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Mdd 2 & 3

The document contains a unit and lesson plans for a class on future technology. It includes 5 lesson plans with aims, activities, resources, and homework. Lesson 1 has the aim of creating a new mobile app. The activities include predicting topics from pictures, playing a game, watching a video, and modeling vocabulary. Students then create their own app. Lesson 2 aims to speculate about the future. The teacher introduces modal verbs and has students complete exercises and make predictions. The unit plan format includes aims, skills, activities, aids, and homework for each lesson.

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Assessment N° 2 MDD 2 & 3 Gary Torres Professional Practicum
STANDARDS MDD 2 & 3 Learning aims and Lesson planning Considering it is teacher’s r responsibility to plan the learning units and every single lesson it’s going to be implemented in the school, prove this competences through the following tasks: Task 1: Unit and Lesson planning. Orientaciones: a) Elabore sus planificaciones de acuerdo al formato que usted consideró pertinente usar. a) Explicite: objetivo principal, resultado(s) de aprendizaje, actividades principales según etapas de la clase, tiempo. Explicite las adaptaciones para estudiantes con NEE. b) Indique la intervención docente para el apoyo y conducción de las actividades (instrucciones, ICQs, CCQs etc.) c) Incluya los recursos utilizados (prototipos de c/u) UNIT PLAN FORMAT STUDENT - TEACHER’S NAME: Gary Torres SCHOOL: Colegio Concepción Chiguayante LEVEL: 2° medio NAME OF UNIT: Tomorrow’s World TOPIC: Future & Technology AIM(S): AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK LESSON 1 At the end of the lesson students will be able to create a new mobile app using technological vocabulary Speaking Listening Lead in -T shows pictures so Ss predict the topic. -Ss play a game. Presentation -T makes Ss watch a video and then to give opinions about it. -T models the words to the Ss and asks them to repeat after her/him. Practice -Ss work on their books and a worksheet that T previously gave away. Production Computer Projector Markers Textbook
- T asks Ss to create a new mobile app. -After checking the activity, T AsksCCQs. LESSON 2 At the end of the lesson students will be able to speculate and predict possible events in the future. Listening Speaking Lead in - T introduces the topic by ask some questions about the future. Presentation -T introduces the topic by modeling the language and giving examples and writing them on the whiteboard. -T explains when modal verbs are used. Practice T makes Ss work in the book and in a worksheet. Production - T explains Ss the last activity in which they have to complete with their own ideas. -T checks the activity. Computer Projector Markers Textbook T asks Ss to bring material for next class to create a poster. ( photos, colour paper, scissors, glue, glitter, etc) LESSON 3 By the end of the lesson Students will be able to create a poster and a message for future generations. Speaking Preparation -T explains that Ss will make a poster for future generations in which you will include stuff that you like and a message. Task development Ss do the poster and T monitors the activity and clarifies doubts. Post task - Ss present their posters in front of the class. -T evaluates the presentation and poster. -T comments on Ss performance. Computer Projector Markers
LESSON 4 Students will be able to understand a text about technology and future life. Reading Lead in -T elicits the name of some sci-fi films and write them on the board. -Ss discuss what aspects of life in the future these films show. Pre-reading - T shows some pictures and asks some questions - Ss guess the topic. While reading -T asks Ss to read the text and to do activity number 2 in page 47 from the textbook. -Ss read, T follows the reading. - T asks the Ss to complete a vocabulary builder activity. Post-reading -T asks the students to work in pairs and make predictions about the world in fifty years’ time. Computer Projector Markers Textbook LESSON 5 At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans. Speaking, Reading Lead in -T asks Ss for activities young prople do at the weekends. - Ss answer and read the aim. Presentation -T shows Ss some pictures of activities done by young people. -T shows the expressions used to make plans, and to accept and reject invitations. - T shows a video and Ss take notes. Practice -T makes Ss work on their book. Computer Projector Markers Textbook
-T explains the next activity in which Ss have to create a dialogue. Production - Ss present their dialogue and T evaluates.
Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2° medio School: Colegio Concepción Chiguayante Date of lesson: 22-08-14 Time of lesson: 8 am Length of lesson: 90 min. Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to create a new mobile app using technological vocabulary. Exponent(s):  Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser, podcast, Wi-Fi.  I found a Wi-Fi hotspot in the supermarket//My laptop has a built-in webcam//Connect the data storage to the USB port//I’ve got an app to make video calls and share files at the same time. Assumed Knowledge: Simple present tense Simple past tense Target Language:  Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser, podcast, Wi-Fi.  This app is useful for: making calls, listening to music, sharing photos, looking for Wi-Fi hotspots.  It has a/ You need Wi-Fi to use it/ You can connect it to your laptop. Anticipated Problems  Students may get confused with cellphone and mobile. (Explain that one is British and the other is American).  Aids Marker Projector Computer
Adapted from University of Sussex Stages Procedure What I am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION The Teacher starts the class greeting the group and introducing the theme. The teacher shows a ppt with some pictures and asks Ss to predict the topic The Ss predict the topic The T introduces a game Ss play the game The T shows a video about the importance of technology in our lives. Ss watch the video T asks for Ss opinions Ss discuss about the video T models the words to the Ss and asks them to repeat after her/him. Good morning Students, how are you today?” today we will start with a new topic. Students, look at these pictures. And tell me what you are thinking this lesson is going to be about? Now you will play a little game that you are familiar with. You are going to be divided into groups. I’m going to name a category and you have to come up with elements related to the category. Okey let’s play Now we are going to watch a video and then we will discuss about it. Ss pay attention to the video What do you think of this video? What could you see? Is technology that important to us? Okey, repeat after me. Listening Speaking Speaking 15 min 20 min T-Ss Ss-Ss T-Ss
PRACTICE PRODUCTION Ss repeat the words. T asks Ss to complete the activity on the book (page 44) Ss do the activities T Checks the activity. T makes Ss create a new mobile app using the vocabulary the just learnt. T checks the activity. T asks CCQ’s Now let’s work, open your book on page 44. You are going to do exercise 2, 4 and 6. Ok let’s check. Now, you will have to create a mobile app using the vocabulary we have seen, it has to be something creative so use your imagination. You will have 15 min. to do it, then we will check. Work in groups of 4. Alright, who is going to be the first group to present their app? Ok, what did we do today? Can I upload files to podcast? Do I use autocomplete to make a video call? Is facebook a social networking site? Reading Listening Listening Speaking 20 min 30 min Ss-Ss Ss-Ss T-Ss POST LESSON COMMENTS: Once every group presented, Teacher gives feedback on pronunciation and grammar without facing the group which made mistakes.
