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

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