Final Plan
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Liceo Cultural Britanico Student: Cynthia Randerath Subject: Methods 2
Final Plan Age: 16 years old Number of students: 20 Book: New English File Intermediate Aim:
to revise past tenses to use past tenses to talk about past events
Steps of the lesson
1) Warm-up: “HANGMAN” (5 minutes) We will play a hangman in which the hidden word will be CHEATING. Once they guess the word I will ask them about its meaning and if they have ever cheated in their lives.
2) Teaching moment (15 minutes) Presentation: I will tell students that they will read about people who have cheated at different sports. I will tell them to look at the pictures and predict how they think these people have cheated. Global Task: check if your predictions were right. Specific task: I will divide the class in groups of three and each student will have to find the answer of one of the following questions: How did Maradonna cheat? How did Fred Lorz cheat? How did Boris Onishenko cheat? Once they find the answer they will tell about it to the other 2 people in the group. Post reading: I will ask students which story they liked the most.
3) Isolation of the teaching point (5 minutes) I will write some sentences that students used in the specific task and we will talk about the rules of narrative tenses. I will ask them to provide more examples.
4) Practice and Round off: “Dice Game” (15 minutes) I will divide the class into 4 teams. I will give them a big dice with different tenses written on each face, for instance: S. past and Past Perfect, Past Continuous and Simple Past, Past continuous and Past perfect, etc. One student will throw the dice and all the teams at the same time will have to write a sentence that corresponds with the tenses written on the dice. The team that does this first and correct has one point. The team that gets more points is the winner!
5) Homework: I will ask students to think about a funny anecdote and to tell their classmates the following class. We can vote for the funniest one.
COMMENTS
I think that this plan fits in the communicative framework because it prepares students to communicate in future lessons. They will be able to talk about past events in their lives by using the narrative tenses.
As regards the different competences, I was able to find the following in this plan: Linguistic Competence: the language itself Discourse Competence: they needed it to answer the questions in the reading and they will need it to do their homework. Fluency: it will be present when they answer the questions in the reading also in the following class because of the homework given. Strategic: it might appear in the same cases as the ones mentioned above.
AIMS (according to “Tasks for teacher Education”) Topic Aim: Learners read about cheating at different sports. Grammar Aims: Learners practice the narrative tenses by playing a dice game and talking about the reading. Communication Aims: Learners talk about their anecdotes. (The following class) Vocabulary Aims: Learners read new words related to the reading. Function Aims: learners talk about past events. Skill Aims: learners write sentences using the past tenses. Pronunciation aims: this can be taken into account in following lessons by explaining the pronunciation of regular verbs /t/, /d/, /id/.
Teaching vocabulary Although this plan is not focused on the teaching of vocabulary there are new words that can be taught implicitly. That is to say that generally, when students do a reading activity they ask the meaning of new words. However, it might be a good idea to mention and make students use these new words so as to increase their vocabulary and to help our learners remember them. In the reading presented in this lesson we will find that the vocabulary is related to sports. So, we can say that it is organized by topic.
Teaching pronunciation In this plan pronunciation is not taught explicitly. Pronunciation can be checked and corrected but it is too difficult to include it as a teaching point in a 40 minute lesson which already has another point to teach. However, it might be a good idea to include some explanation of the pronunciation of regular verbs in following lessons, especially because it is a common mistake for students to mispronounce these verbs.
Final Plan Age: 16 years old Number of students: 20 Book: New English File Intermediate Aim:
to revise past tenses to use past tenses to talk about past events
Steps of the lesson
1) Warm-up: “HANGMAN” (5 minutes) We will play a hangman in which the hidden word will be CHEATING. Once they guess the word I will ask them about its meaning and if they have ever cheated in their lives.
2) Teaching moment (15 minutes) Presentation: I will tell students that they will read about people who have cheated at different sports. I will tell them to look at the pictures and predict how they think these people have cheated. Global Task: check if your predictions were right. Specific task: I will divide the class in groups of three and each student will have to find the answer of one of the following questions: How did Maradonna cheat? How did Fred Lorz cheat? How did Boris Onishenko cheat? Once they find the answer they will tell about it to the other 2 people in the group. Post reading: I will ask students which story they liked the most.
3) Isolation of the teaching point (5 minutes) I will write some sentences that students used in the specific task and we will talk about the rules of narrative tenses. I will ask them to provide more examples.
4) Practice and Round off: “Dice Game” (15 minutes) I will divide the class into 4 teams. I will give them a big dice with different tenses written on each face, for instance: S. past and Past Perfect, Past Continuous and Simple Past, Past continuous and Past perfect, etc. One student will throw the dice and all the teams at the same time will have to write a sentence that corresponds with the tenses written on the dice. The team that does this first and correct has one point. The team that gets more points is the winner!
5) Homework: I will ask students to think about a funny anecdote and to tell their classmates the following class. We can vote for the funniest one.
COMMENTS
I think that this plan fits in the communicative framework because it prepares students to communicate in future lessons. They will be able to talk about past events in their lives by using the narrative tenses.
As regards the different competences, I was able to find the following in this plan: Linguistic Competence: the language itself Discourse Competence: they needed it to answer the questions in the reading and they will need it to do their homework. Fluency: it will be present when they answer the questions in the reading also in the following class because of the homework given. Strategic: it might appear in the same cases as the ones mentioned above.
AIMS (according to “Tasks for teacher Education”) Topic Aim: Learners read about cheating at different sports. Grammar Aims: Learners practice the narrative tenses by playing a dice game and talking about the reading. Communication Aims: Learners talk about their anecdotes. (The following class) Vocabulary Aims: Learners read new words related to the reading. Function Aims: learners talk about past events. Skill Aims: learners write sentences using the past tenses. Pronunciation aims: this can be taken into account in following lessons by explaining the pronunciation of regular verbs /t/, /d/, /id/.
Teaching vocabulary Although this plan is not focused on the teaching of vocabulary there are new words that can be taught implicitly. That is to say that generally, when students do a reading activity they ask the meaning of new words. However, it might be a good idea to mention and make students use these new words so as to increase their vocabulary and to help our learners remember them. In the reading presented in this lesson we will find that the vocabulary is related to sports. So, we can say that it is organized by topic.
Teaching pronunciation In this plan pronunciation is not taught explicitly. Pronunciation can be checked and corrected but it is too difficult to include it as a teaching point in a 40 minute lesson which already has another point to teach. However, it might be a good idea to include some explanation of the pronunciation of regular verbs in following lessons, especially because it is a common mistake for students to mispronounce these verbs.
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