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LESS

ON

PLA

N

Patricia María Pérez AguadoI.E. POLICARPA SALAVARRIETA

Sincelejo

Lesson plan designed by:

1

8GRADE

th

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Language to Build Peace

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson, learners will be able to provide in a written way pieces of advice about how students should manage their feelings and emotions correctly inside their school to build peaceful settings.

• To revise positive and negative language to express feelings and emotions.

• To develop reading subskills: scanning, skimming and indicating an important written information.

• To identify useful expressions to give opinions and facts.

• To give recommendations or pieces of advice.


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8GRADE

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Sincelejo

Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

For successful development of this lesson students should be acquainted with the use of should and should not to express advices and the Simple Present to express habits.

Recognises positive and negative language related to emotions and how to be emotionally intelligent.

Recognises expressions of opinions, points of view.

Organises information gathered from different bibliographical sources in tables and graphs.

Shows comprehension of general and specific ideas in oral and written texts by completing preestablished forms.

Recognises his responsibility in the construction of peace in his community.

Recognises positive and negative use of language.

Applies reading strategies to facilitate comprehension.

Focuses on key words and expressions to facilitate comprehension. -Is able to prepare language to write some tips in a flyer.


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Content:

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Pronunciation:

Skill:

Sociolinguistic / Intercultural:

Positive and negative vocabulary. Likes and dislikesVocabulary about feelings: happy, sad, angry, confused, sick. Expressions to support points of view: I believe, I think, you should, you shouldn´t.

Modal verb - Should and shouldn’t Present Simple Tense: Affirmative and negative.

Should /ʃʊd/ Shouldn’t /ʃʊd.ənt/

Scanning and skimming, indicating an important written information.

Learning through interaction.

Anticipated problems: Planned solutions

Encourage the use of fix up strategies for reading comprehension such us making connections, re-read, and pay attention to what they are thinking.

Have 8 photocopies and 2 posters for every activity.

T will provide specific extra tasks to get these SS involved.

T gives clear instructions on how to make a flyer.

Learners might not know some new words while rea-ding the text and therefore they can be unable to find answers to detailed questions.

Technology (computer / projector) might not be wor-king.

Some students might become disruptive.

Ss might find it hard to create a flyer.

Warm Up

Time and Interaction

(15 min)

To activate background knowledge about emotions and feelings.

Students (SS) get into groups of 5. Teacher (T) gives them a set of 14 cards with pictures and 14 words related to feelings to match in two minutes. After the activity, T asks Ss to compare their answers and gives the correct answers.

T could use the flashcards found at: http://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-feelings.pdf

T tells SS they are going to play Chinese Whisper: T asks Ss to stand in lines where the first S in front is next to the board (eight lines). The S in the back picks up a card and tells the emotion to the one next to him/her and then this S tells the next one and so on until it reaches the first S at the board who is in charge of writing the word.

All the groups do this simultaneously, The first group to transcribe the whole 14 words (with perfect spelling) wins.

T checks the spelling of the words.

5 minutes

Groups of 5

10 minutes

T -Ss

Stage aims

Procedure

Total Stage timing


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8GRADE

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(10 min)

To provide students with possible vocabulary related with the new topic. To introduce the content of the text.

T asks Ss to watch a video named Inside Out Emotional Intelligence. T writes these four questions on the board: - How many characters are there?-What are the names of the characters?-Who is your favourite character? Why?-What is the name of the movie?-Do you like the movie? Why?- Which emotions did you watch in the movie?

While SS watch it, they answer the previous questions. T invites some volunteers to tell the class their answers. T asks ss to brainstorm the topic of the class and writes all the SS’ ideas on the board.

Video available at: https://www.youtube.com/watch?v=kdhjztWMnVw

5 minutes T- ss

5 minutesT-SS

Individual

Stage aims

Procedure

Pre-reading

Total Stage timing


Sincelejo


5

8 8GRADE

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While reading


(15 min)

To initiate with the reading process. To encourage cooperative learning. To practice scanning for specific information

SS read the text and confirm what the topic of the class is.

SS answer the first question in the worksheet in pairs (Appendix 1). What is the best title for the text? Then Ss keep working in pairs answering the rest of the questions (multiple choice activity). T gives feedback on the reading comprehension questions.

ANSWER KEY READING1. What is emotional intelligence?2. It is a description of what is emotional intelligence and its five elements3. The ability of a person to manage one’s own emotions.4. Social skills5. Understanding6. Do a series of tasks.7. 58. Capacity9. Emotional intelligence can be improved10. Misunderstanding11. To understand other people emotions12. Self- confident and open minded

15 minutesPairsT-SS

Stage aims

Procedure

Total Stage timing


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Post reading


(10 min)

To consolidate and personalise language and content from the previous stage

SS follow this link to an emotional intelligence quiz. https://www.mindtools.com/pages/article/ei-quiz.htm

After answering and reading their answers, they share with a partner their results and discuss whether they are accurate or not.Are you emotionally intelligent? Let’s try the following quiz. Do the results describe you? Why? Why not?

10 minIndividual

pairs

Stage aims

Procedure

Total Stage timing


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8 8GRADE

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Writing


(20 min)

To practice writing and designing a flyer.

T asks Ss to get into groups of five students to write and design a flyer for a campaign which is going to be socialized in the school. In that flyer Ss are going to write the importance of being an emotional intelligent person inside the school and give 5 tips on “how to be an emotionally intelligent student”.

