LESSON PLAN # 6

INSTITUTION TUTOR: Yesenia Moreno & Andrs Balln

COURSE: 10th grade.
WEEK NUMBER:
#6
DATE OF THE CLASS: May 7th 2016

TERMINAL OBJECTIVE:
By the end of the lesson, the students will be able to create a short text and a dialogue by using the
future forms (going to and will) and talking about future careers.
ENABLING OBJECTIVES:

To produce a short text individually by describing what the students want to be in future years
focusing on the professions.
To dramatize a dialogue created by students themselves.
To recognize different professions by identifying them in both, short-term and long-term futures
(will and going to).

ESCUCHA

LECTURA

ESCRITURA

*
Identifico
personas,
situaciones,
lugares y el tema
en conversaciones
sencillas.

*Identifico
palabras
clave
dentro del texto
que me permiten
comprender
su
sentido general

*Escribo textos a
travs de los cuales
explico
mis
preferencias,
decisiones
o
actuaciones.

* Utilizo estrategias
adecuadas
al
propsito y al tipo
de texto (activacin
de conocimientos
previos, apoyo en
el
lenguaje
corporal y gestual,
uso de imgenes)
para comprender lo
que escucho.

*Comprendo
variedad
textos
informativos
provenientes
diferentes
fuentes.

MONLOGOS

*Utilizo un vocabulario
apropiado
para
expresar mis ideas
con claridad sobre
temas
relacionados
con
el
currculo
escolar.
mis
*Estructuro
mis *Sustento
opiniones,
planes
y
de textos teniendo en
proyectos
cuenta
elementos
formales
del
de lenguaje como la *Uso
estrategias
puntuacin,
la como el parafraseo
ortografa,
la para
compensar
sintaxis,
la dificultades
en
la
coherencia
y
la comunicacin.
cohesin.

CONVERSACIN
*Uso
mis
conocimientos
previos
para
participar
de
la
conversacin.
*Respondo
preguntas teniendo
en cuenta a mi
interlocutor
y
el
contexto.

METHODOLOGY
Also known as PIP, this skill-focused language teaching procedure aims to give a focus to
one skill at a time, whilst learners also practice other skills during different stages of the
lesson. Lindsay & Knight (2007) contend that this methodology is very effective for
developing the listening or reading skills, since it provides a natural setting for the student
when it comes to practice upon the receptive skills (such as reading or listening).
According to these authors, when employing this methodology, it is essential to think about
the different opportunities which allow the learners to focus on reading or listening microskills (bottom-up or bottom down processing, for instance) whilst they meet with different
tasks that ask them to develop other language skills. In fact, this procedure allows the
teacher to complement the reading stage with other exercises that involve the usage of
other language skills.
In this vein, this methodology embodies the following stages:
Pre-listening: according to Lindsay & Knight (2008), the purpose of the prelistening stage might range from eliciting any previous knowledge about the topic or
developing the vocabulary that is going to be related to the aforementioned theme.
The bottom line however, is to prepare students for the task
While-listening: in this second stage, the purpose is the completion of the task,
based on the preparation given during the previous stage.
Post-listening: finally, the teachers (after having revised the answers or products
asked during the previous stage) can ask the learners to focus on other language
skills (for example, speaking or writing).
LANGUAGE PATTERNS AND VOCABULARY
Future forms (will and going to)
Adjectives
Pronouns
Nouns
Adverbs
MATERIALS AND EQUIPMENT
Tape recorder, dialogues, dictionary, markers, board, worksheets and flashcards.

Stages

Activities

Expected

Resources

Pre-Listening

Warm up (spot the difference): (Appendix 1)

