7/29/2019 Lesson Plan 1j
1/27
~ 1 ~
LESSON PLAN
I. BASIC INFORMATION:1.1.Educational institution:
1.1.1. Educational institution : I.E San Juan1.1.2. Area : Foreign Languages1.1.3. Grade and Class : 1st J1.1.4. Teacher : Mrs. Olga Plascencia
1.2.Learning Session:1.2.1. Session topic : likes and dislikes1.2.2. Date and Time : October 13th, 2010; 5:30 p.m.1.2.3. Class duration : 45 minutes.
1.3.With reference to the teaching practice:1.3.1. Trainee : Garca Pea Jossy Liz.1.3.2. Trainer : Mrs. Maruzzela Beltrn Centurin.
II. CAPACITIES:
2.1.CAPACITIES OF AREA 2.2. SPECIFIC CAPACITIES
Text production Talk about somebodys likes and dislikes.
Text comprehension Use oflike/love and dont like.
7/29/2019 Lesson Plan 1j
2/27
~ 2 ~
III. LEARNING STRATEGIES:
SPECIFIC
CAPACITIES
CONTENTS
TECHNIQUES
COMMUNICATIVE LINGUISTIC
Report on
peoples
likes and
dislikes.
FUNCTIONS GRAMMAR Use of pictures.
Questions and
answers.
Individual work.
Pair work
Talking about
somebodys likes and
dislikes.
Simple present tense
NOTION VOCABULARY
Expressing likes and
dislikes.
pizza
hamburger
countryside
zebra
penguins
lion
icecream
TOPIC
Which are your likes
and dislikes?
7/29/2019 Lesson Plan 1j
3/27
~ 3 ~
IV. LEARNING DEVELOPMENT:
MOMENTS
LEARNING ACTIVITIES
RESOURCES TIMEFOR THE TEACHER FOR THE STUDENT
INTRODUCTION
1. Greeting Greets the class. Asks for the date and writes
it on the board.
Greet the teacher. Say the date.
Teachers voice Board. Chalk.
2
2. Introducing the newknowledge.
Sticks some pictures on thebb and provides Ss
wordcards for Ss to match
them to the pictures.
Students match the pictures tothe wordcards.
Teachers voice Pictures,
phrases5
DEVELOPMENT
3. Describing the newlanguage.
Makes the Ss notice the useof the like & love and
dont like by eliciting them
to say the rule:
like & love ---- likes dont like ---- dislikes
Hands a reading text out forSs to comprehend the use of
like & love and dont
like
They listen to the teacher andtry to internalize new
vocabulary and figure out the
rule for using like & love
and dont like.
They read the text.
Teachers voice Board Reading text
12
7/29/2019 Lesson Plan 1j
4/27
~ 4 ~
4. Practice. Hands some worksheets outfor the Ss to answer some
questions about the reading.
Monitors Ss work bywalking around the
classroom and helping if
necessary.
They answer the questionsabout the reading text.
Worksheets12
5. Classroom transfer. Prompts the Ss to work inpairs to talk about what do
they like/love/dont like to
do.
They ask and answer. Teachers voice11
FAREWELL
6. Extension andconsolidation
Asks students if they haveany doubts.
Gives Ss worksheets ashomework.
Says good bye.
They ask the teacher abouttheir doubts.
Say good bye
Teachers voice. Worksheets Students voice 3
7/29/2019 Lesson Plan 1j
5/27
~ 5 ~
V. CHART VALUES:VALUES ATTITUDES
Responsibility Do the activities. Do their homework
Cooperation Participate in the class. Help and support their classmates.
Respect
Respect the teacher. Respect their classmates opinions. Respect the classroom rules.
VI. EVALUATION:EXPECTED
LEARNING
ACHIEVEMENT
INDICATOR
SIGNS OF
PERFORMANCE
TOOLS
Use of the like
/love and dont
like properly.
Identify the useof like/love and
dont like.
Ss ask andanswer about
their likes and
dislikes.
Find out the rule:like/love for likes
and dont like for
dislikes.
Perform mini dialogues in twos.
Worksheets
7/29/2019 Lesson Plan 1j
6/27
~ 6 ~
VII. EVALUATION GUIDE:Indicators
Student
Student
participate
actively in class
Ask and answer
question using like
and dont like
properly
Produce sentences
using like and dont
like.
