IN-SERVICE CERTIFICATE IN ENGLISH LANGUAGE TEACHING (ICELT)

COMPONENT 3- METHODOLOGY ASSIGMENT No._1__

LESSON PLAN

Centre Name: “Niños Héroes”Centre´s number : 15EPR335YCandidate´s name: Veronica Vilchis Santiago

Date: November 14th, 2013 Venue: Luis Echeverria street, Chimalhuacan.

Observer: Juan Fransisco Sánchez 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 5th 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.

7´

PresentingLanguage

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.

15´

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Minglework

Buy somethingSell 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.RealiaToy moneyTickets 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.

15´

Furtherpractice

Tell me, what did you buy?

IndividualLockstep

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.

8´

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.

5´

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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

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