Lesson Plan Verb To Be

LESSONS TEAM

Social Practice

PERFORMANCE EVIDENCE REFLECTION ON LANGUAGE STRATEGIC COMPETENCE

UNIT FOCUS

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21 My house

Look at this bedroom

There is a cake in the oven

There are my favorite jeans

There aren’t any tissues in the bathroom

There’s a lamp on the night table

Minicheck

Where is the lemonade?

Is there an apartment for rent?

Are there nine floors in the building.

This apartment is nicer

The Zaragoza apartment is bigger than the Hidalgo Ave.

apartment

The white sofa is more expensive

Minicheck

Project: Classified advertisements. Part one

Project: Classified advertisements. Part two

Project: Classified advertisements. Part three

Project: Classified advertisements. Part four

Project: Classified advertisements. Part five

Review. Part one

Review. Part two

Answer Key/

21 sessions, 7 weeks/

Giving and obtaining factual information of a personal

and non-personal kind.

4.1. Describing accommodation

Sample productions: There’s an apartment/a house for rent/sale in my building/block/…;

There are three rooms/two bathrooms/… (there/in my apartment); There’s a large/beautiful studio/living room/… and a small bathroom/kitchen/…(in his/her house); My bedroom is larger/nicer than my sister’s/the studio; The bedroom/dining room/… is opposite/next to/…

the entrance/dining room/…; Are there any closets/bookcases/…?; Yes there are; No, there aren’t

(any) (, but there’s a chest of drawers); What’s your room/house/... like?; It’s a small room/a large apartment/...; There’s a lamp beside the bed and a computer on my desk; There are two bedrooms on the second floor/next to the bathroom/...; How many posters/pictures/… are there/do you have?; (There are/I have) Two/Four/…; Where’s the bathroom?; It’s at the end of the hall/next to the kitchen.

Social Practice

Performance Evidence

Performance Evidence

Students can recognize and understand quotidian texts (brochures, advertisements, magazine/ newspaper articles, classified advertisements, letters/e-mails and conversations) in order to use them purposefully (obtain the characteristics of accommodation, make comparisons).

– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.

– Can identify the overall message and some details (location, numbers, characteristics of accommodation and parts of a house) and discriminate relevant from irrelevant information, in order to identify a place/item in the house, determine which place is bigger/better, complete/expand a text and/or respond to a conversation.

– Can infer some information such as location of rooms/furniture, size of the house/room, location of speakers in relation to a map.

Can infer from the data provided by the text, knowledge of the world and/or L1, some implicit information (state of accommodation, characteristics of location).

– Can infer the meaning of unfamiliar words related to accommodation from the context within which they are presented, based on content as well as on knowledge of the world and/or L1.

– Can express own judgment and make recommendations about the information contained in texts regarding accommodation.

Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (brochure, advertisement, classified advertisement, letter/e-mail, conversation) regarding descriptions of accommodation.

– Can follow structured models of spoken/written language to give information about accommodation.

– Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when describing accommodation.

– Can produce some fixed expressions with appropriate stress, rhythm and intonation when giving/

asking for information about accommodation.

– Can identify the purpose for writing a description of accommodation, intended audience and type of text required (brochure, advertisement, classified advertisement, letter/e-mail); and generate and organize ideas coherently with the help of peers, the teacher or by consulting different sources of information.

– Can produce a skeleton of the text to be written, identifying and establishing the basic organization

of components (brochure: heading, subheadings, body; advertisement: heading, body; classified advertisement: heading, body; letter/e-mail: introduction, body, conclusions), with the help of peers, the teacher or a similar text.

– Can produce individual sentences in preparation to write a brochure, advertisement, classified advertisement, letter/e-mail, and join them later using some linking devices (“,”, and, but) in order to make the text coherent.

– Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to make adequate corrections on a first draft and produce a final version of the text.

– Can illustrate appropriately the brochure or advertisement produced.

Students notice:

• that there is and there are indicate existence in

singular and plural forms respectively

• the different meanings that a single term may

have depending on the context of use (sink, yard)

• that some prepositions indicate location (on, in, in

front of, between, next to, behind)

• that some linking devices indicate addition (“,”,

and) while others indicate contrast (but) and use such language features appropriately.

Students can use some verbal and/or non-verbal information to ease and enrich ommunication.

