MDD 2 & 3

Standard 2 & 3: Learning aims and lesson planning.

Camila Cuevas Araneda

Professional Practicum

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

UNIT PLAN FORMAT STUDENT - TEACHER’S NAME: Camila Cuevas Araneda

SCHOOL: Liceo de Niñas

LEVEL: 11th grade

NAME OF UNIT: Professions TOPIC: Jobs AIM(S): At the end of this unit students will be able to give advice related to jobs.

AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK LESSON 1 PPP

At the end of the lesson SWBAT identify and differentiate vocabulary related to jobs and the use of the modal should to give advice, written.

Reading Writing

Lead-in: S-T plays a guessing vocabulary activity with the Ss. Presentation: S-T reads a letter, presenting the new language sentence and structure. Practice: S-T writes exercises with should on the board.

Flashcards Dictionaries Worksheet

Crossword


S-T gives instructions for a word search activity. Production: S-T asks Ss to write pieces of advice for different people using the modal should.

LESSON 2 PPP

At the end of the lesson SWBAT give advice for everyday situations using should, ought to, and had better, written.

Reading Writing

Lead-in: S-T checks homework (crossword) with the whole class. S-T writes the modals should, ought to and had better on the board and two examples for each modal. S-T asks Ss what is the difference and writes the answers on the board. Presentation: S-T explains the use of each modal using the previous examples. S-T presents the

Worksheet


sentence structure. S-T check Ss’ predictions. S-T gives more examples for each modal. Practice: S-T asks Ss to get in pairs. S-T gives Ss a worksheet with exercises related to the modal verbs. S-T asks Ss to exchange their worksheet to check the answers. Production: S-T write a letter to a friend giving advice using should, ought to and had better.


LESSON 3 SDL

At the end of the lesson SWBAT consolidate vocabulary about professions through matching and charade activities.

Reading Writing

Pre Reading: S-T invites Ss to play bankrupt and gives the instructions. S-T asks Ss predict the lesson aim. While-reading: S-T gives Ss a worksheet with a text related to jobs descriptions. S-T checks Ss’ predictions. S-T asks Ss to skim and scan the text to get general and specific information, respectively. S-T re-reads the handout with the Ss and asks Ss to complete the worksheet. S-T checks the answers with the class.

Flashcards game Worksheet Dictionaries


Post-Reading: S-T invites Ss to participate in a charade activity.

LESSON 4 TBL

At the end of the lesson SWBAT produce a poster with pieces of advice related to jobs to their classmates.

Writing Speaking Listening

Preparation: S-T invites Ss to play memory game. S-T gives instructions for the task and shows them an example of a poster with pieces of advice. Task development: S-T monitors the task. Post task: S-T gives feedback of the Ss’ work and evaluates the success of the task.

Datashow Dictionaries Blank sheets

Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice

LESSON PLAN

Adapted from University of Sussex

Class: 11th grade School: Liceo de Niñas A-33

Date of lesson: 8th September 2014

Time of lesson: 11:15 – 12:45

Length of lesson: 90 min.

Student-Teacher’s name: Camila Cuevas Araneda

Main Aim: At the end of the lesson students will be able to identify and differentiate vocabulary related to jobs and the use of the modal should, written. Exponent(s): “You should get a part time job”. “You should work in a fast food restaurant”. “You should get some sleep”. “You should take a rest”. “You should pay attention in class”.

Assumed Knowledge: First conditional Elemental vocabulary Personal pronouns Modal verbs (can, may)

Target Language: (Linguistics items and their use, meaning, form) Should used to giving advice. S + SHOULD + verb + complement

Anticipated Problems …..and Solutions No dictionaries available… ask Ss to use their mobiles. Ss might get confused with the new vocabulary… use images and body language to reinforce the lge.

Aids Whiteboard Dictionaries Worksheet

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

S-T greets the Ss. S-T invites Ss to play a game in order to engage them and uses CCQ’s. S-T asks Ss what they want to be in the future and make Ss predict the lesson aim. S-T communicates the lesson aim and writes it on the board.

