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LESSON PLAN # 6 INSTITUTION TUTOR: Yesenia Moreno & Andrés Ballén COURSE: 10th grade. WEEK NUMBER: #6 DATE OF THE CLASS: May 7th 2016

TERMINAL OBJECTIVE: By the end of the lesson, the students will be able to create a short text and a dialogue by using the future forms (“going to” and “will”) and talking about future careers. ENABLING OBJECTIVES:   

To produce a short text individually by describing what the students want to be in future years focusing on the professions. To dramatize a dialogue created by students themselves. To recognize different professions by identifying them in both, short-term and long-term futures (will and going to).

ESCUCHA

LECTURA

ESCRITURA

* Identifico personas, situaciones, lugares y el tema en conversaciones sencillas.

*Identifico palabras clave dentro del texto que me permiten comprender su sentido general

*Escribo textos a través de los cuales explico mis preferencias, decisiones o actuaciones.

* Utilizo estrategias adecuadas al propósito y al tipo de texto (activación de conocimientos previos, apoyo en el lenguaje corporal y gestual, uso de imágenes) para comprender lo que escucho.

*Comprendo variedad textos informativos provenientes diferentes fuentes.

MONÓLOGOS

*Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas relacionados con el currículo escolar. mis *Estructuro mis *Sustento opiniones, planes y de textos teniendo en proyectos cuenta elementos formales del de lenguaje como la *Uso estrategias puntuación, la como el parafraseo ortografía, la para compensar sintaxis, la dificultades en la coherencia y la comunicación. cohesión.

CONVERSACIÓN *Uso mis conocimientos previos para participar de la conversación. *Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.

METHODOLOGY Also known as PIP, this skill-focused language teaching procedure aims to give a focus to one skill at a time, whilst learners also practice other skills during different stages of the lesson. Lindsay & Knight (2007) contend that this methodology is very effective for developing the listening or reading skills, since it provides a natural setting for the student when it comes to practice upon the receptive skills (such as reading or listening). According to these authors, when employing this methodology, it is essential to think about the different opportunities which allow the learners to focus on reading or listening microskills (bottom-up or bottom down processing, for instance) whilst they meet with different tasks that ask them to develop other language skills. In fact, this procedure allows the teacher to complement the reading stage with other exercises that involve the usage of other language skills. In this vein, this methodology embodies the following stages:  Pre-listening: according to Lindsay & Knight (2008), the purpose of the prelistening stage might range from eliciting any previous knowledge about the topic or developing the vocabulary that is going to be related to the aforementioned theme. The bottom line however, is to prepare students for the task  While-listening: in this second stage, the purpose is the completion of the task, based on the preparation given during the previous stage.  Post-listening: finally, the teachers (after having revised the answers or products asked during the previous stage) can ask the learners to focus on other language skills (for example, speaking or writing). LANGUAGE PATTERNS AND VOCABULARY  Future forms (will and going to)  Adjectives  Pronouns  Nouns  Adverbs MATERIALS AND EQUIPMENT Tape recorder, dialogues, dictionary, markers, board, worksheets and flashcards.

Stages

Activities

Expected

Resources

Pre-Listening

Warm up (spot the difference): (Appendix 1) The lesson will start by asking the students if they remember the strategies introduced in the previous sessions and if they recall the purpose of asking for clarification and correction. After having elicited enough information, the teachers will ask the learners to reflect upon how the students approached a communicative learning task, before the educators introduced the social strategies (that is, before they have introduced the strategies in the second session). Afterwards, the teachers will model the strategy very briefly, and will ask the learners to develop a social task during the warm up, as a way of practicing the strategy and as manner of introducing the topic as well. This activity will have two stages. First, the teachers will start the exercise, by giving a cartoon to each student, and by asking the learners to describe the picture. Then, students will decide the differences between these pictures by asking and answering questions. After having identified the differences, and talked about them, students will create sentences using “going to” and “will”, based on the cartoon’s bubbles and different elements found on it. In other words, after students have found every single difference in the picture, they will create a sentence based on what they found. Pre-vocabulary stage: Afterwards the teachers and the students will talk about the future careers and professions that they know. The teachers will create a mind map on the board, where they will write the professions that students will talk about, in order to elicit new vocabulary and information that students may have. Future careers (appendix 2): The teachers will show the students a short video about future professions, and they will pause the clip in order to ask students to predict what would happen. The idea is to introduce some new professions that learner might want to work after they finish high school.