– Can rely on gestures, facial expressions and visual context.

– Can adjust pace according to punctuation

marks when reading aloud/silently.

Students can recognize when confused and

cope with not being able to understand parts of written/oral texts.

– Can tolerate ambiguity.

Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns.

– Can paraphrase.

– Can re-read. Function 4.1

Recycles and consolidates language from Unit 3 (making comparisons) and introduces the use of there is/are for descriptions of places. In addition, vocabulary regarding parts of the house should be presented in this unit. The function provides enough opportunities to extend and consolidate study of certain language areas from 1st grade such as prepositions of place from Units 2 and 5 and there is/are

from Unit 5, as well as adjectives for descriptions from Unit 1 of 2nd grade.

To evaluate writing, students could produce a classified advertisement or a brochure describing a house/ an apartment. Half of the class could write a classified advertisement to sell/rent a house/an apartment and the other half to buy/rent accommodation. Written production can later be included in students’

The advertisements can also be used to evaluate speaking, through a task in which students try to find accommodation that matches the requirements of their advertisement.

UNIT PURPOSE: The purpose of this unit is to enable students to describe their homes and learn about other people´ s homes.

UNIT 5: Past Times

UNIT PURPOSE: The purpose of this unit is to enable students to describe past events in their life and that of others.

LESSONS TEAM

Social Practice

PERFORMANCE EVIDENCE REFLECTION ON LANGUAGE STRATEGIC COMPETENCE

UNIT FOCUS

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

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30 A new student

I went to visit my grandmother

When I was a child

Could you read well when you were ten

I couldn’t use a computer

Minicheck

We visited Veracruz

We visited the zoo

The legend of two volcanoes

My diary

Last weekend I went to the movies

Project: Making an entertainment magazine. Part one

Project: Making an entertainment magazine. Part two

Project: Making an entertainment magazine. Part three

I didn’t clean my bedroom

Did you study for the math exam?.

Did you iron your uniform?

Minicheck

Read about an important person

Where did you go last weekend?

Who was the last Aztec emperor?

Tlaloc, the rain god Project: Making a book of tales. Part one.

Project: Making a book of tales. Part two

Project: Making a book of tales. Part three

Project: Making a book of tales. Part four

Project: Making a book of tales. Part five

Project: Making a book of tales. Part six

Review. Part one

Review. Part two

Answer key/

30 sessions, 10 weeks/

Giving and obtaining factual information of a personal

and non-personal kind

5.1. Expressing ability and inability in the past

Sample productions:

When I was a child/Two years ago/…, I could run very fast; He/She couldn’t

speak English when he/she went to England for the first time/in 2004/…; Could you read/ride

a bike/… when you were 5 (years old)/were in preschool/…?; Yes, I could; No, I couldn’t (, but I cold skate/climb trees/…).

5.2. Expressing past events

Sample productions:

Studied for the Spanish exam/watched TV/… yesterday/last night/…;

Did you visit the zoo/enjoy that film/…(when you went to Mexico City)?; Yes, I did; No, I didn’t;

Was it/the weather/… OK/nice/…?; Yes, it was; No, it wasn’t; What did you do last weekend/on

Saturday/…?; I played soccer/had lunch with my uncle/…; Where did he/she stay (when he/she

went to Acapulco)?; (He/She stayed) With some friends/In a small hotel/…; What was the best

thing from Los Cabos/the disco/…?; The people/The music/…

Students can recognize and understand quotidian texts (letters/e-mails, magazine/newspaper articles,

anecdotes and conversations) in order to use them purposefully (obtain information about (in)abilities

– Can use knowledge of the world and clues (illustrations) to make predictions about the texts.

– Can identify the overall message and some details (sequencers, actions) and discriminate relevant

from irrelevant information, in order to establish a sequence of events, identify main actions/people/ places complete/expand a text and/or respond to a conversation.

Can infer feelings and attitudes of others.

Students can recognize and understand academic texts (historical articles and biographies) in order to

compare with the rest of the class their own interpretation and judgment of such texts.

– Can obtain information from texts and register it in charts, diagrams and notes.

– Can use maps, photographs and charts in texts to increase their knowledge about past situations.

Students recognize and understand short literary texts (tales and fragments of stories) in order to

comment on the feelings generated by them.

– Can identify characters, main events and their sequence.

