LESSON PLAN

I. GENERAL INFORMATION II.

1. Class size 2. Students background 3. Assumed knowledge Vocabulary related to adjectives and clothing.

School Grade Level Duration Date Topic Teacher

: Colegio de Aplicacin San Marcos : 2nd secondary : Intermediate : 40 minutes (9:30 10:10) : Tuesday, October 15th 2013 : Too / Very / Enough : Mirian Medina Snchez

CLASS DESCRIPTION

There are 28 mixed students in 2nd grade, intermediate level. Aged between and years old. They have an intermediate knowledge of English.

III.

GENERAL OBJECTIVE OF THE CLASS

At the end of the class, the students will be able to express personal preferences using too / very / enough in a shoe shop. IV. CRITERIONS ORGANIZATION AND EVALUATION OF THE KNOWLEDGES CAPACITIES KNOWLEDGES
ADVERBS OF DEGREE: too / very / enough OPPOSITE ADJECTIVES (expensive / cheap, hard /soft, big / small, tight / loose, etc.)

INDICATORS

RESOURCES

Oral expression and comprehension

Utiliza los adverbios too / very / much y recursos no verbales para entablar un dilogo.

Menciona sus preferencias personales sobre distintos utensilios en un juego de roles.

Rubric

V.
BASIC PROCESS

METHODOLOGY SEQUENCY:
METHODOLOGY STRATEGIES
- Teacher greets students. - Students look at the three pictures and the phrases below them.

RESOURCES

TIME

- Pictures
$ 5000

- Cards It is too big. They are very nice.

It isnt cheap enough.

WARM - UP

- Students read the sentences and infer the meaning of them from the pictures. Students match them. - Students answer the following questions: * What are the adjectives in the above situations? * Whats the adverb in each sentence? Can you identify them? * Is there a difference between too and very? And enough? Human Resources: - Teacher - Students

* WHEN DO WE USE TOO / VERY / ENOUGH?

- Teacher presents the topic: TOO / VERY / ENOUGH - Students read a conversation in silent. (Annex 1) - Teacher introduces some vocabulary from the conversation by sticking pictures on the board. - Students listen and repeat each expression after the teacher. - Conversation (Annex 1) - Vocabulary (Annex 2) - Grammatical structure (Annex 3) 10 - Pictures Human Resources: - Teacher - Students

PRESENTATION

- A pair of students read aloud the conversation. - Students identify the sentences with too, enough, very in the conversation. - Teacher explains the grammatical structure through examples from the conversation. - Students receive a handout with the new vocabulary (Annex 2) and grammar (Annex 3).

- Students receive the exercise sheet having two tasks. (Annex 4) - Students choose the correct sentence that describes the situations.

- Exercise sheet (Annex 4) Human Resources: - Teacher - Students

PRACTICE

- Students complete with too, very or enough and their ideas according to the situations. - Students group in pairs. Each group receives some cutouts of different styles of shoes. - Students take turns to be the customer and the shop assistant.

10

EVALUATION

- Students use the role play model and the target language expressions. (Annex 5) - Teacher walks around the classroom and monitors all the time evaluating the speaking skill. - Two groups role play in front of the class.

- Target language assistant / customer (Annex 5) Human Resources: - Teacher - Students

15

VI.

BIBLIOGRAPHY:
http://www.englishservice.cz/download/Too%20and%20Enough.pdf http://www.youtube.com/watch?v=yeOA1bUCQy4 Anderson, Jason. Role plays for today. Photocopiables activities to get students speaking. Delta publishing. 2006. Brewster, Simon; Lethaby, Carol; Maness, Melissa. Next Step 2. Richmond publishing.

ORAL EXPRESSION RUBRIC

Poor
Use the expressions and the grammatical structure with a lot of errors. The pronunciation is bad.

Good
Use the appropriate expressions, but with some errors in the grammatical structure. The pronunciation is not so good.

Very good
Use the correct grammatical structure of the adverbs and appropriate expressions; speak clearly but not fluency enough.

Excellent
Use the correct grammatical structure of the adverbs, appropriate expressions and adjectives, fluency, eye contact, gestures, and mimes.

1 0-10

2 11-12

3 13-17

4 18-20
Very good 3

N
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Students names AGUILAR QUIROZ, Mara Teresa CABRERA OBLITAS, Juan Daniel CARRIN SALAZAR, Dominik CASTILLO DAZ, Roco CHVEZ ESPINOZA, Csar CUEVA SALAS, Vladimir DAMIN PAMPAS, Kelly GANOZA GRGICEVIC, Dnica GONZLES JARA, lvaro HUERTA FIRMA, Anthony LAIMES CAMPOS, Alexia LPEZ MACHACA, Nagelly MAMANI RIMACHI, DANNY MENDOZA TICSE, Diego MENESES CENTURIN, Mara Claudia MUNARRIZ NOA, Keyln NEZ FLORES, Salvador PONCE ALIAGA, Patrick RAMREZ MATEO. ngelo RAMREZ ROJAS, Anderson RAMOS SANCARRANCO, Andrea SALAZAR GARCA, Daniela SALCEDO NIETO, Luis SNCHEZ QUIROZ, Greta SANTOS MURGA, Hernn VARGAS PEREA, Gabriel ZAPATA CASTILLO, Sandra ZAPATA DE LA CRUZ, Geraldine

Poor 1

Good 2

Excellent 4