The lesson will start by asking the students if
they remember the strategies introduced in the
previous sessions and if they recall the purpose
of asking for clarification and correction. After
having elicited enough information, the teachers
will ask the learners to reflect upon how the
students approached a communicative learning
task, before the educators introduced the social
strategies (that is, before they have introduced
the strategies in the second session).
Afterwards, the teachers will model the strategy
very briefly, and will ask the learners to develop
a social task during the warm up, as a way of
practicing the strategy and as manner of
introducing the topic as well. This activity will
have two stages. First, the teachers will start the
exercise, by giving a cartoon to each student,
and by asking the learners to describe the
picture. Then, students will decide the
differences between these pictures by asking
and answering questions. After having identified
the differences, and talked about them, students
will create sentences using going to and will,
based on the cartoons bubbles and different
elements found on it. In other words, after
students have found every single difference in
the picture, they will create a sentence based on
what they found.
Pre-vocabulary stage: Afterwards the teachers
and the students will talk about the future
careers and professions that they know. The
teachers will create a mind map on the board,
where they will write the professions that
students will talk about, in order to elicit new
vocabulary and information that students may
have.
Future careers (appendix 2): The teachers will
show the students a short video about future
professions, and they will pause the clip in order
to ask students to predict what would happen.
The idea is to introduce some new professions
that learner might want to work after they finish
high school.

performance
The
students
are
expected to:
-Reinforce the future
sentences going to
and will, based on
their own expectations.
-Identify
certain
differences
between
pictures, and talk about
them
by
asking
questions and inquiring
for clarification.
-Discuss the different
careers
and
professions they know
and those they think
are weird, strange or
new for them.
-Think about the career
they will study after
they finish high school.

Cartoon (Appendix
1)
Markers
Whiteboard
Sheets of paper.
Short clip (translated
version appendix 2)

WhileListening

PostListening

Forgotten careers: The teachers will show

some short clips about some unknown
professions and will ask the students to pay
attention to the general idea of each video. The
teachers will stop each video, and would ask
students some questions related to the gist of
each clip (appendix 3).
Communicative crossword: In this activity,
learners will be asked to cluster into pairs and to
work out in a crossword which will be about the
videos they have already seen. Student A, will
receive the across page, and student B, will
receive the down page, the idea is that
students will not look at each others puzzle.
Each peer will read their clues in order to allow
student B to work out on the missing words, if
possible, students should ask questions for
obtaining those clues. Finally, after students
have completed the crossword, they will talk
about the career they want to choose when they
finish high school by using going to future
form.
The teachers will correct any mistake or will
clarify any doubt that could have during the
previous activity.
How do you see yourself in 5 years?
The teachers will ask the students to
create short paragraph, in which they will
talk about their future, that is, the career
they want to choose when they finish
high school. Afterwards, each student
will socialize their writing with another
peer, and that peer is supposed to make
questions that teachers will model
beforehand. In this vein, the educators
will model the activity by writing their own
future and asking questions about the
text of their peer.
Wrap up: the student will receive a selfevaluation about their performance using the
strategies that have been explained so far.

The
students
are
expected to:
-Pay attention to the
gist of the videos and
observe the different
elements of each clip.
-Interact
with
one
another in pairs, by
asking to each other
questions related to the
video presented by
filling a communicative
crossword.
-Talk about the career
they will choose when
they finish high school.

Videos (Appendix
3)
Communicative
crossword
(appendix 4)

The
students
are
expected to:
-Create a short text
about their future and
expectations.
-Socialize their writing
with their peers.
-Make a dialogue in
pairs and socialize it
with the group.

Sheets of paper
Whiteboard
Markers

Appendix 1 (this is a temporary picture, it will eventually change, since we are in the
process of creating materials):

Appendix 2:
https://www.youtube.com/watch?v=R4D27Q0H56Q

Appendix 3:

https://www.youtube.com/watch?v=3vJWFoBFt2Y
https://www.youtube.com/watch?v=EUWstbzB0MA
https://www.youtube.com/watch?v=rjbOReWvepk

Appendix 4:
Crossword across: https://drive.google.com/open?
id=0B5YToczhSiFud2laMlZ6TFRMRUE
Crossword down: https://drive.google.com/open?id=0B5YToczhSiFuTVBVZ1FXeklIdmM

