Fillable Lets Learn English Lesson Plan Introduction: Lets Learn

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Lets Learn English Lesson Plan Introduction: Lets Learn

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Let’s Learn English Lesson Plan
Introduction: Let’s Learn English lesson plans are based on the CALLA
approach. See the end of each lesson for more information and
resources on teaching with the CALLA approach. CALLA has five
lesson elements:
Prepare: Engage students in the topic and identify objectives for the
lesson. Find out what students already know about it and motivate
them to learn more. Teach new vocabulary.
Present: Present new information. Explain the target learning
strategy for the lesson. Model what the students are asked to do.
Discuss connections to students’ prior knowledge.
Practice: Give students an authentic, active task that they can do in
a small group or in pairs. Remind students to use the target learning
strategy.
Self-Evaluate: Question students so they will reflect on their own
learning. Ask students to evaluate their own learning rather than wait
for the teacher to assess them. Find out if using the learning strategy
helped students' understanding.
Expand: Guide students on how to apply what they learned to their
own lives. Point out other contexts where the learning strategy may
help. Make connections between content and language or to the
student's first language. When appropriate, request that parents
contribute to learning.
Lesson 37: Let's Agree to Disagree!
Objectives
Students learn to use possessive pronouns (mine, ours, their,
theirs, her/hers, his/his)
Students learn about voicing opinions and giving reasons for
opinions
Students practice comparing things, places, & people
Students practice pronouncing possessive pronouns
Students practice the strategy: Personalize
Materials needed:
Download the Activity Sheet for Lesson 37 or print it from the end of
this lesson.
Print or share the pronouns guide at the end of this lesson.
Collect small objects that are easily identifiable, or playing cards, to
use in demonstrating the possessive pronouns. If your class is large,
have sets of at least four unique objects to pass around to student
work groups. If small, differently-colored cards are available, you can
use these for the activity.
Students may be assigned the web-based homework of viewing the
videos for Let’s Learn English Lesson 37 before this lesson.
Prepare: [In students’ native language, if needed]
Ask students, "Where do you live? Is it in a city or is it in the country
(outside of the city)?" Give students a chance to respond. Explain, "In
this week's lesson we will compare living in two places: the city and
the country. We will hear different opinions about which is a better
place to live. And, we will learn how to say our opinions and give a
reason for how we feel.”
Teach the new words for this lesson, using the list of words found at
the end of the lesson. Show images to help illustrate some of the
terms.
Present: Possessive Pronouns & Personalize
If you have multimedia capability in your classroom, play the video
for Lesson 37 of Let’s Learn English. Have students repeat the
sentences when the video pauses. If you cannot play multimedia,
have four students come to the front of the class and act out the
conversation between Anna, Dr. Jill, Sarah, and Phil.
(If possible, give students the transcript of the conversation from the
end of this lesson.)
Say, "In this lesson, Anna meets someone who is from the country.
He lost his bag. Did you ever lose a bag?" Give students a chance to
respond. Notice how Anna asks "Is this yours?" She is using a special
kind of pronoun. We call it a possessive pronoun. Let's practice saying
the ones in this lesson." Show the chart or write the words on the
board: mine, yours, hers, his, ours, yours, and theirs.
Subject
Pronouns
(Lesson 2)
Object
Pronouns
(Lesson 18)
Possessive
Adjectives
(Lesson 15)
Possessive
Pronouns
(Lesson 37)
1
st
person
I
me
my
mine
2
nd
person
you
you
your
yours
3
rd
person
(female)
she
her
her
hers
3
rd
person
(male)
he
him
his
his
3
rd
person
(neutral)
it
it
its
(not used)
1
st
person
(plural)
we
us
our
ours
2
nd
person
(plural)
you
you
your
yours
3
rd
person
(plural)
they
them
their
theirs
Say, "Let's practice these words." Have four students come to the
front of the class to help you demonstrate the activity. Give the group
four objects. Ask each student to carefully look at their object and
then put all of the objects on a desk or table. Pick up one of the
objects and ask a student: "Is this yours?" Prompt the student to
answer with a possessive pronoun, "Yes, it's mine," or ""No, it's
her/his." Encourage the students to pick up one or two objects and
ask about them, for example, asking "Are these yours?" while looking
at a pair of students. Thank the students and let them return to their
seats for the group activity.
