Communicative Approach
Textbook used: Global English 12th grade by Jolanta Polk Reyes.
Name of the Unit: Unit 4: Young Art
Target group: 12th graders
Name of the lesson(s): The Orchestra.
Name of the approach(es) or method(s): Communicative Approach.
Activity: Simulation
Learning outcome: At the end of the lesson students will be able to use vocabulary related to music and express choices using would.
Skills reinforced: Listening, speaking
Vocabulary: double bass, violin, piano, flute, trumpet, cello.
Grammar: would, nouns
Resources and aids used for the lesson: Radio, a tape or CD with music.
Description of the activity:
With this activity, students will have the opportunity to communicate and express their opinions and preferences, discussing about which musical instrument they would like to play in an orchestra.
++Instructions for the teacher:
1. Write on the board some words of vocabulary related to musical instruments (e.g. trumpet, cello, flute, violin, etc.).
2. Teach the new words through the sounds the instruments make, using a tape or a CD with examples of music from each one of them.
3. Make the students work in groups of five. They will have to imagine the following situation: All five are going to be part of a symphonic orchestra and play a musical instrument they master. Every student in the group will play the same instrument, therefore they will have to discuss and choose the best instrument.
4. After fifteen minutes, ask each group about their choice and the reasons behind. One student from each group will have to speak for the class.
++Instructions for the students:
1. Learn the vocabulary about musical instruments given by the teacher, listening to pieces of music on the radio and matching any instrument with the sound it makes.
2. Form groups of five and imagine the following situation: You are going to be part of a symphonic orchestra, but you five will play the same instrument. Discuss with the whole group and choose the best option. You have fifteen minutes.
3. Choose one member of the group so he or she will have to communicate the choice to the rest of the class, giving your reasons.
Textbook used: Global English 12th grade by Jolanta Polk Reyes.
Name of the Unit: Unit 4: Young Art
Target group: 12th graders
Name of the lesson(s): What had you done yesterday?
Name of the approach(es) or method(s): Total Physical Response
Activity: Charades
Learning outcome: At the end of the lesson students will be able to use past perfect tense
Skills reinforced: Listening, speaking
Vocabulary: play (an instrument), paint, draw, sculpt, dance, sing.
Grammar: Past perfect
Resources and aids used for the lesson: Flashcards
Description of the activity:
With this activity, students will have a good time trying to guess the action the person is acting out while learning to use past perfect tense.
++Instructions for the teacher:
1. Write action verbs on flashcards.
2. Make the students work as one large group.
3. Make one student at a time draw a flashcard and act out the verb written on it.
4. The rest of the class has to guess what he or she is doing. However, they have to use past perfect tense to say, as if the single student had done it yesterday (ex. She had jumped the rope).
5. After they guess and use the required tense correctly, other student draws a flashcard and so on.
++Instructions for the students:
1. When it is your turn, draw a flashcard and read the action verb written on it.
2. For the other students: Imagine the student in front of the class is reproducing something he or she had done yesterday. Try to guess the action using past perfect tense.
3. Once you guess correctly, other student will do the same with other flashcard and so on.
Target group: 12th graders
Name of the lesson(s): The Orchestra.
Name of the approach(es) or method(s): Communicative Approach.
Activity: Simulation
Learning outcome: At the end of the lesson students will be able to use vocabulary related to music and express choices using would.
Skills reinforced: Listening, speaking
Vocabulary: double bass, violin, piano, flute, trumpet, cello.
Grammar: would, nouns
Resources and aids used for the lesson: Radio, a tape or CD with music.
Description of the activity:
With this activity, students will have the opportunity to communicate and express their opinions and preferences, discussing about which musical instrument they would like to play in an orchestra.
++Instructions for the teacher:
1. Write on the board some words of vocabulary related to musical instruments (e.g. trumpet, cello, flute, violin, etc.).
2. Teach the new words through the sounds the instruments make, using a tape or a CD with examples of music from each one of them.
3. Make the students work in groups of five. They will have to imagine the following situation: All five are going to be part of a symphonic orchestra and play a musical instrument they master. Every student in the group will play the same instrument, therefore they will have to discuss and choose the best instrument.