S-T: Good morning everyone, how are you today? Good morning, Loreto. Did you sleep well? S-T: First of all, we are going to play a game. I am going to show you an image and you are going to say what it is, ok? Is it clear? Do we have to say the word in Spanish? S-T: Very good, girls! That was excellent! Did you like the game? I like this image because she is a teacher, like me. Do you want to be a teacher? Or maybe a nurse? What do you want to be in the future? Look at the images, what do you think we are going to talk about today? Think about it for a few seconds… Are we going to talk about history? Or food? S-T: Yes, very good, girls! Today we are going to identify and differentiate vocabulary related to jobs and identify the use of the modal should.

Listening Speaking

10 min.

T-Ss T-S T-S S-S

PRESENTATION

S-T presents and models the exponent and the new language. S-T writes the new language on the board.

S-T: The other day one of my cousins wrote me a letter and asked me for advice. She does not know what to be in the future. Now I am going to read it. S-T: Dear Camila, I hope you are ok. I think I need some advice. I do not know what to do… I am trying to save money to go to a concert next month. I sold my old CD’s and shoes but I need more money. I do not know what to do… I need to buy a ticket! Please help me, Camila… What should I do to have more money? I really need you help. Love, Valentina. S-T: I immediately called her and said, Valentina, I think you should get a part time job… If you want money to buy a ticket, you should work in a fast-food restaurant or something similar. Good luck, Camila. S-T: What was my advice? What did I say? S-T: Very good! That was brilliant, girls! When we want to give advice, we use the modal verb should. For example: If someone is sleepy, you say ‘you should get some sleep’ or

20 min.

T-Ss T-Ss

PRACTICE

S-T uses CCQ’s to check understanding of the new language. S-T gives Ss the first activity, sets time and checks understanding of the instructions. S-T uses CCQ’s to check understanding of instructions. S-T checks Ss work on the board.

‘you should take a rest’. If your classmate says she has bad marks in English, you can say ‘you should pay attention in class’. S-T: Write down those examples and the sentence structure in your copybook. S + SHOULD + verb + complement S-T: Ready? Now, what was the modal verb we use? Is it can? Or is it may? Do we use them to give directions? S-T: Excellent!! Well done, girls! S-T: Now we are going to do a few exercises on the board. Work with your partner and put the sentences in the correct order, following the sentence structure I gave you. Copy them in your copybook. You have 10 minutes. Is it clear? Is it individual work? Do we have to translate? What do you have to do, Joan? S-T: Time to check the activity. Carolinne, what is the correct order for sentence number 1? Write it on the board. Daniela, can you help Carolinne? Excellent! That was great, girls!

Reading Writing

30 min

T-S S-S S-Ss T-Ss T-S

PRODUCTION

S-T gives the instructions for the second activity, sets time and checks understanding of instructions using CCQ’s.

S-T asks Ss to exchange their worksheets and then checks answers asking some Ss (chosen randomly) to give their answers. Gives them time to reflect on their work. S-T asks Ss to produce 3 pieces of advice to 3 people with problems and uses CCQ’s to check understanding of instructions.

Now you all have to check your answers with the sentences on the board. You have a moment to talk about your mistakes with your partner. S-T: Now we are going to have another activity. We are going work with a word search. First of all write down your name. You have to find the words below. This is individual work, and you have 10 minutes to finish this word search. If you have any questions feel free to ask me. S-T: Ok, no more time, girls. Pass the worksheets to the front of the class; now you are going to check a classmate’s work. S-T: Ok, nice job everybody! Now you need to have your own work, and I want you to think about it. How many mistakes do you have? Any spelling mistakes? Was it too difficult? You have a few minutes to think about that. S-T: Now, the final activity. You and your partner are going to give advice to someone. There are 5 teenagers with problems and they need your help. Choose 3 and give them 3 pieces of advice each using ‘should’. You have 25 minutes to do

Reading Writing

30 min

T-Ss S-S T-S T-Ss S-S

S-T collects work and closes the lesson.

this activity and I am going to collect them when time finishes. If you have any questions feel free to ask me, and remember this is pair not group work, ok? Fernanda, what do you have to do? Do you have to draw? Do we help all teenagers? Or just 1? How many pieces of advice for each teenager? S-T: Collects their work and closes the lesson by asking what was the agenda of the lesson.