A B C D A B C D A B C D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
DESCRIPTIVE SCALE:
A No mistakes 18-20
B Fewer mistakes 15-17
C Some mistakes 11-14
D A lot of mistakes O5-10
7/29/2019 Lesson Plan 1j
7/27
~ 7 ~
VIII. ATTITUDE:
N
Students
name
Do they pay
respect the
teacher?
Do they
participate in
the class?
Do they
respect their
classmates
opinions?
Do they do
their
homework?
Total Observations
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.
7/29/2019 Lesson Plan 1j
8/27
~ 8 ~
IX. SPECIFIC BIBLIOGRAPHY:
8.1.FOR THE TEACHER:
HARMER, Jeremy. How to teach English, Longman (2005)
LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.
Oxford University Press, 1986
CAMBRIDGE KLET COMPACT DICTIONARY, Cambridge University Press
(2004)
Ministerio de Educacin EnglishStudents Book (2008)
8.2.FOR THE STUDENT:
All the materials will be provided by the teacher
7/29/2019 Lesson Plan 1j
9/27
~ 9 ~
7/29/2019 Lesson Plan 1j
10/27
~ 10 ~
APPENDIX 1
Match the pictures with the wordcards.
la football
la football
en uins
zebracountr side
zebra
izzahambur er
la tennis
ice cream
7/29/2019 Lesson Plan 1j
11/27
~ 11 ~
APPENDIX 2
Students read the following the text.
My name is Diego Forlan. Im 28 years old. I come from Paraguay
and Im a famous football player. I love to play football and I love
vacations. During my vacations I do many things. For example:
On Mondays, I like to go to the countryside with my girlfriend.
On Tuesdays I visit my best friends. They are Cristiano
and Larissa. I like to play football with Cristiano but
Larissa doesnt like to play football with us, she likes to play tennis.
On Wednesdays, we go to the cinema.
On Thursdays, we go to the zoo. Cristiano
likes zebras and Larissa loves penguins, but
I dont like zebrasand penguins I love lions.
On Fridays, we go to a restaurant. I like hamburgers, but
Cristiano doesnt like hamburgers, he loves pizza and Larissa
loves ice cream.
On Weekends, I visit my parents and we spend all day together.
7/29/2019 Lesson Plan 1j
12/27
~ 12 ~
APPENDIX 3
Students answer the following questions about the reading text.My vacations
Name: _________________________Class: _______ Date: _______
I. Read the text and choose the correct alternative.1. The text is about:
a. Cristiano Ronaldos lifeb. Diego Forlans vacationsc. Diego Forlans daily activities
2. Put true (T) or false (F) according to the text and correct the falseones as in the example.
T F
a.
Diego Forlan is a doctor ( ) ( F )Diego Forlan is a football player.
b. Diego Forlan likes to play football with Cristiano ( ) ( )_______________________________________
c. Larissa doesnt like zebras. ( ) ( )_______________________________________
d. Cristiano likes to play tennis. ( ) ( )_______________________________________
e. Diego Forlan doesnt like lions. ( ) ( )_______________________________________
f. Larissa loves pizza. ( ) ( )_______________________________________
7/29/2019 Lesson Plan 1j
13/27
~ 13 ~
II.Complete the following sentences according to the text as in theexample.
1. Diego Forlan loves togoto the countryside with his girlfriend.2. Diego Forlan _____________ play football with Cristiano, but Larissa
__________ play tennis.
3. Diego Forlan _____________ zebras and penguins. He ____________lions.
4. Cristiano ______________ zebras and Larissa ____________
penguins.
5. Diego Forlan _____________ hamburgers, Cristiano ____________pizza and Larissa _____________ ice cream.
7/29/2019 Lesson Plan 1j
14/27
~ 14 ~
APPENDIX 4
Students ask and answer questions and complete a chart
Which are your likes and dislikes?
You Partner
likes 1._____________________2._____________________3._____________________
1._____________________2._____________________3._____________________
dislikes 1._____________________2._____________________3._____________________
1._____________________2._____________________3._____________________
7/29/2019 Lesson Plan 1j
15/27
~ 15 ~
APPENDIX 5
HOMEWORK
What do you like to do on vacations? Write a shot paragraph about your likes and
dislikes.
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
_________________________________________________________________
7/29/2019 Lesson Plan 1j
16/27
~ 16 ~
7/29/2019 Lesson Plan 1j
17/27
~ 17 ~
I. INTRODUCTIONThe present work has been made with the purpose of explaining the principles and
techniques that the author has used in the elaboration of his learning session. This
explains the psychological, pedagogical and didactic support according to the last
investigations in teaching foreign languages.