Slide 1 TOMORROW’S WORLD Teachers: Gabriela Quezada & Gary Torres
Slide 2 Look at these pictures
Slide 3
Slide 4
Slide 5
Slide 6 What’s the topic
Slide 7 Lesson Aim •At the end of the lesson SWBAT express and use vocabulary about technology in tomorrow’s world.
Slide 8
Slide 9 Let´s watch a video and discuss • A life without technology
Slide 10 Instructions 1. Open your book on page 44. 2. Do exercises 2 and 6.
Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2 high school School: Colegio Concepción Chiguayante Adapted from University of Sussex Date of lesson: 26-08-14 Time of lesson: 8 am Length of lesson: 90’ Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to speculate and predict possible events in the future. Exponent(s):  If I drive fast I might have an accident, If you don’t study you will get a bad mark.  If we don’t eat we will probably will die, I may become a superstar if I sing on Tv.  If tonight is cloudy, it probably won’t be sunny tomorrow. Assumed Knowledge: Weather Global warming Simple present Target Language: If clause+ main clause If clause: If + subject +simple present+ complemet If clause: If I go to the gym Main clause: Subject + will/might/may/could + main verb+complement Main clause: I may get healthy. Anticipated Problems Ss can get confused since could is mainly used for talking about the past.(Explain that it can also be used for talking about future events such as in the example: If it doesn’t rain tomorrow, we could have a barbecue) Aids Projector Computer
Stages Procedure What I am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION T introduces the topic by ask some questions. Ss talk. T makes Ss read the aim of the lesson. T introduces the topic by modeling the language and giving examples and writing them on the whiteboard. T explains when modal verbs are used. T goes back to his examples on the board and explains. Imagine it’s year 2040, what developments do you expect to see in mobiles, tvs and computers? Ss read the aim. I think if mobiles keep growing they might become robots and I believe that Tv’s will disappear if computers make people’s lives better. In first conditional we usually use the modal verb ‘will’ when we want to talk about events that are going to happen for sure; then we have ‘probably will’ for a lower percentage of probability; then we have ‘may or could’, which indicate 50% of probability; with a lower probability we have might and finally we have ‘probably won’t or won’t’. In my first example I am not sure what is going to happen so I used might. In my second example I am sure of what is going to happen so I used will. Speaking Reading Listening Listening Listening 10 min 20 min T-Ss Ss-Ss T-Ss T-Ss T-Ss
PRACTICE PRODUCTION T asks CCQs T makes Ss work in the book. T checks exercises 4 and 5. T gives away a worksheet. T explains Ss the last activity. T checks the activity T and Ss make an overview of the reviewed contents. Which words do we use to talk about possibility in the future? Do they have the same meaning? How do we make a positive prediction? How do we make a negative prediction? Let’s work now, open your books on page 45 and do exercises 4 and 5. Work in pairs. Work on this worksheet now. Read the instructions carefully. In the last exercise you will have to complete the sentences with your own ideas of what you think will/may/could/might happen. Let’s check! What did we do today? What did we learn? When do we use might? Can we use will when we are not sure of what is going to happen in the future? Which can we use if not? Listening Speaking Reading Reading Speaking Speaking Listening 20 min 30 min T-Ss Ss-Ss T-Ss
POST LESSON COMMENTS: Teacher takes the last 10 minutes to introduce the activity they will be doing next class in which they need materials such as pictures of their family, favourite music bands, favourite food and things they like to create a poster for future generations. Slide 1
Slide 2
Slide 3
Slide 4 0% 100% won’t > probably won’t > may/might/could > will probably > will EXAMPLES 1. There are lots of clouds, I think it will rain tomorrow.
Slide 5 LET’S CHECK! 1. Which words do we use to talk about possibility in the future? 2. Do they have the same meaning? 3. How do we make a positive prediction? 4. How do we make a negative prediction?