POST LESSON COMMENTS: ____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Jo b s W o rd S e a rc h :

Find the word in the list below in the grid to the right.

actor

architect

artist

astronaut

athlete

cashier

chef

construction worker

dentist

doctor

farmer

firefighter

flight attendant

janitor

mail carrier

mechanic

miner

musician

nurse

pilot

police officer

programmer

reporter

scientist

singer

soldier

teacher

truck driver

vet

waiter

Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice

LESSON PLAN Class: 11th grade School: Liceo de Niñas A-33

Date of lesson: 22nd September 2014

Time of lesson: 11:15 – 12:45

Length of lesson: 90 min.

Student-Teacher’s name: Camila Cuevas Araneda

Main Aim: At the end of the lesson students will be able to give advice for everyday situations using should, ought to, and had better, written.

Exponent(s): “You should learn how to dance cueca”. “You ought to get some sleep”. “You had better put the flag in your window”.

Assumed Knowledge: First conditional Elemental vocabulary Personal pronouns Modal verbs (can, may, should)

Target Language: (Linguistics items and their use, meaning, form) Should is used to giving advice. S + SHOULD + verb S + SHOULD NOT + verb S + OUGHT TO + verb S + OUGHT NOT TO + verb S + HAD BETTER + verb Anticipated Problems …..and Solutions No dictionaries available… ask Ss to use their mobiles. Ss might get confused with the new vocabulary… use images and body language to reinforce the lge.

Aids Whiteboard Dictionaries Worksheet Computer Datashow


Stages

Procedure What I am going to do

What I am going to say Instructions, CCQs, Feedback,etc

Skill

Time (min)


LEAD-IN

S-T greets the Ss. S-T checks homework using peer correction and uses CCQ’s to check understanding of instructions. S-T asks Ss to brainstorm what they learned the previous lesson, writes their ideas on the board.

S-T: Good morning everyone, how are you today? Did you have fun last week? Did you dance cueca? S-T: Do you remember last class? When I gave you a crossword before fiestas patrias? We are going to check that now. Give me your crosswords and I am going to give you a classmate’s homework so you check it. Ok, do you understand? Are you going to check your own homework? S-T: That was really good, girls! You did an excellent job at home! I am going to give you your homework next class, ok? I need to re-check them first. Do you remember last class now? Remember what we learnt last class, before fiestas patrias? Did we watch a movie last week? Did we listen to a song? Yes, very good! We talked about professions! And something else? We talked about professions and… You have a few minutes to

Listening Speaking

10 min.

T-Ss T-S

PRESENTATION

S-T makes Ss predict the aim of the lesson. S-T communicates the lesson aim and writes it on the board and checks predictions. S-T presents and models the new language using a ppt.

think about it. S-T: Very good Madeleine, we talked about professions and giving advice. So what do you think we are going to talk about today? Sports? Fashion? S-T: Today we are going to give advice for everyday situations using should, ought to, and had better, written. S-T: I want to tell you something that happened to me. Last week, when I was dancing cueca with my cousin, I saw people laughing and I understood why. They were laughing because my cousin is not very good at dancing cueca. So I told him, ‘you should learn how to dance cueca’. He did not get angry, and he was laughing and making jokes about it. It was a very fun day. Next day, I was having lunch with my family and my cousin was really tired for all the food and dancing of the previous day, so my sister told him ‘you ought to get some sleep” and so he went to sleep. And then, the same day, I asked my sister where the Chilean flag was. I said, where is the flag, Pauli? Every house had a flag, except our house.

25 min

T-S T-Ss

S-T asks Ss to name the modal verbs they recognized from the story. S-T uses CCQ’s to check understanding of the new language.

