Planificación (planing task)
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Planificación (planing task)

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Planificación (planing task) Planificación (planing task) Presentation Transcript

  • _________________________________________________________________ Universidad Católica de la Santísima Concepción Facultad de Educación Área de lenguas Practica 1 Planning Task Liceo de Niñas de Concepción. Names: Ana Maria Vásquez Dianne Salas Melissa Salamanca
  • School: Liceo Fiscal de Niñas Course: first medio N° of students: 36 N° hours per weeks: 3 hours / (135 minutes) N° Students with special needs: There aren´t students with special needs. Unit¨ Teen life ¨ Unit aim: 4 skills - Use of English in the context. Total n° of hour: (1 module 45 min) Total: 540minutes/ 12 hours. First week: Learning Outcome N° of lessons Main Activities Teacher’s role Student’s role Materials Students will be able to: 1) Development of reading comprehension. 2) Exchange personal information about personal interests and preferences. 2 (90 minutes) Talk about being a teenager What activities do teens actually? What does being a teenager for them? Language focus – analysis and practice Before reading: - Look photographs and answer questions with partners - Make a list of aspects and activities that are typical of teenagers in Chile and all over the world. - Find the definitions of the following words • Amish/ Newbie/Link/ Soaps The teacher will present the topic, also he/ she will be a monitor of groups. Teacher will read and explain the topics and instructions to the students and also he/she will correct doubts, mistakes and correct answers. Students will pay attention to the teacher’s instructions. They will talk about how being a teenager and they will explain their answers in relation with their experience. Moreover, Students will read a text and then they will complete the Student’s book, English dictionary. Blackboard Markers.
  • 3) Develop respect for an acceptance of age, and social, and cultural diversity. Reading: - Read the text - Answer questions that are provided by textbook. - Read the text again and complete a chart. After reading: - Answer these questions in their notebooks. • Have you got similar interests to Josh and Pink Sunshine? • Is your life similar or different why? Read aloud at least 4 answers. Write two sentences about themselves expressing their habitual activities. For example: I always _______ and _________ My partner never __________ and __________________ answer. 1) Exchange information about personal interests and preferences 2) Write a personal introduction to a forum chat 1 45 minutes Language focus – analysis and practice - Listen and repeat a conversation. - Read two posts as examples - Complete a post to introduce themselves to a Students Forum chat. They must to invent a username. Teacher will be a monitor of groups She /he will speak and repeat the instructions and activities. Teacher will help if students have doubts. Students will pay attention to the activities. A conversation must be repeated by students. They will ask if they have doubts. Blackboard Markers Student’s book
  • Second week: Learning outcomes N of lessons Main activities Teacher`s role Students’ role material Students will be able to: 1. Listen to an interview. 2. Find general and specific information. 3.use the present continuous for future plans 2 (90 min) 1 (45 min) -Listening an interview of a teenager. -Answer some question about the listening; (alternatives sentences, true or false and match words to learn about collocation). -grammar: introduce the subject. Ask the students to write 5 sentences using present progressive. Ask the students to check the activity going to the backboard. -complete in the class two pages of the student`s book and then check the homework all together. The teacher will present the topic and explained what they have to do. He (She) will answered the Doubs. The teacher will be checking the work and guide the students to an correct answer. Students use their cognitive abilities to perform activities with actively participating. The students will pass to the backboard and write their examples on in and will check them all together. -Worksheets - Radio -Student`s book -Copybook -Backboard -Pencil -Dictionary
  • Third week: Learning Outcome N° of lessons Main Activities Teacher’s role Students’ role Materials Students will learn how to: 1) Writing - Grammar Structures in English. 2) Listening - Discriminate between correct and incorrect information 3)Reading - Find general and specific information - infer meaning of words from context. - Locate and match information 3 (90min) • Introduce the lesson 3, make some questions to the students Writing: - Comparison adjectives. (Long and short adjectives) - Order of adjectives. • Estimated time: 45 min Listening: - Infer what the text is about . - Listen a short story from a book and discuss about it. - Listen again and describing characters from a short story. • Estimated time: 45 min Reading: - Read a text in the student’s book - Answer questions about the text. - Read short stories and infer meaning in context. • Estimated time: 45 min Teacher will have to introduce the object and discuss about the subject, so he/she is going to be a medium between the students' knowledge and Learning Outcome. Student is able to develop their own ideas about the new lesson and also able to adapt their mental processes for an active cognition. Student’s book English Dictionary. CD’s audio Blackboard Markers. Books
  • Fourth week: Learning Outcome N° of lessons Main Activities Teacher’s role Students’ role Materials 4) Language - use comparison Adjectives. -use connectors to increase the natural language. -Exchange information. 3 (90min) Language: - “Play with photographs”: describe some pictures in group (simple present, present continuous comparison adjectives / use of English in preview and actual lessons) • Estimated time: 45 min Final test of the Unit • Estimated time: 45 min Teacher is going to be a guide for the students. Teacher applies in practice what they learned interacting with students creating peer relationships through a natural approach. Students are autonomous and work in a personal way and also with others, they sharing knowledge in a specific context. English Dictionary Blackboard Markers.
