Student: Paula Maluenda Torres.

Grade: 10th A Unit: Volunteer Lesson no.: 2 Date: September Mins: 40

1st, 2022

Class Objective: At the end of the lesson students will be able to identify specific information about a
“volunteering” text in order to check reading comprehension.

Pre Time-
Chunks + Keywords Strategies + activities + instructions Evidence (OE)
Present,
mins.
activate,
engage, Routine: Greeting students and agenda.
motivate
. General strategies:

Linguistic:

- Using simple language (most

common expressions and
words)

Classroom Management:

- Students raise their hand in case

of participation.

Monitoring:

- Offering help and checking

students’ classwork while doing
the activities.

Social Affective:

- Inviting students to participate.

- Giving students who do not

participate little tasks for
including in the classroom.

- students will work

collaboratively at the moment
to solve doubts regarding
activities or explanations of the
class.

Cognitive:

- Apply previous and new

knowledge through making
inferences.

Activity 1: Video time:

 Description: Students will have to watch
a short video with the vocabulary of the
last class. Students have to deduct from
context.

- proud Strategies:

- happy

- sad Social-Affective:

- angry - Individual work.

- lonely Cognitive:

- Recall previous knowledge.

Linguistics:

- Extending vocabulary. Students identify 5´

vocabulary from
Classroom Management:
the last class.
- Model activity

Instruction:

1. Silently and individually watch a

video.

2. Think what is the feeling or

emotion represented?

3. Raise your hand if you know the

answer

ICQs: Do you have to work in groups?

Interaction: individually.

Material: YouTube video, whiteboard

markers.

https://www.youtube.com/watch?
v=dOkyKyVFnSs&ab_channel=LaiaGarcia
Checking: As a class, the students will
share their ideas meanwhile the teacher
will check if one of the answers is
correct.
While Strategies + activities + instructions Time-
Chunks + Keywords Evidence (OE)
Meaning Include interactions, timing & steps mins.
-focused
input +
Activity 2: What do we know about
Fluency.
volunteering?
Comprehe Students will share 10’
nsion
Description: Students will have to work ideas about a
checking:
reading - in pairs to express their opinions and specific topic.
listening –
viewing.
emotions regarding volunteering.

Strategies:

Social-Affective:

- Collaborative work.

Linguistic:

- Sorting ideas and Extending

Vocabulary.

Cognitive:

- Mobilizing knowledge,
identifying main ideas, and
taking notes.

Instruction:

1. Join in pairs.

2. Discuss the following questions:

“Have you ever done any

voluntary work?”

If so, what did you do?

If not, would you like to?

3. Take notes about the different

information that you discuss
 with your classmates.

4. Share with the class the

information obtained by your
group.

ICQs: Do you have to work individually

or in pairs?

Interaction: in pairs and collaborative

Material: notebook.

Checking: As a class, the students will

share their knowledge meanwhile the
teacher will check that everyone is
working.

During Reading:

Actividad 3: Reading Comprehension

10’
Description: Students will listen to the
teacher read a book about volunteering.
Lastly, the teacher will check the
answers as a class taking notes on the
whiteboard while checking students'
answers.

Strategies:

Cognitive:

- Listening for details.

Linguistic:

- Responding to the listening.

Monitor:

- Checking Comprehension.

- The teacher makes sure all

students are focused on the
material given(worksheet) to
answer properly walking around
the class.

Metacognitive:

- Recognizing ideas and facts.

Instruction:

1. Listen carefully to the teacher.

2. Identify the main ideas of the

text.

