Mdd 2 & 3

Assessment N° 2

MDD 2 & 3

Gary Torres

Professional Practicum

STANDARDS MDD 2 & 3

Learning aims and Lesson planning

Considering it is teacher’s r responsibility to plan the learning units and every single

lesson it’s going to be implemented in the school, prove this competences through the

following tasks:

Task 1: Unit and Lesson planning.

Orientaciones:

a) Elabore sus planificaciones de acuerdo al formato que usted consideró

pertinente usar.

a) Explicite: objetivo principal, resultado(s) de aprendizaje, actividades

principales según etapas de la clase, tiempo. Explicite las adaptaciones

para estudiantes con NEE.

b) Indique la intervención docente para el apoyo y conducción de las

actividades (instrucciones, ICQs, CCQs etc.)

c) Incluya los recursos utilizados (prototipos de c/u)

UNIT PLAN FORMAT STUDENT - TEACHER’S NAME: Gary Torres

SCHOOL: Colegio Concepción Chiguayante

LEVEL: 2° medio

NAME OF UNIT: Tomorrow’s World

TOPIC: Future & Technology

AIM(S):

AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK

LESSON 1

At the end of the

lesson students

will be able to

create a new

mobile app using

technological

vocabulary

Speaking

Listening

Lead in

-T shows pictures so Ss

predict the topic.

-Ss play a game.

Presentation

-T makes Ss watch a video

and then to give opinions

about it.

-T models the words to the

Ss and asks them to repeat

after her/him.

Practice

-Ss work on their books and

a worksheet that T

previously gave away.

Production

Computer

Projector

Markers

Textbook

- T asks Ss to create a new

mobile app.

-After checking the activity,

T AsksCCQs.

LESSON

2

At the end of the

lesson students

will be able to

speculate and

predict possible

events in the

future.

Listening

Speaking

Lead in

- T introduces the topic by

ask some questions about the

future.

Presentation

-T introduces the topic by

modeling the language and

giving examples and writing

them on the whiteboard.

-T explains when modal

verbs are used.

Practice

T makes Ss work in the book

and in a worksheet.

Production

- T explains Ss the last

activity in which they have

to complete with their own

ideas.

-T checks the activity.

Computer

Projector

Markers

Textbook

T asks Ss to

bring material

for next class

to create a

poster. (

photos, colour

paper,

scissors, glue,

glitter, etc)

LESSON

3

By the end of the

lesson Students will

be able to create a

poster and a message

for future

generations.

Speaking Preparation

-T explains that Ss will make a poster for future

generations in which you will

include stuff that you like and

a message. Task development

Ss do the poster and T

monitors the activity and

clarifies doubts.

Post task

- Ss present their posters in

front of the class.

-T evaluates the presentation

and poster.

-T comments on Ss

performance.

Computer

Projector

Markers

LESSON

4

Students will be

able to understand

a text about

technology and

future life.

Reading Lead in

-T elicits the name of some

sci-fi films and write them

on the board.

-Ss discuss what aspects of

life in the future these films

show.

Pre-reading

- T shows some pictures and

asks some questions

- Ss guess the topic.

While reading

-T asks Ss to read the text

and to do activity number 2

in page 47 from the

textbook.

-Ss read, T follows the

reading.

- T asks the Ss to complete

a vocabulary builder

activity.

Post-reading

-T asks the students to work

in pairs and make

predictions about the world

in fifty years’ time.

Computer

Projector

Markers

Textbook

LESSON 5

At the end of the

lesson students

will be able to

create a dialogue

making,

suggesting and

declining plans.

Speaking,

Reading

Lead in

-T asks Ss for activities

young prople do at the

weekends.

- Ss answer and read the aim.

Presentation

-T shows Ss some pictures

of activities done by young

people.

-T shows the expressions

used to make plans, and to

accept and reject invitations.

- T shows a video and Ss

take notes.

Practice

-T makes Ss work on their

book.

Computer

Projector

Markers

Textbook

-T explains the next activity

in which Ss have to create a

dialogue.

Production

- Ss present their dialogue

and T evaluates.