performance The students are expected to: -Reinforce the future sentences “going to” and “will”, based on their own expectations. -Identify certain differences between pictures, and talk about them by asking questions and inquiring for clarification. -Discuss the different careers and professions they know and those they think are “weird”, strange or new for them. -Think about the career they will study after they finish high school.

Cartoon (Appendix 1) Markers Whiteboard Sheets of paper. Short clip (translated version appendix 2)

WhileListening

PostListening

Forgotten careers: The teachers will show some short clips about some “unknown” professions and will ask the students to pay attention to the general idea of each video. The teachers will stop each video, and would ask students some questions related to the gist of each clip (appendix 3). Communicative crossword: In this activity, learners will be asked to cluster into pairs and to work out in a crossword which will be about the videos they have already seen. Student A, will receive the “across” page, and student B, will receive the “down” page, the idea is that students will not look at each other’s puzzle. Each peer will read their clues in order to allow student B to work out on the missing words, if possible, students should ask questions for obtaining those clues. Finally, after students have completed the crossword, they will talk about the career they want to choose when they finish high school by using “going to” future form. The teachers will correct any mistake or will clarify any doubt that could have during the previous activity.  How do you see yourself in 5 years? The teachers will ask the students to create short paragraph, in which they will talk about their future, that is, the career they want to choose when they finish high school. Afterwards, each student will socialize their writing with another peer, and that peer is supposed to make questions that teachers will model beforehand. In this vein, the educators will model the activity by writing their own future and asking questions about the text of their peer. Wrap up: the student will receive a selfevaluation about their performance using the strategies that have been explained so far.

The students are expected to: -Pay attention to the gist of the videos and observe the different elements of each clip. -Interact with one another in pairs, by asking to each other questions related to the video presented by filling a communicative crossword. -Talk about the career they will choose when they finish high school.

Videos (Appendix 3) Communicative crossword (appendix 4)

The students are expected to: -Create a short text about their future and expectations. -Socialize their writing with their peers. -Make a dialogue in pairs and socialize it with the group.

Sheets of paper Whiteboard Markers

Appendix 1 (this is a temporary picture, it will eventually change, since we are in the process of creating materials):

Appendix 2: https://www.youtube.com/watch?v=R4D27Q0H56Q

Appendix 3:   

https://www.youtube.com/watch?v=3vJWFoBFt2Y https://www.youtube.com/watch?v=EUWstbzB0MA https://www.youtube.com/watch?v=rjbOReWvepk

Appendix 4: Crossword across: https://drive.google.com/open? id=0B5YToczhSiFud2laMlZ6TFRMRUE Crossword down: https://drive.google.com/open?id=0B5YToczhSiFuTVBVZ1FXeklIdmM