Slide 6
Slide 7 If will
Slide 8 If will
Slide 9 If will
Slide 10 If will
Slide 11
Slide 12
Slide 13
Slide 14
Slide 15
Slide 16 will not won’t
Slide 17 will ’ll
Slide 18
Slide 19
Slide 20
UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE Lesson plan:# Level: 2° medio Date: Time: 11.30 am Length: 90 min. Teacher: Gary Torres Aims: By the end of the lesson Students will be able to create a poster and a message for future generations. Assumed Knowledge: First conditional, simple past, simple present. Family. Anticipated problems: …and solutions: Aids: Projector Computer Markers STAGE OF LESSON and procedure PURPOSE What I’m going to say Interaction SKILL(S) DEVELOPED Time PREPARATION STAGE T greets Ss. T explains what Ss will be doing during the lesson. Good morning class, How are you doing today? Do you remember what I told you we were doing today? As explained last class, today you are going in pairs to make a poster for future generations in which you will include stuff that you like and that you would like to share with people from the future. This stuff can be pictures of your family, favourite music band, singer, food, etc. You will have to include a brief message in which you need to use first conditional. T-Ss Listening Listening 10 min
UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE T shows a sample poster and explains. Remember that you will have to present what you made in front of the class. This is going to be evaluated. Here you can see an example of what you will have to do. These pictures represent what I like, this is my family, my favourite band and food, and this is my pet. Now I will read my message. TASK DEVELOPMENT STAGE T asks if Ss have any doubts. Ss work in pairs. T monitors the activity and goes around the classroom making sure everyone is working. Have you got any doubts? I will be around the classroom to clarify your doubts and to help you with your message. T-Ss Ss-Ss Listening Speaking 40 min POST TASK STAGE Ss present their posters in front of the class. T evaluates the presentation and poster. T comments on Ss performance. Ss-Ss T-Ss Speaking Listening 40 min
UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE Post lesson comments: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________________________________________________________________________________________
Universidad Católica de la Santísima Concepción English Teaching Programme Practice V Unit : Level Date Adapted from University of Sussex 05-09-14 Length 90 min. Student- Teacher Gary Torres Aims: Students will be able to understand a text about technology and future life. Assumed knowledge ( Content, vocabulary, strategies) Anticipated Problems …..and Solutions Aids Book Solutions Projector Computer Stages Procedure What am I going to do ? What are students going to do? Instructions What am I going to say? Time Objectives (min) Interaction T-Ss;Ss-Ss;etc Lead-in Pre – T elicits the name of some sci-fi films and write them on the board. Ss discuss what aspects of life in the future these films show. T shows some pictures related to future life and asks Ss to describe them T asks Ss to predict the topic T asks Ss to discuss which they think is most likely to come true. Did you know the name of any sci-fi film? Can you name them? Discuss in pairs what aspects of life in the future these films show. Look at the pictures and describe them, what can you see? What do you thing the reading is going to be about? Which of these pictures is most likely to come true? Elicit previous knowledge Elicit previous knowledge Activate previous knowledge. Activate previous knowledge. 20 min
Stages Procedure What am I going to do ? What are the students going to do? Instructions What am I going to say? Objectives (min) Time While Post T asks Ss to read the text and to do activity number 2 from the textbook. T cheks the activity. T asks the Ss to read the text again and to do activity number 3 from page 48. T checks the activity. T asks the Ss to complete a vocabulary builder activity. T asks Ss to complete sentences using the phrases from the previous activity. T asks the students to work in pairs and make predictions about the world in fifty years’ time. Now you are going to read the text and answer the questions from the activity number 2. You are going to read the text again if it is necessary and then match the paragraphs with the corresponding predictions. In the following activity you have match the verbs and nouns to make phrases from the text. Know you have to complete the sentences using the phrases from the previous exercises. In the last activity you will work in pairs, and you will have to make three predictions about the world in fifty years’ time. These words can help you: “buildings, climate, computers, education, entertainment, health, space, transport and work. You will have 10 minutes. 20 min 30 min
Slide 1 Do you know any sci-fi film? Slide 2 Do you know any sci-fi film? What aspects of life in the future can you see in these films?
Slide 3 Slide 4
Slide 5 Slide 6
Slide 7 Slide 8
Slide 9 Which of these is more likely to come true Slide 10 AIM At the end of the class students will be able to understand a text and make predictions about future life.
Slide 11 Page 48  Exercises 2 to 6.
Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2 medio School: Colegio Concepción Chiguayante Date of lesson: Time of lesson: 8 am Length of lesson: 90’ Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans. Exponent(s): • Shall we go to a pub or a restaurant? No I can’t • How about going to the beach? No, I don’t want to • What about cooking pretzels? • Why don’t we/ you go camping some day? • Great idea! • Yes, that sounds fun. • I’d love to. • Yes, I’d be up for that. • That’s a good idea. Assumed Knowledge: Places, holiday. Target Language: A: Do you fancy going for a bike ride on Saturday morning? B: Great, I’d love to Anticipated Problems …..and Solutions Aids Projector Markers Computer
Adapted from University of Sussex Stages Procedure What I am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION T greets Ss. T asks Ss a question. Ss comment. T makes Ss read the aim. T shows Ss some pictures of activities done by young people. On each picture T asks Ss who likes doing this activity. T shows the expressions used to make plans, and to accept and reject invitations. T shows a video. T checks what Ss wrote. Good morning, how are you today? I will start this lesson by asking you this: What kind of activities do young people typically do at the weekend? Ok, this is the aim of today’s lesson, can somebody read it? Look at this pictures and tell me what they are. Do you like doing this? Who does this activity usually? These are some expression used to make plans. Can you read them? These are some expression used to accept invitations. These are some expression used to reject invitations. Watch this video and take notes on the tenses they use to make plans, to accept and reject invitations. What did you write? Let’s see. Listening Speaking Reading Speaking Reading Speaking 10 min 20 min T-Ss T-Ss
PRACTICE PRODUCTION T makes Ss work on their book. T explains the next activity in which Ss have to create a dialogue. Ss present their dialogue and T evaluates. Let’s work on your book now, page 50, exercise 3. Practice the dialogue in exercise two with your partner replacing the words in blue with other activities from exercise 1 or your own ideas. Now, you will have to come up with a dialogue. Work in pairs. Ask about your partner’s plans. Tell your plans to your partner. Make suggestions for activities you could do together. Accept or decline the suggestions. Agree on doing one activity. Reading Speaking 15 min 30 min Ss-Ss Ss-Ss T-Ss
Slide 1 •What kind of activities do young people typically do at the weekend? Slide 2 AIM •At the end of the lesson students will be able to make, decline and suggest plans
Slide 3 VOCABULARY To do schoolwork Go bowling Slide 4 Go ice skating Go for a pizza
Slide 5 Go for bike ride Go skateboarding Slide 6 Go to bed early Have a barbecue
Slide 7 Have lunch/dinner with relatives Meet (somebody) for a coffee Slide 8 TENSES USED TO MAKE PLANS * WILL * GOING TO * MAY or MIGHT We use will for things we decide to do as we are speaking. We use going to for things we have already decided to do something (intentions) * PRESENT CONTINUOUS If we are not sure. For things we have already agreed to do, usually with somebody else (arrangements).