Universidad Católica de la Santísima Concepción

English Pedagogy

Teaching Practice

LESSON PLAN

Class: 2° medio

School: Colegio Concepción Chiguayante

Date of lesson:

22-08-14 Time of lesson:

8 am

Length of

lesson:

90 min.

Student-Teacher’s

name:

Gary Torres

Main Aim:

At the end of the lesson students will be able to create a new mobile app using technological vocabulary.

Exponent(s):

Data storage, web cam, social networking website, laptop, computer, USB, password,

username, autocomplete, Internet browser, podcast, Wi-Fi.

I found a Wi-Fi hotspot in the supermarket//My laptop has a built-in webcam//Connect

the data storage to the USB port//I’ve got an app to make video calls and share files at

the same time.

Assumed Knowledge:

Simple present tense

Simple past tense

Target Language:

Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser,

podcast, Wi-Fi.

This app is useful for: making calls, listening to music, sharing photos, looking for Wi-Fi hotspots.

It has a/ You need Wi-Fi to use it/ You can connect it to your laptop.

Anticipated Problems

Students may get confused with cellphone and mobile. (Explain that one is British and the other

is American).

Aids

Marker

Projector

Computer

Adapted from University of Sussex

Stages

Procedure

What I am going to do

What I am going to say

Instructions, CCQs, Feedback,etc

Skill

Time

(min)

Interaction

T-Ss;Ss-Ss;etc

LEAD-IN

(warm up)

PRESENTATION

The Teacher starts the class greeting

the group and introducing the theme.

The teacher shows a ppt with some

pictures and asks Ss to predict the

topic

The Ss predict the topic

The T introduces a game

Ss play the game

The T shows a video about the

importance of technology in our lives.

Ss watch the video

T asks for Ss opinions

Ss discuss about the video

T models the words to the Ss and asks

them to repeat after her/him.

Good morning Students, how are

you today?” today we will start with

a new topic.

Students, look at these pictures. And

tell me what you are thinking this

lesson is going to be about?

Now you will play a little game that

you are familiar with. You are going

to be divided into groups. I’m going

to name a category and you have to

come up with elements related to the

category.

Okey let’s play

Now we are going to watch a video

and then we will discuss about it. Ss pay attention to the video

What do you think of this video?

What could you see? Is technology

that important to us?

Okey, repeat after me.

Listening

Speaking

Speaking

15 min

20 min

T-Ss

Ss-Ss

T-Ss

PRACTICE

PRODUCTION

Ss repeat the words.

T asks Ss to complete the activity on

the book (page 44)

Ss do the activities

T Checks the activity.

T makes Ss create a new mobile app

using the vocabulary the just learnt.

T checks the activity.

T asks CCQ’s

Now let’s work, open your book on

page 44. You are going to do

exercise 2, 4 and 6.

Ok let’s check.

Now, you will have to create a

mobile app using the vocabulary we

have seen, it has to be something

creative so use your imagination.

You will have 15 min. to do it, then

we will check. Work in groups of 4.

Alright, who is going to be the first

group to present their app?

Ok, what did we do today?

Can I upload files to podcast?

Do I use autocomplete to make a

video call?

Is facebook a social networking site?

Reading

Listening

Listening

Speaking

20 min

30 min

Ss-Ss

Ss-Ss

T-Ss

POST LESSON COMMENTS:

Once every group presented, Teacher gives feedback on pronunciation and grammar without facing the group which made

mistakes.

TOMORROW’S WORLD

Teachers: Gabriela Quezada & Gary Torres

Look at these pictures

What’s the topic

Lesson Aim•At the end of the lesson SWBAT express and use vocabulary about technology in tomorrow’s world.

Let´s watch a video and discuss

• A life without technology

Instructions

1. Open your book on page 44.

2. Do exercises 2 and 6.


English Pedagogy

Teaching Practice

LESSON PLAN


Class: 2 high school


Date of lesson:

26-08-14 Time of lesson:

8 am

Length of

lesson:

90’

Student-Teacher’s

name:

Gary Torres

Main Aim:

At the end of the lesson students will be able to speculate and predict possible events in the future.

Exponent(s):

If I drive fast I might have an accident, If you don’t study you will get a bad mark.

