Taller de Práctica Docente 2015Tutora: Prof. Cecilia A. Zemborain

Co- tutora:Prof. Graciela Inés ManzurLesson Plans – Practicum – Third Period

I.F.D.C. LenguasVivasALUMNA PRACTICANTE: Paula SchulzeCompañera que revisó el plan: Myriam TielvePeríodo de Práctica: Tercero – Nivel SecundarioInstitución Educativa: Colegio Bilingüe NeuquénDirección:Los Álamos 700, Neuquén Sala/Grado/Año: 4to añoCantidad de alumnos: 19Nivel Lingüístico del curso: Intermedio altoTipo de Planificación: ClaseUnidadTemática: Naturaleza y EnergíaClase N°: 1Fecha: 287/09/2015Hora: 11 – 12.20Duración de la clase: 80 minutosFecha de la primera entrega: 16/09/2015

Teaching Points: Definite articleRevising tenses: Simple present, present continuous, simple past, past continuous, past perfect, present perfect, present perfect continuous, future will and going to, future progressive (affirmative, interrogative, negative forms) before introducing the next teaching topic that is Reported speech

Aims and goals:

During this lesson, learners will be able to…

Develop their listening and speaking skills by talking about their language learning process.

Develop their writing skill by writing sentences related to their experience with the language.

Develop their oral production while using correct tenses to talk about their learning experience of the target language mainly.

Develop the acquisition of instances in which the definite article has to be used

Language focus:

LEXIS FUNCTION STRUCTURES

PRONUNCIATION

REVISION Native speaker

Identifying and naming different tenses

Different tense forms

Wh questions andYes/No questions using different tenses

Recognition and use of the sounds/ði/ in the when pronounced in a stressed position

/ðə/ in the when pronounced in a unstressed position

NEW Actions:To sit for an exam

Talking about the uses of the definite article

Recognition and use of the sounds

/sə(r)ˈtɪfɪkət/ in certificate

Teaching approach: The Natural Approach as the students are expected to interact with the teacher and peers in a natural way promoting in this way the communicative abilities. Since language and vocabulary are of principal importance for this approach and to acquire the language, I will encourage the students to concentrate mainly on the understanding of the message rather on the target language specifically. Consequently, learners are also expected to acquire language in a free-stress classroom environment. Besides, the PPP method will be used as well to introduce the target structure.

Integrating skills: during this class students will develop their listening skill while listening to the teacher and to their mates. They will also integrate reading and writing when they are asked to write sentences about their language learning process and then read them aloud. Their

conceptual thinking will also be developed while analyzing the uses of the definite article.

Materials and resources:copies on tenses and sentences- posters with triggering questions - markers for the board

Pedagogical use of ICT in class: In this lesson we will not work with ICT support.

Seating arrangements: The students will be sitting in lines of 4 or 5 desks. It must be said that each student has a favorite place within the class. As for this first class, there will not be changes in the sitting arrangement.

Cooperative work: sts will work in pairs to discuss about the forms, functions and example of given sentences in order to complete a chart.

Possible problems/difficulties and their solutions during the class: as it is the first class I will give to the sts, I hope I will manage to do all the activities planned. Either the sts may feel shy with the new teacher or relaxed and so they may take their time to work. So I will be checking time during the whole class. Because of the free conversation that will take place, I will also be ready to provide vocabulary on demand. I will carry my “little super dictionary” in case there is a word I do not.

If the definition is not provided either I will ask the sts to search on their cell phones, or I will write the word down to bring the answer on the following class.

I´m also worried about the balance I have to reach in my classes between the communicative and the training abilities they must acquire for the FCE.

Potential problems students may have with the language: Students may find it difficult to complete the tenses chart. Iif thatis is the case I will prompt or model the answers.

Assessment: I will assess learners’ comprehension and understanding through their oral interactions, and their participation and development during the activities.

Routine: 5´Purpose: to greet students and get them into a positive mood to start the lesson.

I will greet the sts, ask them how they feel and then I will tell them again what will be my role in the classes to come (the teacher, Miss Valeria, had already introduced me when I went to observe the class for the 1st time). At that time students were told that they had been selected for their positive and working attitude as well as for their handling of the target language.

I will write the date on the blackboard (this is the teacher´s routine so I will stick to it) if the previous teacher hasn´t done it yet. All the teachers in the school are supposed to write the date in English although his/ her subject may not be that one.

Transition: Llet´s get ready to talk about ourselves and our relationship with the English language.

Warm up: 15´Purpose: to recall previous knowledge about individual English learning experiences and set the context.

T: ok sts. You are going to divide into 4 groups of 4 (16 sts ) and 1 group of 3 students. On each wall of the classroom I´m going to display some questions about you and the language and I want you stand up, visit one poster at a time and discuss the questions with the members of your group. When I tell you, you have to move to the next poster please. I will give them 2 minutes in each post.The questions and the posters will be numbered because of the retelling activity later, I think, this will help. I´m going to display these questions; the tenses are not going to be included.Before starting the activity I´m also going to remind sts to speak L2.

