TPD II 2016/ Lesson Plans - Reports - Activities and feedback

1. Lesson Plans:
As it was described within the plans and the Journal entries, during both Practicum
periods, the choices of activities, resources,transitions and Contexts, were done to meet
certain aims that are coherent with the Communicative Approach. Students are invited
to use the language in Context, and grammar rules are not taught explicitly. Aims refer
to the development of different skills. Learners are motivated by using their prior
knowledge to interact with the teacher and their partners within a meaningful Context.
There are important differences between those Lesson plans, and the ones I chose to
present in this document as former productions of my own.
For example, aims are not explicit, transitions are not detailed, and Contexts are not
clear. They are mainly a collection of activities on grammar practice or activities that
support and foster communication relying on previous knowledge.
The class plan about “Functions: Giving an excuse” present interesting activities that
guide students to interact orally; but it finishes with a dialogue about past activities, what
means that the topic is not defined, they are simply using the language they know for
communication (vocabulary and simple past).
The class plan about “Recycling - Simple past - Subject questions”, presents review
activities on Simple past, and Subject questions are new structures. The Context should
be “Celebrities” and all the activities should be designed to be related to it; it is not
coherent to use a lesson to review and present new lexical items and grammar points
using different topics.
The class plan for “Pro3” is obviously a review lesson becauseeach activity is to practice
a different grammar point; again, there is no Context, as a framework within which the
lesson would flow. Students are invited to ask and answer using visual aids with the
teacher guidance. The teacher is to clarify doubts and give more examples, after the
actual use of the language, which may be described as making use of language
awareness (reflection on grammar rules that are not explicitly taught). A role play about
what the students did the previous weekend is an excellent activity to put into action what
has been learnt about Simple past; however, in this class plan it should be left out,
because there are many structures to be practiced in the same lesson.
The class plans for “Kids” are good examples of effective use of time and selection of
topics and contents according to the students’ maturity and level of performance; they
are 6 or 7 years old, the first time they attend English lessons.
The class plan about “Biographies” is an example of planning thinking of using the
Grammar Translation Method in class, but within a defined Context. This means that
students are guided and encouraged to produce correct sentences, but they are also
asked to read (which is an example of integration of skills) about a topic; in other words,
this will contribute to develop Communicative Competence in the near future.
The lessons are in the following pages:

10. More activities:

12. Flashcards:

16. DESK/APPLE/BOOKS/CHAIR

17. BAG/BAGS
TABLE/CHAIR

18. PENCIL/PENCILS/PEN
WHAT IS YOUR NAME?
WHAT IS YOUR
OCCUPATION?
WHAT IS YOUR
NATIONALITY?

20. Reports:

24. Students’ Feedback: