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ICELT LESSON PLAN FORM

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

Institution: San Cristóbal Sur IED

Date of Observation: 18 03 2015

Time of observation Length of class

1:10 pm – 2:10 pm 60 minutes

Class/grade: 5

th Grade

Room: English classroom

Number of students: 38

Average age of Students: 11

Number of years of English study: 1

Level of students Elementary

Lesson Number 3

Observer: Albedro Cadena

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Main Aim(s):

By the end of the lesson students will be able to report about each other’s likes and dislikes referring to food through the use of simple present questions and they will be able to give their opinion about who are the healthiest peers in the classroom. Subsidiary Aims:

- Students will carry out reading and writing tasks based on models to identify vocabulary and understand how to ask and answer about their preferences.

- Students will formulate questions and answers where they can get information about their classmates’ likes and dislikes

Personal aims:

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

Assumed knowledge: The students are familiarized with the use of vocabulary referring to numbers, personal pronouns and classroom language. 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 reading but they feel that they cannot solve them if they do not have a dictionary and can translate word by word.

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Description of language item / skill(s) Form:

Affirmative statements Negative…..

Personal Pronoun + verb + s + complement (food) She / he likes pizza

Personal pronoun + Auxiliary verb + main verb + complement (food) She / he doesn’t like pizza

Questions Answers.

Auxiliary verb + personal pronoun + main verb + complement (food) Do you like milk? / Does she/he like Bananas?

Yes, I do / No, I don’t / Yes, she/he does / No, he/she doesn’t

Affirmative statements

Personal Pronoun + verb to be + adjective + prep + object pronoun It is good for me / it is bad for me

Meaning The sentences mentioned above affirmative and negative. The second chart refers to questions and short answers in simple present. They provide information about preferences. Use

The previous expressions are used to ask about preferences. Skills and sub skills This lesson is focused on the grammar language system. However, although this lesson is focused on the language system, the language skills: reading, writing and speaking will be used with the intention of enhancing learners’ understanding related to the topic explained before. These skills 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:

Slides in PPP that will be used in the warming up to mention students’ preferences about food. (See Annex A)

Flashcards that helps to the classification of food.(See Annex B)

Let’s read

Short pieces of papers for the couples division. (See Annex C) Pre-reading: Worksheet to unscramble words. (See Annex C –Pre-reading) Reading: Dialogue-history. It is not going to be a complex reading because the idea is to deal with the

anxiety of the students and make them feel comfortable. Matching activity. (See Annex C –Reading) Post- reading: writing worksheet about their likes and dislikes. (See Annex C – Post- reading)

Let’s Practice

Slide to explain how to ask and answer about each other’s preferences (See Annex D)

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Rationale

Profile of learners: This class has 38 students, who are between 10 and 12 years old. They are students of 5

th grade. They are in A1 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. Regarding pronunciation. They have issues with 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. They are very undisciplined and teacher-dependent. Consequently, they need the teacher’s 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, and taking into account the affective needs described above, 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 or angry and do not want to perform any activity. These kind of learners learn best when they have the possibility to share their knowledge with the others and use it in a specific product. Besides, the activities are more important for them when they are related to their context.

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 others. Moreover, cooperative tasks can help them to be less aggressive because each individual is accountable for the group (Oxford, 1997, p. 444) and to perform in a successful way 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 pursuits to encourage the motivation of the students to participate in class and to use the previous knowledge they have and people that belong to their scholar context. Through the other tasks students will have the opportunity to improve their vocabulary, pronunciation and the use of expressions used in a specific context that can be meaningful for their learning process.

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Anticipated problems

Students might not understand teacher’s instructions.

Students might not follow the structure of the

sentences when they speak. Students might not use appropriately the use of

third person singular form and auxiliary do / does.

The part of reading might be difficult for them.

Planned solutions

In the classroom there are going to be some flashcards which can help learners with this issue.

Although it is part of the process, students are going to have two previous tasks in order to practice before the speaking part.