We did not have a Chilean flag! I said Pauli, we had better hang a Chilean flag in the window! Or we will have to pay a fine because it is the law. In the end, everything was ok, and we did not have any problems. It was a good week. S-T: Did you like the pieces of advice? How many did you see? One advice? More than one advice? S-T: Excellent! Very good, girls! When we want to give advice, we have 3 options. The difference is that should and ought to can be used similarly, we use both to say it is the right thing to do. Had better is different because it has a negative connotation. It means if you do not follow the advice something bad can happen. Let’s see the form of these modals. S-T: Now that you saw the 3 ways to give an advice, do you think they are the same or different? Is should the same as had better? S-T: Now, write down the sentence structure and the examples in your copybook.

PRACTICE PRODUCTION

S-T gives Ss the instructions for the activity, sets time and checks understanding of the instructions with CCQ’s. S-T uses peer correction to check the activity with the whole class. S-T gives them time to reflect on their work. S-T asks Ss to produce a letter to a friend using the new language.

S-T: Now work with your partner. In the first part you have to complete the sentence with the correct alternative. When you are ready, go to part 2 and complete the dialogues with the corresponding modal verb to give advice. In part 3 you have to match the problem with the corresponding advice. And finally, in part number 4 you have to read the situations and give 3 pieces of advice for each person. You have 25 minutes to complete this activity. You can start now. Remember you can use dictionaries or ask me if you need any help. Is it clear? Very good, Michelle! S-T: Ok, no more time, girls. We are going to check the activity now. You are going to check your classmate’s work. Let’s see, If you want to be a nurse… very good, Camila! If you want to be a nurse you ought to be nice to people, so letter C. The correct alternative is letter C you ought to. S-T: Check your work with the answers on the board. You have a few seconds to discuss with your partner about your mistakes. S-T: Ok, well done, girls! Now the final activity. Some of my friends

Reading Writing Reading Writing

30 min 25 min

T-Ss S-S T-S S-Ss T-Ss S-S T-S

S-T sets time and uses CCQ’s to check understanding of instructions. S-T collects work and closes the lesson.

need help and you are going to give them at least six pieces of advice. Work with your partner and write them a short letter using should, ought to, and had better (at least two times each). You have 20 minutes to complete the activity and I am going to collect them before the class finishes. If you need help, use the dictionaries or ask me. Be original and creative with your pieces of advice! Ok, Javiera, do you have to work alone or in pairs? How many pieces of advice do you have to write? S-T: Ok, girls. You did a great job today! And before we finish the lesson, what did we do today?

POST LESSON COMMENTS: ____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Ilustre Municipalidad de Concepción Liceo de Niñas Departamento de Inglés Prof. Miss Camila Cuevas A.

Name: __________________________________________________________ Grade: _____ Date: ______

GIVING ADVICE, SUGGESTIONS OR RECOMMENDATIONS

SHOULD OUGHT TO HAD BETTER

I want a new computer. What should I do? a: On no! It’s raining.

b: You’d better get an umbrella.

You should save some money. You ought to save some money.

I want to learn English. What should I do? a: It’s really dark outside.

You should study harder. You ought to study harder. b: You’d better go home now!

I. Complete the sentence with the correct alternative.

1) If you want to be a nurse…

a) You had better to be nice to people. a) You ought have good marks. b) You should to be nice to people. b) You should to have good marks. c) You ought to be nice to people. c) You had better have good marks.

2) If you want to be an engineer…

a) You had better be good at mathematics. a) You ought to work in groups. b) You shouldn’t be good at mathematics. b) You should not to work in groups. c) You ought to good at mathematics. c) You hadn’t better work in groups.

3) If you want to be a lawyer…

a) You ought to study hard. a) You shouldn’t be organized. b) You shouldn’t study hard. b) You ought not to be organized. c) You had better to study hard. c) You had better be organized.

II. Complete the short dialogues with the modal verbs in the box. Use each modal only once.

A) ought to / should / shouldn’t

Pedro: Hi, Jeff! What’s wrong?

Jeff: I’m being bullied at school. What (1) ____________ I do?

Pedro: You (2) ____________ go and tell a teacher.

Jeff: But what if the boy finds out?

Pedro: You (3) ____________ worry about that. You need to say something or he might not stop.