Slide 9 EXPRESSIONS TO MAKE SUGGESTIONS • Shall we go to a pub or a restaurant? • How about going to the beach? • What about cooking pretzels ? • Why don’t we/ you go camping some day? • Maybe you/we could wait a few more minutes Slide 10 EXPRESSIONS TO ACCEPT SUGGESTIONS •Great idea! • Yes, that sounds fun. • I’d love to. • Yes, I’d be up for that. • That’s a good idea.
Slide 11 EXPRESSIONS FOR DECLINING SUGGESTIONS • Sorry, I can’t. • I don’t really fancy dancing with you. • Sorry, I don’t want to. Slide 12 •PAGE 50. • Exercise 3 • Practice the dialogue in exercise two replacing the words in blue with other activities from exercise 1 or your own ideas. •Work in pairs
Slide 13 CREATE A DIALOGUE • Ask about your partenr’s plans. • Tell your plans to your partner. • Make suggestions for activities you could do together. • Accept or decline the suggestions. • Agree on doing one activity.
Task 2: Base the decisions made at the moment of planning the lessons with methodological and context references. Orientaciones: a) Planteamientos didácticos para la enseñanza y aprendizaje de inglés en su nivel b) Apoyos ofrecidos en función de las características de los estudiantes c) Orientaciones que emergen de otros factores contextuales identificados en el Estándar 1 Since this unit has a lot of new vocabulary items it was important to choose the most suitable way of teaching. As explained in the previous MDD, this group of students has a good level of English, they behave well and respect teachers and classmates, so in terms of classroom management it is not difficult to have them quiet. This is positive because in most schools this is a big issue. When teaching vocabulary I tried to make them aware of the meaning of the words. According to Lewis (1994) the term meaning in vocabulary is essential because if students do not know the meaning of words they are learning, they are not going to be able to participate in real conversations, or even in class. In my case there were lots of words students already knew, for instance ‘usb’ or ‘username’, but there were some such as ‘podcast’ and ‘browser’ which they did not know. On one hand he suggests that vocabulary is not precisely stored only as individual words, but also as phrases and larger chunks, which can be retrieved from memory as a whole, reducing in this way the difficulties at the moment of processing. On the other hand, he states that learners who tend to learn individual words are going to need more effort and time to memorize the word, understand its usage and finally using it to express themselves. From this point of view, I tried to contextualise the new items by showing the words in sentences and not only by themselves, so students had a clear idea of what the words meant. Another issue which I think is relevant is the use of real materials and give real context to the content being taught. The material used for the lessons should be real since the beginning of the lesson. Learners need to be engaged to what they are going to learn as they also expect attractive, meaningful, authentic and didactic material to get involved in the class, Moras (2001).
According to Nation (2007) good lessons have included speaking and writing activities. The teacher should design speaking and writing activities. This involves written or spoken input in the activities that each piece of input contains about English words that may be new to the learners. Also, as expressed by the teacher, when teaching certain tenses it is useful to make learners guess the structure used for the tense, instead of simply showing it on the whiteboard or a slide. In this way they can reinforce autonomy in the process of learning and since they are going to be the ones who ‘discover’ the structure, they will keep that information in their memory for a longer period of time. Task 3: Reflect on the process followed for planning the lessons, highlighting strengths, weaknesses and challenges. Orientaciones a) De las tareas desarrolladas, ¿qué le resultó más fácil: el diseño de la planificación, la elaboración de materiales o la fundamentación de la propuesta? ¿Por qué? b) Que le resultó más difícil de planificar ¿Por qué se le presentaron esas dificultades? ¿Como las enfrentó? Señale consecuencias positivas y negativas de las acciones que tomó para enfrentar esas dificultades.
c) Si tuvo estudiantes con mayores necesidades de apoyo docente, ¿qué facilidades y dificultades tuvo para la implementación de las actividades de aprendizaje? Task based lessons are personally the easiest for planning, since they are more focused on students work that teachers work and also because learners like these sort of activities in which they have to bring materials to the class and work with elements they like such as music, food, technology, etc. In this way students feel really engaged to the lesson and are able to work positively and without unnecessary distractions that can emerge in any other type of lesson. Moreover, as they like what they are doing they keep that new knowledge in their long term memory. Teaching vocabulary was a bit more complex but still not difficult. Nowadays, learners feel close to technology and since the unit has to do with technology and future, lessons are easier to carry out in terms of engagement and context. Planning a lesson is always a big challenge because the teacher does not know whether the lesson will be successful or not, if students are going to be engaged or not, if the computer or projector are going to work or not, and lots of other doubts can emerge. One of the hardest lessons to plan are those who include tenses since there is a more complex structure in comparison with other contents. I tried to follow teacher’s advice by not showing them the structure explicitly, but let students find and realise the structure. Several examples in sentences or audios are useful for this approach and if necessary double the amount of activities and exercises to make sure learners understood.
References Lewis, M. (1994). The Lexical Approach. Hove, England: Language Teaching Publications, Volume 1, Number 2. Moras, S. (2001). Teaching Vocabulary to advanced students: A Lexical Approach. Sao carlos, Brazil. Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.

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Mdd 2 & 3

  • 1.
    Assessment N° 2 MDD 2 & 3 Gary Torres Professional Practicum
  • 2.
