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Campus Heverlee Hertogstraat 178

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Campus Heverlee Hertogstraat 178



Datum01.07.2017
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Campus Heverlee

Hertogstraat 178

3001 Heverlee

Tel. 016 375600

www.khleuven.be



LESSON PLAN

ALGEMENE VAKKEN / VOEDING-VERZORGING


Naam: Spilstyns Angélique
Vakkencombinatie: Engels / aardrijkskunde
Stagebegeleider DLO: B. Mommaerts





School: Via EG Tienen

Onderwijsvorm: A-stroom

Richting: Industriële wetenschappen

Klas: 2IWA

Lokaal: A 205

Aantal leerlingen: lln



Les gegeven door: Spilstyns Angélique

Vak: Engels

Onderwerp: High school rules! (can)

Vakmentor: J. Metten

Datum/Data: 17 april 2013

Lesuur/-uren: 1ste lesuur






STARTING POINT

Position of this lesson in the series of lessons

It’s the first chapter of a new unit, they have already learned some school rules and school vocabulary (can’t smoke in school, can’t shout at the teacher, school library, …) in the previous lesson.


Language level of the pupils and relevant knowledge

It’s a medium to strong class.

The pupils already know the present simple in ST+, ST- en Qs.

They already know ‘can’ to express ability.


Link to the pupils’ world & topicality

Ps are often confronted by rules, at home, at school, at the sports club, … it’s important for them to know what is allowed and what is not.


Level of motivation, class atmosphere, …

It’s a very active class, they can be quite loud at times, it’s important to be strict.

They like the lessons English and do what they need to do when the T asks.


Methodological principles used in this lesson(= enumeration + clarification of your choice of principles and techniques)
* Het aanschouwelijkheidsprincipe: The teacher uses a PPT to make everything clear and give a good structure to the pupils and to correct the exercises. It’s easy and fast, and more clear for the pupils.

* Het motivatieprincipe: The teacher motivates his pupils in the lead-in using a cartoon. This is a different way to start the lesson which will be more fun for the pupils as well. Using the lead-in the pupils find out the subject of the lesson. On the extra worksheet is another cartoon, which makes it more fun for the pupils as well.


* OLG: For the new grammar I use OLG because it’s important that the students can participate. This way they’ll remember the content easier than when you teach (doceren). It’s also a very active class, so if you’d only teach they’d get bored and lose focus.

* Pair work: The pupils do one pair work, they can do a little dialogue, this way they practise pronunciation more than when they make a written exercise. There are also some little written exercises (writing down some house rules for example.

* Individual work: The pupils practise the input individually (and with OLG) this way they learn more efficiently without distractions from their neighbours, they can still ask the teacher things if something is unclear.


GENERAL AIMS & CURRICULUM

General aims: (cross curricular and/or subject related)
Spreekbereidheid en spreekdurf (ET37*)

– De bereidheid tonen om de doeltaal Engels te gebruiken.



3.6 De taalkundige component

3.6.1 Woordenschat

Dagelijks leven: Gesprekken over het schoolleven



  • WO1: lexicale elementen functioneel d.w.z. gepast inzetten om de voor hen relevante productieve taaltaken uit te voeren (ET35).

  • WO2: lexicale elementen functioneel d.w.z. gepast inzetten om de voor hen relevante receptieve taaltaken uit te voeren (ET35).

3.6.2 spraakkunst

Grammatica: Can (express permission and prohibition)



  • Gr1: Morfologische en syntactische elementen functioneel d.w.z. gepast gebruiken om de voor hen relevante productieve taaltaken uit te voeren (ET35).

  • Gr2: Grammaticale elementen functioneel d.w.z. gepast inzetten om de voor hen relevante receptieve taaltaken uit te voeren (ET35).




GENERAL OBJECTIVE

The Ps can ask for and give permission and express prohibition using ‘can’.




DIARY (of the pupils. Refer to the copies and/or pages in the course book)

U6: 1. High school rules!