B) had better / shouldn’t

Ted: Hey! You (7) ____________ do that. You’ll get in trouble.

Pamela: Don’t worry. You (8) ____________ concentrate on what you have to do.

C) had better / should / shouldn’t

Cindy: I know you like Ben. When are you going to tell him?

Alicia: I don’t know. I’m too shy. What do you think I (4) ____________do?

Cindy: Well, you (5) ____________ tell him now before someone else asks him out.

Alicia: What if he says ‘No’?

Cindy: You (6) ____________ worry about that.

III. Match the problem with their corresponding advice.

PROBLEM: ADVICE:

a) I don’t know where to go on holiday. ___You should try nicotine patches.

b) I bought this mobile but it’s broken. ___You ought to call the doctor.

c) I want to be healthy. ___You ought to go to La Serena. It’s beautiful.

d) I want to stop smoking. ___ You shouldn’t spend so much time watching TV.

e) My eyes hurt. ___ You ought to take it back to the shop.

f) I’m still feeling very sick. ___ You shouldn’t spend so much on clothes.

g) I wish I had more money. ___ You should eat properly and do some exercise.

IV. Read about the following situations. Give each person 3 pieces of advice. Martín recently started a new job as a journalist. The money is good, but he has to work very long hours. He never goes out with his girlfriend anymore, saying he is too tired and all he wants to do is stay at home and watch movies. Martín’s girlfriend says he must choose between her and the job. (Martín ought to... / His girlfriend should...) 1. ________________________________________________________________________________________________ 2. ________________________________________________________________________________________________ 3. ________________________________________________________________________________________________

Roxana wants to become a professional footballer. She spends all her time training and playing for her local amateur team. She is now seventeen years old, and she wants to leave school and become a footballer. Her parents want her to go to University and study to be a doctor.

1. ________________________________________________________________________________________________ 2. ________________________________________________________________________________________________ 3. ________________________________________________________________________________________________

Universidad Católica de la Santísima Concepción English Teaching Programme Professional Practicum


Unit: 3 Professions

Level: 11th grade

Date: September 29th

Length: 90 min

Student- Teacher: Camila Cuevas Araneda

Aims: Students will be able to consolidate vocabulary about professions through matching and charade activities. Ref Planes y Programas: Predict and validate predictions by scanning Relate contents using written texts and pictures. Assumed knowledge ( Content, vocabulary, strategies) Should, ought to, had better Vocabulary related to jobs. Anticipated Problems …..and Solutions Ss can’t find a word in the dictionary… ask them to use their mobiles or use body language.

Aids Flashcards Worksheet Dictionaries

Stages

Procedure What am I going to do? What are students going to do?

Instructions What am I going to say?

Time Objectives

(min)


Pre - S-T asks Ss to play a game called Bankrupt and gives the instructions orally and in written.

S-T: First of all, we are going to play a game. We are going to divide the class in three teams (rows) A, B and C. The game is called ‘bankrupt’ and the idea is that you get as much money as you can. Each flashcard has the name of a job. You have to choose one job and say it out loud so everyone in the classroom can hear. You can get money or get ‘bankrupt’ (you lose all your money) and ‘donation’ (you give the money to another group).

25 min. T-Ss T-S Ss-Ss S-Ss

While

S-T closes game. S-T asks Ss to predict what the lesson is going to be about from the previous activity and writes their ideas on the board. S-T gives Ss the worksheet and asks them to skim the text to check their predictions. S-T asks Ss to scan the text and look for specific information. S-T re – reads the worksheet with the Ss. S-T asks Ss about the meaning of the text. S-T gives Ss 20 minutes to complete the exercise and offers help.

Ok, are you ready to play? Let me give you an example first. S-T: That was excellent, girls! Congratulations to the winner! Now to the second activity! S-T: What do you think we are going to talk about today? What were the words in the game? Countries? Colours? S-T: Today we are going to work with this worksheet, ok? I want you to give it a quick look and to see if you were right with your predictions. S-T: Now I want you to look for any new words in the text. Is there any new words in this text? S-T: Ok, so we have a cashier and nurse… we know those jobs… what about the third? Interpreter. Is that a new word? S-T: So what is this text about? We know it is a about jobs, but what else? S-T: Ok, you have 20 minutes to complete the worksheet. Remember this is individual work. Do you need dictionaries? I have dictionaries for you.