    STANDARDS MDD 2& 3 Learning aims and Lesson planning Considering it is teacher’s r responsibility to plan the learning units and every single lesson it’s going to be implemented in the school, prove this competences through the following tasks: Task 1: Unit and Lesson planning. Orientaciones: a) Elabore sus planificaciones de acuerdo al formato que usted consideró pertinente usar. a) Explicite: objetivo principal, resultado(s) de aprendizaje, actividades principales según etapas de la clase, tiempo. Explicite las adaptaciones para estudiantes con NEE. b) Indique la intervención docente para el apoyo y conducción de las actividades (instrucciones, ICQs, CCQs etc.) c) Incluya los recursos utilizados (prototipos de c/u) UNIT PLAN FORMAT STUDENT - TEACHER’S NAME: Gary Torres SCHOOL: Colegio Concepción Chiguayante LEVEL: 2° medio NAME OF UNIT: Tomorrow’s World TOPIC: Future & Technology AIM(S): AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK LESSON 1 At the end of the lesson students will be able to create a new mobile app using technological vocabulary Speaking Listening Lead in -T shows pictures so Ss predict the topic. -Ss play a game. Presentation -T makes Ss watch a video and then to give opinions about it. -T models the words to the Ss and asks them to repeat after her/him. Practice -Ss work on their books and a worksheet that T previously gave away. Production Computer Projector Markers Textbook
  • 3.
    - T asksSs to create a new mobile app. -After checking the activity, T AsksCCQs. LESSON 2 At the end of the lesson students will be able to speculate and predict possible events in the future. Listening Speaking Lead in - T introduces the topic by ask some questions about the future. Presentation -T introduces the topic by modeling the language and giving examples and writing them on the whiteboard. -T explains when modal verbs are used. Practice T makes Ss work in the book and in a worksheet. Production - T explains Ss the last activity in which they have to complete with their own ideas. -T checks the activity. Computer Projector Markers Textbook T asks Ss to bring material for next class to create a poster. ( photos, colour paper, scissors, glue, glitter, etc) LESSON 3 By the end of the lesson Students will be able to create a poster and a message for future generations. Speaking Preparation -T explains that Ss will make a poster for future generations in which you will include stuff that you like and a message. Task development Ss do the poster and T monitors the activity and clarifies doubts. Post task - Ss present their posters in front of the class. -T evaluates the presentation and poster. -T comments on Ss performance. Computer Projector Markers
  • 4.
    LESSON 4 Studentswill be able to understand a text about technology and future life. Reading Lead in -T elicits the name of some sci-fi films and write them on the board. -Ss discuss what aspects of life in the future these films show. Pre-reading - T shows some pictures and asks some questions - Ss guess the topic. While reading -T asks Ss to read the text and to do activity number 2 in page 47 from the textbook. -Ss read, T follows the reading. - T asks the Ss to complete a vocabulary builder activity. Post-reading -T asks the students to work in pairs and make predictions about the world in fifty years’ time. Computer Projector Markers Textbook LESSON 5 At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans. Speaking, Reading Lead in -T asks Ss for activities young prople do at the weekends. - Ss answer and read the aim. Presentation -T shows Ss some pictures of activities done by young people. -T shows the expressions used to make plans, and to accept and reject invitations. - T shows a video and Ss take notes. Practice -T makes Ss work on their book. Computer Projector Markers Textbook
  • 5.
    -T explains thenext activity in which Ss have to create a dialogue. Production - Ss present their dialogue and T evaluates.
  • 6.
    Universidad Católica dela Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2° medio School: Colegio Concepción Chiguayante Date of lesson: 22-08-14 Time of lesson: 8 am Length of lesson: 90 min. Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to create a new mobile app using technological vocabulary. Exponent(s):  Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser, podcast, Wi-Fi.  I found a Wi-Fi hotspot in the supermarket//My laptop has a built-in webcam//Connect the data storage to the USB port//I’ve got an app to make video calls and share files at the same time. Assumed Knowledge: Simple present tense Simple past tense Target Language:  Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser, podcast, Wi-Fi.  This app is useful for: making calls, listening to music, sharing photos, looking for Wi-Fi hotspots.  It has a/ You need Wi-Fi to use it/ You can connect it to your laptop. Anticipated Problems  Students may get confused with cellphone and mobile. (Explain that one is British and the other is American).  Aids Marker Projector Computer
  • 7.
    Adapted from Universityof Sussex Stages Procedure What I am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION The Teacher starts the class greeting the group and introducing the theme. The teacher shows a ppt with some pictures and asks Ss to predict the topic The Ss predict the topic The T introduces a game Ss play the game The T shows a video about the importance of technology in our lives. Ss watch the video T asks for Ss opinions Ss discuss about the video T models the words to the Ss and asks them to repeat after her/him. Good morning Students, how are you today?” today we will start with a new topic. Students, look at these pictures. And tell me what you are thinking this lesson is going to be about? Now you will play a little game that you are familiar with. You are going to be divided into groups. I’m going to name a category and you have to come up with elements related to the category. Okey let’s play Now we are going to watch a video and then we will discuss about it. Ss pay attention to the video What do you think of this video? What could you see? Is technology that important to us? Okey, repeat after me. Listening Speaking Speaking 15 min 20 min T-Ss Ss-Ss T-Ss
  • 8.
    PRACTICE PRODUCTION Ssrepeat the words. T asks Ss to complete the activity on the book (page 44) Ss do the activities T Checks the activity. T makes Ss create a new mobile app using the vocabulary the just learnt. T checks the activity. T asks CCQ’s Now let’s work, open your book on page 44. You are going to do exercise 2, 4 and 6. Ok let’s check. Now, you will have to create a mobile app using the vocabulary we have seen, it has to be something creative so use your imagination. You will have 15 min. to do it, then we will check. Work in groups of 4. Alright, who is going to be the first group to present their app? Ok, what did we do today? Can I upload files to podcast? Do I use autocomplete to make a video call? Is facebook a social networking site? Reading Listening Listening Speaking 20 min 30 min Ss-Ss Ss-Ss T-Ss POST LESSON COMMENTS: Once every group presented, Teacher gives feedback on pronunciation and grammar without facing the group which made mistakes.