FINAL NOTES:
Since the eclectic approach that the current Didactic Unit has embraced, requires from the
students to engage in several activities that are tied to the Audiolingual and CLT
methodologies, some specific accounts will be considered for assessing and evaluating
the students in tasks that ask them to interact with one another. Some of these activities
have to do with role-plays, interviews, communicative drilling exercises, communicative
jigsaw puzzles, dialogue, and other activities, which will be evaluated in regards to the
extent in which learners manage to employ strategies for interaction with their peers and
their teachers. It is worth highlighting that the use of those strategies will be evaluated
separately from the actual students performance, because the main aim of the whole
course is to know how well learners use the language when it comes to interact with each
other. The strategies on the other hand, will be evaluated progressively in order to know
how often they use them and how well they employ these strategies for interacting.
In addition, some activities will be required from students to interact and use the social
strategies introduced in previous sessions therefore, they should be able to self-evaluate
their performance and strategy use. Authors such as Chamot et al. (1999) and Herrel
(2004) claim that these strategies are most of the time self-related, that is, the extent in
which the strategies are used by the students, depends entirely on them. In order to
appropriately evaluate students, the educator should give the learners the opportunity to
self-evaluate themselves so that they can take control over their own learning (Chamot et
al.; 1999). In this vein, some of the most appropriate techniques for gathering data are
checklists, class discussions, interviews, questionnaires, learning logs and self-evaluation
formats (Chamot et al. 1999). For the current research project, the teachers will create a
class discussion (which will be recorded at the end of certain task) and will debate why the
strategy was useful or not. Afterwards, the educators will ask their learners to complete a
short self-evaluation, in regards to the activity they will be inquired complete. Because
there are two sessions left, the rubric for self-evaluating students will depend on the tasks
that students should complete; for the current lesson plan however, the questionnaire that
will be employed is the following:

The last stage of the current lesson plan (language focus) has the purpose of not only
focusing on grammar features (which learners openly expressed that they needed to
improve), but also to evaluate from a very communicative way, what they know and how
they would apply it in a situation that requires from them to interact and use socio-affective
strategies. So, in order to evaluate such performance and the extent to which they interact
with one another, we developed the following rubric for the final stages of each lesson:

Moreover, as stated in before, the approach of assessing the students would be

periodically (or progressive) most of the lessons. However, according to Brown (2007) the
decision may vary depending on the context and needs of the students; in this vein, in
order make learning optimal, the educators should ensure that the learners have freedom
over the use of language, which will be easier for them throughout the employment of the

socio-affective strategies they use on their own; and at the same time, some correctness
on what they say as well, so that they feel guided (rather than judged) throughout their
learning processes (Brown; 2007). Accordingly, during this session and in the six coming
days, the selected approach for assessing students will be continuous (since it will give
students freedom over their language use and at the same time is aligned with the
procedure exposed both in the didactic unit and within the ongoing lesson plan), and will
consist on portfolios of the work the students are asked to perform during the current
class (artifacts created and video-recordings in regards to their interaction, during the
class), and a continuous recording, where it will be possible to record the whole class
and see how students interact and use certain socio-affective strategies.
In this regards, Harmer (2013) contends that recording the students speaking tasks at
the end of each session, will provide the teachers with a more accurate way of
evaluating their progress over a period of time and since students will be inquired to be
engaged in conversations and interactions throughout the lesson, this assessment will
allow the teachers to be aware of the weaknesses of the students before they do the final
project. The portfolios on the other hand, have the same purpose of the continuous
recording, but are focused on the artifacts (that is, the activities the students will be asked
to do during a certain class) leading the students to be more involved (and motivated) in
their learning processes and engaged towards their self-performance (Lindsay & Knight;
2006). In short, the progressive evaluation will consist on portfolios and continuous
recording of the students work and performance during each lesson; this approach has
two purposes: to motivate students towards their self-performance along with their learning
process and to provide the teachers with a more accurate view of the pupils achievement
over time so as to recognize the possible weak points, strengths and learning strategies
that students should use in a better way.
References:

Brown, D.; (2007); Teaching by principles. An interactive approach to language

pedagogy. Fourth Edition. Longman

Chamot, A., Barnhardt, S.; Bead, P.; Robbins, J. (1999) The Learning Strategies
Handbook. New York: Logman.

Harmer, J.; (2013); How to teach English. Ninth Edition. Pearson

Herrell, A. L. (2004). Fifty Strategies for Teaching English Language Learners. Upper
Sadle, NJ: Pearson.

Lindsay, C.; Knight, P.; (2006). Learning and teaching English: a course for teachers.
Oxford University Press.