Sequence of Lessons
General English
Course: 2nd year (High school)
Subject: English
Goals:
- Promote the use of the English language as a valuable communicative tool in the classroom.
- Facilitate different kinds of activities and tools in order to develop listening and speaking skills in the English language.
Objectives: Students will be able to…
- Identify specific vocabulary related to jobs and places in the English language.
- Produce and express short sentences during reports using the vocabulary learnt in the foreign language.
- Analyze the form of the tenses structures developed in order to use them in daily life.
Content:
·Notion: Jobs and places.
· Function: Describing places and giving information about jobs.
1) First class
Warm up
*Students will look at an image with different jobs and answer: What is it about? What job do you like? Why?
Presentation
*Students will watch short videos about jobs.
*They will name jobs mentioned in the video. Then, they will repeat them orally.
Practice
*In groups students will order different flashcards with the places people work (each group will have different jobs and places). For example: A nurse with a hospital.
*They will explain the previous activity to the rest of the class.
Production
*Students will complete dialogues from a copy where people are talking about their jobs.
Closure
*The teacher will ask questions about different jobs and places that have been presented in the class. After that, she will make a mind map on the board.
Resources:
Time: 80 minutes.
2) Second class
Pre-task
*Students will look at the posters on the board, with the teacher’s help, they will match the six people from the TV show “Friends” with the places they work in. (Characters: Monica, Chandler, Phoebe, Rachel, Joey and Ross; Places: café, museum, office, restaurant, shop, theatre)
*The teacher will ask: Do you know them? Have you ever seen the series? Who can make sentences about these people and their jobs? They will share with the class.
Task cycle
*Students will read the dialogues from the copies in small groups. Then, they will answer: Which places are mentioned? Which are their jobs?
*Planning stage: In groups, they will choose one TV show to describe jobs and places where the characters work. Then, they will write sentences about them.
*Report stage: Students will make a brief presentation in which each member of the group will represent one character to talk about. The rest of the class will listen to and write down any other job they haven’t mentioned in their own group.
Language focus
*The teacher will select some sentences to write on the board and will ask about the tense used and why were used.
*Practice: Students will write 5 sentences using the new jobs they have listened to during the presentation.
*Students will be asked to make a poster to describe their parent’s job for the next class.
Resources:
Time: 80 minutes + homework.
3) Third class
Pre-task
*The teacher will tell some characteristics of her job and the place where she works. (Teacher – school)
Task cycle
*In groups students will write 5 questions to ask in the report stage about their parent’s jobs. For example: Where does he/she work? When does he/she work? Do you like that job?
*After that, they will prepare their speech to present their parent’s job, either writing down some ideas or just orally.
*They will make a brief report with their posters. Once they have finished, the rest of the class will ask some of their questions.
Language Focus:
*The teacher will ask students about the questions they have made, and how they were answered. She will write down some examples on the board in order to study some recurrent words: prepositions, adverbs.
*Students will describe the job of a classmate’s parent in short sentences using the words studied before.
Time: 80 minutes.
4) Fourth class
Warm up
*The teacher will present a female and a male character (Anna and Tom) with a series of job’s flashcards on the board. Students will decide which job could be suitable for each person.
Presentation
*Students will watch short videos related to gender roles or stereotypes in society.
*They will comment briefly: what is the message of the video?
Practice
*The teacher will present different statements to the class. Students will decide if they are for or against these. Example of the statements:
-All human beings are born equal in dignity and rights.
-Since we are born boys have to be dressed in blue and girls in pink.
-Housework (cleaning, ironing, cooking ...) are a matter for both men and women.
-Both women and men can play football.
-Both men and women can practice ballet.
-Women must be housekeepers and men must be engineers.
-Both men and women can take care of our loved ones.
-Equality makes all people happier.
Production
*In groups students will write an advertisement with a message they want to present to their society as regards stereotypes.
*They will share their ideas with the class.
Closure
*The teacher will write down on the board different ideas produced by her students.
*She will suggest different web pages related to this topic.
*Students will be asked to make a presentation or a short video about gender roles or stereotypes in small groups in order to present it next class. They can present the topic with a message or they can represent a daily life situation in which stereotypes can be seen, particularly related to jobs. They will use different technological tools such as: Prezi or Powtoon.
Resources:
Web pages:
http://cedoc.inmujeres.gob.mx/ftpg/Jalisco/jal04.pdf Manual de sensibilización en perspectiva de género.
https://www.educ.ar/recursos/105437/sexualidad-y-genero Sexualidad y género.
http://www.surt.org/maletaintercultural/index.php?vlg=0&vmd=0 Maleta pedagógica, un equipaje para la interculturalidad: Equidad de género.
https://institutofamiliayvida.wordpress.com/2012/10/03/estereotipos-de-genero-lo-masculino-y-lo-femenino/ Estereotipos de género: lo masculino y lo femenino.
Videos:
https://www.youtube.com/watch?v=FigeKLGSsRk Gender stereotypes.
https://www.youtube.com/watch?v=nrZ21nD9I-0 Gender stereotypes and education.
https://www.youtube.com/watch?v=ts26eIm0rHA Gender roles in society.
Tutorials:
Prezi
Powtoon
Time: 80 minutes + homework.
5) Fifth class
Evaluation:
*Each group of students will make their presentation with the program they have chosen. The teacher will register everything taking into account the criteria established in the rubrics.
*After each presentation, the teacher will ask opinion to the rest of the class.
*Finally, the teacher will upload each presentation to a Facebook group to share each production with the rest.
Rubrics
Regular
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Good
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Very Good
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Excellent
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Vocabulary
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Students can’t communicate their ideas properly and do not use interesting words.
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Students were able to use broad vocabulary words but can’t expand their ideas.
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Students used the words learned in class in an accurate manner for the situation given.
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Rich, precise and impressive usage of vocabulary words learned in and beyond of class.
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Grammar
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Students had a hard time communicating their ideas.
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Students were able to express their ideas and responses adequately but with some mistakes in tenses structures.
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Students were able to express their ideas fairly well but with some word-order mistakes.
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Students were able to express their ideas in proper sentence structure and tenses.
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Resources
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Students did not prepare any material.
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Students did not prepare a material but use the blackboard.
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Students prepared their own material but did not use it properly.
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Students prepared their own material and used it efficiently.
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Fluency
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Speech is very slow. Students are nervous providing uncertain responses, except for some memorized expressions.
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Speech is slow and often hesitant. Sentences may be uncompleted but the student is able to continue.
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Speech is mostly smooth but with some hesitation caused by repetition of some words.
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Speech is effortless and smooth with very good fluency.
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Responsibility
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Students do not do their homework.
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Students do their homework sometimes.
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Students often do their homework with some mistakes.
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Students always do their homework with good results.
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Team work
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Students do not want to work with their partners.
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Students work with their classmates with some difficulty.
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Students work in groups with little intervention.
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Students work efficiently with their partners.
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Participation
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Students do not participate in lessons.
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Students hardly ever participate in the lessons.
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Students often participate in the lessons.
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Students always participate and contribute positively to the lessons.
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