POSTER 1

1. Do you study English every day? (simple present)Does anyone in your class study English every day? Why/Why not? How?

2. Are you thinking in English now? Why? Why not? POSTER 2

3. What part of your brain do you think is working? (present continuous)

4. Have you ever studied English abroad? (Present perfect) 5. Have you been training hard for the FCE? (present perfect

continuous)POSTER 3

6. Are you going to sit for the FCE? Why? /why not?(future tense- going to)

7. What do you think we will learn today? (future – will)POSTER 4

8. In 2 months you are finishing the school year. Do you think you will you have done your best as regards English? How? (Future perfect)

9. How long approximately will you have been speaking in English by the end of this morning? Is it too much?And by the end of the school-week, how long will you have been speaking English?(future progressive)

POSTER 510. Were you speaking in English while I was writing the date?

(past continuous)11. Did you have a native teacher? Who? Where? What was

he/she like? (simple past) 12. In 2013 some of you sat for the PET exam., Hhad you done a

previous test to that one? Which one? Why not? (past perfect)

GREEN = PRESENT tensesBLUE = future tensesRED = past tenses

While students are answering the questions, I will walk around paying attention more on the content of what is being answered than on the tense the sts are using unless there is a communication break or misunderstanding in the communication, in that case I will prompt or provide some words, expressions or tenses.

Once the sts have visited all the posters, I’ll ask them to go back to their places.

Transition: very good! You have sort of flown over your English learning experience! Why don´t we listen to some of your answers?

Communicative Activity: 10´Purpose: to express sts´experiences of the target language

I will take the 5 posters to the front and I will stick them on the board.

T: so, who would like to share the answer for question number 1?While sts are sharing their answers with the whole class, I will encourage the sts to use the tenses used in each question.I will also prompt or provide words on demand.

Transition: great! Let´s concentrate on a different aspect of the language!

Activity 1:20´Purpose: to recall previous knowledge about tenses

T: So let´s have a look at the different posters again but now concentrate on the tenses of the questions. Do they refer to past, present or future aspects of your language learning development?Sts: All of them!T: Great! So which poster refers to past experiences?Sts:Poster 5T:Which poster refers to present experiences?Sts:Posters 1 and 2T: Finally, which poster refers to future experiences?Sts: Posters 3 and 4T: Awesome!

Then, I will deliver some copies and I will ask the sts to complete the following chart in pairs; the examples they provide must be their personal answers of the questions on the posters.

T: Ok, let´s get down to business and complete the chart in pairs!

I will provide some information that will be in the copy in bold as shown below.I think this will lead and motivate the sts to complete the chart in a more dynamic or attractive way.In some cases, I have also provided the answers for 2 of the slots to be filled in, in this way I believe the sts will not be that confused or lost.While sts are completing the chart, I will walk around, checking understanding, exemplifying or explaining doubts.

TENSES: Complete the information that is missing about the main tenses in English:

Tense: Form:3rd person: “S”Usage(s): Example:

Tense: Form: Usage: action taking place atin the moment of speakingExample:

Tense: Form: have/has + past participleUsage: Example:

TenseForm: Usage: putting emphasis on the course or duration (not the result)Example:I have been training hard for the FCE.

Tense: future tense- going toForm: Usage:Example:

Tense: Form: Usage: Example: We will learn a topic related to articles.

Tense: Future perfectForm: Usage: action that will be finished at a certain time in the futureExample:

Tense: Form: Usage:- action taking place before a certain time in the future-putting emphasis on the course of an action Example: I will have been speaking about 8 hours.

Tense: Form: Usage:Example: I had 2 teachers who were native speakers.

Tense: Tense:

Form:Usage: Example: I was speaking in Spanish while you were writing the date.

Form: had + past participleUsage: Example:

KEYTENSES: Complete the information that is missing about the main tenses in English:

Tense: simple presentForm: verb 3rd person: “S”Usage(s): habitual activity, scheduled eventExample: I studyEnglish twice a week.

Tense: present continuous Form: to be + ingUsage:action taking place athe moment of speakingExample:He´s speaking in English.

Tense: Present perfect Form: have/has + past participle Usage: putting emphasis on the result action that is still going onExample: She has studied English for 5 years.

Tense: present perfect continuousForm: have/ has + been + ingUsage: putting emphasis on the course or duration (not the result)Example:I have been training hard for the FCE.

Tense: future tense- going toForm: is/are + going to + infinitive Usage:decision made for the future conclusion with regard to the future Example: I´m not going to sit for the FCE.

Tense: future tense -will Form: will + infinitive Usage: action in the future that cannot be influenced spontaneous decision Example: We will learn tenses.