Have students form groups of four. Hand out four of the small objects
to each group. Explain, "In your group, pass out the objects. Look at
your object carefully so you remember it. Look at what each of your
group members is holding. Now, put all of the objects on one desk or
table. Take turns. Pick up one or two objects. Ask one of your group
members, "Is this yours?" or "Are these theirs?" or "Are these yours?"
If it's yours, say, "Yes, it's mine." Or say, "No, it's his / hers." Keep
going until each person has picked up an object and asked a
question.
Call students’ attention back to you. Ask, "Was it easy to remember
your objects? Why?" Give students a chance to respond. Continue, "It
is easier to remember things that we connect to ourselves. Another
way to say this is that we use the strategy personalize. When we
personalize, we think of the things we know, what we experienced,
and what we like. This strategy comes naturally to many of us. It can
be very helpful when we are learning new things in English. We will
practice this strategy today in our lesson."
Practice
Give students copies of the Activity Sheet. Ask two students to come
to the front to model the activity. Instruct students to demonstrate
the sample conversation.
What is your favorite city?
Mine is Washington, D.C.
Why?
Because I love museums.
Ask students, "How about your favorite city or town? Is it the same as
his/hers?" Find two students who have the same favorite city. Write
the sentence on the board:
Theirs is (name of city) because….
Show the class how to complete the second part of the Activity Sheet,
where students write "____ is theirs because ___" Then ask other
students who have different favorite cities. Show how to write "____
is hers/his because ______" Tell students, "When we think about the
things we like, and tell others the reasons for our opinions, we are
practicing personalizing."
Have students form pairs and do the activity. As students practice,
remind them to personalize and remind each other to give reasons for
their opinions.
When students have finished, have several demonstrate their
conversations and talk about any questions that come up.
Self-Evaluate
Ask students to think about the strategy: personalize. Did it help
them think of reasons for their opinions? Can they think of other
times they can use this strategy? Have students write in their learning
journals or on an ‘exit pass’ what they learned about the strategy in
class today.
Expand
Explain that, "You can use the strategy personalize to help you in
other classes. When you read about an idea in science, try to
connect something you like or know well to the idea. For example,
when I was studying about the theory of gravity, I thought about how
I played on swings when I was a child. I didn't understand why the
swing kept coming down. toward the earth. Now I know to call it
'gravity.' (Or give another example, if you want to simplify more) Try
it the next time you are learning something new, and let me know if it
works for you!"
Assignments for more practice
Have students listen to the Speaking Practice video and say the new
words for this lesson. After the vocabulary section, the video teaches
about the possessive adjectives.
The Pronunciation Practice video teaches about pronunciation of the
possessive adjectives.
The supplemental videos may be assigned as homework the day
before doing this lesson, or to reinforce the structures after the
lesson. There is also a multimedia Listening Quiz that can be used as
an individual or whole-class assessment.
Let’s Learn English Lesson 37: Let's Agree to Disagree!
Anna: Hello! You know, I am from the country and sometimes I miss
it. But I really like life in the city! Oh, look. Someone lost a bag. It
might be theirs. Excuse me. Is this bag yours?
Dr. Jill: No. It is not mine. It might be hers.
Anna: Excuse me. Is this bag yours?
Sarah: No. It’s not mine. It might be his.
Anna: Hello. Is this bag yours?
Phil: Yes, that’s mine. Thanks! These are all my travel things. Thank
you, thank you!
Anna: Are you okay? You seem … nervous.
Phil: Well, this is my first visit to Washington, D.C. I’m from a small
town in the country. I feel a little lost.
Anna: I am from the country too! And I understand. When I first
came here, I felt lost … all the time.
Phil: So, do you like living in the country or in the city?
Anna: I like to live in the city.
Phil: Why?
Anna: The city is exciting! It has more culture than the country.
There are many museums and restaurants. Every night, there’s
theater and music.
Anna: And there are more jobs. That’s why I’m here.
Phil: Well, I agree. There is more culture in the city and there might
be more jobs. But the country has more nature! It’s peaceful and
beautiful. There are more trees and mountains. The air is clean. You
can go hiking and camping. The city is not beautiful. It’s noisy and
dirty.