T shows a sample of a flyer (use this guide to help you: https://www.wikihow.com/Make-a-Flyer) and she says characteristics of a good flyer needs to have, such us a good layout, images, accurate ideas and full of colour. After that, T writes on the board instructions to design the flyer:

Directions – Your flyer should:

1. Give an interesting title2. Describe why being emotionally intelligent is important inside the school. Use your own words in present simple tense.3. Write 5 tips on how to be an emotionally intelligent student4. Include one graphic to help you to organize the information and two pictures to help you illustrate your point5. Use a paper sheet with bright colours.6. Write the names of the group members behind the flyer.

T asks Ss to prepare the language, the graphic and pictures first. T monitors Ss work and provides feedback on language to each group.

5 minutes T-Ss

15 minutesGroups of 5

Stage aims

Procedure

Total Stage timing


Sincelejo


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8GRADE

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Wrap up


(10 min)

To foster peer and self assessment

After finishing the flyers, T puts the flyers in different stations. The idea is to do a peer assessment, which consists of going to every station reading each other’s flyers and filling a sample-rubric. (appendix 2)

SS walk around the room and assess each other’s flyers T asks Ss to read their rubric and the comments to improve the flyer before print for next class.

Homework: Ss are asked to type their flyers and design it with a graph and images on a computer to distribute inside the school. 5 minutes.

Ss-Ss

5 minutesT - whole class

Stage aims

Procedure

Total Stage timing


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8 8GRADE

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Materials Needed

1. Flashcards - Feelings from British Council2. VIDEO – Emotional Intelligence -Inside out - https://www.youtube.

com/watch?v=kdhjztWMnVw3. Web page https://www.mindtools.com/pages/article/ei-quiz.htm4. Reading and worksheet -Appendix 15. Rubric: Making flyers - appendix 2


Sincelejo


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Appendix 1

Reading

Definition: Emotional intelligence refers to the capability of a person to manage and control his or her emotions and possess the ability to control the emotions of others as well. In other words, they can influence the emotions of other people also. Description: Emotional intelligence is a very important skill in leadership. It is said to have five main elements such as - self-awareness, self-regulation, motivation, empathy, and social skills. Let’s understand each one of them in detail. What is self-awareness? If you are self-aware of what you are going through, you would be in a better position to understand others, and affect people around you. It also means you are aware of your strengths as well as weaknesses. When you experience anger, hold that moment and think what made you so angry. Keeping a journal always helps. What is self-regulation? Self-regulation is the next step where in you think before speaking. It is an important aspect where you can regulate yourself. This will impact others in a positive way rather than in negatively. Hold yourself accountable in case you make a mistake, and try to remain calm in every situation. What is motivation? When you are motivated to do a series of tasks you will be in a better position to influence others. Work towards your goals consistently. Show your employees how the work is done and lead by example. Even if you are faced with a challenge try and find something good about the situation. What is empathy? When you are able to put yourself in other’s shoe and think about a situation, it is known as empathy. Every successful leader should know how to empathise with others, if you want to earn their respect. What are social skills? The last aspect is social skills and it is one of the important aspects. Social skills are all about communicating your point of view to. They are able to build a rapport with others which makes the relationship more comfortable.Text taken and adapted from: THE ECONOMIC TIMES

Indiatimescom. (2018). The Economic Times. Retrieved 22 November, 2018, from https://economictimes.indiatimes.com/definition/emotional-in-telligence

Reading WorksheetChoose the best option:

1. What is the best title for the text?a. Low signs of emotional intelligenceb. What is emotional intelligence?c. Why is emotional intelligence important?

2. The most important idea from the text is:a. Emotional intelligence increases the level of social skills in the schoolb. Emotional intelligence Improves personal communication with those around you.c. A definition of what is emotional intelligence and its five elements.

3. What is emotional intelligence?a. The ability of a person to manage one’s own emotions.b. The capacity to regulate yourselfc. The ability to put yourself in other’s shoes

4. What is the ability to make relationships more comfortable?a. Empathyb. Motivationc. Social skills

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5. Self-awareness is about ____a. Understandingb. Managingc. Controlling

6. Being motivated helps to:a. Do a series of tasksb. Earn people respectc. Regulate yourself

7. The elements of emotional intelligence are ___a. 3b. 4c. 5

8. In line 4, the word ability is closest in meaning to:a. Capacityb. Successc. Level

9. Based on the text, what is true about emotional intelligence?a. Emotional intelligence doesn’t determinate success in life.b. Emotional intelligence can be improved.c. People with high emotional intelligence get stressed easily

10. Emotional intelligence is a very important skill, EXCEPT in:a. Leadershipb. Communicationc. Misunderstanding

11. According to the text, why is emotional intelligence important?a. To be argumentativeb. To understand other people’s emotionsc. To blame others

12. Characteristics of emotionally intelligent people are:a. Self- confident and open mindedb. Limiting emotional vocabulary and anxious.c. Easily offended and destructive behaviors


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RUBRIC:MAKING FLYERS

SCORE 0 – 10

Group 1

SCORE 0 – 10

Group 2

SCORE 0 – 10

Group 3

The students demonstrate understanding of the topic. They explain the importance of having emotional intelligence and give 5 tips to be an emotionally intelligent student

The students organized the information in the flyer appropriately. It has an attractive formatting

The students use a variety of verbs in present simple and the modals should and shouldn´t.

The flyer is neat and easy to read

The flyer contains no errors

RUBRIC:MAKING FLYERS

SCORE 0 – 10

Group 1

SCORE 0 – 10

Group 2

SCORE 0 – 10

Group 3

The students demonstrate understanding of the topic. They explain the importance of having emotional intelligence and give 5 tips to be an emotionally intelligent student

The students organized the information in the flyer appropriately. It has an attractive formatting

The students use a variety of verbs in present simple and the modals should and shouldn´t.

The flyer is neat and easy to read

The flyer contains no errors

Appendix 2

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