  • 9.
    Slide 1 TOMORROW’S WORLD Teachers: Gabriela Quezada & Gary Torres
  • 10.
    Slide 2 Lookat these pictures
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
    Slide 7 LessonAim •At the end of the lesson SWBAT express and use vocabulary about technology in tomorrow’s world.
  • 16.
  • 17.
    Slide 9 Let´swatch a video and discuss • A life without technology
  • 18.
    Slide 10 Instructions 1. Open your book on page 44. 2. Do exercises 2 and 6.
  • 19.
    Universidad Católica dela Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2 high school School: Colegio Concepción Chiguayante Adapted from University of Sussex Date of lesson: 26-08-14 Time of lesson: 8 am Length of lesson: 90’ Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to speculate and predict possible events in the future. Exponent(s):  If I drive fast I might have an accident, If you don’t study you will get a bad mark.  If we don’t eat we will probably will die, I may become a superstar if I sing on Tv.  If tonight is cloudy, it probably won’t be sunny tomorrow. Assumed Knowledge: Weather Global warming Simple present Target Language: If clause+ main clause If clause: If + subject +simple present+ complemet If clause: If I go to the gym Main clause: Subject + will/might/may/could + main verb+complement Main clause: I may get healthy. Anticipated Problems Ss can get confused since could is mainly used for talking about the past.(Explain that it can also be used for talking about future events such as in the example: If it doesn’t rain tomorrow, we could have a barbecue) Aids Projector Computer
  • 20.
    Stages Procedure WhatI am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION T introduces the topic by ask some questions. Ss talk. T makes Ss read the aim of the lesson. T introduces the topic by modeling the language and giving examples and writing them on the whiteboard. T explains when modal verbs are used. T goes back to his examples on the board and explains. Imagine it’s year 2040, what developments do you expect to see in mobiles, tvs and computers? Ss read the aim. I think if mobiles keep growing they might become robots and I believe that Tv’s will disappear if computers make people’s lives better. In first conditional we usually use the modal verb ‘will’ when we want to talk about events that are going to happen for sure; then we have ‘probably will’ for a lower percentage of probability; then we have ‘may or could’, which indicate 50% of probability; with a lower probability we have might and finally we have ‘probably won’t or won’t’. In my first example I am not sure what is going to happen so I used might. In my second example I am sure of what is going to happen so I used will. Speaking Reading Listening Listening Listening 10 min 20 min T-Ss Ss-Ss T-Ss T-Ss T-Ss
  • 21.
    PRACTICE PRODUCTION Tasks CCQs T makes Ss work in the book. T checks exercises 4 and 5. T gives away a worksheet. T explains Ss the last activity. T checks the activity T and Ss make an overview of the reviewed contents. Which words do we use to talk about possibility in the future? Do they have the same meaning? How do we make a positive prediction? How do we make a negative prediction? Let’s work now, open your books on page 45 and do exercises 4 and 5. Work in pairs. Work on this worksheet now. Read the instructions carefully. In the last exercise you will have to complete the sentences with your own ideas of what you think will/may/could/might happen. Let’s check! What did we do today? What did we learn? When do we use might? Can we use will when we are not sure of what is going to happen in the future? Which can we use if not? Listening Speaking Reading Reading Speaking Speaking Listening 20 min 30 min T-Ss Ss-Ss T-Ss
  • 22.
    POST LESSON COMMENTS: Teacher takes the last 10 minutes to introduce the activity they will be doing next class in which they need materials such as pictures of their family, favourite music bands, favourite food and things they like to create a poster for future generations. Slide 1
  • 23.
  • 24.
  • 25.
    Slide 4 0%100% won’t > probably won’t > may/might/could > will probably > will EXAMPLES 1. There are lots of clouds, I think it will rain tomorrow.
  • 26.
    Slide 5 LET’SCHECK! 1. Which words do we use to talk about possibility in the future? 2. Do they have the same meaning? 3. How do we make a positive prediction? 4. How do we make a negative prediction?
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33.
  • 34.
  • 35.
  • 36.
  • 37.
    Slide 16 willnot won’t
  • 38.
  • 39.
  • 40.
  • 41.
  • 42.
    UNIVERSIDAD CATOLICA DELA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE Lesson plan:# Level: 2° medio Date: Time: 11.30 am Length: 90 min. Teacher: Gary Torres Aims: By the end of the lesson Students will be able to create a poster and a message for future generations. Assumed Knowledge: First conditional, simple past, simple present. Family. Anticipated problems: …and solutions: Aids: Projector Computer Markers STAGE OF LESSON and procedure PURPOSE What I’m going to say Interaction SKILL(S) DEVELOPED Time PREPARATION STAGE T greets Ss. T explains what Ss will be doing during the lesson. Good morning class, How are you doing today? Do you remember what I told you we were doing today? As explained last class, today you are going in pairs to make a poster for future generations in which you will include stuff that you like and that you would like to share with people from the future. This stuff can be pictures of your family, favourite music band, singer, food, etc. You will have to include a brief message in which you need to use first conditional. T-Ss Listening Listening 10 min
  • 43.
    UNIVERSIDAD CATOLICA DELA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE T shows a sample poster and explains. Remember that you will have to present what you made in front of the class. This is going to be evaluated. Here you can see an example of what you will have to do. These pictures represent what I like, this is my family, my favourite band and food, and this is my pet. Now I will read my message. TASK DEVELOPMENT STAGE T asks if Ss have any doubts. Ss work in pairs. T monitors the activity and goes around the classroom making sure everyone is working. Have you got any doubts? I will be around the classroom to clarify your doubts and to help you with your message. T-Ss Ss-Ss Listening Speaking 40 min POST TASK STAGE Ss present their posters in front of the class. T evaluates the presentation and poster. T comments on Ss performance. Ss-Ss T-Ss Speaking Listening 40 min
  • 44.
