lesson plan 1j

7/29/2019 Lesson Plan 1j

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LESSON PLAN

I. BASIC INFORMATION:1.1.Educational institution:

1.1.1. Educational institution : I.E San Juan1.1.2. Area : Foreign Languages1.1.3. Grade and Class : 1st J1.1.4. Teacher : Mrs. Olga Plascencia

1.2.Learning Session:1.2.1. Session topic : likes and dislikes1.2.2. Date and Time : October 13th, 2010; 5:30 p.m.1.2.3. Class duration : 45 minutes.

1.3.With reference to the teaching practice:1.3.1. Trainee : Garca Pea Jossy Liz.1.3.2. Trainer : Mrs. Maruzzela Beltrn Centurin.

II. CAPACITIES:

2.1.CAPACITIES OF AREA 2.2. SPECIFIC CAPACITIES

Text production Talk about somebodys likes and dislikes.

Text comprehension Use oflike/love and dont like.


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III. LEARNING STRATEGIES:

SPECIFIC

CAPACITIES

CONTENTS

TECHNIQUES

COMMUNICATIVE LINGUISTIC

Report on

peoples

likes and

dislikes.

FUNCTIONS GRAMMAR Use of pictures.

Questions and

answers.

Individual work.

Pair work

Talking about

somebodys likes and

dislikes.

Simple present tense

NOTION VOCABULARY

Expressing likes and

dislikes.

pizza

hamburger

countryside

zebra

penguins

lion

icecream

TOPIC

Which are your likes

and dislikes?


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IV. LEARNING DEVELOPMENT:

MOMENTS

LEARNING ACTIVITIES

RESOURCES TIMEFOR THE TEACHER FOR THE STUDENT

INTRODUCTION

1. Greeting Greets the class. Asks for the date and writes

it on the board.

Greet the teacher. Say the date.

Teachers voice Board. Chalk.

2

2. Introducing the newknowledge.

Sticks some pictures on thebb and provides Ss

wordcards for Ss to match

them to the pictures.

Students match the pictures tothe wordcards.

Teachers voice Pictures,

phrases5

DEVELOPMENT

3. Describing the newlanguage.

Makes the Ss notice the useof the like & love and

dont like by eliciting them

to say the rule:

like & love ---- likes dont like ---- dislikes

Hands a reading text out forSs to comprehend the use of

like & love and dont

like

They listen to the teacher andtry to internalize new

vocabulary and figure out the

rule for using like & love

and dont like.

They read the text.

Teachers voice Board Reading text

12


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4. Practice. Hands some worksheets outfor the Ss to answer some

questions about the reading.

Monitors Ss work bywalking around the

classroom and helping if

necessary.

They answer the questionsabout the reading text.

Worksheets12

5. Classroom transfer. Prompts the Ss to work inpairs to talk about what do

they like/love/dont like to

do.

They ask and answer. Teachers voice11

FAREWELL

6. Extension andconsolidation

Asks students if they haveany doubts.

Gives Ss worksheets ashomework.

Says good bye.

They ask the teacher abouttheir doubts.

Say good bye

Teachers voice. Worksheets Students voice 3


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V. CHART VALUES:VALUES ATTITUDES

Responsibility Do the activities. Do their homework

Cooperation Participate in the class. Help and support their classmates.

Respect

Respect the teacher. Respect their classmates opinions. Respect the classroom rules.

VI. EVALUATION:EXPECTED

LEARNING

ACHIEVEMENT

INDICATOR

SIGNS OF

PERFORMANCE

TOOLS

Use of the like

/love and dont

like properly.

Identify the useof like/love and

dont like.

Ss ask andanswer about

their likes and

dislikes.

Find out the rule:like/love for likes

and dont like for

dislikes.

Perform mini dialogues in twos.

Worksheets


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VII. EVALUATION GUIDE:Indicators

Student

Student

participate

actively in class

Ask and answer

question using like

and dont like

properly

Produce sentences

using like and dont

like.

