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IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING (ICELT)

COMPONENT 3- METHODOLOGY ASSIGMENT No._1__
LESSON PLAN
Centre Name: Nios Hroes
Centres number : 15EPR335Y
Candidates name: Veronica Vilchis Santiago
Date: November 14
th
, 2013
Venue: Luis Echeverria street, Chimalhuacan.
Observer: Juan Fransisco Snchez Herrera.
Personal aim: To develop students confidence to speak in English.
Recent work done: Students have been checking the components of an advertisement, vocabulary about numbers and
adjectives in order to create their own advertisement. Students were organized in teams of four and they
create their advertisement.
Profile of the learners and a
description of their age and
level, their linguistic and
affective needs:
Those students are from 5
th
grade, group B, in this group there are 47 students 22 boys and 25 girls
between 10 and 11 years old. Most of them started learning English two years ago in this Elementary
school, in the previous academic year they got shy, and their confidence to speak even in Spanish was
lower. According the CEFR my students are in A1. This group is so quiet and sometimes is difficult to make
them speak.
Rationale.- how the needs of
the learners relate to the main
aim, stage objectives, activities
and materials in this lesson.
Students do not come to the language class empty, they bring with them a ready well-established set of
instincts, skills characteristics which will help them to learn English, the input that they receive can be used
in the English classes. In this group is important to set different kinds of interaction in this way they have
different chance to share their ideas and express themselves.
About the materials used in this classroom there were included basically representation material with the
use of drawing, and word cards, handout designed by me in which they collected information from their
classmates, authentic materials with the use of a video taken from the web related to advertisements with
the purpose of make it memorable and fun for them.


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Appendix 1
Stage Activity Specific
Objectives
Aids Class Setting and Procedure Possible
problems
Solutions Time
Warm up The top 10-
best television
adverts

Lockstep
To recognize
advertisements
information.
Projector,
computer and
The top 10-
best television
adverts
video.App.1
Students will be sat by lines.
Teacher asks students if they have watched
an advertisement in English.
Teacher plays a video that contains the top
10 best TV ads.
Students take note of important information.
Teacher asks students about how many
advertisements were in the video. Which one
they liked more. What information was given
in the ads.
Students can
misunderstand
the main idea of
advertisement.
Teacher will
give some key
words as clues
in order to get
the idea of the
ads.
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Presenting
Language
Topic
Buying
phrases.


The whole
class.

To understand
expressions
used by
speakers in
dialogues to
buy or sell
something.
Word cards
about making
transactions.
How much is
that? Here you
are?...
App. 2
Teacher asks students in which product they
would like to buy from the advertisements.
Teacher elicits students ideas about useful
phrases to buy or sell something.
Students brainstorm their ideas.
Teacher takes out some phrases in the back
each one has a number that will be the price.
Students ask how much is that? Teacher gives
a number and students have to guess the
price by asking, is it ..pesos? Teacher will
say more or less.
Students will do it just three times and then
teacher will give them the word cards and
students will paste those in the board in the
correct place, assistant or customer
depending on who can say the phrase.
Teacher will check if students chose the
correct category. Then Student will repeat
the phrases after the teacher.
Some students
might be shy
and do no try to
pronounce.
Teacher will
invite them to
do it without
fear of making
mistakes;
students will
pronounce the
phrases in
different order,
girls, boys, only
this line, and so
on.
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Mingle
work
Buy something
Sell something

Whole class.
To develop
students
confidence to
ask for diverse
products and
their prices in
order to make
transactions
with their
classmates.

Students ads.
Realia
Toy money
Tickets or
small copies of
their original
advertisement.
Students work in groups of four, they take
the advertisement that previously checked by
the teacher in the previous class.
Teacher explains the activity and set the
rules; each team is divided in pairs while one
couple is going to be selling the other two
people will be buying an article in a different
team using the phrase checked in the
previous activity. They buy in total three
items and when the timer rings they have to
change roles, the ones that were buying now
will be selling and vice versa.
Some students
can forget the
phrases that
they should use.
The phrases will
be pasted on
the wall in this
way students
can see them.
Teacher will be
monitoring the
activity and if
she finds a
student with
some difficulties
she will help
him or her.
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Further
practice
Tell me, what
did you buy?

Individual
Lockstep

To give
information
about the
product they
bought in the
previous
activity.
A handout.
Appendix 3
Students come back to the classroom and fill
a chart with the information from their
tickets individually; writing the name of the
product bought, price and main features.
Teacher asks to some students about what
they bought saying, What did you buy? And
students choose one of the items bought and
he or she describes that with help of their
chart.
Some students
might not have
idea about what
to write in the
chart.
Teacher will fill
the chart on the
boar just once
as an example
in with one of
the
advertisement
used.
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Wrap up Big buddy To give a
general
feedback about
the activities in
the lesson.
To solve
doubts.
A ball Students sing big buddy and while singing
they pass a ball, when the song ends the
person with the ball will give some phrases
learnt in this class and will say how or she
feel with this activity.
The time might
be not enough.
Teacher will
elicit students
comments in
order to know
their opinion
but without
singing.
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Appendix 2. Students created different advertisements in order to produce oral language, although it implied writing we focused on speaking.For
this activuty they worked in teams of 3 and 4,
















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Appendix 3. I was monitoring the activity and helping some students in troubles. Students are using the phrases checked before in order to buy or
sell something.

Appendix 3.1. Students worked outside the classroom, I was performing the activity with them and they look confident with this situation