If we don’t eat we will probably will die, I may become a superstar if I sing on Tv.

If tonight is cloudy, it probably won’t be sunny tomorrow.

Assumed Knowledge:

Weather

Global warming

Simple present

Target Language: If clause+ main clause If clause: If + subject +simple present+ complemet

If clause: If I go to the gym Main clause: Subject + will/might/may/could + main verb+complement

Main clause: I may get healthy.

Anticipated Problems

Ss can get confused since could is mainly used for talking about the past.(Explain that it can also

be used for talking about future events such as in the example: If it doesn’t rain tomorrow, we

could have a barbecue)

Aids

Projector

Computer

Stages

Procedure




Skill

Time

(min)

Interaction

T-Ss;Ss-Ss;etc

LEAD-IN

(warm up)

PRESENTATION

T introduces the topic by ask some

questions.

Ss talk.

T makes Ss read the aim of the lesson.

T introduces the topic by modeling the

language and giving examples and

writing them on the whiteboard.

T explains when modal verbs are used.

T goes back to his examples on the

board and explains.

Imagine it’s year 2040, what

developments do you expect to see

in mobiles, tvs and computers?

Ss read the aim.

I think if mobiles keep growing they

might become robots and I believe

that Tv’s will disappear if computers

make people’s lives better.

In first conditional we usually use

the modal verb ‘will’ when we want

to talk about events that are going to

happen for sure; then we have

‘probably will’ for a lower

percentage of probability; then we

have ‘may or could’, which indicate

50% of probability; with a lower

probability we have might and

finally we have ‘probably won’t or

won’t’.

In my first example I am not sure

what is going to happen so I used

might. In my second example I am

sure of what is going to happen so I

used will.

Speaking

Reading

Listening

Listening

Listening

10 min

20 min

T-Ss

Ss-Ss

T-Ss

T-Ss

T-Ss

PRACTICE

PRODUCTION

T asks CCQs

T makes Ss work in the book.

T checks exercises 4 and 5.

T gives away a worksheet.

T explains Ss the last activity.

T checks the activity

T and Ss make an overview of the

reviewed contents.

Which words do we use to talk

about possibility in the future?

Do they have the same meaning?

How do we make a positive

prediction?

How do we make a negative

prediction?

Let’s work now, open your books on

page 45 and do exercises 4 and 5.

Work in pairs.

Work on this worksheet now. Read

the instructions carefully.

In the last exercise you will have to

complete the sentences with your

own ideas of what you think

will/may/could/might happen.

Let’s check!

What did we do today? What did we

learn? When do we use might? Can

we use will when we are not sure of

what is going to happen in the

future? Which can we use if not?

Listening

Speaking

Reading

Reading

Speaking

Speaking

Listening

20 min

30 min

T-Ss

Ss-Ss

T-Ss

POST LESSON COMMENTS:

Teacher takes the last 10 minutes to introduce the activity they will be doing next class in which they need materials such as pictures of

their family, favourite music bands, favourite food and things they like to create a poster for future generations.

Slide 1

won’t > probably won’t > may/might/could > will probably > will

0% 100%

EXAMPLES

1. There are lots of clouds, I think it will rain tomorrow.

LET’S CHECK!

1. Which words do we use to talk about possibility in the future?

2. Do they have the same meaning?

3. How do we make a positive prediction?

4. How do we make a negative prediction?

If

will

will not

won’t

will

’ll

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE

Lesson plan:# Level:

2° medio

Date:

Time:

11.30 am

Length:

90 min.

Teacher:

Gary Torres

Aims: By the end of the lesson Students will be able to create a poster and a message for

future generations.

Assumed Knowledge:

First conditional, simple past, simple present.

Family.

Anticipated problems:

…and solutions:

Aids:

Projector

Computer

Markers

STAGE OF LESSON

and procedure

PURPOSE

What I’m going to say

Interaction

SKILL(S)

DEVELOPED

Time

PREPARATION STAGE

T greets Ss.

T explains what Ss will be

doing during the lesson.

Good morning class, How are you

doing today?

Do you remember what I told you

we were doing today?

