existential There,Simple Present, Present Continuous,Can/Can't
Objectives: Students will collaborate on the creation of an article with the use of FODEY.
Warmer:
T will ask the sts to talk about the kind of places where they are living. They will have to describe the characteristics of the neighbourhood where they are living. T will ask them to say if the place where they are living is an apartment, a house, etc.
Web:
-If possible, T will ask the sts to watch the following two videos on their phones. If not, T will project it on the whiteboard.
Students know how to use their phones for entertainment purposes. So we must show them that they can use them for educational purposes, as well. If the school provides WiFi connection and students have a phone, most of the tasks in this lesson plan will be done using them. It wouldn’t be the same if they work on a borrowed device, such as a computer in the classroom. “Learning that is personalized, situated, and connected through the use of a mobile device has the potential to transform learning in ways not previously envisioned.” SAMR
Instructions:In groups Ss will have to discuss orally:
-The difference between animal homes and habitats that are necessary for them to live
-Why animals’ habitats are so important
Habitats: What is a habitat? [FREE RESOURCE]
After the oral discussion, students will enter the following platform:
-After watching the video above, the students will enter the website below. The teacher will ask the students to explore the website above in order to familiarize them with it:
https://www.fodey.com/generators/newspaper/snippet.asp
The following links show a tutorial on how to use Fodey as well as a contributor review of the site:
https://sites.google.com/view/2021-digital-technology-in-edu/fodey
https://www.educationworld.com/a_tech/site-review/fodey.shtml
What next:
T will ask the sts to create a newspaper report using the Newspaper Generator. The sts' newspaper will be based on the last video "Funny Fat Animals". This activity will be done in groups. Each group will choose at least two animals that appear in the video above. The group will have to write a short text describing the events that happen in the sequences in which the chosen animals appear. The written text will be exchanged with their classmates. The students that receive the written text will have to create a newspaper: the sts will have to write the name of the animals, what kind of animals they are, the places where they live or their habitat, that is to say, to classify them. The classification of the kind of animals will be written in the group's newspaper and will be shared with the rest of the class so that the sts can visualize the work of each group. If the sts do not know the names of some of the animals that appear in the video, they can make use of an online dictionary. Once each group has finished the assignment, each sts' newspaper will be posted on a school common Padlet.
- Newspaper Generator is a useful tool for sts that might have problems with memorising vocabulary because of their difficulties regarding matching sounds to letters. The fact that they can create a newspaper makes them focus on spelling correctly while they are improving their writing skills in a creative way.
According to Woolfolk (1993), for learning to occur, the sts must participate in the learning process actively rather than being receptive only. Constructivist Learning Theory states that knowledge is constructed based on experiences. Each sts' learning will be based on their own experience. Each learner will reflect on their experience and incorporate the new knowledge with their previous one. Learning is a social activity,that is to say that group work will lead to interaction among peers that will benefit them in terms of understanding. Interacting with peers is important in the construction of the sts' learning process due to the fact that when sts can verbalize the knowledge that they have gained and share their opinions by means of interaction with others, they improve their communication skills as well as their critical thinking.
Learning is contextual: sts will classify new information whenever it fits into their current perspective. The theory of constructivist learning is based around each individuals’ own perspective so the learning process also occurs within the context of our lives. However, for this process to be possible the sts must be motivated so that they can reflect on their previous knowledge and make connections to the new one. Knowledge building needs: interactive environments, activities that encourage collaboration/cooperation, support for reflection , shared expression of ideas among peers and teachers,peer-review and evaluation.
References
Animal Homes Vocabulary for Kids. (2021, November 14). [Video]. Youtube. https://youtu.be/r_Fnk7dGq8U
Hirche, C. H. (n.d.). The Newspaper Clipping Generator. Fodey.Com. Retrieved November 14, 2021, from https://www.fodey.com/generators/newspaper/snippet.asp
K.S. (21 C.E.). Constructivist Learning Theory. Educational Technology. Retrieved November 14, 2021, from https://educationaltechnology.net/constructivist-learning-theory/
Granata, K. G. (2014). Site Review: Fodey.com. Educational World. Retrieved November 14, 2021, from https://www.educationworld.com/a_tech/site-review/fodey.shtml
2021 Digital Technology in Inclusive Education - Fodey. (2021). 2021 Digital Technology in Inclusive Education. Retrieved November 14, 2021, from https://sites.google.com/view/2021-digital-technology-in-edu/fodey
fishtreeblog. (2016, August 11). [Blog]. Fishtree Blog. https://fishtreeblog.tumblr.com/post/112037114985/technology-and-pedagogy-integrating-the-5-cs-of
Funny FAT Animals - Animated Short Films by Rollin’ Wild | Animal Cartoon. (2021, November 20). [Video]. YouTube. https://youtu.be/TWhxDvVvGBs
■ Garton, S., & Graves, K. (2014). International Perspectives on Materials in ELT (International Perspectives on English Language Teaching) (2014th ed.). Palgrave Macmillan.
To read more about our work, you can visit our PLEs:
Janco, Dan
https://sites.google.com/view/dans-ict-ple/dans-ict-ple
Soria, Susana
https://sueictplc.blogspot.com/
Villar, Gaspar
https://sites.google.com/view/gasparsict-ple/home
Page updated
Google Sites
Report abuse