    UNIVERSIDAD CATOLICA DELA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE Post lesson comments: __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ _________________________________________________________________________________________________________
  • 45.
    Universidad Católica dela Santísima Concepción English Teaching Programme Practice V Unit : Level Date Adapted from University of Sussex 05-09-14 Length 90 min. Student- Teacher Gary Torres Aims: Students will be able to understand a text about technology and future life. Assumed knowledge ( Content, vocabulary, strategies) Anticipated Problems …..and Solutions Aids Book Solutions Projector Computer Stages Procedure What am I going to do ? What are students going to do? Instructions What am I going to say? Time Objectives (min) Interaction T-Ss;Ss-Ss;etc Lead-in Pre – T elicits the name of some sci-fi films and write them on the board. Ss discuss what aspects of life in the future these films show. T shows some pictures related to future life and asks Ss to describe them T asks Ss to predict the topic T asks Ss to discuss which they think is most likely to come true. Did you know the name of any sci-fi film? Can you name them? Discuss in pairs what aspects of life in the future these films show. Look at the pictures and describe them, what can you see? What do you thing the reading is going to be about? Which of these pictures is most likely to come true? Elicit previous knowledge Elicit previous knowledge Activate previous knowledge. Activate previous knowledge. 20 min
  • 46.
    Stages Procedure Whatam I going to do ? What are the students going to do? Instructions What am I going to say? Objectives (min) Time While Post T asks Ss to read the text and to do activity number 2 from the textbook. T cheks the activity. T asks the Ss to read the text again and to do activity number 3 from page 48. T checks the activity. T asks the Ss to complete a vocabulary builder activity. T asks Ss to complete sentences using the phrases from the previous activity. T asks the students to work in pairs and make predictions about the world in fifty years’ time. Now you are going to read the text and answer the questions from the activity number 2. You are going to read the text again if it is necessary and then match the paragraphs with the corresponding predictions. In the following activity you have match the verbs and nouns to make phrases from the text. Know you have to complete the sentences using the phrases from the previous exercises. In the last activity you will work in pairs, and you will have to make three predictions about the world in fifty years’ time. These words can help you: “buildings, climate, computers, education, entertainment, health, space, transport and work. You will have 10 minutes. 20 min 30 min
  • 47.
    Slide 1 Doyou know any sci-fi film? Slide 2 Do you know any sci-fi film? What aspects of life in the future can you see in these films?
  • 48.
  • 49.
  • 50.
  • 51.
    Slide 9 Whichof these is more likely to come true Slide 10 AIM At the end of the class students will be able to understand a text and make predictions about future life.
  • 52.
    Slide 11 Page48  Exercises 2 to 6.
  • 53.
    Universidad Católica dela Santísima Concepción English Pedagogy Teaching Practice LESSON PLAN Class: 2 medio School: Colegio Concepción Chiguayante Date of lesson: Time of lesson: 8 am Length of lesson: 90’ Student-Teacher’s name: Gary Torres Main Aim: At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans. Exponent(s): • Shall we go to a pub or a restaurant? No I can’t • How about going to the beach? No, I don’t want to • What about cooking pretzels? • Why don’t we/ you go camping some day? • Great idea! • Yes, that sounds fun. • I’d love to. • Yes, I’d be up for that. • That’s a good idea. Assumed Knowledge: Places, holiday. Target Language: A: Do you fancy going for a bike ride on Saturday morning? B: Great, I’d love to Anticipated Problems …..and Solutions Aids Projector Markers Computer
  • 54.
    Adapted from Universityof Sussex Stages Procedure What I am going to do What I am going to say Instructions, CCQs, Feedback,etc Skill Time (min) Interaction T-Ss;Ss-Ss;etc LEAD-IN (warm up) PRESENTATION T greets Ss. T asks Ss a question. Ss comment. T makes Ss read the aim. T shows Ss some pictures of activities done by young people. On each picture T asks Ss who likes doing this activity. T shows the expressions used to make plans, and to accept and reject invitations. T shows a video. T checks what Ss wrote. Good morning, how are you today? I will start this lesson by asking you this: What kind of activities do young people typically do at the weekend? Ok, this is the aim of today’s lesson, can somebody read it? Look at this pictures and tell me what they are. Do you like doing this? Who does this activity usually? These are some expression used to make plans. Can you read them? These are some expression used to accept invitations. These are some expression used to reject invitations. Watch this video and take notes on the tenses they use to make plans, to accept and reject invitations. What did you write? Let’s see. Listening Speaking Reading Speaking Reading Speaking 10 min 20 min T-Ss T-Ss
  • 55.
    PRACTICE PRODUCTION Tmakes Ss work on their book. T explains the next activity in which Ss have to create a dialogue. Ss present their dialogue and T evaluates. Let’s work on your book now, page 50, exercise 3. Practice the dialogue in exercise two with your partner replacing the words in blue with other activities from exercise 1 or your own ideas. Now, you will have to come up with a dialogue. Work in pairs. Ask about your partner’s plans. Tell your plans to your partner. Make suggestions for activities you could do together. Accept or decline the suggestions. Agree on doing one activity. Reading Speaking 15 min 30 min Ss-Ss Ss-Ss T-Ss
  • 56.
