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ICELT LESSON PLAN FORM

Name of teacher: Luz Andrea Fajardo Gonzalez Candidate Number: 8

Institution: San Cristbal Sur IED

Date of Observation: DAY MONTH YEAR 17 10 2014

Time of observation Length of class 3:35 pm 4:35 pm 60

Class/grade: 5

th Grade

Room: English classroom

Number of students: 32

Average age of Students: 11

Number of years of English study: 1

Level of students Elementary

Lesson Number 2

Observer: Albedro Cadena

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Main Aim(s): By the end of the lesson Students will be able to report about each others favorite animals and habitats through the use of information questions and related vocabulary by asking, answering and taking notes on the information they got. Subsidiary Aims:

- Students will carry out listening and writing tasks to identify vocabulary and understand how to ask and answer about animals and habitats.

- Students will formulate questions and answers in simple present form where they relate animals with their habitat.

Personal aims:

- To improve the way I give instructions providing models to ensure students understanding. - To encourage students to participate in the tasks avoiding the use of L1. - To focus on doing learner-centered tasks that can help me to improve my role as a facilitator.

Assumed knowledge: The students are familiarized with the use of vocabulary referring to numbers, verbs, personal pronouns and classroom language. They recognize vocabulary related to countable or uncountable nouns. They have learnt how to make affirmative sentences in simple present. They are prepared to follow instructions in English. They work in pairs or groups without difficulty. They have done short activities focused on writing and speaking.

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Description of language item / skill(s) Form: WH question + auxiliary DO + noun + verb Where do camels live? Personal pronoun / Noun + verb + complement (hbitat) They live in the dessert / Camels live in the dessert. WH question + Verb to be + Possessive + adjective + noun What is your favorite animal? What is your favorite habitat? Possessive + adjective + noun + Verb to be + article My favorite animal is My favorite habitat is Meaning The sentences mentioned above are interrogative and affirmative. They provide information about animals and the different environments where they live. They also provide information about predilections. Use The previous expressions are used to ask about the place or position of someone and about preferences. Skills and sub skills This lesson is focused on the grammar language system. The language skills will be used with the intention of improving learners understanding related to the topic explained before. The use of reading, listening, writing and speaking will allow learners to be able to interact in a communicative way.

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Materials :

Describe all the materials that you are going to use in the lesson, and attach copies/photocopies with their corresponding rationale and proper referring citation.

Warm up / Review:

Pieces of paper with the pictures of some animals and habitats. They will be used to divide the groups. (See Annex A)

Sheet of paper with names of the groups. Slides in PPP.(See Annex B)

Lets listen, match and write

. Worksheet Matching. Recording Worksheet writing. (See Annex C)

Lets Practice

Worksheet to gather information.(See Annex D)

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Rationale

Profile of learners: This class has 32 students, who are between 10 and 12 years old. They are students of 5

th grade. They are in A2 level

according the Common European Framework.

Outline the learners linguistic needs Students are able to understand when teacher speaks in English but they have a minimum production level, most of their answers are produced in their mother tongue. They can classify vocabulary and they write short sentences when they have the model to do it. They usually translate the information the teacher gives to them in order to understand. They have issues with the aspect of pronunciation because they are not aware of English phonology and spelling. For example, as Swan and Smith explained (2001), they have difficulty in recognizing and using English vowels (p. 91) and they tend to pronounce English words letter by letter (p. 94).

Outline the learners affective needs Students belong to stratum one and two. Most of them have an unfit family; they live with their grandparents or only with their mother. According to students statements, most of their relatives are street sellers, domestic ladies, prostitutes or others are unemployed. As a consequence of not having a regular job, some of their relatives are drug addicts or robbers. As a result of this particular background, learners tend to be aggressive, scattered, undisciplined and isolated. In addition, Most of these students do not like to participate in class because their classmates are rude when they are correcting their mistakes. Consequently, they need the teachers guidance to help them to participate and control the attitude of their classmates.

Outline the learners cognitive needs It is necessary to reinforce their processes about self-efficacy because they give up easily when they have to face difficulties during a task instead of trying to perform it as successful as they can (Bandura, 1994, p. 71-72). Besides, they do not know how to handle their necessity of being accepted and approved by others (Brown, 2007, p. 169) which is one of their most relevant aspects for being motivated in the classroom. Consequently, they sometimes get depressed and do not want to perform any activity.

