This document describes a lesson plan aimed at developing students' metacognitive strategies for speaking skills. The plan has students form groups to discuss weather in different regions using maps and missing information. It then has group members take turns pretending to be weather forecasters in front of the class. The goal is for students to center attention, plan, make decisions, set goals, monitor their work, and evaluate their performance to improve autonomy over their speaking skills and learning.

1. Clave: POMSIN-ENP2
Silvia Posadas Mendoza
Inglés
Escuela Nacional Preparatoria, Plantel 2 "Erasmo Castellanos Quinto"
Autonomía
“ This term describes the situation in which the learner is totally responsible for all
the decisions concerned with his learning and the implementation of those
decisions. In full autonomy there is no involvement of a teacher or an institution.
And the learner is also independent of specially prepared materials:”
Dickinson (1987.11)
“… It has been emphasized that learner autonomy needs to be seen as a capacity
(for taking control of learning) which can be developed in a number of ways and
situations, including in the classroom…”
Smith (2003b)
(Tomado de Learner and Teacher Autonomy: concepts, realities & responses)
3.- Metacognitive strategies
A) What is the purpose of the task? (identifying the purpose of the task strategy)
B) What do you need to center your attention on? (paying attention strategy)
C) What kind of vocabulary do you need? (planning for a language task
strategy)
D) What communicative function will you use? (planning strategies)
E) What grammatical structure do you need to ask and answer?
(planning strategies)
Once you have gotten the missing information , one of the students pretends
to be a weather forecaster in a news program. Do this in front of the class.
LESSON PLAN
This material may be used for “Talking about the weather”, topic which appears in
the English Program for fourth grade. It consists of three different sets of
photocopies.
Objective.- The students will develop metacognitive strategies in a speaking skil.
1.- The teacher elicits vocabulary related to the topic and writes it on the blackboard
(brainstorming) ( 10 minutes).

2. 2.- The teacher tells the students to form groups of three people and gives each
member of the group a different photocopy ( 2 min.)
3.- The students are told to look at the given information and to read the instructions
of the activity. Then, the teacher proceeds by explaining that to accomplish the task
the students need to be aware of some of the things they have to do.
4.- The teacher tells the students to look ate the square of metacognitive strategies,
then the teacher reads the first question and elicits some answers from the students
( 5 min)
5.- The students go on answering the rest of the questions individually. (10 min)
6.- The teacher checks the answers and discusses them with the whole group (10
min.)
( with this activity the students begin to center their attention by linking new
language with the one they already know. They also plan their actions, make
decisions, set goals, monitor their actions and evaluate their performance)
7.- Students after getting the information they need continue working with exercise
2.
8.- They choose a member of each group to be the weather forecaster. Then,
he/she goes to the front to talk about international weather ( evaluating strategy )
( 15 min)
Material
Los alumnos utilizarán tres distintos mapas donde se muestra el clima de diferentes
zonas y se harán preguntas además de completar la información que falta.
Reflexión
El resultado que se espera es que el alumno logre hacer el ejercicio únicamente
con la guía del maestro pero, como ya mencioné antes, ellos tendrán que tomar
decisiones, planear, etc.
De hecho, en varias actividades que les dejo hacer a mis alumnos se les está
fomentando la autonomía, sin estar ellos conscientes. Por ejemplo, los alumnos de
quinto tienen que hacer un diálogo sobre el restaurante y se les da completa
libertad en cuanto al diálogo, el material que van a usar, quién va a hacer el rol de
mesero y del comensal, etc. Yo sólo les doy un modelo al principio y ellos hacen el
resto. El resultado siempre es bastante satisfactorio y los alumnos se sienten muy
satisfechos de haberlo hecho ellos mismos.