  • can p. 185-187




REFERENCE BOOKS & SOURCES

Spark 1, Decoster, K., Lips, P., Moeyaert, L., Morseau, J., uitgeverij Pelckmans, 2009-2012

Practical English Usage, M., Swan, Oxford university press, 2005

Contact grammar, G., Claeys, J., Van Den Borre, Wolters Plantyn, 2007

Grip on grammar, G., Claeys, J. Dentant, Plantyn, 2009

English grammar in use, R., Murphy, Cambridge university press, 2009




TEACHING AIDS & MEDIA

  • PPT

  • Computer & beamer

  • Whiteboard/Blackboard

  • Workbook Spark 1 (+ digital files of Spark 1)

  • Extra exercises







LESSON PLAN

Can dos

POWERFUL LEARNING ENVIRONMENT

Steps

& timing


Techniques &teaching aids

Learning activities (La) & media

Content (Co)




Lead-In

5’

Teacher introduces herself.
OLG

  • On the PPT you can see a boy and a girl talking. What are they saying?

  • What is happening in the cartoon?

  • Can you repeat the dialogue on the PPT?

  • Okay, so the boy is asking if he can see her again and he asks if he can have her phone number. Which verb does he use to ask to see her again?

  • Good, which verb does she use to answer?

  • Yes, what is the lesson about then?




  • Now take your diary and fill in:

Unit 6: 1 High school rules!

  • Can p. 185-187





Ps skim the cartoon and explain what’s happening, what the people in the cartoon are saying.


  • The verb can.




  • Again the verb can.


Ps predict what the lesson is about.

Skill:

viewing (skimming)

viewing (predictive skills)


Ps can select sentences from a text with the verb can, which express permission (ask and give permission).


Ps can select sentences from a text with the verb can, which express prohibition.

Ps can form a correct sentence using the verb ‘can’ expressing permission or prohibition.




Input 1:
USE

10’

FORM

10’

OLG

  • Okay, now that we know the lesson is about can, we need to know what it means.

  • Have another look at the cartoon (PPT), I’ve underlined some sentences. Who can translate?

  • Very good, what does it express? You can say it in Dutch.

  • Okay, so when we want to ask and give permission, we use ‘can’. Wanneer we toelating vragen en geven gebruiken we ‘can’. Write that next to ‘to express permission’ at p185 exercise 4A.

  • Now let’s do the first exercise, last lesson you read two texts at p182-183. You have to find two example sentences in those texts which express permission. Do this individually.

  • Who can tell me the first sentence? And the second?




  • Now look at the cartoon again, who can translate the sentence I’ve underlined this time?

  • Yes, so what does it express? You can say it in Dutch?

  • Great, so when we want to express prohibition, we use ‘can’. Wanneer we een verbod willen uitdrukken gebruiken we ‘can’. Write the Dutch translation down next to ‘prohibition’ at p185 exercise 4A.

  • Now let’s do the rest of exercise 4A on p185, you have to find 1 example sentence which expresses prohibition, use the text from last lesson at p182-183.

  • Who can tell me which sentence in the texts expresses prohibition?


OLG

  • Discovery techn.

  • Q-A techn.

  • Okay, now that we know when to use ‘can’, let’s see how we form sentences with it.

  • You can see a grid on p185 exercise 4B. we’re going to complete it with ‘can’.

  • Look at the positive statements on the PPT, how are they constructed?

  • Very good, so subject + can + infinitive – to. Write that underneath the first box.

  • Who can complete the first box?




  • Look at the negative statement on the PPT, how is it constructed?

  • Very good, so subject + can’t + infinitive – to. Write that underneath the second box.

  • Who can complete the second box?

  • Remember! The full form of can’t is cannot, it’s written in one word. We use the full form in written language. Highlight this in the box at the bottom right of the page. And add, cannot is the only full form that’s written in one word.




  • Look at the question on the PPT, how is it constructed?

  • Very good, so can + subject + infinitive – to. Write that underneath the third box.

  • Who can complete the third box?




  • Now let’s revise what we’ve just learned. When do we use ‘can’?

  • Great! Fill in the box at the bottom of the page. And highlight the box.

  • Under the box I want you to add this (T shows on PPT): wanneer gebruiken?

  • Om toelating te vragen.

  • Om toelating te geven.

  • Om een verbod uit te drukken.

  • How do we form a sentence with can?

  • Very good, highlight that information in the box at the bottom right of the page.





Ps translate the underlined sentences on PPT.

  • Mag ik je opnieuw zien? Ja, dat mag je.

  • Mag ik je telefoonnummer hebben?

  • Een vraag, hij vraagt voor toelating.