Anna: I disagree. I think all the different buildings are beautiful. And
I like to watch all the different people.
Phil: That’s another thing that is different. People in the country are
friendly. They always say “hello!” Here, no one says “hello.” I think
city people are rude.
Anna: Well, I agree. Country people are friendly. But I don’t think city
people are rude. I think they’re just busy.
Phil: That’s a good point.
Anna: Look at me. I live in the city and I said “hello” to you.
Phil: But you are from the country.
Anna: I have an idea. Let’s say “hello!” to people, to many people!
Phil: What?
Anna: Well, if we say “hello,” maybe they will say “hello” to other
people …
Phil: … and they will say “hello” to more people! That’s a great idea!
I’m glad you found my bag.
Anna: Come on. Let’s go say “hello” to people.
Anna: We don’t have to agree with people. They have their opinions.
We have ours. And as we like to say, you can always agree to
disagree! Until next time … !
New Words
agree - v. to have the same opinion
dirty - adj. not clean
disagree - v. to have a different opinion
friendly - adj. acting like a friend or kind and helpful
nature - n. the physical world and everything in it that is not made
by people
noisy - adj. making a lot of loud or unpleasant noise
opinion - n. a belief, judgment, or way of thinking about
something or what someone thinks about a particular thing
peaceful - adj. quiet and calm or without noise
rude - adj. not polite
dirty
nature
noisy
peaceful
Pronouns Guide
Subject
Pronouns
(Lesson 2)
Object
Pronouns
(Lesson 18)
Possessive
Adjectives
(Lesson 15)
Possessive
Pronouns
(Lesson 37)
1
st
person
I
me
my
mine
2
nd
person
you
you
your
yours
3
rd
person
(female)
she
her
her
hers
3
rd
person
(male)
he
him
his
his
3
rd
person
(neutral)
it
it
its
(not used)
1
st
person
(plural)
we
us
our
ours
2
nd
person
(plural)
you
you
your
yours
3
rd
person
(plural)
they
them
their
theirs
Friend A: ____________
Washington, DC is his
because he loves
museums.
Find these people... Name(s) Example sentence
1) Two people with the
same favorite book
Fred and
Sally
‘Moby Dick’ is theirs because
they like the ocean.
2) At least one other
person with the same
favorite movie as you
3) Someone with a
favorite season that is
dierent from you
4) A female friend
with a favorite city that
is dierent from you
5) A male friend with
a favorite food that is
diferent from you
favorite
city
favorite
movie
favorite
food
favorite
season
favorite
book
Possessive Pronouns: theirs his ours yours hers
Now ask other people about their favorite things. Ask as many people as you can. When you nd the people that
match the descriptions below, write their names and a sentence about them using the correct possessive pronouns.
Ask two friends their opinions about their favorite city,
movie, food, season and book. en ask why they like those
things. Write down their answers. en let them ask you.
1) theirs; 2) ours; 3) yours; 4) hers; 5) his;
Answers for above
What is your
favorite city?
Friend B: ____________
favorite
city
favorite
movie
favorite
food
favorite
season
favorite
book
Mine is
Washington,
DC.
Why?
Because I love
museums.
What is your
favorite book?
Mine is
Moby Dick.
And what is
yours?
Mine is also
Moby Dick.
Why?
Because we love
the ocean.
Because I love
museums.
And what is
yours?
Mine is also
Moby Dick.
Why?
Because we love
the ocean.
What is CALLA?
This lesson is based on the CALLA approach. The Cognitive Academic
Language Learning Approach (CALLA) is an instructional model for
second and foreign language learners based on cognitive theory and
research.
CALLA integrates instruction in priority topics from the content
curriculum, development of the language skills needed for learning in
school, and explicit instruction in using learning strategies for
academic tasks.
The goals of CALLA are for students to learn essential academic
content and language and to become independent and self-regulated
learners through their increasing command over a variety of
strategies for learning in school. CALLA can be used in ESL, EFL,
bilingual, foreign language, and general education classrooms.
A list of CALLA learning strategies follows. These strategies were
researched by J. Michael O’Malley and Anna Uhl Chamot.