  • B) Support why your unit lessons proposal allows to develop in a coherent, meaningful and sufficient way the learning outcomes. Refer to the consideration of theoretical and contextual framework, learning activities, teacher’s role and materials/resources. The learning of a foreign language as is English language aims to foster growth and personal development of students. This point is reflected in the fundamental objectives that aimed at discovering other cultures and value cultural diversity and we appreciate our culture. The argument is that today we live in a world increasingly globalized and interdependent. According to our unit, the context of the topics is related to youth culture and the student world. The most visited source for them is the internet, where they can exchange opinions with people from different cultures. Firstly when we mention reading comprehension'''' development, we understand that Reading activity must be constant, and must be structured with a pre Reading in which introduce the topic, then the reading of the text, and finally with the conclusions and reflections about the text read. Therefore reading comprehension is performed by reading, class by class from various texts. In these specific cases we refer to the email messages. The learning outcomes are carried out because the language is adapted to a simple form, in which the teacher interacts with the student if they have doubts also include morphosyntactic elements used in the previous year; hence, it is not difficult vocabulary for them. Besides these learning are achieved because the teacher is focused on the activity in a way that everyone can understand. On the other side is given a period of time for students to ask questions, doubts etc. The materials used such as the book, dictionary, worksheet, also facilitates the learning of students. Furthermore, we believe that the learning outcomes were achieved because in our classes we will create interaction environments. These communicative situations will be short and simple, so that the student can understand what is expressed in words. In addition, the writing teacher should relate to oral expression so that the students can use the correct pronunciation. Students will develop writing, if we plan in our classrooms, the production of texts. In this case we will teach the production of emails. This skill must be accomplished class to class. In our plan, we ask students to write short sentences, and the teacher will monitor the students' work to correct for better or for worse the work and resolve doubts. Students will achieve listening comprehension through the interaction with the teacher and classmates. Also this will take place by the activities of listening of oral texts. To learn new words, students have the resource of the dictionary in addition to having a teacher to guide them. Meanwhile, the listening is adapted and has an authentic use of language, so they have direct contact with native speakers.
  • C) Reflect on how the development of this task has been meaningful and what you have learnt from it. Refer to: 1. - The easiest and the most difficult aspects you had to face during the development of the task. The development of this plan has been significant in terms of features and abilities that we as future teachers want to develop. We being immersed in education, taking a role as students, as a teacher, we find accounts of the different views we must do to achieve our objectives according to the specific situation in which we are situated. So we are able to teach a foreign language to a learning situation. The most difficult aspects of this planning were to establish the learning expected in relation to the plans and programs of study, the estimated time and the situational context, because we didn’t know how to use plans and programs in the real educational context. Also set the time we found it difficult, because we estimate a time to develop the activities, but we don’t know how long the students will need. Furthermore, the classrooms had no projector or visual technologies, so we had to decide what activities to do according to the context and what is available. Also another difficulty was established coherence between “Learning Outcome” and activities to be performed. That’s why the representativeness, validity and reliability were complex criteria, but we consider it when planning. The easiest was that into the course, had no students with special needs, so we hadn’t to do parallel activities. In addition, it was easier to plan in terms of the materials, because Chilean State is responsible to distributing educational resources such as dictionaries, English books and audios.
  • 2. - thinking on your students, what are the possible facilitating conditions or difficulties that could be considers in order to implement the unit plan you have designed? How could you face these? The class is formed by 35 students more or less, there are all woman, they are in primary grade, so they are 14 years old (most of them). The students don’t like so much the subject (English), because this, they don’t speak in English and don’t pay attention. In this context we decided to make the students participate and interact each other whit the subject. We choose the unit 1 from their student’s book, the idea is to start to the beginning, the activities we plan are all in to practice the knowledge they are acquiring, and developing the skill of the foreign language (listening, writing, reading and speaking). The activities are agreement with their social context and the contents, for example the listening in the lesson 2 is about a Chilean teenager of their age, where the students could feel reflected, but at the same time they are learning about interviews and contents as present progressive to talk about the future. In the lesson 1, the students must write a e-mail, in this case is very useful to know how to do this because the students are immersed in the age of the computer and they like to chat and talk with people, we incentive them to interact with people of all over the world. In these cases the students will be more comfortable with the subject, they will feel a connection and this is very important to make a collaborative work, because the students need to be constantly working to not have time to do other things, and distract themselves. The idea of this unit is to approach the language to the students in a friendly way.
  • 2. - thinking on your students, what are the possible facilitating conditions or difficulties that could be considers in order to implement the unit plan you have designed? How could you face these? The class is formed by 35 students more or less, there are all woman, they are in primary grade, so they are 14 years old (most of them). The students don’t like so much the subject (English), because this, they don’t speak in English and don’t pay attention. In this context we decided to make the students participate and interact each other whit the subject. We choose the unit 1 from their student’s book, the idea is to start to the beginning, the activities we plan are all in to practice the knowledge they are acquiring, and developing the skill of the foreign language (listening, writing, reading and speaking). The activities are agreement with their social context and the contents, for example the listening in the lesson 2 is about a Chilean teenager of their age, where the students could feel reflected, but at the same time they are learning about interviews and contents as present progressive to talk about the future. In the lesson 1, the students must write a e-mail, in this case is very useful to know how to do this because the students are immersed in the age of the computer and they like to chat and talk with people, we incentive them to interact with people of all over the world. In these cases the students will be more comfortable with the subject, they will feel a connection and this is very important to make a collaborative work, because the students need to be constantly working to not have time to do other things, and distract themselves. The idea of this unit is to approach the language to the students in a friendly way.