Text: Volunteering – for love? Students will

identify general
“Working as a volunteer can help you to information from
meet new friends or even find romance the text.
in unexpected circumstances. Benefit
the community doing some form of
voluntary work has never been more
popular with British people. Over 20
million people were engaged in
voluntary activities in 2013.
Volunteering means giving up time to
do work of benefit to the community. It
can be based in the UK or overseas.
Voluntary Service Overseas (VSO) has
long recruited people in the UK to fill
usually professional roles in developing
countries. Volunteering can take many
forms, from working with children with
learning difficulties, in an animal
hospital, or planting trees. When
London won its bid to host the 2012
Olympics, up to 70,000 volunteers were
needed to help ensure the games were
a success. What's in it for me?
Volunteers can be anyone of any age.
Students and full-time workers often
manage to squeeze in some volunteer
work. But what motivates volunteers?
Some do it out of a sense of altruism
while others find they have free time
available. But in this selfish age more
are asking what they can get out of it.
Some mention self-awareness. As
Pukul, 28, who works in
communications in Manchester, says,
'you're no longer doing it for yourself
but for someone else'. Many mention
the opportunity to get to know people
they would not normally meet. Do you
come here often? A relatively new
phenomenon is the hope of meeting
new friends or even a life partner
through volunteering. In a recent survey
20% of 18-24 year-olds and 8% of over-
65s said their love lives had improved
since they began volunteering.
‘Volunteering is what speed-dating
promises but never fulfills - a way of
seeing a lot of truth about someone
you've just met in a short a time as
possible,’ says Mukta Das. The same
poll found that nearly half of volunteers
enjoyed improved health and fitness, a
quarter had lost weight - especially
those working with children or doing
conservation projects - and two-thirds
felt less stressed. So, it seems
volunteering may improve your life –
you may even find the person of your
dreams.”

ICQs: What do you have to identify?

Interaction: individually

Material: Ppt, whiteboard, markers,

audio, and worksheet with the text.

Checking: As a class, the students will

share their findings and answers while
the teacher will take notes on the
whiteboard.
10’
After Reading:

Activity 4: Answer the Questions.

Description: Students will have to

answer some questions regarding the
previous text.

Strategies:

Cognitive:

- Elaboration of prior knowledge

Monitoring:

- Check self-ones’ comprehension.

Classroom management:

- Students raise their hands in

case they want to participate.

Instruction:

1. Read the following questions:

Questions:
1. What is the topic of the text?

a. love relationships in
volunteering.

b. friendship relationship in
volunteering

2. Volunteering example is?

a. working with children with

learning difficulties.

b. Help adults in their

professional development.

3. How many people from the UK

were engaged due to volunteering
activities?

a. 40 million

b. 20 million
 4. What motivates volunteers to
participate?

a. the salary

b. the opportunity to meet

new people: friends or
lovers.

5. According to the poll, what are the

benefits of doing volunteer
activities?

a. You can eat a lot.

b. you can improve your

health and fitness.

2. Be prepared to orally give your

answers to the class.

ICQs: Do you have to answer the

question in your copybook or out loud?

Interaction: individual work.

Material: notebook, pencil, Whiteboard,

Markers, and ppt.

Checking: The teacher will check that

everybody answers the questions and
then will choose some students to
participate.
 Students identify
specific information
from the text to
answer multiple
choice questions.

Closur Language focus, chunks

Strategies + activities + instructions Time-
e + keywords
Evidence (OE)
Include interactions, timing & steps mins.
Pedag
Activity 5 Exit Ticket
ogical
Reflec Good Description: Students will have to Students evaluate 5’
tion. answer some questions regarding how their own learning
Not good
they felt during the class. and will give the
Confused teacher formative
Strategies:
feedback.
Surprised
Linguistics:
It was
- Drawing Conclusions.
difficult/interesting
/boring/easy… Socio- Affective learning:

- self-talk.

Cognitive:
 - Gaining formative feedback

Instruction:

1. Read the following question:

How do you feel about today’s
lesson?

2. Answer the questions on the

piece of paper given by the
teacher

3. Give the piece of paper to the

teacher.

Interaction: individual work.

Material: Pencil and piece of paper

Checking: The teacher will check that

everyone receives and then give back
the paper with the answers.