Tense: Future perfectForm:will+have + past participleUsage: action that will be finished at a certain time in the futureExample: I will have spoken 4 hours of English

Tense: future progressive Form: will+have+ been+ verb with -ing ending Usage: -action taking place before a certain time in the future-putting emphasis on the course of an action

Tense: simple past Form:regular verbs + edOr irregular verbsUsage: action is in the past relative to the speaker or writerExample: I had 2 teachers who were native speakers.

Example: I will have been speaking about 8 hours.

Tense: past continuousForm: was/were + ingUsage: action going on at a certain time in the pastExample: I was speaking in Spanish while you were writing the date.

Tense: past perfect Form: had + past participleUsage: action taking place before a certain time in the pastExample: before the PET, I had sat for the KET.

Sources: google pages, books at home: FCE use of English 1 by Express Publishing – First Certificate Organiser by John Flower

After sts have completed the chart, I will ask some volunteers to tell the aspects they have completed.

Transition: Eexcellent! How about connecting your language processes with the brain specifically!

Presentation

Activity 1: 15´Purpose: to set the context and introduce the target structure

I will clean the board from the posters and I will deliver another copy with these sentences. Then I will ask them to think about these assertions.

1. One of the most significant changes affecting the English language over the last 10 years is the growing presence of spoken forms while many less examples of the written forms.

2. The scientists have developed procedures to understand the way the human brain works.

3. Considerable progress has been made over the last decade toward improved techniques to study the human brain and how it works while learning.

4. The revolution of this study area has become especially appealing for educators as well as others professionals.

5. The most relevant aspect about the brain and its functioning is that almost everything isunder scrutiny to scientists in different fields.

6. The head of the neuroscience department, Dr Grace said that we are still far from understanding the functions of the brain circuits yet.

Source: I have invented most of the sentences although I have helped myself with the corpora: http://corpus.byu.edu/coca/x.asp?r1=&w=1093&h=614

T: Did you know about them?

Sts: I knew the scientists are studying the brain in deep.T: Great, it´s true! Notice that I have underlined some of the phrases in these assertions. Can you guess why? Why are they important?Sts: They have the article/ word “the”. They talk about something specific.T: yes, all these sentences refer to the brain, the language, specific scientists, they refer to something specific or unique. That is why we talk about the “definite article”.So, I want you to open your book at page 125, exercise 5 and there you have the explanation ofthe use of the definite article. Please, individually match the explanations, that is to say sentences a to g, with the sentences I have just given you.

Source: Spotlight to FCE by Alastair Lan; Cengage Learning; National Geographic Learning (2014).

KEY:

1. One of the most significant changes affecting the English language over the last 10 years is the growing presence of spoken forms while many less examples of the written forms. For nationalities// with sth that has been mentioned before

2. The scientists have developed procedures to understand the way the humanbrainworks.There is only 1 of sth

3. Considerable progress has been made over thelast decade toward improved techniques to study the human brain and how it works while learning.With ordinal numbers

4. The revolution of this study area has become especially appealing for educators as well as others professionals.The subject under discussion

5. The most relevant aspect about the brain and its functioning is that almost everything is under scrutiny to scientists in different fields.With superlatives

6. The head of the neuroscience department, Dr Grace said that we are still far from understanding the functions of the brain circuits yet. Some titles that include “of”

Next, we will check orally the sentences with their explanations orally and I will provide feedback if needed.

Transition: let´s do the last activity!

Activity 2: 15´Purpose: to use the target structure in a less controlled context and in meaningful sentences.

I will ask the sts to do the activity they have in their book (page 125, Ex 5) but completing the sentences with information about their own.T: Ok now, I would like you to match the explanations with the example but providing them in complete sentences and related to the topic of education, learning, the brain, etc. I will provide an example:

In reference to the nationalities you can say: The British are learning the consequences of drug abuse in elder people.

While the sts are writing the sentences, I will walk around checking understanding, spelling, prompting possibilities, etc. Once they have finished I will ask some volunteers to read some sentences aloud.

Finally, I’m going to inform the sts about the homework for the following week (short story).

Transition: you have learned a lot! Now put your belongings away and let´s go to the break! See you next week!

Homework: This is the 2nd day after a week without classes. So sts are coming back to rhythm little by little. On the other hand, teachers are slowly gearing up for the last two months of classes and particularly these sts for the FCE. So quite in advance,I will ask them to start reading (for Wednesday the 7th) the short story Same Time, Same Place by Bates; they have it in their book "From the Cradle to the Grave" by Oxford Bookworms Collection.

Taller de Práctica Docente 2015

Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one?

17 Language of instructions

Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…- Modeling- Exemplifying- Showing- Pointing- Explaining- Paraphrasing- Miming- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

22 Grammar, Appearance, and Language

Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes?

Observations: Dear Paula, this lesson plan is a very good start to get to know the group, their dynamics and their experience of learning the language is a very good start!Hope my comments help you develop this and future lesson plans, and that you may strike a balance between the aims you devise and the demands the FCE imposes on the group.Have a great start!Cecilia

Lesson plan component

Very Good

4

Good

3

Acceptable

2

Below Standard

1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32

Score: 29 /32=9