| Línea 52: |
Línea 52: |
| | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Review last time dialogue of introducing yourself. Now ask for a student to follow you. | | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Review last time dialogue of introducing yourself. Now ask for a student to follow you. |
| | : Teacher: Hello. | | : Teacher: Hello. |
| − | : Student1: Hello. | + | : Student 1: Hello. |
| | : Teacher: My name is Carlos. What’s your name? | | : Teacher: My name is Carlos. What’s your name? |
| | : Student 1: My name is María. | | : Student 1: My name is María. |
| | (Teacher extends hand to María) Teacher: Nice to meet you (María). Teacher says to María “please repeat”: Nice to meet you too. | | (Teacher extends hand to María) Teacher: Nice to meet you (María). Teacher says to María “please repeat”: Nice to meet you too. |
| | + | |
| | Teacher and María shake hands. | | Teacher and María shake hands. |
| | | | |
| − | Repeat this dialogue several times (4 times) before breaking into pairs. Direct student to ''Section a. Hi, my name is Robert. What is your name?'' from the student book. | + | Repeat this dialogue at least 4 times before breaking into pairs. Direct student to ''Section a. Hi, my name is Robert. What is your name?'' from the student book. |
| | | | |
| | Ask the students to read the instructions, and then the dialogue. Let them practice a couple of times. Ask students to do ''activity c.'' from the student book. When they have finished, ask students to read their dialogues. | | Ask the students to read the instructions, and then the dialogue. Let them practice a couple of times. Ask students to do ''activity c.'' from the student book. When they have finished, ask students to read their dialogues. |
| Línea 68: |
Línea 69: |
| | ==== Wrap up ==== | | ==== Wrap up ==== |
| | Direct them to the self-assessment session in the student book. Ask student to reflect on the lesson. If there are things that are not clear for them, students should go over the lesson using their materials. | | Direct them to the self-assessment session in the student book. Ask student to reflect on the lesson. If there are things that are not clear for them, students should go over the lesson using their materials. |
| − |
| |
| − | <div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
| |
| − | <center>'''Formative assessment'''</center>
| |
| − |
| |
| − | </div>
| |
| | | | |
| | === {{SUBPAGENAME}}, Period 2 === | | === {{SUBPAGENAME}}, Period 2 === |
| | ==== Initial Phase ==== | | ==== Initial Phase ==== |
| − | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}'''Activate Prior Knowledge: Party Time.''' | + | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}'''Activate Prior Knowledge: Party Time''' |
| | | | |
| | Ask students to stand up and explain that they are pretending to be in an event to celebrate the beginning of the year. They have to say hello and introduce themselves to 5 different people in class. When they finish they go and sit down. | | Ask students to stand up and explain that they are pretending to be in an event to celebrate the beginning of the year. They have to say hello and introduce themselves to 5 different people in class. When they finish they go and sit down. |
| − | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
| |
| − | <center>'''Checkpoint'''</center>
| |
| − |
| |
| − | </div>
| |
| − |
| |
| | ==== Intermediate Phase ==== | | ==== Intermediate Phase ==== |
| | Ask students to observe their classroom. Elicit what objects are in the classroom. Find out what classroom words learners know by holding up (or walking around the room and touching) examples of the objects you have decided to focus on. | | Ask students to observe their classroom. Elicit what objects are in the classroom. Find out what classroom words learners know by holding up (or walking around the room and touching) examples of the objects you have decided to focus on. |
| Línea 92: |
Línea 83: |
| | : Touch the board | | : Touch the board |
| | : Walk to the door | | : Walk to the door |
| − | : Point to the ceiling | + | : Point to the ceiling<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | + | <center>'''Checkpoint'''</center> |
| | + | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Don’t write the words on the board at this point. If students say the words before they see them written down, it’s easier for them to remember the correct pronunciation. |
| | + | </div><nowiki><div style="clear:both"></div></nowiki> |
| | | | |