The aims of the lesson relate to the learners needs The development of different group activities can help learners to have more confidence in their classmates and to learn how to be supportive instead of being people who judge the others. Moreover, this kind of group work tasks can help them to be less aggressive because each individual is accountable for the group (Oxford, 1997, p. 444) and the performance and success of each task. In addition, The fact that students need to use the language they are learning can help them to be motivated and to improve their communication levels inside the classroom.

Explain how learners needs will be addressed in the specific learning environment The first part of the lesson expects to encourage the motivation of the students to participate in class and to use the previous knowledge they have. Through the listening and speaking tasks students will have the opportunity to improve their vocabulary, pronunciation and the use of expressions handled in a specific context which is wild animals and their habitats. This context can be meaningful for their learning process because as they enjoy talking about themselves they can respond well about the opportunity to share their preferences regarding this topic.

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Anticipated problems

Students might not understand teachers instructions.

Students might not understand the listening part

Students might not want to work with some people of the classroom.

Planned solutions

In the classroom there are going to be some flashcards that can help learners with this issue. Besides, in each activity they will be provided with models that can show them how to perform each task.

This part has been prepared using vocabulary

they recognize and pictures about the topic to help them. Besides, they are going to hear three times the same recording to solve doubts.

Students are getting used working with different classmates in each class. Besides, while they are working they are going to have the possibility to create strategies that help them to work in an appropriate way.

How do the anticipated problems and planned solutions relate to the above needs analysis? These anticipated problems and solutions are related to the needs analysis above because they cover the relevant aspects of their affective, linguistic and cognitive needs. Through the solutions I try to include strategies that help students to be more confident when developing the tasks and that let them use the knowledge they have. Moreover, students will have the possibility to learn from their partners in the process and there will be teacher-regulation in each task because they still need it.

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Stage Aim Procedure Teacher and student activity

Time and interaction

Tutors comments

Warm up / Review

Students will identify some habitats.

1. Students are divided in groups of three. Teacher gives

each student a piece of paper which is part of a puzzle. Students work with peers with which they can complete the picture (See Annex A).

2. Each group has a sheet of paper that is taped to the wall. They have a whiteboard marker per group. (See Annex B)

3. Teacher shows a word in disorder about a habitat (Using a Power Point Presentation). Students have to unscramble the word and write it on the paper. (See Annex B: Slides)

4. When the time is over (1 minute) teacher shows the correct answer and gives positive points to the groups who are right.

Group work

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T greeted Ss and introduced the purpose of the lesson. T provided clear instructions by demonstrating what Ss had to do. She made learners aware of the construction paper meticulously posted around the room. Ss got very excited and were willing to do the best job possible. Of course, there winners who screamed finished, teacher several times. Others were still waiting for further instructions for what they would need to do next. T managed a great rapport with Ss. They were respectful and asked T for clarification and approval on their work. They really liked guessing the words by unscrambling them. They worked collaboratively. When someone was wrong, the team would help her/him realize of her/his mistakes in order to come up with the right answers as a group before anyone else.

Lets match, listen

and write

Students will listen to a dialogue and answer some questions about it.

1. Students are divided in couples. 2. Pre-Listening: Teacher gives a worksheet to each

couple and presents the vocabulary. Students have to predict the habitat of each animal and match. Teacher provides them with the first example using a slide in the video beam. (See Annex C-Pre-listening).

3. Listening: Students listen to the dialogue and they fill in the gaps with the words they have in the matching worksheet. Teacher checks the answers (See Annex C-Listening worksheet).