Ps write the translation next the ‘permission’.
Ps scan the texts for the word ‘can’ and decide whether it expresses permission. Then write down the sentences that express permission.



  • I can always ask him for help.





  • Ik mag mijn nummer niet geven aan vreemdelingen.

  • Een verbod, iets wat niet mag.


Ps write the translation next the ‘prohibition’.


Ps scan the texts for the word ‘can’ and decide whether it expresses prohibition. Then write down the sentences that express prohibition.


  • In both schools, you can’t smoke.



  • Subject + can + infinitive – to


Ps complete the box.



  • Subject + can’t + infinitive – to


Ps complete the box.

Ps highlight the box and add the information.



  • Can + subject + infinitive – to


Ps complete the box


  • To express permission and to express prohibition.


Ps fill in the box and highlight the box. They add the information that is given.

It’s always used with the infinitive of the main verb – to.



Skill:

viewing (interpreting information from a picture)



Grammar: can

Use:


Aspects: meaning, use
Skill: Reading (scanning)


Grammar: can

form:


+: Subj + can + inf –to

-: Subj + can’t + inf –to

?: can + subj + inf –to
Can’t : contracted form

Cannot: full form (written lang.)


Aspects: meaning, form, spelling



Ps can form a correct sentence using the verb ‘can’ expressing permission or prohibition.




Practice 1 exercise
3’

10’


Individual work

  • Discovery techn.

  • Fill in the blanks ex.

  • Okay now that we know when and how to use ‘can’, let’s do an exercise to practise. Take your WBs at p186. I want you to complete the sentences with can and the verb between brackets. You have to express permission or prohibition according to the signs.

  • But first, who knows what a principal is? Think of principal Skinner from The Simpsons.

Who knows what detention is?

Bart often gets detention because he did a prank on principal Skinner.



  • Do this exercise individually, I’ll give you 1 minute.

  • Let’s correct, who can complete the first sentence?




Pair work

  • discovery techn.

  • Stimulus-response practice

  • Take your WB at p187, we’re going to do exercise 5.

  • Okay, let’s have a look at the exercise, first I want you to think of your ideal school. Which rules would apply here? Use the verb can.

  • Pupil A, which rule would you like in your ideal school?

  • Pupil B?

  • Okay, now I want you to think of 6 rules together with your neighbour. You don’t have to write them down (you can use keywords). Afterwards some of you will present their ideal school.

  • You get 5’, but keep it silent!






  • Een directeur




  • Nablijven / een achtste uur.


Ps complete the sentences according to the pictures.

Ps come up with some rules which would apply in their ideal school.

Ps invent 6 rules with their neighbour which would apply in their ideal school.
Ps present the rules of their ideal school.

Receptive skill:

Viewing (interpreting information from a picture)


Voc:

A principal – een directeur

Detention – nablijven

Aspects: meaning
Grammar: can

Use:


  • To express permission

  • To express prohibition

form:

+: Subj + can + inf –to

-: Subj + can’t + inf –to

?: can + subj + inf –to

Aspects: meaning, use, form, spelling


Ps can form a correct sentence using the verb ‘can’ expressing permission or prohibition.


Ps can select whether a sentence with the verb ‘can’ is expressing ability/permission/prohibition.
Ps can match given sentences with the correct use (can: permission, prohibition, ability)


Practice 2:
10’



Game

  • Discovery techn.

  • Matching ex.

  • Let’s play a game to practise the use.

  • We’ve just learned when to use can, but we also use can to express something else, ability. What is ability?

You’ve already learned this so it won’t be too difficult.

  • We’re going to play a domino game, we’ll form groups of 4 and each person gets 6 dominos, the youngest person may lay down the first domino. You have to match the sentence with the correct use, ability, permission or prohibition. If you don’t know or you can’t, you have to take another domino, the one who’s out of domino’s first wins.






Ps play the can-domino game: they match each sentence with the correct use.



Grammar: can

Use:


  • To express permission

  • To express prohibition

  • To express ability

form:

+: Subj + can + inf –to

-: Subj + can’t + inf –to

?: can + subj + inf –to
Aspects: meaning, form, use, spelling



BLACKBOARD


Left BB
Diary:

Unit 6: 1 High school rules!

  • Can p. 185-187




BB
PPT


Right BB




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