| | Now divide the class into 4 groups and ask them to go over the TPR sequence. Go around each of the groups verifying that students are able to follow instructions. Motivate students to volunteer and give at least a TPR sequence to their classmates. After every set of three sequences are finished, go over and provide more. | | Now divide the class into 4 groups and ask them to go over the TPR sequence. Go around each of the groups verifying that students are able to follow instructions. Motivate students to volunteer and give at least a TPR sequence to their classmates. After every set of three sequences are finished, go over and provide more. |
| | | | |
| | Use the following vocabulary: | | Use the following vocabulary: |
| | + | |
| | '''Class:''' | | '''Class:''' |
| | <div style="columns:3"> | | <div style="columns:3"> |
| | wall | | wall |
| | + | |
| | board | | board |
| | + | |
| | table | | table |
| | + | |
| | desk | | desk |
| | + | |
| | window | | window |
| | + | |
| | light switch | | light switch |
| | + | |
| | floor | | floor |
| | + | |
| | ceiling | | ceiling |
| | + | |
| | windows | | windows |
| | + | |
| | poster | | poster |
| | + | |
| | map | | map |
| | + | |
| | door | | door |
| | + | |
| | chair | | chair |
| | </div> | | </div> |
| Línea 116: |
Línea 123: |
| | <div style="columns:3"> | | <div style="columns:3"> |
| | Book | | Book |
| | + | |
| | pencil eraser | | pencil eraser |
| | + | |
| | notebook | | notebook |
| | + | |
| | board eraser | | board eraser |
| | + | |
| | marker | | marker |
| | + | |
| | pen | | pen |
| | + | |
| | chalk | | chalk |
| | + | |
| | paper | | paper |
| | + | |
| | map | | map |
| | + | |
| | pencil | | pencil |
| | + | |
| | calendar | | calendar |
| | </div> | | </div> |
| | | | |
| | '''Verbs:''' | | '''Verbs:''' |
| − | {
| |
| − | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
| |
| − | <center>'''Checkpoint'''</center>
| |
| − | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Don’t write the words on the board at this point. If students say the words before they see them written down, it’s easier for them to remember the correct pronunciation.
| |
| | | | |
| − | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Ask each pair of students to write 4 sentences using commands to give using classroom vocabulary. | + | <nowiki>{|</nowiki> |
| − | </div> | + | |
| | + | | colspan="2"| Stand up |
| | + | |
| | + | |- |
| | + | |
| | + | | Sit down |
| | + | |
| | + | | on the desk |
| | + | |
| | + | on the floor |
| | + | |
| | + | |- |
| | + | |
| | + | | Walk to |
| | + | |
| | + | | the door |
| | + | |
| | + | the light switch |
| | + | |
| | + | the poster |
| | + | |
| | + | |- |
| | + | |
| | + | | colspan="2"| Point |
| | + | |
| | + | Touch |
| | + | |
| | + | Open your books |
| | + | |
| | + | |}<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | + | <center>'''Checkpoint'''</center>{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Ask each pair of students to write 4 sentences using commands to give using classroom vocabulary. |
| | + | </div><nowiki><div style="clear:both"></div></nowiki> |
| | | | |
| | ==== Wrap up ==== | | ==== Wrap up ==== |
| Línea 160: |
Línea 204: |
| | | | |
| | {{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Direct them to the ''Student Book'' to do the activities related to School and Classroom vocabulary. | | {{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Direct them to the ''Student Book'' to do the activities related to School and Classroom vocabulary. |
| − | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
| |
| − | <center>'''Checkpoint'''</center>
| |
| − |
| |
| − | </div>
| |
| − |
| |
| | ==== Wrap up ==== | | ==== Wrap up ==== |
| − | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Go over the Can Do Statements from lesson 2. Review the lesson material. Ask each other and if they have questions, they should ask the teacher. | + | {{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Go over the ''Can Do Statements from lesson 2''. Review the lesson material. Ask each other and if they have questions, they should ask the teacher. |
| | | | |
| | {{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Instruct students to take their notebooks and draw a sketch of their classroom. Label the important places around the classroom. | | {{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Instruct students to take their notebooks and draw a sketch of their classroom. Label the important places around the classroom. |
| Línea 172: |
Línea 211: |
| | For an extension on greetings and introductions see the following video. | | For an extension on greetings and introductions see the following video. |
| | <center>{{Vídeo|450px|C0eu8OQ-cfQ}} | | <center>{{Vídeo|450px|C0eu8OQ-cfQ}} |
| − |
| |
| − | <div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
| |
| − | <center>'''Formative assessment'''</center>
| |
| − |
| |
| − | </div>
| |
| − |
| |
| | | | |
| | {{Título y superior}} | | {{Título y superior}} |
| | | | |
| | [[Categoría:Recursos]] | | [[Categoría:Recursos]] |