Nowadays there are lot of approaches and methods, so the author has considered using
the following approaches, methods and techniques for the following work.
7/29/2019 Lesson Plan 1j
18/27
~ 18 ~
II. DISCUSSION OF CONTENTS1. Thematic Aspects:
LIKES, DISLIKES AND PREFERENCES
hVERBS
You use these verbs to express likes, dislikes and preferencesFor example:
I love football, but I dont like volleyball. I like icecream, but I dont like vegetables.
LIKE LOVE DONT LIKE
I like to play
football
I love to go to
cinema.
I dont like zebras.
He likes to play
football
He lovespizza. He doesnt like
hamburgers.
She likes to play
tennis
She loves ice
cream.
She doesnt like to
play football.
I like I love I dont like
7/29/2019 Lesson Plan 1j
19/27
~ 19 ~
III.PSYCHOLOGICAL SUPPORT
THE MEANINGFUL LEARNING
David Ausubel is a psychologist who advanced a theory which contrasted meaningful
learning from rote learning. In Ausubel's view, to learn meaningfully, students must
relate new knowledge (concepts and propositions) to what they already know. He
proposed the notion of an advanced organizer as a way to help students link their ideas
with new material or concepts. Ausubels theory of learning claims that new concepts to
be learned can be incorporated into more inclusive concepts or ideas. These more
inclusive concepts or ideas are advance organizers. Advance organizers can be verbal
phrases, or a graphic. In any case, the advance organizer is designed to provide, what
cognitive psychologists call, the "mental scaffolding: to learn new information.
Meaningful Learning Contrasted with Rote Learning Type of Learning -Characteristics
1. Meaningful Learning: Non-arbitrary, non-verbatim, substantive incorporation of new
knowledge into cognitive structure.
Deliberate effort to link new knowledge with higher order concepts incognitive structure
Learning related to experiences with events or objects. Affective commitment to relate new knowledge to prior learning.
2. Rote Learning: Arbitrary, verbatim, non-substantive incorporation of new knowledge
into cognitive structure.
7/29/2019 Lesson Plan 1j
20/27
~ 20 ~
No effort to integrate new knowledge with existing concepts in cognitivestructure.
Learning not related to experience with events or objects. No affective commitment to relate new knowledge to prior learning.
Meaningful learning "subsumes" new information into existing structures and memory
systems, and the resulting associative links create stronger retention. Rote learning-
taking in isolated bits and pieces of information that are not connected with one's
existing cognitive structures - has little chance of creating long-term retention. Children
are good meaningful acquirers of language because they associate sounds, words,
structures, and discourse elements with that which is relevant and important in their
daily quest for knowledge and survival.
The Principle of Meaningful Learning is quite simply stated:Meaningful learning will lead toward better long - term retention of learned material
than rote learning.
The language classroom has not always been the best place for meaningful learning. In
the days when the Audiolingual Method was popular, rote learning occupied too much
of the class hour as students were drilled and drilled in an attempt to "over learn"
language forms.
Any learning situation can be meaningful if:
a) Learners have a meaningful learning set - that is, a disposition to relate the newlearning task to what they already know.
b) The learning task itself is potentially meaningful to the learners - that is, relatableto the learner's structure of knowledge.
7/29/2019 Lesson Plan 1j
21/27
~ 21 ~
The Principle of Meaningful Learning tells us that some aural-oral drilling is
appropriate; selected phonological elements like phonemes, rhythm, stress, and
intonation, for example, can indeed be taught effectively through pattern repetition.
IV.PEGAGOGICAL SUPPORTa. Socialization: The development of a person in the educative process it is not
possible without the interaction with others.
The socialization implies the recognition of the others. Through the social
relationship the person learns to make criticism to the different believes, values,
behaviors that are appreciated by the social group which he or she belongs.
b. Individualization: The word individualization refers to an individual thing, itmeans that something belongs to each person and makes him or her a particular
one, where everyone has different manners of thinking, making and feeling.
Each student has special characteristics and circumstances. They have different
rhythms, attention, ability, motivation, maturity, specific attitudes; for that
reason is a necessity to attend the variety of students in order to have an
acceptance level in basic education.
c. The activity: This principle is related with the impression; it means to be activein the process of learning. Learning by doing, students will improve their
knowledge of the language and the world if they are in constant activity.
7/29/2019 Lesson Plan 1j
22/27
~ 22 ~
V. DIDACTIC SUPPORTThe Communicative Approach:
The Communicative Approach to ESL is an approach to language learning that emerged
in the 1970s and 1980s as the emphasis shifted from knowledge of language forms,
meanings and functions to the use of language, the ability to apply the knowledge
acquired.