This structured is going to be introduced step by step during the tasks in order to make it easier for them.

It was chosen and adapted a reading according to their English level and the matching game is going to allow them to understand more about it.

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 learn from their partners and they will also get teacher-regulation in the process. In addition, I explain the strategies that can be useful to deal with issues regarding the learning of the structures or the comprehension during the tasks.

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Stage Aim Procedure Teacher and student activity

Time and interaction

Tutor’s comments

Warm up / Review

Students will identify food and say sentences about their own likes and dislikes Students will rate the food considering whether it is healthy or not.

1. Students are divided in two groups: boys and girls.

Teacher shows the picture of a specific food (Using a Power Point Presentation). The student who is chosen for each group (using the hot potato game) has to say a sentence mentioning his/her like or dislike about that food. (See Annex A).

2. After that, Students will classify the food taking into

account if it is healthy or not. (See Annex B)

Students and teacher

interaction

15m

T changed the seating arrangement from the beginning; Ss grouped between boys and girls. Kids got highly motivated within the competitive environment. So, they ran to beat one another. T explained what learners had to do making clear that the choices would be ‘I like’ or ‘don’t like……’ T resorted an interesting strategy to calls Ss attention. She played and paused music to choose a student who would provide preferences. T did a good job with corrections T corrects S: I like /iks/ T/iks/? or eggs? S confirmed accordingly eggs=/ɛgz/. However, T missed this correction ‘S: I like hamburguer’. G: Doesn’t know the answer. Although T did a good job to help learners realize about the appropriate pronunciation of vocabulary, these words could have been rehearsed first from the beginning to avoid frequent monitoring. B: I like chee T: /cheese/? B: I like /ise kreeam/ T had the S repeat.

10:00 T cued the group to realize that some things were good and some were bad for one’s health. T used a smooth transition to get learners engaged. She asked them ‘And this one?’ Ss ‘ bad for me pizza’ T helped Ss organize the idea. T went on with ‘What about the chips?’ G ‘bad for

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me (referring to chips)’. T also called on specific Ss ‘What do you think Paula? S ‘bad for me’. T went on with some other samples until she reached a last example.

Let’s read

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

1. Students are divided in couples using pictures and

names of food. (See Annex C). 2. Pre-Reading: Teacher gives a worksheet to each

couple and Students have to unscramble the words and

Pair work: they can share with their partners their doubts

about vocabulary or the procedure

to do the activity.

Students and

teacher interaction

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T moved on to the next stage. T ‘So we are going to do a reading but first we are going to do and exercise in couples’. T could have used another smooth transition by asking learner to find some of the vocabulary previously discussed. T said that they were going to choose their partner. The boys had to wait a bit long, though. So, she could have asked some of them to help her hand slips of paper out. T told Ss that they would find a drawing and the word pizza. Instead she could have asked them to attempt describe the picture. Kids could have used some language to find their partners. For example, St A: ‘What do you have?’ St B: ‘I have a ….’

Most learners approached the teacher to make sure how the words were pronounced. So, that confirmed that it would have been helpful to rehearse the pronunciation of words in the earliest stage. Ss made a good effort to use classroom language to address the teacher. Ss ‘Teacher, I finished’.

18:40 T called Ss attention and told them about disorganized words being displayed. So you need to ….What is

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write them in the correct way (Teacher provides them with the first example. (See Annex C –Pre-reading)

3. Reading: Students read the dialogue and they do a

matching activity referring to this. Teacher checks the answers (See Annex C-Reading).

the word here? Ss unscrambled ‘bananas’. Ss managed to provide the answer and understand what they had to do. Then, Ss worked in groups. However, there was not a clear purpose for working in pairs as each S had his-her own worksheet.

T managed to monitor the entire group. T went around the large classroom and assisted all of the learners. She helped learners find a partner when needed. Several Ss finished quickly and let the teacher know by using classroom language again. S ‘Teacher, I finished’.

