LESSON PLANNING

1. LESSON PLANNING MEMBERS: Alejandra Lopez Alejandra LopezYeminaNuñez Mauricio Lucero MaillenBonnifazetti Romina Pallotti Durán María del Rosario De Munno

2. TOPIC: MULTICULTURALISM

3. STUDENTS` FEATURES • Age: adolescents (16 / 17 years old) • Context: Urban private school • Level: Upper Intermediate

4. OBJECTIVES • Tounderstand and use conditionalstatementstogiveadvice, warnormakepredictions. • To use vocabularyrelatedtofood, culture and travelling. • Tocomprehend and produce thegenericstructure of blog entries. • Tobecomeaware of cultural diversity.

5. captivationtechnique

6. WHAT IF YOU WON A SCHOLARSHIP TO AN EXOTIC COUNTRY???

7. INCIDENT PRESENTATION

8. Incident Presentation BLOG ENTRY Students will be shown a blog entry of a person living abroad, in England, and find the main differences described in the text between the English and Argentinean cultures.

9. Incident Presentation • Blog entry • Felizmente puedo conducir por Londres, luego de 8 años… ¿Porque tanto tiempo? En primer lugar porque el registro argentino no es reconocido como válido en Reino Unido por lo tanto es necesario tener un registro de la comunidad europea para poder conducir legalmente. •   ¿Y por que tanto tiempo sigue retumbando la pregunta en mi cabeza?  A veces creo que por elección propia… Y detallo a saber mis sabias conclusiones: - Temor a cambiar la derecha por la izquierda, y viceversa. No hace falta ser ningún estudioso para saber que en Reino Unido y todas sus colonias se conduce por la izquierda. O sea que hay una nueva variable de dificultades a resolver, por ejemplo,  los cambios hay que hacerlos con la mano tonta por llamarla de alguna forma, en mi caso la izquierda ya que soy diestra.  ¿Será por eso que en Inglaterra conocí tantos zurdos como jamás en mi vida? • - Si hubiera manejado antes me hubiera costado muchísimo más dar vuelta mis sentidos. ¿En todo sentido? Si, probablemente en todo sentido, porque con el transcurso del tiempo los sentidos se me dieron vuelta casi solitos… valga la redundancia de sentidos. • - Por último, miedo a no poder volver a conducir en Argentina si finalmente lograba conducir en Reino Unido… Desacostumbrarme nuevamente a la izquierda para retomar mi derecha, suena difícil ahora… • Source:http://www.sapodeotropozo.com.ar/columnasapo.htm

10. Study The stage in a lesson plan where the grammar topic to be taught and the vocabulary included in the lesson is specified.

11. Vocabulary • Food • Culture • Travelling

12. Study Conditionals Type I Conditional Sentences are used to express that the action in the main clause (without if) can only take place if a certain condition (in the clause with if) is fulfilled. • Conditional Type I “if +present, future will.” Used for predictions or warnings: E.g: If you meet young people, they will probably use nicknames to call you. Someexceptional uses of conditionalsrelevanttothislesson: • Exception “If + present simple, present simple.” Used to explain the meaning of a custom (present facts). E.g: If you say gracias, it means you don’t wish to be served any more mate. • Exception “If + present simple, imperative in present simple.” Usedto give advice (future action). E.g: “If you are drinking mate, always drink all the mate you are served. If you say gracias, (thank you) it means you don’t want to be served any more.” Macarena Pereyra Olazábal and Soledad Olaciregui . Buenos Aires Cultural Tips. Dos and Don’ts. NationalGeographic. http://travel.nationalgeographic.com/travel/city-guides/buenos-aires-cultural-tips

13. ControlledPractice Controlled practice is a stage in a lesson where learners practice new language in a limited form. It can be compared to free practice, which involves learners producing language using the target content freely.

14. CARDS GAMECONDITIONALS Controlled Practice • Card game is a useful resource to learn or revise varied grammatical or lexical topics, in this case conditionals. • It can be played by up to six students per group. • Copy and cut up one set of for each group. • It will be needed a deck of cards per group (for cards for each student)

15. Controlled Practice PROCEDURE Each student in the group holds four cards. Half the cards have a conditional and the other half, the rest of the condition. CARD 1 CARD 2 If you don’t persevere You won’t succeed in life

16. AIMS Controlled Practice • The aim is to match each conditional with the second part. • Shuffle the cards, deal them out equally and put one card face up on the table. • Each student has to look at the card and tries to find a match with the card they have. • Once the student finds the match, the place the conditional card on the table on the right. • If there are no matches, students take turns to move cards around. • The winner is the first student who gets ride of the four cards.

17. PRODUCTION

18. Production . Students review the cultural differences they have previously identified between Argentinians and English people and reflect upon the meanings of customs and possible consequences of ignoring such differences.

19. Production • Students compose a list of recommendations for English travellers who are planning to visit Argentina. They post it as a blog entry entitled “Useful Tips to get around in Argentina”.

20. evaluaTION

21. Evaluation • Content • Creativity • Use of grammaticalstructures • Vocabulary

22. Sourcesconsulted: • Examples. http://travel.nationalgeographic.com/travel/city-guides/buenos-aires-cultural-tips • Blog Entry. http://www.sapodeotropozo.com.ar/columnasapo.htm • Exceptions for Conditional Sentences. http://www.ego4u.com/en/cram-up/grammar/conditional-sentences/exceptions