A B C D A B C D A B C D

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

DESCRIPTIVE SCALE:

A No mistakes 18-20

B Fewer mistakes 15-17

C Some mistakes 11-14

D A lot of mistakes O5-10


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VIII. ATTITUDE:

N

Students

name

Do they pay

respect the

teacher?

Do they

participate in

the class?

Do they

respect their

classmates

opinions?

Do they do

their

homework?

Total Observations

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.


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IX. SPECIFIC BIBLIOGRAPHY:

8.1.FOR THE TEACHER:

HARMER, Jeremy. How to teach English, Longman (2005)

LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.

Oxford University Press, 1986

CAMBRIDGE KLET COMPACT DICTIONARY, Cambridge University Press

(2004)

Ministerio de Educacin EnglishStudents Book (2008)

8.2.FOR THE STUDENT:

All the materials will be provided by the teacher


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APPENDIX 1

Match the pictures with the wordcards.

la football

la football

en uins

zebracountr side

zebra

izzahambur er

la tennis

ice cream


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APPENDIX 2

Students read the following the text.

My name is Diego Forlan. Im 28 years old. I come from Paraguay

and Im a famous football player. I love to play football and I love

vacations. During my vacations I do many things. For example:

On Mondays, I like to go to the countryside with my girlfriend.

On Tuesdays I visit my best friends. They are Cristiano

and Larissa. I like to play football with Cristiano but

Larissa doesnt like to play football with us, she likes to play tennis.

On Wednesdays, we go to the cinema.

On Thursdays, we go to the zoo. Cristiano

likes zebras and Larissa loves penguins, but

I dont like zebrasand penguins I love lions.

On Fridays, we go to a restaurant. I like hamburgers, but

Cristiano doesnt like hamburgers, he loves pizza and Larissa

loves ice cream.

On Weekends, I visit my parents and we spend all day together.


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APPENDIX 3

Students answer the following questions about the reading text.My vacations

Name: _________________________Class: _______ Date: _______

I. Read the text and choose the correct alternative.1. The text is about:

a. Cristiano Ronaldos lifeb. Diego Forlans vacationsc. Diego Forlans daily activities

2. Put true (T) or false (F) according to the text and correct the falseones as in the example.

T F

a.

Diego Forlan is a doctor ( ) ( F )Diego Forlan is a football player.

b. Diego Forlan likes to play football with Cristiano ( ) ( )_______________________________________

c. Larissa doesnt like zebras. ( ) ( )_______________________________________

d. Cristiano likes to play tennis. ( ) ( )_______________________________________

e. Diego Forlan doesnt like lions. ( ) ( )_______________________________________

f. Larissa loves pizza. ( ) ( )_______________________________________


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II.Complete the following sentences according to the text as in theexample.

1. Diego Forlan loves togoto the countryside with his girlfriend.2. Diego Forlan _____________ play football with Cristiano, but Larissa

__________ play tennis.

3. Diego Forlan _____________ zebras and penguins. He ____________lions.

4. Cristiano ______________ zebras and Larissa ____________

penguins.

5. Diego Forlan _____________ hamburgers, Cristiano ____________pizza and Larissa _____________ ice cream.


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APPENDIX 4

Students ask and answer questions and complete a chart

Which are your likes and dislikes?

You Partner

likes 1._____________________2._____________________3._____________________

1._____________________2._____________________3._____________________

dislikes 1._____________________2._____________________3._____________________

1._____________________2._____________________3._____________________


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APPENDIX 5

HOMEWORK

What do you like to do on vacations? Write a shot paragraph about your likes and

dislikes.

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

__________________________________________________________________

_________________________________________________________________


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I. INTRODUCTIONThe present work has been made with the purpose of explaining the principles and

techniques that the author has used in the elaboration of his learning session. This

explains the psychological, pedagogical and didactic support according to the last

investigations in teaching foreign languages.

Nowadays there are lot of approaches and methods, so the author has considered using

the following approaches, methods and techniques for the following work.


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II. DISCUSSION OF CONTENTS1. Thematic Aspects:

LIKES, DISLIKES AND PREFERENCES

hVERBS

You use these verbs to express likes, dislikes and preferencesFor example:

I love football, but I dont like volleyball. I like icecream, but I dont like vegetables.

