PPU LESSON PLANN

           

 Catholic University Of El Salvador                 March 7^th, 2014

            Advance Level

            Summit 2

            Teachers:      Glenda Izamar Retana Solis.

                                                  José Daniel Medina Aguirre.

Topic: Minds at work unit 7

Grammar item: Subordinating Conjunctions and Transitions

Objectives: At the end of this lesson SWBAT

-          Make a description of their abilities in a ten lines paragraph.

-          Use subordinating conjunctions and transitions in a conversation.

-          Explain every kind of intelligence by making a tour exhibition into the classroom.

WARM-UP

Title: Guess who?

Objective: to learn vocabulary and have fun

-          Students will be given a piece of paper in which they will write what abilities they are good at.

-          When they have already written their abilities, they will fold the papers and will put them into a little box.

-          Then, the teacher will scramble the papers in the box; and after that, the teacher will take one for the entire students guess whom those abilities belong to.

-          Teacher provides an example before working on it.

-          Teacher has to be careful that students write positive abilities.

For example:

                                                                                         

I am good at: Painting Playing the guitar Singing Mario

                                                         

                       Piece of paper

                                                       

PRESENTATION

Activity# 1(reading) (appendix A)

Students will make groups.

They will be given a reading to be analyzed.

They will learn about the multiple intelligences.

They will identify the seven intelligences.

Activity #2 (speaking) Appendix B pictures       

Teacher will bring seven pictures related to multiple intelligences.

Then, teacher will ask to make groups for students to guess what kind of intelligence the pictures represent.

When they get the kind of intelligence, they will be discussing one by one the abilities in each intelligence.

Students need to pass the rest of pictures to the others groups.

 Then, teacher will ask to the whole class what kind of intelligence she/he is pointing to establish a whole class discussion.

Activity# 4 (listening, writing, speaking)

-          Page 75. Do the following PDP section

PRE:

-          Pair work: Have the students make a list of words they think people will mention in the conversation.

DURING

-          Teacher plays the listening in which students will answer the following questions:

1.    who are Olivia and Charles talking about?

2.    What was Johnny like in school?

3.    What is he doing as an adult?

4.    Why Charles is surprised that Johnny is so successful.

POST:

-          Students check if they were right about the words they predicted.

-          Then, teacher reads the conversation again and asks them to paraphrase the conversation.

GRAMMAR

-          Subordinating Conjunction and Transition

-          Suggestion to explain the topic: use a “demonstrative chart”.

-           Paste the chart on the board and then paste one Subordinating Conjunction and one transition, their meaning and their example, and so on.

-          See the chart in the book.

-          Make pieces of papers and write on them each of the Subordinating Conjunction and Transition.

-          Use color-bond pages and masking tape to make it appealing and faster.

MEANING	SUBORDINATING CONJUNCTION	TRANSITIONS
One thing causes or is the result of one thing	Because/since Since the science of investigation the brain is quite new, no theory of intelligence has yet been proved.	Therefore/consequently I want to get good grades. Therefore, I will study a lot.
One thing contrast with another thing	(even)though/although Some people have achieved extraordinary successes, even though they don`t have high IQs.	However/nevertheless/nonetheless No theory of intelligence has yet been proved. However, many people believe success depends on high IQs and EQs
One thing will occur only if a specific condition exists.	Unless Unless a new theory emerges, our abilities will continue to be measure with IQ and EQ tests.	Otherwise He must have a high IQ. Otherwise, he wouldn`t have gotten that job
One thing is a condition for another thing	As long as/ only if/provide that You will get that grade as long as your score I the IQ test is very high.
A condition doesn`t matter	Even if One`s EQ can be high even if one`s IQ is low.

Controlled Practice

Activity #2 (reading, writing) page 74

-          Students will work on in their books page 74.

-          Teacher asks a volunteer to read the title of the quiz and the introduction.

-          The teacher aims some students to read the name of each type of intelligence on the quiz.

-          The teacher demand the students to skim the quiz rating each type of intelligence on the scale from 1 to 5, 1 being “very low” and 5 being “very high”.

-          Teacher asks the students to share and compare their scores based on the quiz.

Activity #1 (writing exercise; Appendix “C”)

-          Students will be given a worksheet where they will have to fill in the blanks using the right subordinating conjunctions and transition.

Activity # 2 (writing, reading)

-          Students are going to go to page 79

-          They are going to work on exercise D where they have to choose the correct Subordinating conjunction and transition.

-          Teacher will give 3 minutes for reading and choosing the respective answer.

-          Then, teacher will ask some students to read the paragraph to check answers.

Activity #3 (writing) page 79

-          Students go to work on page 79

-          Students are going to work on exercise E.