24:00 T asked for volunteers to come to the board and all kids volunteered, T chose some. Ss were proud to know their answers were right. Some shouted ‘Yesss!!!’.

This time, T had Ss rehearse the pronunciation of a set of words. T had Ss repeat the words to approximate pronunciation. T encouraged learners to come to the board and correct the following spelling ‘begetables’. T made sure Ss were able to pronounce the words. T praised Ss by saying ‘excellent!’.

27:50 T then moved on the next stage by saying ‘now we are going to read about Hansel and Gretel. T could have made this transition smoother by asking Ss what they like or don’t

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4. Post-reading: Students write about their likes or dislikes

using some vocabulary of the reading. Teacher walks around the classroom solving the doubts students can have. (See Annex C-post reading).

like. T asked Ss to first read. Then, they did the matching activity. T wrote the instruction she had just said. 1. Read the dialog. 2. Matching act. Parallelism could have been kept in mind (read/matching). T missed saying how Ss would work; individually/pairs/group? A bit later, T asked Ss to work together. Once again Ss used classroom language, but now to ask their peers for colours. E.g. S ‘Can you lend me your color red? …Thank you!’ 38:00 T stopped the activity to check. T elicited details by providing one key point first. T ‘We know that the witch likes candies. What else does she like?’. Ss responded promptly. S ‘She likes pizza’ T also asked Ss about the boy. T: ‘What about the boy? S ‘He likes /vegetables/. T had Ss reflect on whether they were bad for her.

43:40 T: now you are going to talk about yourselves. This time Ss helped T hand out material. T provided instructions referring to some food she displayed on a PPT slide. Ss need to take care of two tasks at the same time. Why? The good or bad part would have been good for a partner to decide upon. T-S: T monitored, praised Ss and made them reflect on their choices. T ‘Do you think that the soda is good?’. Ss replied accordingly. Most of the learners wrote complete sentences rather accurately.

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Let’s practice

Students will ask and answer about likes and dislikes

1. Teacher gives each one a paper to fill in with information about their classmates likes and dislikes. Students go around the classroom and ask other classmates for their likes or dislikes referring to food. They write the information on the paper. .(See Annex D)

2. After that, they are going to report what they found about the two classmates who will be in front of the classroom. Then, according to the answers they will give their opinion about who is healthier.

Peer work:

they are asking and

answering to different partners

Students and

teacher interaction

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51:40 Timing was a bit tight now. T moved on. T ‘Now, you are going to speak with your partner’. T had a S practice the mini-talk with her in front of the class. This definitely helped learners understand how they were expected to perform and how to do it.

1:02 Timing was a bit exceeded. T resorts to a successful strategy to retrieve Ss’ attention. T ‘sit down in 5,4,3,2,1. T ‘Now, you are going to say….She likes….he likes….he doesn’t like…… Surprisingly, a student realized a letter missing, which demonstrated the high level of awareness she had raised. S ‘faltó la s’. Another S from the audience ‘She likes soda. T helps a student to produce each part of the sentence by pointing at the example on the board. This definitely helped the Ss realize of the proper word order. Great job! T elicited more findings. T ‘What about pizza? …

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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.

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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 (2015)

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Annex B

Flashcards to do the Classification

Elaborated by Fajardo, A (2015)

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Annex C

Apples

Bananas

Cherries

Grapes

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Strawberries

Oranges

Brownies

Cookies

Cupcakes

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Donuts

Lollipops

Ice cream

Pizza

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Egg

Carrots

Tangerine

cheese

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Pre-reading

ansnaba

http://coloringpoint.com/wp-content/uploads/2013/09/banana-fruit-

coloring-page-for-kids-boys-and-girls.gif

tsdonu

tavegebles

dycan

daso

ufrit

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Elaborated by Fajardo, A (2015)

Reading

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Adapted from Mitchell, H. Q. (2009). Get Smart 2.MM Publications.

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Elaborated by Fajardo, A (2015)

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Post-reading

Annex D

Elaborated by Fajardo, A (2015)