LEARNING SESSION No 16 – III TERM

MYSTERIOUS PLACES

I.- GENERAL INFORMATION

II.- DEVELOPMENT OF COGNITIVE PROCESS:

PEDAGOGICAL PROCESSES

STRATEGIES/ACTIVITIES Time

IntroAim: Discuss theories about mysterious placesT shows Ss a bag containing pieces of 5 different puzzles. Ss close their eyes and take a piece, then they have to look for the other pieces in order to complete the pictures. Once they have completed the puzzles, T asks Ss if they recognize those places and what they know about them. Ss exchange ideas with their groups. T elicits opinions from the Ss.

1st day

1.1 School : Colegio Mayor Secundario Presidente del Perú1.2 School Subject : English 1.3 Grade : 4th and 5th Grade (Level B1)1.4 Classroom : A,B,C,D,E,F,G,H,I,J 1.5 Learning session : 8 pedagogical hours (October 20th - October 24th)1.6 Kind of task : FOCUSED TASK1.7 Teachers : Rosario De la Cruz, Leila León, Ernesto Mejía, Anny Salazar

Language skillfocused

SPEAKING

LEARNING OUTCOME (CAPABILITIES AND ATTITUDES)

At the end of this lesson students will be able to speculate about the origin of mysterious places and other unsolved cases to respect each other’s’ beliefs working as a group.

Complementary Skills

Understanding - writing

Setting the task

Planning the task

Intro

Setting the task

Planning the task

T chooses one of the mysteries and asks the class to speculate about the origin of Macchu Picchu . T collects some information from Ss and writes on the board some sentences using the modal verbs in past. T asks Ss the differences in each sentence.

T hands out a worksheet about mysterious places, Ss read individually and write down speculating sentences. T asks for some volunteers to read their sentences.

Ss work in groups of 5. Each student receives a different story, they read it in silence and then have to retell the story to the group. The whole group should suggest two or three possible explanations for each mystery. Tasks some volunteers to write down their sentences on the board.T tells the Ss that they are going to read some ways in which people have tried to explain the mysteries but the explanations are not in the correct order. Their task is to match three possible explanations to each mystery.Ss compare their answers with their groups and then T checks the answers with the whole class.

Aim: Speculate about different kinds of mysteries using modal verbs.T tells Ss that something strange happened last night in her neighbourhood: there’s a hole in the road outside her/his house and none of the neighbours knows what happened. T asks Ss to think of any possible explanation using their imagination as much as possible, he/she starts with one example:“ Something might have fallen out of the sky”

Ss open their books at page 74 and look at the photos. T asks if they know anything about the places and elicits ideas from the class. Ss read the texts and answer the questions to check understanding.Ss review modals of deductions doing Ex a, b, c and d.

Ss look at the photograph at page 75 and in small groups discuss the questions. T asks for volunteers to share their answers.

2nd day

Intro

Setting the task

Planning the task

Aim: Express regret using should have and shouldn’t have

T pretends that he/she has a stomachache and says “I shouldn’t have eaten that sandwich”, expressing regret. T writes the sentence on the board and then adds another sentence “ I should have drunk a hot tea after eating that sandwich”. T asks Ss what differences they notice in the two sentences and points out the use of should have and shouldn’t have.T asks Ss to think about their regrets, some Ss share them with the class.

T presents a PPT about past modals focusing in should have and shouldn´t have in order to introduce the song When I was your man. Ss listen to the song and discuss what it is about, what the singer is expressing. Ss listen again to complete the lyrics.

T hands out a worksheet in which Ss have to complete the jokes using should have and shouldn´t have .

3rd day

Ss’ presentations: Ss will work in pairs in order to present a mysterious case in different parts of the world. They have to use modal verbs of speculation and linking words. Teacher gives general feedback.

4th and 5th day

III.- ONGOING ASSESMENT

TYPE CRITERIA CAPACITIES INDICATORS INSTRUMENT

Formative Speaking speculate

Students will be able to speculate about the origin of mysterious places and other unsolved cases supporting their arguments with modal verbs of deduction in past and using linking words properly.

Rubrics for speaking