4. Post-listening: Students complete the questions and write the answers according to the listening and the matching activity. Teacher walks around the classroom to check they are working. (See Annex C - writing worksheet)

Group work

Students and teacher

interaction

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T awarded positive points to some of the students in class; they felt very proud of themselves. She encouraged other learners to do their best in the upcoming activity. T moved to the following activity by referring to the previous vocabulary and some additional examples that matched four habitats. Thus, it was clear for Ss what they would find in their worksheets. Once again, it was very pertinent to provide instructions by illustrating with examples using visual aids projected from the screen. This way, learners knew exactly what was expected from them. The pre/while/post stages allowed Ss to successfully perform the task. In the pre stage, Ss worked collaboratively again and helped one another to match animals to their corresponding habitats by agreeing on the right connections. As learners had some difficulty to identify the words in the while stage due to complexity and also to external inevitable noise, she decided to pause the track in some section to give learners time to write

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and to check. That was a good decision as frustration levels were taken care of. T did a great job while monitoring. Not only did she check that everyone was on task but also helped learners realize of how they could perform better. She used a questioning technique to help them realize of the right way of doing things. Everyone wanted her to visit their desk so that she would check or notice their improvement and achievements. This time more learners were awarded stickers as they completed their tasks accordingly.

Lets practice

Students will ask and answer animals habitats.

1. Teacher gives each one a paper to fill information.

Students go around the classroom and ask other classmates for their favorite animal and habitat. They write the information on the paper. .(See Annex D)

2. Through the hot potato game students are chosen to report what they found.

Group work

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Excellent time management. There was no need to rush Ss at any time in order to complete the previous task. Thus, learners had the expected time for this last stage of the lesson.

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References

Bandura, A. (n.d.). Self-efficacy defined. Self-efficacy defined. Retrieved July 28, 2014, from

http://www.uky.edu/~eushe2/Bandura/BanEncy.html

Brown .H. 2007. Principles of language learning and teaching. 168-175. New York: Pearson education.

Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language

classroom. The Modern Language Journal, 81(4), 443-456.

Smith, B. (2001). Learner English: A teacher's guide to interference and other problems. M. Swan (Ed.). Cambridge University Press.

http://www.uky.edu/~eushe2/Bandura/BanEncy.html

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Annex A1

1 This is a model. The piece of paper has to be bigger and divided in 3 parts.

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Elaborated by Fajardo, A (2014)

Annex B2

Papers

2 These are models. Each piece of paper has to be bigger but with these elements.

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Elaborated by Fajardo, A (2014)

Annex B: Power Point Presentation

Slides

Crocodiles Snakes Lions

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Step 3

Step 4

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17

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Elaborated by Fajardo, A (2014)

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Annex C

Pre-listening Worksheet

Adapted from Zannata, T & Zapiain, G (2006). Catch 4. Richmond Publishing.

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Pre-listening Model PPP

Elaborated by Fajardo, A (2014)

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Annex C

Listening

Slide to set the context:

Elaborated by Fajardo, A (2014) Worksheet

Listen and complete:

: SoTell me about the animals you can find in the mountains.

: There are hundreds of different animals in the __________, but my favorites are

__________ and __________.

: Now tell me about animals in the deserts.

: In the __________ there are rattlesnakes, thousands of them! And there are very ugly

__________ with pointy teeth. And __________, they are very beautiful.

: What about the __________?

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: There are __________ in the rivers in the jungle. And there are __________ in the trees.

And __________ of different types.

: Whats your favorite habitat, Mr. Hudson?

: I love the sea! I love __________ and whales. And there are not rattlesnakes there.

: Thank you, Mr. Hudson.

Adapted by Zannata, T & Zapiain, G (2006). Catch 4. Track 31. Richmond Publishing.

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Annex C

Post-Listening Write:

1. Where do whales live? They live in the __________.

2. Where _____ bears live?

They _________ in the __________.

3. Where _____ dolphins ______?

___________ __________ in the _________.

4. _________ ____ parrots ________?

___________ __________ in the _________.

5. _________ ____ monkeys _________?

___________ __________ in the _________.

6. _________ ____ bats _________?

___________ __________ __ _____ _________.

7. _________ ____ camels_________?

___________ __________ __ _____ _________.

8. _________ ____ crocodiles _________?

___________ __________ __ _____ _________.

Slide to check the exercise:

Elaborated by Fajardo, A (2014)

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Annex D

1. Name: Animal: ____________________________ Habitat: ____________________________ 2. Name: Animal: ____________________________ Habitat: ____________________________ 3. Name: Animal: ____________________________ Habitat: ____________________________

Slides of Models:

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Elaborated by Fajardo, A (2014