Predicting Skimming Checking predictions Scanning

30 min

T-S T-Ss

Post

S-T checks the answers with the class using peer correction. S-T gives back Ss’ work and gives them a few minutes to think about their performance. S-T presents a charade activity. S-T gives and writes the instructions on the board. S-T gives Ss their checked homework and closes the lesson.

S-T: Ok, no more time, girls! I need your worksheets. Do not worry if you did not finish, it is ok. We are only going to check what you have done, ok? You are going to check someone else’s work, as we always do, remember? S-T: Now that you have your own worksheets I want you to think about your performance. How many good and bad answers? Why? Did you need more time? Or it was too difficult? Think about it for a moment. It is important that you do it. S-T: The last activity is going to be a charade activity related to the vocabulary (jobs). One of you is going to be a mime and the rest of your team is going to guess, ok? You have to use gestures without speaking, just like mimes. Each team has 3 chances to guess the job, while the other teams are quiet. Congratulations to the winner of the game! You were really good! That was the last activity, girls. S-T: I have your crosswords here and I re-checked them. Pick yours and pass them on. And before the ring bells, we had three activities today. Can you tell me the activities?

Summarising

25 min

S-S T-S T-Ss S-Ss

POST LESSON COMMENTS : How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’ motivation, organization, setting up tasks. The aim mentioned just one activity, so I had to fix it to include the last activity. I was extremely late and we lost approx. 20 minutes, so I had to push my Ss a little more than usual. My students were really motivated and supportive, not only because my university teacher was there but also because they understood the language and the activities were engaging. My instructions were not very clear, there are always students that do not understand what they have to do. I have problems when asking questions because most of the time they are too confusing for my students.

What would be the aspects you need to improve in the planning and development of future lessons? Timing: be on time and do my best in the 90 minutes of the lesson. Learn how to use the board in an organized way so that my students can keep track of what I write. Have clear instructions. I need to create more precise and concise instructions written and orally. Improve the closing of the lesson and finishing activities.


Game: Bankrupt CASHIER NURSE INTERPRETER HAIRDRESSER SECRETARY LAWYER WAITER / WAITRESS TEACHER CARPENTER DENTIST SINGER PSYCHOLOGIST BAKER ACTOR / ACTRESS DOCTOR

GARDENER POLICE OFFICER VET JOURNALIST ENGINEER BUILDER $2.000 Cashier Waiter / Waitress Baker Journalist

$3.000 Nurse Teacher Actor / Actress Engineer

$4.000 Interpreter Carpenter Doctor Builder

$5.000 Hairdresser Dentist Gardener

$6.000 Secretary Singer Police officer

$7.000 Lawyer Psychologist Vet

Ilustre Municipalidad de Concepción Liceo de Niñas Departamento de Inglés Miss Yolanda Bravo G. Miss Camila Cuevas A.

Name: __________________________________________ Grade: ________ Date: ________

PROFESSIONS AND OCCUPATIONS.

Instructions: Match the name of the jobs with their corresponding description.

1) Cashier ___ A person who defends people’s rights.

2) Nurse _1_ A person who collects payments for customer purchases.

3) Interpreter ___ A person who serves food in a restaurant.

4) Hairdresser ___ A person who teaches people.

5) Secretary ___ A person who acts in plays, TV series and movies.

6) Lawyer ___ A person who catches criminals and mantains public order.

7) Waiter / Waitress ___ A person who helps people cope stress, life issues or mental

health problems.

8) Teacher ___ A person who takes care of plants.

9) Carpenter ___ A person who helps sick animals.

10) Dentist ___ A person who tells the news on TV, radio or newspaper.

11) Singer ___ A person who takes care of patients (and helps a doctor).

12) Psychologist ___ A person who takes care of people’s teeth.