FINAL NOTES: Since the eclectic approach that the current Didactic Unit has embraced, requires from the students to engage in several activities that are tied to the Audiolingual and CLT methodologies, some specific accounts will be considered for assessing and evaluating the students in tasks that ask them to interact with one another. Some of these activities have to do with role-plays, interviews, communicative drilling exercises, communicative jigsaw puzzles, dialogue, and other activities, which will be evaluated in regards to the extent in which learners manage to employ strategies for interaction with their peers and their teachers. It is worth highlighting that the use of those strategies will be evaluated separately from the actual student’s performance, because the main aim of the whole course is to know how well learners use the language when it comes to interact with each other. The strategies on the other hand, will be evaluated progressively in order to know how often they use them and how well they employ these strategies for interacting. In addition, some activities will be required from students to interact and use the social strategies introduced in previous sessions therefore, they should be able to self-evaluate their performance and strategy use. Authors such as Chamot et al. (1999) and Herrel (2004) claim that these strategies are most of the time self-related, that is, the extent in which the strategies are used by the students, depends entirely on them. In order to appropriately evaluate students, the educator should give the learners the opportunity to self-evaluate themselves so that they can take control over their own learning (Chamot et al.; 1999). In this vein, some of the most appropriate techniques for gathering data are checklists, class discussions, interviews, questionnaires, learning logs and self-evaluation formats (Chamot et al. 1999). For the current research project, the teachers will create a class discussion (which will be recorded at the end of certain task) and will debate why the strategy was useful or not. Afterwards, the educators will ask their learners to complete a short self-evaluation, in regards to the activity they will be inquired complete. Because there are two sessions left, the rubric for self-evaluating students will depend on the tasks that students should complete; for the current lesson plan however, the questionnaire that will be employed is the following:

The last stage of the current lesson plan (language focus) has the purpose of not only focusing on grammar features (which learners openly expressed that they needed to improve), but also to evaluate from a very communicative way, what they know and how they would apply it in a situation that requires from them to interact and use socio-affective strategies. So, in order to evaluate such performance and the extent to which they interact with one another, we developed the following rubric for the final stages of each lesson:

Moreover, as stated in before, the approach of assessing the students would be periodically (or progressive) most of the lessons. However, according to Brown (2007) the decision may vary depending on the context and needs of the students; in this vein, in order make learning optimal, the educators should ensure that the learners have freedom over the use of language, which will be easier for them throughout the employment of the

socio-affective strategies they use on their own; and at the same time, some “correctness” on what they say as well, so that they feel guided (rather than judged) throughout their learning processes (Brown; 2007). Accordingly, during this session and in the six coming days, the selected approach for assessing students will be continuous (since it will give students freedom over their language use and at the same time is aligned with the procedure exposed both in the didactic unit and within the ongoing lesson plan), and will consist on portfolios of the work the students are asked to perform during the current class (artifacts created and video-recordings in regards to their interaction, during the class), and a continuous recording, where it will be possible to record the whole class and see how students interact and use certain socio-affective strategies. In this regards, Harmer (2013) contends that recording the students’ speaking tasks at the end of each session, will provide the teachers with a more accurate way of evaluating their progress over a period of time and since students will be inquired to be engaged in conversations and interactions throughout the lesson, this assessment will allow the teachers to be aware of the weaknesses of the students before they do the final project. The portfolios on the other hand, have the same purpose of the continuous recording, but are focused on the artifacts (that is, the activities the students will be asked to do during a certain class) leading the students to be more involved (and motivated) in their learning processes and engaged towards their self-performance (Lindsay & Knight; 2006). In short, the progressive evaluation will consist on portfolios and continuous recording of the students’ work and performance during each lesson; this approach has two purposes: to motivate students towards their self-performance along with their learning process and to provide the teachers with a more accurate view of the pupils’ achievement over time so as to recognize the possible weak points, strengths and learning strategies that students should use in a better way. References: 

Brown, D.; (2007); Teaching by principles. An interactive approach to language pedagogy. Fourth Edition. Longman



Chamot, A., Barnhardt, S.; Bead, P.; Robbins, J. (1999) The Learning Strategies Handbook. New York: Logman.



Harmer, J.; (2013); How to teach English. Ninth Edition. Pearson

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Herrell, A. L. (2004). Fifty Strategies for Teaching English Language Learners. Upper Sadle, NJ: Pearson.

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Lindsay, C.; Knight, P.; (2006). Learning and teaching English: a course for teachers. Oxford University Press.