– Can relate topics, events, characters and conflicts described in texts to own experience.

Students can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce short, relevant texts (letter/e-mail, story, diary, biography, conversation) regarding (in) ability in the past and past events.

– Can use knowledge of the world to anticipate type of information required, expected ways of interaction and possible language needed when expressing past events.

– Can produce connected speech with adequate stress, rhythm and intonation when narrating past events.

– Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past (/t/ /d/

/id/).

– Can identify the purpose for writing a narrative in the past, intended audience and type of text required (letter/e-mail, story, diary, biography); and generate and organize ideas coherently with the help of peers, the teacher or by consulting different sources of information.

– Can produce a skeleton of the text to be written, identifying and establishing the basic organization

of components (letter/e-mail, story: introduction, body, conclusions), with the help of peers, the teacher or a similar text.

– Can produce individual sentences in preparation to write a letter/e-mail, story, biography, and join

or sequence them later using some linking devices (but, when, then, after that) in order to make the text

coherent.

– Can concentrate separately on content or form, with the help of peers, the teacher or similar texts, to

make adequate corrections on a first draft and produce a final version of the text.

Students notice:

that the modal verb could indicates past ability

and has a regular form for all persons

• that the past simple tense indicates actions/

situations that started and finished at a certain

moment in the past

• that the past simple tense has a regular form for

all persons (e.g. I studied English, He studied

English, We studied English)

• that the suffix –ed indicates the past form of most

verbs (regular verbs)

• the use of do as a main verb (e.g. I did my homework

last night) or as an auxiliary verb in questions

(e.g. What time did you do your homework?) and in

negative statements (e.g. I didn’t do my homework)

• changes in spelling at the end of regular verbs

in the past (e.g. stop stopped, use used, study studied, etc.)

• that some words are used to replace nouns (e.g.

I enjoyed the party. It was wonderful; Romeo and

Juliet belonged to enemy families. They died young; I really liked Oaxaca. I went there last year.)

• that some linking devices indicate contrast (but)

while others indicate sequence (when, then, after

• differences in final consonant sounds of regular

verbs in the past (e.g. watch watched /t/, dance danced /d/, visit visited /id/, etc.) and use such language features appropriately.

Students can use some verbal and/or non-verbal information to ease and enrich communication.

– Can adjust pace according to punctuation marks when reading aloud/silently.

Students can recognize when confused and cope with not being able to understand parts of written/oral texts.

– Can tolerate ambiguity.

– Can wonder if a given text makes sense.

Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns.

– Can repeat/ask for repetition.

– Can refer to dictionary entries.

– Can self-correct pronunciation.

– Can re-read.

– Can ask for/give the spelling/meaning of a

word.

Students can give/take the floor sensitively in

verbal and/or non-verbal ways.

– Can indicate a need to intervene in a conversation.

Students can make sense of the organization of

reference books (dictionaries, encyclopedias,

textbooks) in order to look for help.

– Can check the spelling of unfamiliar words.

– Can check the pronunciation of unfamiliar Word.

Functions 5.1 and 5.2 should be treated sequentially and could be integrated later, if desired. Function

5.1 is used to introduce the concept of the past. The structure should be fairly easy for students because

it is regular (e.g. I/you/he/they could ride a bike), and because they are familiar with can for ability in the

present, which was introduced in Unit 1. Therefore, this function should take less time than the following one, and there should be an emphasis on oral communication.

The unit is an introduction to describing the past, and Function 5.2 places an emphasis on regular verbs.

Some common irregular verbs may occur incidentally (e.g. do, go), but the teacher should concentrate on regular forms. This function naturally lends itself to substantial work with written texts. If the teacher wishes to use Internet resources, some interesting texts can be found at http://www.biography.com or

http://www.encilopedia.com.

In order to evaluate writing, students can write the biography of a famous person from the past. This

can be done as a text expansion task. Fictitious stories could also be written in pairs; then students could share their productions with the rest of the group and decide which ones are the most imaginative.

Evaluation should concentrate on meaning and on the appropriate use of the past tense.

To evaluate speaking, students could first write a list of some activities/events in their lives that

happened in the recent past (e.g. last weekend, last week, etc.) and then use their list to interview others and find someone who did the same. Evaluation should concentrate on the use of and response to yes/no

questions.

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