13) Baker ___ A person who makes and sells bread.

14) Actor / Actress ___ A person who cuts people’s hair.

15) Doctor ___ A person who provides an oral translation between speakers of

different languages.

16) Gardener ___ A person who helps sick people.

17) Police officer ___ A person who works with wood.

18) Vet ___ A person who designs, constructs and maintains public works

(roads, bridges or harbors etc.)

19) Journalist ___ A person who sings songs.

20) Civil Engineer ___ A person who answers phone calls and does office work.

CASHIER POLICE OFFICER NURSE VET

INTERPRETER JOURNALIST HAIRDRESSER ENGINEER SECRETARY BUILDER LAWYER MAGICIAN WAITER / WAITRESS

TAILOR

TEACHER FARMER CARPENTER DENTIST SINGER

PSYCHOLOGIST BAKER

ACTOR / ACTRESS DOCTOR GARDENER

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE Lesson plan: #4 Level: 11th grade Date: 6th October Time: 11:15 –

12:45 Length: 90 min. Teacher: Camila Cuevas

Araneda

Aims: By the end of the lesson Students will be able to produce a poster with pieces of advice related to jobs to their classmates.

Assumed Knowledge: Modal verbs to give advice (should, ought to, had better) Vocabulary related to jobs

Anticipated problems: Ss can’t agree on a job to work

…and solutions: S-T gives them a job.

Aids: Flashcards Data Whiteboard Blank sheets Dictionaries

STAGE OF LESSON and procedure

PURPOSE

What I’m going to say

Interaction

SKILL(S) DEVELOPED

Time

PREPARATION STAGE S-T invites Ss to play a matching activity with flashcards.

Engage Ss.

S-T: Do you remember the game with images of jobs? Today we are going to play a memory game with those images. You have to match the image with the corresponding name of the job, ok? Images and names will be separated in the board, so you pick one from the images side and one from the names side. One girl from group A and then one group B. Clear? Fernanda, what are we going to play today? How many groups do

T-Ss

Speaking Listening

20 min.


Framing the task

we have? Very good! Excellent, are you ready girls? Go! Congratulations to the winner team! Now the game is over and I am going to show you what we are going to do today. S-T: I want you to tell me the modal verbs we use to give advice, because today we are going to create a really nice poster giving advice to our classmates. You have the opportunity to show everything you know in this activity. S-T: We need groups of 4 or 5 girls, (you decide how does what), choose a job you like and write it on this little piece of paper. S-T: Now we exchange the little pieces of paper so you get another job, not the one you chose. You have to create a poster for the job you got. S-T: Now I am going to give you the instructions and then an example of what you have to do in 1 hour. Remember you are not writing


advices for you; you are giving advice to your classmates, ok? S-T: So now that you have yout groups, you have to think of five personal qualities a person should have in order to be good at that job. For example: funny, creative, original, etc. Here you have more examples. You can use the dictionaries to get more qualities. Is that clear, girls? María José, what are we doing today? Do we have to match jobs and descriptions? s-T: Now you have a few minutes to plan your posters.

TASK DEVELOPMENT STAGE S-T gives Ss a surprise element. S-T monitors Ss work.

S-T: When you finish your posters, you are going to present them to the class ok girls? S-T: Very good pieces of advice, girls! That is very creative, Daniela! Well done. S-T: Now that you finished your poster, you have to present them to the class. After you present them, you need to tell the rest of the class how you organized your work. It is very

S-S S-Ss T-S

Writing Speaking

40 min

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

S-T gives feedback and evaluates the success of the task.

important that you do this, because we can all learn from you. Remember that everyone in the group participates in this activity and everyone needs to say something. You decide how to organise your presentation. S-T: Congratulations to you all, you did a great job! Now I want to clarify a few little mistakes I saw while you were working.

Listening

30 min

Post lesson comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

•  TEACHER WAITER / WAITRESS

•  CASHIER HAIRDRESSER

•  NURSE SECRETARY

•  LAWYER ARCHITECT

•  GARDENER SINGER

•  DENTIST PSYCHOLOGIST •  BAKER ACTOR / ACTRESS

•  GARDENER POLICE OFFICER

•  VET JOURNALIST

•  CHEF / COOK ENGINEER

If you want to be a good magician:

* You should be creative and original. * You ought to read many magic books to get

new ideas. * You had better be funny and energetic.