Principles of the Communicative Approach to ESL
Principle Application
Authentic materials are used Teacher uses newspaper columns, job
advertisements, weather reports, menus,
catalogues
One function can have many different forms Students can communicate for a specific purpose
in many ways
Students need to learn cohesion and coherence Teacher uses activities such as scrambled
sentences
Students should be given the opportunity to
express their opinions
Games are useful as are activities where students
must communicate and receive feedback (did the
listener/reader understand?)
Errors are tolerated to a certain extent Other students and teacher ignore errors
Encourage cooperative relationships among
students; opportunity to negotiate meaning
Teacher uses strip stories; students work together
to predict next picture
The social context of the communicative is
essential
Teacher uses role-plays
7/29/2019 Lesson Plan 1j
23/27
~ 23 ~
Learning to use language forms appropriately is
important
Teacher reminds student of the role they are
playing or the particular situation they are in and
how that impacts on the communication; teacher
encourages students to develop independent
learning skills
Teacher acts as advisor/facilitator Teacher moves from group to group, offering
advice and answering questions; teacher
collaborates with students to select goals, content
and processes
Speakers have choices in communication of
whatto say and how to say it
Students and teacher suggest alternative forms
that could be used
Students should be given opportunities to
develop strategies for interpreting language as it
is actually used by native speakers
For homework, students are asked to listen to a
debate on the radio or watch one on television
7/29/2019 Lesson Plan 1j
24/27
~ 24 ~
VI. TECHNIQUES Showing pictures: pictures are the most useful visual aids available to the
teacher. They can result a good way to engage to the learners with new
situations or vocabulary and practice many aspects of the language.
Asking questions: the teacher has to be graded, going from very easy tomore difficult answers. The asking questions helps to the teacher control the
class to keep the attention of the whole class, to give the students a chance to
show their knowledge.
Giving and following instructions: this simple butvaluable communicativeactivity is used in moment of working with the language.
Pair work: it helps to develop skills of communication and listening;problem solving; decision-making and critical thinking.
7/29/2019 Lesson Plan 1j
25/27
~ 25 ~
VII. TEACHING AIDS Blackboard: for most teachers the most teaching most visual aid is the
blackboard. Whenever possible work on the board should encourage children
to think and take actions rather than just to remind them of what they have
learned.
Pictures: many people who use pictures do so the convey information and tomake difficult things easier to understand. This is useful, but pictures can also be
used as a way of posing problems and developing activity and critical thinking.
Worksheet: by using thus kind of material, students will have the chance ofrehearse the written language. On the other hand, teachers will be able to
measure how much students understood before he/she takes any other action.
The worksheet needs to be done according to the content of the lessons and
taking into account what items of language students are expected to learn and
practice.
VIII. DISCUSSION
The lesson plan is presented inside a real context by introducing thecommunicative approach and taking into account one of the most important
psychological principles which promotes contextualization and motivation to
what is going to be taught. The principles that are related with motivational and
affective factors say that the expectation in the students ensures greater interest
in the topic and the quality of the learning process.
7/29/2019 Lesson Plan 1j
26/27
~ 26 ~
Another very useful principle applied to this class stage has been the one relatedto the context learning since the students can get elements received into
meaningful information through the interaction in the social and learning
environment.
IX. CONCLUSION
The Communicative approach makes possible that students find links betweenwhat they are learning what is are their own interest. For this reason, this
approach makes use of communication to teach languages. While traditional
languages teaching place a lot of emphasis in grammar rules and verb
conjugations; thus, communicative approach emphasizes reallife situation and
communication in context.
Teacher serves more as a facilitator, allowing students to be in charge of theirown learning. He or she still sets up exercises and gives direction to the class,
but the students do to much more speaking than in a traditional classroom.
The use of visual aids is considered so much important in this lesson planbecause they make students pay attention easily by giving them a meaningful
idea of the topic. This is the reason why this lesson has been supported by
effectively visual aids.
7/29/2019 Lesson Plan 1j
27/27
X. BIBLIOGRAPHY
HARMER, Jeremy. How to teach English, Longman(2005) RICHARDS, Jack; RODGERS, Theodore; Approaches and Methods in languages
teaching. Cambridge University Press. 2003
LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.Oxford University Press, 1986.
MICHAEL SWAM; CATHERINE WALTER; The New Cambridge EnglishCourse, Student 1; Cambridge University Press.(2004)