As explained last class, today you

are going in pairs to make a poster

for future generations in which you

will include stuff that you like and

that you would like to share with

people from the future. This stuff

can be pictures of your family,

favourite music band, singer, food,

etc. You will have to include a brief

message in which you need to use

first conditional.

T-Ss

Listening

Listening

10

min


T shows a sample poster and

explains.

Remember that you will have to

present what you made in front of

the class. This is going to be

evaluated.

Here you can see an example of

what you will have to do.

These pictures represent what I

like, this is my family, my favourite

band and food, and this is my pet.

Now I will read my message.

TASK DEVELOPMENT STAGE

T asks if Ss have any doubts.

Ss work in pairs.

T monitors the activity and

goes around the classroom

making sure everyone is

working.

Have you got any doubts?

I will be around the classroom to

clarify your doubts and to help you

with your message.

T-Ss

Ss-Ss

Listening

Speaking

40

min

POST TASK STAGE

Ss present their posters in

front of the class.

T evaluates the presentation

and poster.

T comments on Ss

performance.

Ss-Ss

T-Ss

Speaking

Listening

40

min


Post lesson comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


English Teaching Programme

Practice V


Unit :

Level Date

05-09-14 Length

90 min.

Student- Teacher

Gary Torres

Aims: Students will be able to understand a text about technology and future life.

Assumed knowledge ( Content, vocabulary, strategies)

Anticipated Problems …..and Solutions

Aids

Book Solutions

Projector

Computer

Stages

Procedure What am I going to do ?

What are students going to do?

Instructions What am I going to say?

Time Objectives

(min)

Interaction T-Ss;Ss-Ss;etc

Lead-in

Pre –

T elicits the name of some sci-fi films

and write them on the board.

Ss discuss what aspects of life in the

future these films show.

T shows some pictures related to future

life and asks Ss to describe them

T asks Ss to predict the topic

T asks Ss to discuss which they think is

most likely to come true.

Did you know the name of any

sci-fi film? Can you name them?

Discuss in pairs what aspects of

life in the future these films

show.

Look at the pictures and describe

them, what can you see?

What do you thing the reading is

going to be about?

Which of these pictures is most

likely to come true?

Elicit previous knowledge

Elicit previous knowledge

Activate previous

knowledge.

Activate previous

knowledge.

20 min

Stages

Procedure What am I going to do ?

What are the students going to do?

Instructions What am I going to say?

Objectives

(min)

Time

While

Post

T asks Ss to read the text and to do

activity number 2 from the textbook.

T cheks the activity.

T asks the Ss to read the text again and to

do activity number 3 from page 48.

T checks the activity.

T asks the Ss to complete a vocabulary

builder activity.

T asks Ss to complete sentences using

the phrases from the previous activity.

T asks the students to work in pairs and

make predictions about the world in fifty

years’ time.

Now you are going to read the

text and answer the questions

from the activity number 2.

You are going to read the text

again if it is necessary and then

match the paragraphs with the

corresponding predictions.

In the following activity you have

match the verbs and nouns to

make phrases from the text.

Know you have to complete the

sentences using the phrases from

the previous exercises.

In the last activity you will work

in pairs, and you will have to

make three predictions about the

world in fifty years’ time. These

words can help you: “buildings,

climate, computers, education,

entertainment, health, space,

transport and work. You will

have 10 minutes.

20 min

30 min

Do you know

any sci-fi film?

Slide 2 Do you know

any sci-fi film? What aspects of life in

the future can you see

in these films?

Slide 4

Slide 6

Slide 8

Which of these is

more likely to

come true

Slide 10 AIM

At the end of the class students will be able to understand a text

and make predictions about future life.

Page 48

Exercises 2 to 6.


English Pedagogy

Teaching Practice

LESSON PLAN

Class: 2 medio


Date of lesson:

Time of lesson:

8 am

Length of

lesson:

90’

Student-Teacher’s

name:

Gary Torres

Main Aim:

At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans.

Exponent(s):

• Shall we go to a pub or a restaurant? No I can’t

• How about going to the beach? No, I don’t want to

• What about cooking pretzels?

• Why don’t we/ you go camping some day?

• Great idea!