14
CALLA Language Learning Strategies | Let’s Learn English
VOA Learning English | http://learningenglish.voanews.com/
METACOGNITIVE STRATEGIES
Plan / Organize
Before beginning a task:
Set goals.
Plan the task or content sequence.
Plan how to accomplish the task (choose strategies).
Preview a text.
Monitor / Identify Problems
While working on a task:
Check your progress on the task.
Check your comprehension as you use the language. Do you
understand? If not, what is the problem?
Check your production as you use the language. Are you making
sense? If not, what is the problem?
Evaluate
After completing a task:
Assess how well you have accomplished the learning task.
Assess how well you have used learning strategies.
Decide how effective the strategies were.
Identify changes you will make the next time you have a similar
task to do.
Manage Your Own Learning
15
CALLA Language Learning Strategies | Let’s Learn English
VOA Learning English | http://learningenglish.voanews.com/
Determine how you learn best.
Arrange conditions that help you learn.
Look for Ways to Practice.
Focus your attention on the task.
TASK-BASED STRATEGIES - USE WHAT YOU KNOW
Use Background Knowledge
Think about and use what you already know to help you do the
task.
Make associations between new information and your prior
knowledge.
Use new information to clarify or modify your prior knowledge.
Make Inferences
Use context and what you know to figure out meaning.
Read and listen between the lines.
Go beyond the text to understand its meaning.
Make Predictions
Anticipate information to come.
Make logical guesses about what will happen in a written or oral
text.
Make an estimate (math).
Make a hypothesis (science).
Personalize
16
CALLA Language Learning Strategies | Let’s Learn English
VOA Learning English | http://learningenglish.voanews.com/
Relate new concepts to your own life, to your experiences,
knowledge, beliefs and feelings.
Transfer / Use Cognates
Apply your linguistic knowledge of other languages (including
your native language) to the target language.
Recognize cognates.
Substitute / Paraphrase
Use a synonym or descriptive phrase for unknown words or
expressions.
TASK-BASED STRATEGIES - USE YOUR SENSES
Use Images
Use or create an actual or mental image to understand and/or
represent information.
Use or draw a picture or diagram.
Use Sounds
Say or read aloud a word, sentence, or paragraph to help your
understanding.
Sound out/vocalize.
Use your “mental tape recorder” to remember sounds, words,
phrases, and/or conversations.
Use Your Kinesthetic Sense
Act out a role, for example, in Readers’ Theater, or imagine
yourself in different roles in the target language.
Use real objects to help you remember words, sentences, or
content information.
17
CALLA Language Learning Strategies | Let’s Learn English
VOA Learning English | http://learningenglish.voanews.com/
TASK-BASED STRATEGIES - USE YOUR ORGANIZATIONAL
SKILLS
Find/Apply Patterns
Apply a rule.
Make a rule.
Recognize and apply letter/sound, grammar, discourse, or
register rules.
Identify patterns in literature (genre).
Identify patterns in math, science, and social studies.
Classify/Sequence
Categorize words or ideas according to attributes.
Classify living things; identify natural cycles.
Identify order and sequences in math, science, and social
studies.
Sequence events in history.
Take Notes
Write down important words and ideas while listening or reading.
List ideas or words to include in speaking or writing.
Use Graphic Organizers
Use or create visual representations (such as Venn diagrams,
time lines, webs, and charts) of important relationships between
concepts.
Summarize
Create a mental, oral, or written summary of information.
18
CALLA Language Learning Strategies | Let’s Learn English
VOA Learning English | http://learningenglish.voanews.com/
Use Selective Attention
Focus on specific information, structures, key words, phrases, or
ideas.
TASK-BASED STRATEGIES - USE A VARIETY OF RESOURCES
Access Information Sources
Use the dictionary, the internet, and other reference materials.
Seek out and use sources of information.
Follow a model
Ask questions
Cooperate
Work with others to complete tasks, build confidence, and give
and receive feedback.
Talk Yourself Through It (Self-Talk)
Use your inner resources. Reduce your anxiety by reminding yourself
of your progress, the resources you have available, and your goals.
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Lets Learn English Lesson Plan Introduction: Lets Learn

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Completed 14 September 2021

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