LESSON PLAN By Javier Dorantes Date: Unit: Here, there, everywhere!

! Grade Level: Level 1 & 2 CELLAP Lesson 5 Goals/Aims/Objectives Functions: describing events and festivals talking about places and things to do in a city ; describing your neighborhood; giving advice; asking for and giving directions Grammar: there is/there are with some, any, several, a lot; should Vocabulary: places and attractions in a city; locations and directions Pronunciation: compound nouns Listening (Language use): listening to a news report Reading: reading for the main idea Writing writing an e-mail (Section 9) Speaking: repeating directions to check understanding (Section 8) lifeSkills: thinking and problem-solving: establishing priorities Standards : This activity is going to be just the half of a class because teacher asked for no more than a 25 five minutes, but in this first part basic rules of the topic in study are going to be provided, the part of the activity could be at the medium of the class (it is specified at essay) but meanwhile we will work with the book.

Opening: Speech about the use of place vocabulary, the cover of the lesson help me in this warm-up, it shows some images that support students familiarization with the topicActivities: After the warm-up, we will continue with the book, this lesson is divided into three skills, listening, speaking and reading. Closing: Here comes the part where students have to proof what they just learned, this final activity consists in a elaboration of a tale where the new vocabulary will be used, for this we wil user computer with internet, the page that students will access to is: http://storybird.com/ in fact, we can make a presentation of the students tales the following class.

How will the learning be assessed? The evaluation of this lesson, will be graded the next class because there will not enough time to evaluate whole the works, but in this process I can ask students doubts.

Resources/Materials Open Mind Book level 1 page 47 Computers with internet access Projector (Next Class)

How my class were made. Javier Dorantes This paper is written for the subject Material Evaluation as part of the lesson plan that it covers, this is also a final project which is kind of justification of the lesson plan that I did. The class that I designed has the goal of provide new vocabulary that goes around places and locations, and quantities such as: at, everywhere, lots and many; this vocabulary is not that difficult to understand and use, but might be sometimes confused with other words (synonyms). As a learning vocabulary activity it must be under certain aspects of quality, I based my theories in the chapter twenty two of the anthology, the name of the chapter is Material for Developing Speaking Skills written by Bao Dat, as well I read again the presentation of my classmates, they did an excellent job and I understood a little bit more. There has been considerable debates about how can be done. The core of the debate involves the role played by decontextualized vocabulary learning. The arguments against such learning usually include the following points: Vocabulary teaching has the goal of supporting language use. - Deliberate learning can only account for a small proportion of the vocabulary knowledge of learners. - Deliberate learning not in a communicative context does not result in much learning. - Deliberate learning not in a communicative context does not help later vocabulary use in communicative contexts. Studies of the statistical description of vocabulary confirm that there is a relatively small group of words that are much more frequent and useful in a very wide range of language uses than other words in the language. These high frequency words are the essential basis of all language use and deserve a great deal of attention in language teaching material. Unless learners have very special needs, it makes little sense to focus on other vocabulary before most of these high frequency words have been well learned extracted from the presentation Materials for teaching vocabulary, Bao Dat. I started this lesson based on the cover page of the unit, it shows several activities like sports, and dancing, the characters in this images provides me some ideas to start the lesson, for example I could start by asking question about what my students know about what they are looking.

The purpose of this warming-up is that can familiarize with the new vocabulary, also some of the vocabulary that we will use is part of the basic lexis they already know, as well warm-ups are useful to start the fluency, I am going to quote part of my classmates exposition, where is explained what fluency is Fluency is likely to develop if the following conditions are met: 1.- The learners take part in activities where all the language items are within that previous experience. 2.- The activity is meaning focused. 3.- There is support and encouragement for the learner to perform at a higher than normal level Materials for Teaching Vocabulary. What I would use for this lesson would be the Stundents book Open Mind L evel one which is designed for beginners, the institute for English teaching Centro de Lenguas y Lingistica Aplicada adapted this book from McMillan editions as the book of use, it is useful because it has a teachers version where the teacher can support the different lessons, by the way teacher book has the advantage of several tips that can help in the lesson, at the same time it is explaining which skills students are going to put in practice and what to do in case of learning problems. While the explanation of the lesson is in process I can suggest to my students for adding the new vocabulary in their personals glossaries, which we know is a useful tool at learning vocabulary process. The following part of my lesson is the closing one which is going to be a practice of what they just learned, by my experience as a Student I have to admit that this is going to be interesting for whole the students, they are going to write a tale, it sounds kind of childish but, as an hyperactive learner I can explain how does this activity work; firstly by watching all the models that www.storybird.com has students are going to be interested because there several models according to different personalities, another point in favor is that even this page requires membership, the used of this page is easy and clear; one important aspect of this page is that at being a web site that has the purpose of tales creation children used to read them, so every tale written is revised by the administration of the web site, consequently the vocabulary in use must regular, perfectly according to my students level. As closing I want to organize a presentation where whole the tales written will be exposed, and by the evaluation I can make written comments and give it to the students in a individual form in order to avoid public comments, it sometimes affect students motivation; this will take place in the following class using a classroom kit out with a projector and a computer with internet access.

I think this class would be successful at acquiring knowledge, by the interactive part it can get the attention of all class because it is an activity that requires imagination and knowledge too. References: Rogers, M. Taylore-Knowles,J. Taylore-Knowles, S. (2011) Open Mind, book 1 Unit 5, p.47 Team 7 Presentation: Materialfor Teaching Vocabulary www.storybird.com