• Yes, that sounds fun.

• I’d love to.

• Yes, I’d be up for that.

• That’s a good idea.

Assumed Knowledge:

Places, holiday.

Target Language: A: Do you fancy going for a bike ride on Saturday morning?

B: Great, I’d love to

Anticipated Problems …..and Solutions

Aids

Projector

Markers

Computer


Stages

Procedure




Skill

Time

(min)

Interaction

T-Ss;Ss-Ss;etc

LEAD-IN

(warm up)

PRESENTATION

T greets Ss.

T asks Ss a question.

Ss comment.

T makes Ss read the aim.

T shows Ss some pictures of activities

done by young people. On each

picture T asks Ss who likes doing this

activity.

T shows the expressions used to make

plans, and to accept and reject

invitations.

T shows a video.

T checks what Ss wrote.

Good morning, how are you today?

I will start this lesson by asking you

this: What kind of activities do

young people typically do at the

weekend?

Ok, this is the aim of today’s lesson,

can somebody read it?

Look at this pictures and tell me

what they are.

Do you like doing this? Who does

this activity usually?

These are some expression used to

make plans. Can you read them?


accept invitations.


reject invitations.

Watch this video and take notes on

the tenses they use to make plans, to

accept and reject invitations.

What did you write? Let’s see.

Listening

Speaking

Reading

Speaking

Reading

Speaking

10 min

20 min

T-Ss

T-Ss

PRACTICE

PRODUCTION

T makes Ss work on their book.

T explains the next activity in which

Ss have to create a dialogue.

Ss present their dialogue and T

evaluates.

Let’s work on your book now, page

50, exercise 3.

Practice the dialogue in exercise two

with your partner replacing the

words in blue with other activities

from exercise 1 or your own ideas.

Now, you will have to come up with

a dialogue. Work in pairs.

Ask about your partner’s plans. Tell

your plans to your partner. Make

suggestions for activities you could

do together. Accept or decline the

suggestions. Agree on doing one

activity.

Reading

Speaking

15 min

30 min

Ss-Ss

Ss-Ss

T-Ss

•What kind of activities do young people typically do at the weekend?

Slide 2

AIM•At the end of the lesson students will be able to make, decline and suggest plans

VOCABULARY

To do

schoolwork

Go bowling

Slide 4

Go ice skating Go for a pizza

Go for bike

ride

Go

skateboarding

Slide 6

Go to bed

early

Have a

barbecue

Have

lunch/dinner

with relatives

Meet

(somebody) for

a coffee

Slide 8 TENSES USED TO MAKE PLANS

* WILL

* GOING TO

* MAY or MIGHT

* PRESENT CONTINUOUS

We use will for things we decide to do as we are speaking.

We use going to for things we have already decided to do something (intentions)

If we are not sure.

For things we have alreadyagreed to do, usually withsomebody else (arrangements).

EXPRESSIONS TO MAKE

SUGGESTIONS

• Shall we go to a pub or a restaurant?

• How about going to the beach?

• What about cooking pretzels ?

• Why don’t we/ you go camping some day?

• Maybe you/we could wait a few more minutes

Slide 10 EXPRESSIONS TO ACCEPT

SUGGESTIONS

•Great idea!

•Yes, that sounds fun.

• I’d love to.

•Yes, I’d be up for that.

• That’s a good idea.

EXPRESSIONS FOR DECLINING

SUGGESTIONS

• Sorry, I can’t.

• I don’t really fancy dancing with you.

• Sorry, I don’t want to.

Slide 12

•PAGE 50.

• Exercise 3

•Practice the dialogue in exercise two replacing the words in blue with other activities from exercise 1 or your own ideas.

•Work in pairs

CREATE A DIALOGUE

• Ask about your partenr’s plans.

• Tell your plans to your partner.

• Make suggestions for activities you could do together.

• Accept or decline the suggestions.

• Agree on doing one activity.

Task 2:

Base the decisions made at the moment of planning the lessons with methodological and

context references.