LIKE LOVE DONT LIKE

I like to play

football

I love to go to

cinema.

I dont like zebras.

He likes to play

football

He lovespizza. He doesnt like

hamburgers.

She likes to play

tennis

She loves ice

cream.

She doesnt like to

play football.

I like I love I dont like


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III.PSYCHOLOGICAL SUPPORT

THE MEANINGFUL LEARNING

David Ausubel is a psychologist who advanced a theory which contrasted meaningful

learning from rote learning. In Ausubel's view, to learn meaningfully, students must

relate new knowledge (concepts and propositions) to what they already know. He

proposed the notion of an advanced organizer as a way to help students link their ideas

with new material or concepts. Ausubels theory of learning claims that new concepts to

be learned can be incorporated into more inclusive concepts or ideas. These more

inclusive concepts or ideas are advance organizers. Advance organizers can be verbal

phrases, or a graphic. In any case, the advance organizer is designed to provide, what

cognitive psychologists call, the "mental scaffolding: to learn new information.

Meaningful Learning Contrasted with Rote Learning Type of Learning -Characteristics

1. Meaningful Learning: Non-arbitrary, non-verbatim, substantive incorporation of new

knowledge into cognitive structure.

Deliberate effort to link new knowledge with higher order concepts incognitive structure

Learning related to experiences with events or objects. Affective commitment to relate new knowledge to prior learning.

2. Rote Learning: Arbitrary, verbatim, non-substantive incorporation of new knowledge

into cognitive structure.


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No effort to integrate new knowledge with existing concepts in cognitivestructure.

Learning not related to experience with events or objects. No affective commitment to relate new knowledge to prior learning.

Meaningful learning "subsumes" new information into existing structures and memory

systems, and the resulting associative links create stronger retention. Rote learning-

taking in isolated bits and pieces of information that are not connected with one's

existing cognitive structures - has little chance of creating long-term retention. Children

are good meaningful acquirers of language because they associate sounds, words,

structures, and discourse elements with that which is relevant and important in their

daily quest for knowledge and survival.

The Principle of Meaningful Learning is quite simply stated:Meaningful learning will lead toward better long - term retention of learned material

than rote learning.

The language classroom has not always been the best place for meaningful learning. In

the days when the Audiolingual Method was popular, rote learning occupied too much

of the class hour as students were drilled and drilled in an attempt to "over learn"

language forms.

Any learning situation can be meaningful if:

a) Learners have a meaningful learning set - that is, a disposition to relate the newlearning task to what they already know.

b) The learning task itself is potentially meaningful to the learners - that is, relatableto the learner's structure of knowledge.


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The Principle of Meaningful Learning tells us that some aural-oral drilling is

appropriate; selected phonological elements like phonemes, rhythm, stress, and

intonation, for example, can indeed be taught effectively through pattern repetition.

IV.PEGAGOGICAL SUPPORTa. Socialization: The development of a person in the educative process it is not

possible without the interaction with others.

The socialization implies the recognition of the others. Through the social

relationship the person learns to make criticism to the different believes, values,

behaviors that are appreciated by the social group which he or she belongs.

b. Individualization: The word individualization refers to an individual thing, itmeans that something belongs to each person and makes him or her a particular

one, where everyone has different manners of thinking, making and feeling.

Each student has special characteristics and circumstances. They have different

rhythms, attention, ability, motivation, maturity, specific attitudes; for that

reason is a necessity to attend the variety of students in order to have an

acceptance level in basic education.

c. The activity: This principle is related with the impression; it means to be activein the process of learning. Learning by doing, students will improve their

knowledge of the language and the world if they are in constant activity.


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V. DIDACTIC SUPPORTThe Communicative Approach:

The Communicative Approach to ESL is an approach to language learning that emerged

in the 1970s and 1980s as the emphasis shifted from knowledge of language forms,

meanings and functions to the use of language, the ability to apply the knowledge

acquired.

