Interactive Lesson Plan 1

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SCHOOL: JULIO GARAVITO ARMERO GRADE: 9003

COOPERATING TEACHER: PRE-SERVICE TEACHER: CAMILA

OSPINA

TOPIC: reported

questions

OBJECTIVES:

-

After the

reading, the student will be able to recognize reported questions.

- By completing the activities, the student will

be able to build and formulate reported questions.

WARM-UP: 15 min.

dynamic:

The teacher will give the students a chart with 5

concepts of leisure and lifestyle vocabulary. The students have to find 5

different partners and make appointments with them every 3 minutes (e.g.

Maria 4:55, Juan 4:58, Roberto 5:01, Luis 5:04, Lucia 5:07) after that, they

have to define the first concept together and the second with the other

partner and so on. Five different concepts defined with five different

partners. In the end they have to socialize their concepts, they have to

compare their answers with the teacher’s.

The teacher is going to introduce the vocabulary:

leisure and lifestyle. And the topic: reported questions.

Explanation: 20 min.

The teacher will introduce the theme: reported questions, and make a

clear explanation about what it is and how to use it.

the teacher will use an online source in order for the students to read. the students will ask or share doubts about reported questions with the class: http://learnenglish.britishcouncil.org/es/grammar-reference/reported-questions, after reading, the student will have te oportunity to practice in a short game of matching sentences.

Then the student will reinforce the theme with the next videos:

The student will show to videos about reported questions with a

complete explanation. http://youtu.be/fyZfQd0s52Y The first video shows the

questions and how to report them. http://youtu.be/pGKELbQ9vso The second video shows a short

story with cartoons.

The

teacher will use daily life examples In order for the students to understand

that we can found reported questions in every day conversations.

Activity 1: 30 min.

On the computers, the students will work with a

webpage that has reported question exercises. http://www.englishexercises.org/makeagame/viewgame.asp?id=3764 The students will complete the exercises filling in the gaps, reporting the question and finding words.

Activity 2: 30 min.

In the second part the teacher will focus the activity on reported

questions.The students will read a short story about some people who have never

known an elephant.

The students have to identify possible reported speech and questions. The

students will fill in the blanks of the second story with reported questions

and reported speech. They will do it on this website made in hotpotatoes:

https://www.dropbox.com/s/slttptang5pop8f/anelephantinkampungbahr.htm?dl=0

Extension: 10 min.

The teacher will answer questions,

and socialize the last doubts. The

teacher will check the work done.

READING: AN ELEPHANT IN KAMPUNG BAHR

This is a story about seven men. six of them couldn’t

see. They were blind. One day, the first man, who wasn’t blind, said, “There’s

an elephant in Kampung Bahru.”

The second man said, “What is an elephant?”

The third man said, “I don’t know”.

The second man said, “I don’t know what an elephant is

like. Do you know what an elephant is like?”

Nobody knew. So they all went to Kampung Bahru to find

the elephant.

The second man asked, “may I touch the elephant?”. He couldn’t see it, but he could feel it. He

felt its trunk “Ah,” he said, “Now I know what an elephant is like. Is it like

a snake? I can feel it is long and rubbery.”

The third man touched the elephant. He couldn’t see

it, but he could feel it. He felt its tusks. “Ah,” he said, “Now I know what an

elephant is like. It’s not like a snake. It’s sharper and smother than a snake.

Is it like a kris?”

The fourth man touched the elephant. He couldn’t see

it, but he could feel it. He felt its ear. “Ah,” he said, “Now I know what an

elephant is like. It’s not like a kris. It’s smoth but thinner than a kris. Is

it like a big leaf?”

The fifth man touched the elephant. He couldn’t see

it, but he could feel it. He felt its leg. “Ah,” he said, “Now I know what an

elephant is like. It’s not like a big leaf. It’s rounder and harder than a

leaf. Is it like a tree?”

The sixth man touched the elephant. He couldn’t see

it, but he could feel it. He felt its side. “Ah,” he said, “Now I know what an

elephant is like. It’s not like a tree. It’s higher and wider than a tree. Is

it like a Wall?”

The seventh man touched the elephant. He couldn’t see

it, but he could feel it. He felt its tale. “Ah,” he said, “Now I know what an

elephant is like. It’s not like a Wall. It’s longer and thinner than a Wall. Is

it like a rope?”

The six men began to quarrel and shout at each other.

The elephant just couldn’t keep quiet anymore. He

said, “excuse me. Everybody is right. My trunk is like a snake, my tusks are

like krises. My ears are like big leaves. My legs are like trees. My sides are

like walls. My tail is like a rope.”

NOTE: The reading was adapted, I added some questions in order for the students to identify and report them. The text will be in paper, but the activity to fill in the blanks will be in a website from dropbox. This activity was made in hotpotatoes 6.

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