Orientaciones:

a) Planteamientos didácticos para la enseñanza y aprendizaje de inglés en su

nivel

b) Apoyos ofrecidos en función de las características de los estudiantes

c) Orientaciones que emergen de otros factores contextuales identificados en

el Estándar 1

Since this unit has a lot of new vocabulary items it was important to choose the most

suitable way of teaching. As explained in the previous MDD, this group of students has a

good level of English, they behave well and respect teachers and classmates, so in terms of

classroom management it is not difficult to have them quiet. This is positive because in most

schools this is a big issue.

When teaching vocabulary I tried to make them aware of the meaning of the words.

According to Lewis (1994) the term meaning in vocabulary is essential because if students

do not know the meaning of words they are learning, they are not going to be able to

participate in real conversations, or even in class. In my case there were lots of words students

already knew, for instance ‘usb’ or ‘username’, but there were some such as ‘podcast’ and

‘browser’ which they did not know.

On one hand he suggests that vocabulary is not precisely stored only as individual

words, but also as phrases and larger chunks, which can be retrieved from memory as a

whole, reducing in this way the difficulties at the moment of processing. On the other hand,

he states that learners who tend to learn individual words are going to need more effort and

time to memorize the word, understand its usage and finally using it to express themselves.

From this point of view, I tried to contextualise the new items by showing the words in

sentences and not only by themselves, so students had a clear idea of what the words meant.

Another issue which I think is relevant is the use of real materials and give real context

to the content being taught. The material used for the lessons should be real since the

beginning of the lesson. Learners need to be engaged to what they are going to learn as they

also expect attractive, meaningful, authentic and didactic material to get involved in the class,

Moras (2001).

According to Nation (2007) good lessons have included speaking and writing

activities. The teacher should design speaking and writing activities. This involves written

or spoken input in the activities that each piece of input contains about English words that

may be new to the learners.

Also, as expressed by the teacher, when teaching certain tenses it is useful to make

learners guess the structure used for the tense, instead of simply showing it on the whiteboard

or a slide. In this way they can reinforce autonomy in the process of learning and since they

are going to be the ones who ‘discover’ the structure, they will keep that information in their

memory for a longer period of time.

Task 3:

Reflect on the process followed for planning the lessons, highlighting strengths,

weaknesses and challenges.

Orientaciones

a) De las tareas desarrolladas, ¿qué le resultó más fácil: el diseño de la

planificación, la elaboración de materiales o la fundamentación de la

propuesta? ¿Por qué?

b) Que le resultó más difícil de planificar ¿Por qué se le presentaron esas

dificultades? ¿Como las enfrentó? Señale consecuencias positivas y

negativas de las acciones que tomó para enfrentar esas dificultades.

c) Si tuvo estudiantes con mayores necesidades de apoyo docente, ¿qué

facilidades y dificultades tuvo para la implementación de las actividades de

aprendizaje?

Task based lessons are personally the easiest for planning, since they are more

focused on students work that teachers work and also because learners like these sort of

activities in which they have to bring materials to the class and work with elements they like

such as music, food, technology, etc. In this way students feel really engaged to the lesson

and are able to work positively and without unnecessary distractions that can emerge in any

other type of lesson. Moreover, as they like what they are doing they keep that new

knowledge in their long term memory.

Teaching vocabulary was a bit more complex but still not difficult. Nowadays, learners

feel close to technology and since the unit has to do with technology and future, lessons are

easier to carry out in terms of engagement and context.

Planning a lesson is always a big challenge because the teacher does not know whether

the lesson will be successful or not, if students are going to be engaged or not, if the computer

or projector are going to work or not, and lots of other doubts can emerge. One of the hardest

lessons to plan are those who include tenses since there is a more complex structure in

comparison with other contents. I tried to follow teacher’s advice by not showing them the

structure explicitly, but let students find and realise the structure. Several examples in

sentences or audios are useful for this approach and if necessary double the amount of

activities and exercises to make sure learners understood.

References

Lewis, M. (1994). The Lexical Approach. Hove, England: Language Teaching Publications,

Volume 1, Number 2.

Moras, S. (2001). Teaching Vocabulary to advanced students: A Lexical Approach. Sao

carlos, Brazil.

Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1:

1-12.

Mdd 2 & 3

Education

Transcript of Mdd 2 & 3