* You should watch videos of other magicians and learn from them.

* You ought to be very organized. * You had better never reveal your secrets.

STANDARDS 2 & 3

Task 2:

When planning my classes I always consider my students behaviour in

the classroom and the level of motivation and participation they usually

present. When I first arrived at Liceo de Niñas I thought my students would be

very difficult to deal with but truth is, they are very polite and respectful. I

have to say it helps me a lot when preparing my lessons because I do not have

to worry so much about classroom management, and focus on the activities for

them instead. I have noticed my students have a very passive attitude in their

learning process, and I do not blame them at all, because unfortunately that is

how they have been taught for the past few years. With a few exceptions, my

students were used to write down everything in their copybooks and work on a

few worksheets.

For the past two months, I have been trying to change that and use a

more communicative approach with my students so they can participate more

actively in their learning process. I try to relate the contents with both my own

personal experiences and theirs (as I do not know them very well yet); I make

Ss work in pairs or groups and we also check activities in groups and as a

whole class, so they all feel part of their own learning process. I always give

them new words to increase their vocabulary and explain them with a short

story or anecdote so they can easily remember it. I try to be as active and

supportive as I can be and I try to reflect it on my lessons and activities. When

I started doing my classes, my students were very reluctant to ask me to

explain again or to ask me for help in general. It is completely different now; I

barely have time to take a seat and I like that because I can tell my students

feel very comfortable with me. Although they are more active than before, I

need to keep working on that so they understand the importance of asking and

participating in class.

I also consider timing and the possible problems the school may

present. For example, I hardly use the textbook because my students never

carry it with them, and even though my guide teacher asked them to bring it

every week, they do not do it. Another problem is that the lab does not work

properly and even though you arrive early to get everything ready there is

always a problem and the students do not do much work on the lab. They tend

to be more difficult to manage when we use the lab.

I also try to include things they like or are interested into, for example in

this unit I included jobs, apart from the most common, that they would like to

have in the future as a way to keep them on track and focused on their next

goal which is go to university.

Task 3:

Planning is very difficult to me because I did not plan a class for more

than 6 months and I think I never learnt to do it very well. The design of the

class it is by far more complicated than actually doing it at school, because of

all the details we have to take into consideration. I know it is the lack of

practice what makes planning a really difficult task which is why I have been

checking and fixing my work.

When planning the unit I had to ask for help; my guide teacher at

school, some of my classmates and friends who are already teachers answered

me questions and gave me few tips to give a good class. I also search online to

get new ideas and experiences I could use at school to help me feel more

confident with my performance. I think it was the best thing I could have done

because it has helped me a lot this past two months, and I hope I can count

with their support in the future. Another problem I had at the beginning of the

course was that my laptop broke and, apart from losing much information, I

had to struggle for more than a month without a laptop to work at home.

Unfortunately and because of that I lost time I could have used to prepare my

lessons more properly.

On the other hand, I believe one of my strengths is preparing materials.

My students usually like them and ask me to give them more worksheets and

activities like the ones I use. I spend a lot of time preparing my materials

because I tend to be very meticulous; I like adding images and colours so that

my students like my activities and worksheets. I also try to mix and use both

materials I got online, and material I have designed because of two reasons:

first, my students do not work very well when they have a worksheet taken

from the book or online, and second, because nor the books or the material

online know my students as I know them. They do not like old and repetitive

materials because they feel teachers have not taken any time to prepare the

lesson and therefore they do not feel motivated enough.

Although I keep making mistakes, I think my ideas and materials are

working very well at school because even my guide teacher has asked me to

use them with the other courses she teaches (a little bit of help for her as well).

Camila Cuevas Araneda

Professional Practicum

Liceo de Niñas

Date post:	10-Jul-2015
Category:	Education
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MDD 2 & 3

Education