-          Students have to re-write each statement in two ways, once with the connecting word(s) in a, and once with the connecting word in b.

-          Teacher provides one example for students to understand better.

Activity# 4(reading, listening) page 80

-          Students are going to work on page 80.

-          Students are going to read and listen to some tips to stay focused.

-          Students will listen to the reading and they will match the tip and its suitable example.

-          Students will express how they produce their best work.

Activity # 5 (reading)

-          Teacher brings some meanings of new vocabulary from page 82.

-          Teacher put the meaning on the wall.

-          Teacher gives pieces of papers with new vocabulary on it.

-          Teacher asks students to put the word where they consider it fits with the meaning.

-          Teacher asks to the entire class if the words are in the correct meaning.

SEMI-CONTROLLED ACTIVITIES

Title: Sigmund Freud’s childhood.

Activity # 1 (speaking exercise)

-          Students are going to read the information about Sigmund Freud in page 83.

-          Students will work in pairs.

-          They will answer orally one to another the question above. Monitor if the students are working according to the directions and ask volunteers to tell their answers aloud.

Activity #2 (writing exercise)

Title: Gifted Children

-          Students are going to complete the chart on exercise B; page 83.

-          Students will read the statement.

-          They will support arguments for and arguments against by making a list of reasons in both.

Activity # 3 (Appendix D)

-          Students are going to get in pairs and find some words or profession in the word search.

-          At the end, each pair will say one of the found words or professions, and they will ask to another pair to say what kind of intelligence comes to their minds when they hear that word.

Activity #4 (writing; page 85)

-          Students are going to complete some sentences where they have to use the appropriate subordinating conjunction or transition.

-          Then, students are going to compare their answers with their classmates.

-          Teacher will ask for the respective answers to see if they did it well.

Activity # 5 (writing, reading; page 85, Exercise B)

-          Students are going to complete some statements using vocabulary related to intelligence and its origin.

-          They are going to choose the correct word from the box, and then they are going to look for a partner and read the statements to each other to see if they have the same answers.

FREE PRACTICE

Activity #1 (speaking, listening)

Title: Debate

-          Students will make two groups. There are going to discuss the following  topic:  “Children do not  have to go to schools if they do not want”

-          One group will be in favor and the other against

Activity # 2 (writing)

Title: Paragraph writing

-          Students will write a ten line paragraph about the multiple intelligences they think they possess.

-          They will mention the abilities in which they are good at.

-          Students should use subordinating conjunctions and transition.

Activity # 3 (speaking)

Title: Creating a conversation.

-          Students are going to get in pairs.

-          Teacher will give some minutes for students to create the conversation using their own creativity.

-          They should use vocabulary learned in classes.

-          They will perform it I front of the class.

-          Monitor their work and also the time.

Activity # 4 (speaking)

Title: Impromptu speech

-          Students have 5 minutes to get some ideas.

-          Students have to talk 3 minutes about the topic that was assigned.

-          Teacher will bring some paper strips in which will be written some topics like:

ü  What kind of intelligences do you have?

ü  What are your strengths and weaknesses?

ü  What are IQ and EQ?

ü  How do you stay in target?

ü  How do you produce your best work?

ü  Is intelligence inherited?

ü  Does the environment have to do with being intelligent?

ü  How was Sigmund Freud`s childhood?, etc.

-          These topics will be in a little box that the teacher will bring.

-          Students will pick up one topic.

-          They will create a speaking of three minutes in front of the class.

-          They will pass one by one.

WRAP-UP ACTIVITY (Game: Multiple Intelligences Exhibitions)

-          Students will make groups. Teacher will assign the number of students in each group.

-          Each group will be asked to prepare a chart for one type of intelligence (it can be just given or scrambled) using their best creativity.

-          They will paste the chart in one part of the classroom making space for each type of intelligence.

-          Teacher will ask all the students to go out and then when everything is ready in the classroom. The teacher will asks them to enter making a line.

-          Students will make a tour looking to every intelligence and the group in charge will explain to the rest what is their type of intelligence, the abilities and what kind of people have that intelligence, and so on.

-           

Homework: Students have to make the exercises on unit seven from their workbooks.

APPENDIXES

APPENDIX A

Reading multiple intelligences

Howard Gardner has identified seven distinct intelligences. This theory has expresses that students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.  According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. The learning styles are the  followings:

Visual-Spatial - think in terms of physical space, as do architects and sailors. They like to draw, read maps.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. They like movement, making things, touching. They communicate well through body language.

Musical - show sensitivity to rhythm and sound such musicians. They may study better with music in the background.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others They can be taught through group activities, seminars, dialogues.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions such scientific, philosopher.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions.

APPENDIXES WERE REMOVED BECAUSE THEY COULD NOT BE UPLOADED.