4. After fifteen minutes, ask each group about their choice and the reasons behind. One student from each group will have to speak for the class.
++Instructions for the students:
1. Learn the vocabulary about musical instruments given by the teacher, listening to pieces of music on the radio and matching any instrument with the sound it makes.
2. Form groups of five and imagine the following situation: You are going to be part of a symphonic orchestra, but you five will play the same instrument. Discuss with the whole group and choose the best option. You have fifteen minutes.
3. Choose one member of the group so he or she will have to communicate the choice to the rest of the class, giving your reasons.
Total Physical Response
Textbook used: Global English 12th grade by Jolanta Polk Reyes.Name of the Unit: Unit 4: Young Art
Target group: 12th graders
Name of the lesson(s): What had you done yesterday?
Name of the approach(es) or method(s): Total Physical Response
Activity: Charades
Learning outcome: At the end of the lesson students will be able to use past perfect tense
Skills reinforced: Listening, speaking
Vocabulary: play (an instrument), paint, draw, sculpt, dance, sing.
Grammar: Past perfect
Resources and aids used for the lesson: Flashcards
Description of the activity:
With this activity, students will have a good time trying to guess the action the person is acting out while learning to use past perfect tense.
++Instructions for the teacher:
1. Write action verbs on flashcards.
2. Make the students work as one large group.
3. Make one student at a time draw a flashcard and act out the verb written on it.
4. The rest of the class has to guess what he or she is doing. However, they have to use past perfect tense to say, as if the single student had done it yesterday (ex. She had jumped the rope).
5. After they guess and use the required tense correctly, other student draws a flashcard and so on.
++Instructions for the students:
1. When it is your turn, draw a flashcard and read the action verb written on it.
2. For the other students: Imagine the student in front of the class is reproducing something he or she had done yesterday. Try to guess the action using past perfect tense.
3. Once you guess correctly, other student will do the same with other flashcard and so on.
Audiolingual Activity
Textbook used: Global English 4to año (12th grade)
Name of the Unit: Unit 4: Young Art
Lexical approach
Textbook used: English Village 5th grade
Name of the Unit:Unit 1: the people, the school, the classroom.
Target group: 5th graders
Name of the lesson(s): Classroom language
Name of the approach(es) or method(s): lexical approach
Activity: Listening
Learning outcome: To make the students learn different kinds of idioms
or phrases they can use in their daily life, related to the classroom also.
Skills reinforced: Speaking, listening, reading and writing
Vocabulary: objects in a classroom, and classroom instructions
Grammar: phrasal verbs
Resources and aids used for the lesson: paper, audio, whiteboard.
Description of the activity: The students will listen to an audio
related to the classroom language and the teacher will introduce idioms that
can be used in classes and also in their daily life. Then, they will practice
this idioms repeating and making a list of them, matching with their meanings.
++Instructions for the teacher:
Before playing the audio, ask the students to say some words they know about
objects in the classroom, or instructions the teacher says all the time. Ex:
Sit down. Play the audio and ask the students to repeat some important
vocabulary there. Ask the students to write some phrases in a paper and to read
them randomly to practice pronunciation Make the students understand the
meaning of these new vocabulary matching these phrases with their spanish
translation.
++Instrutions for the students: Name some of the words they know about
objects in the classroom and instructions that the teacher says frecuently
Listen to the audio carefully and take notes of the vocabulary they have to
repeat Practice vocabulary in an interaction with the teacher Then, write the
new phrases down in a paper to practice at home, matching them with their
meanings in spanish.
A Cooperative Project
Textbook used: English Village 5th grade
Name of the Unit:Unit 1: the people, the school, the classroom.
Target group: 5th graders
Name of the lesson(s): The village
Name of the approach(es) or method(s): Cooperative project
Activity: Informal cooperative groups
Learning outcome: To enable focused attention to particular lexical
items, language structures, and communicative functions through the use of
interactive tasks and provide opportunitities for learners to develop
successful learning and communication strategies. Skills reinforced: Speaking,
listening, reading.
Vocabulary: countries, questions, places.
Grammar: pronouns, singular & plural.