Principles of the Communicative Approach to ESL

Principle Application

Authentic materials are used Teacher uses newspaper columns, job

advertisements, weather reports, menus,

catalogues

One function can have many different forms Students can communicate for a specific purpose

in many ways

Students need to learn cohesion and coherence Teacher uses activities such as scrambled

sentences

Students should be given the opportunity to

express their opinions

Games are useful as are activities where students

must communicate and receive feedback (did the

listener/reader understand?)

Errors are tolerated to a certain extent Other students and teacher ignore errors

Encourage cooperative relationships among

students; opportunity to negotiate meaning

Teacher uses strip stories; students work together

to predict next picture

The social context of the communicative is

essential

Teacher uses role-plays


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Learning to use language forms appropriately is

important

Teacher reminds student of the role they are

playing or the particular situation they are in and

how that impacts on the communication; teacher

encourages students to develop independent

learning skills

Teacher acts as advisor/facilitator Teacher moves from group to group, offering

advice and answering questions; teacher

collaborates with students to select goals, content

and processes

Speakers have choices in communication of

whatto say and how to say it

Students and teacher suggest alternative forms

that could be used

Students should be given opportunities to

develop strategies for interpreting language as it

is actually used by native speakers

For homework, students are asked to listen to a

debate on the radio or watch one on television


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VI. TECHNIQUES Showing pictures: pictures are the most useful visual aids available to the

teacher. They can result a good way to engage to the learners with new

situations or vocabulary and practice many aspects of the language.

Asking questions: the teacher has to be graded, going from very easy tomore difficult answers. The asking questions helps to the teacher control the

class to keep the attention of the whole class, to give the students a chance to

show their knowledge.

Giving and following instructions: this simple butvaluable communicativeactivity is used in moment of working with the language.

Pair work: it helps to develop skills of communication and listening;problem solving; decision-making and critical thinking.


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VII. TEACHING AIDS Blackboard: for most teachers the most teaching most visual aid is the

blackboard. Whenever possible work on the board should encourage children

to think and take actions rather than just to remind them of what they have

learned.

Pictures: many people who use pictures do so the convey information and tomake difficult things easier to understand. This is useful, but pictures can also be

used as a way of posing problems and developing activity and critical thinking.

Worksheet: by using thus kind of material, students will have the chance ofrehearse the written language. On the other hand, teachers will be able to

measure how much students understood before he/she takes any other action.

The worksheet needs to be done according to the content of the lessons and

taking into account what items of language students are expected to learn and

practice.

VIII. DISCUSSION

The lesson plan is presented inside a real context by introducing thecommunicative approach and taking into account one of the most important

psychological principles which promotes contextualization and motivation to

what is going to be taught. The principles that are related with motivational and

affective factors say that the expectation in the students ensures greater interest

in the topic and the quality of the learning process.


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Another very useful principle applied to this class stage has been the one relatedto the context learning since the students can get elements received into

meaningful information through the interaction in the social and learning

environment.

IX. CONCLUSION

The Communicative approach makes possible that students find links betweenwhat they are learning what is are their own interest. For this reason, this

approach makes use of communication to teach languages. While traditional

languages teaching place a lot of emphasis in grammar rules and verb

conjugations; thus, communicative approach emphasizes reallife situation and

communication in context.

Teacher serves more as a facilitator, allowing students to be in charge of theirown learning. He or she still sets up exercises and gives direction to the class,

but the students do to much more speaking than in a traditional classroom.

The use of visual aids is considered so much important in this lesson planbecause they make students pay attention easily by giving them a meaningful

idea of the topic. This is the reason why this lesson has been supported by

effectively visual aids.


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X. BIBLIOGRAPHY

HARMER, Jeremy. How to teach English, Longman(2005) RICHARDS, Jack; RODGERS, Theodore; Approaches and Methods in languages

teaching. Cambridge University Press. 2003

LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.Oxford University Press, 1986.

MICHAEL SWAM; CATHERINE WALTER; The New Cambridge EnglishCourse, Student 1; Cambridge University Press.(2004)

lesson plan 1j

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