    Slide 1 •Whatkind of activities do young people typically do at the weekend? Slide 2 AIM •At the end of the lesson students will be able to make, decline and suggest plans
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    Slide 3 VOCABULARY To do schoolwork Go bowling Slide 4 Go ice skating Go for a pizza
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    Slide 5 Gofor bike ride Go skateboarding Slide 6 Go to bed early Have a barbecue
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    Slide 7 Have lunch/dinner with relatives Meet (somebody) for a coffee Slide 8 TENSES USED TO MAKE PLANS * WILL * GOING TO * MAY or MIGHT We use will for things we decide to do as we are speaking. We use going to for things we have already decided to do something (intentions) * PRESENT CONTINUOUS If we are not sure. For things we have already agreed to do, usually with somebody else (arrangements).
  • 60.
    Slide 9 EXPRESSIONSTO MAKE SUGGESTIONS • Shall we go to a pub or a restaurant? • How about going to the beach? • What about cooking pretzels ? • Why don’t we/ you go camping some day? • Maybe you/we could wait a few more minutes Slide 10 EXPRESSIONS TO ACCEPT SUGGESTIONS •Great idea! • Yes, that sounds fun. • I’d love to. • Yes, I’d be up for that. • That’s a good idea.
  • 61.
    Slide 11 EXPRESSIONSFOR DECLINING SUGGESTIONS • Sorry, I can’t. • I don’t really fancy dancing with you. • Sorry, I don’t want to. Slide 12 •PAGE 50. • Exercise 3 • Practice the dialogue in exercise two replacing the words in blue with other activities from exercise 1 or your own ideas. •Work in pairs
  • 62.
    Slide 13 CREATEA DIALOGUE • Ask about your partenr’s plans. • Tell your plans to your partner. • Make suggestions for activities you could do together. • Accept or decline the suggestions. • Agree on doing one activity.
  • 63.
    Task 2: Basethe decisions made at the moment of planning the lessons with methodological and context references. Orientaciones: a) Planteamientos didácticos para la enseñanza y aprendizaje de inglés en su nivel b) Apoyos ofrecidos en función de las características de los estudiantes c) Orientaciones que emergen de otros factores contextuales identificados en el Estándar 1 Since this unit has a lot of new vocabulary items it was important to choose the most suitable way of teaching. As explained in the previous MDD, this group of students has a good level of English, they behave well and respect teachers and classmates, so in terms of classroom management it is not difficult to have them quiet. This is positive because in most schools this is a big issue. When teaching vocabulary I tried to make them aware of the meaning of the words. According to Lewis (1994) the term meaning in vocabulary is essential because if students do not know the meaning of words they are learning, they are not going to be able to participate in real conversations, or even in class. In my case there were lots of words students already knew, for instance ‘usb’ or ‘username’, but there were some such as ‘podcast’ and ‘browser’ which they did not know. On one hand he suggests that vocabulary is not precisely stored only as individual words, but also as phrases and larger chunks, which can be retrieved from memory as a whole, reducing in this way the difficulties at the moment of processing. On the other hand, he states that learners who tend to learn individual words are going to need more effort and time to memorize the word, understand its usage and finally using it to express themselves. From this point of view, I tried to contextualise the new items by showing the words in sentences and not only by themselves, so students had a clear idea of what the words meant. Another issue which I think is relevant is the use of real materials and give real context to the content being taught. The material used for the lessons should be real since the beginning of the lesson. Learners need to be engaged to what they are going to learn as they also expect attractive, meaningful, authentic and didactic material to get involved in the class, Moras (2001).
  • 64.
    According to Nation(2007) good lessons have included speaking and writing activities. The teacher should design speaking and writing activities. This involves written or spoken input in the activities that each piece of input contains about English words that may be new to the learners. Also, as expressed by the teacher, when teaching certain tenses it is useful to make learners guess the structure used for the tense, instead of simply showing it on the whiteboard or a slide. In this way they can reinforce autonomy in the process of learning and since they are going to be the ones who ‘discover’ the structure, they will keep that information in their memory for a longer period of time. Task 3: Reflect on the process followed for planning the lessons, highlighting strengths, weaknesses and challenges. Orientaciones a) De las tareas desarrolladas, ¿qué le resultó más fácil: el diseño de la planificación, la elaboración de materiales o la fundamentación de la propuesta? ¿Por qué? b) Que le resultó más difícil de planificar ¿Por qué se le presentaron esas dificultades? ¿Como las enfrentó? Señale consecuencias positivas y negativas de las acciones que tomó para enfrentar esas dificultades.
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    c) Si tuvoestudiantes con mayores necesidades de apoyo docente, ¿qué facilidades y dificultades tuvo para la implementación de las actividades de aprendizaje? Task based lessons are personally the easiest for planning, since they are more focused on students work that teachers work and also because learners like these sort of activities in which they have to bring materials to the class and work with elements they like such as music, food, technology, etc. In this way students feel really engaged to the lesson and are able to work positively and without unnecessary distractions that can emerge in any other type of lesson. Moreover, as they like what they are doing they keep that new knowledge in their long term memory. Teaching vocabulary was a bit more complex but still not difficult. Nowadays, learners feel close to technology and since the unit has to do with technology and future, lessons are easier to carry out in terms of engagement and context. Planning a lesson is always a big challenge because the teacher does not know whether the lesson will be successful or not, if students are going to be engaged or not, if the computer or projector are going to work or not, and lots of other doubts can emerge. One of the hardest lessons to plan are those who include tenses since there is a more complex structure in comparison with other contents. I tried to follow teacher’s advice by not showing them the structure explicitly, but let students find and realise the structure. Several examples in sentences or audios are useful for this approach and if necessary double the amount of activities and exercises to make sure learners understood.
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    References Lewis, M.(1994). The Lexical Approach. Hove, England: Language Teaching Publications, Volume 1, Number 2. Moras, S. (2001). Teaching Vocabulary to advanced students: A Lexical Approach. Sao carlos, Brazil. Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.