Resources and aids used for the lesson: a world map, colour cardboard,
pictures. Description of the activity: The students will create a world map
with famous people from a specific style of music, and then they will present
it to their classmates. The professor will help them dividing the groups,
monitoring the activity and giving feedback at the end.
++Instructions for the teacher: Divide de class into groups of 4: noise
monitor, turn-taker monitor, recorder, or summarizer. Give to each group a group
of famous people that belong to a style of music. Ex: Pop music. Monitore the
groups while they are working, to help them with vocabulary or instructions.
++Instrctions for the students: Stick a world map in the centre of a big
piece of colour cardboard Read the list of famous people of your specific style
of music and stick them all around the map. Match the people to their countries
Finally, show the poster infront of the class and present your artist with the
information in the world map.
Task Based Approach
Textbook used: English Village 5th grade
Name of the Unit:Unit 1: the people, the school, the classroom.
Target group: 5th graders
Name of the lesson(s): The village
Name of the approach(es) or method(s): Task based approach
Activity: To create their ideal village
Learning outcome: To encourage the students to be able to use the
vocabulary and structures they already know in an activity that will make them
learn some new words and also new grammar.
Skills reinforced: Speaking, listening, writing
Vocabulary: facilities: buildings and services
Grammar: phrases, verb tenses.
Resources and aids used for the lesson: pictures, paper.
Description of the activity: The students will create an utopian village
using their own vocabulary knowledge and also, dividing the work in their
groups. Then, they will present their creation and practice new vocabulary with
the rest of the class. The professor will help them while they are working with
words or instructions.
++Instructions for the teacher: Introduce the topic 'the ideal village'
and make the students listen to some social problems that afects different
villages. Then, the professor will write some vocabulary from the listening on
the board. The teacher will present a picture of an empty village, so they can
imagine more easily what they want to add to their ideal village. Also, the
teacher will give them a list with some things they could create to this new
village, such as the name, the facilities, etc. After they present their ideal
villages, the professor will create a discussion of what vocabulary did they
use, so they can practice more those words that were difficult, depending on
the needs of the students.
++Instrutions for the students: Students will listen to some social
problems that can occur in a village, taking notes for their written report.
They will start creating their utopian village, making a written report they
will have to present in front of the class. The students will practice some
vocabulary that they used in this activity.
Information Gap
Textbook used: Global English 4to año (12th grade)
Name of the Unit:Unit 4: Young Art.
Target group: 12th graders
Name of the lesson(s): Great artist
Name of the approach(es) or method(s): Task based approach
Activity: To identify the opposite artist
Learning outcome: At the end of the lesson the students will have improve their capacity to get information about a "x" objective.
Skills reinforced: Speaking, listening,
Vocabulary: art and personal information
Grammar: questions
Resources and aids used for the lesson: pictures, images, portraits
Description of the activity: Work in pairs or in groups. Each student will have a picture with a famous artist (singers, painters, actors, musicians, dancers, etc.). The picture must not be showed to the partner. The students take turns, along 20 yes-no questions each student have to discover the partner's character. The question must be related to the gender, age, country of origin, etc. At the end of the 20 question the character must be revealed if the partner does not recognize him.
Teacher Instructions: The teacher will give a picture to each student or group of students with a famous artist. During the lesson the teacher will visit each group checking the activity and answering questions.
Students Instructions: The students will receive a picture of a famous artist. They must keep in secret the identity of their respective character. Taking turns, you will have 20 yes-no questions to discover the opposite character.
Description of the activity: Work in pairs or in groups. Each student will have a picture with a famous artist (singers, painters, actors, musicians, dancers, etc.). The picture must not be showed to the partner. The students take turns, along 20 yes-no questions each student have to discover the partner's character. The question must be related to the gender, age, country of origin, etc. At the end of the 20 question the character must be revealed if the partner does not recognize him.
Teacher Instructions: The teacher will give a picture to each student or group of students with a famous artist. During the lesson the teacher will visit each group checking the activity and answering questions.
Students Instructions: The students will receive a picture of a famous artist. They must keep in secret the identity of their respective character. Taking turns, you will have 20 yes-no questions to discover the opposite character.
