1

APPENDIX 1 ICELT LESSON PLAN FORM Name of teacher: RUTH ASTRID MUÑOZ CORREDOR

Candidate Number: 15

Institution: I.E.D. PÍO XII TÉCNICA EN TURISMO GUATAVITA PARCELA 8B GUATAVITA CUNDINAMARCA COLOMBIA

Date of Observation:

Class/grade:

DAY 5

MONTH 09

1002

YEAR 2014

Time of observation 8:00 a.m. – 9:00 a.m.

Length of class One hour

Room: 1002 (Second floor)

Number of students: 22

Average age of Students: 15

Number of years of English study: 4

Level of students Elementary

Lesson Number Observer: Carolina Cruz Corzo 1 Main Aim(s): The student will make positive or negative comments on a movie orally. Subsidiary Aims: The student will classify movies by their type. The students will be able to ask and answer questions about opinions on movies. The student w ill use new adjectives to express verbally a positive or negative comment . The student w ill judge a movie in order to express verbally his or her opinion about it . The student will be able to use the L2 in a more real situation and for real purposes. Personal aims: To improve my instructions delivery To encourage the use of cognitive skills (remembering, understanding, applying, analyzing and evaluating) (Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. 2001). To deliver a learner centered class. To provide a positive environment where students feel free and confident to use the L2 To make soft transitions between the stages of the class Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

2

Assumed knowledge: Tenth graders can use present simple and past simple reasonably well. They can make comparisons and they can also use some adverbs of degree to emphasize or to add intensity to an idea. They have already included the verbs think, enjoy, see and watch in some classroom practices. Therefore, they recognize these verbs and understand their meaning. Description of language item / skill(s)

Skill(s) and sub skill(s) For elementary students, speaking is particularly challenging because it involves processing a lot of information in a very short time. Speakers have to develop a communicative competence that includes grammar, vocabulary, pronunciation, appropriateness and the use of communicative strategies (Richards, J., Platt, J., Weber, H., & Inman, P. 1986). Therefore, practicing this skill causes anxiety. For the purposes of this lesson students need to convey meaning, no matter whether they are accurate or not. Subskills Use prior knowledge to evaluate the content and give an opinion Retrieve information from a source (a trailer) in order to make a comment Use what has been learnt to convey meaning

Richards, J., Platt, J., Weber, H., & Inman, P. (1986). Longman dictionary of applied linguistics. RELC Journal, 17(2), 105-110.

3

Materials : 

Describe all the materials that you are going to use in the lesson, and attach copies/photocopies with their corresponding rationale and proper referring citation.



The 20th Century Fox intro taken from https://www.youtube.com/watch?v=0qDdYlyLRoI is going to be used to present the topic of the class.  Upload textbook (pp. 56 and 57) is going to be used because there students can find the types of movies. Evans, V., & Dooley, J. (2004). Upload 4. Student's book. Express Publishing. 

The sad and happy masks are going to be used as headings for positive and negative adjectives.

https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcT8SWMl4UG-mOn_HKwoZYlj0prqbhofZMtInvhR3iv7X13gJqH9tQ 

The adjective cards are going to be used as class material during one of the activities in the lesson. (The cards were designed by the teacher)



The following trailers are going to be used as a real reference in order to classify the movie into one of the genres. They are also going to be commented by the students during the free practice.

1. 2. 3. 4.

Trailer of the movie Fast & Furious 6 taken https://www.youtube.com/watch?v=PP7pH4pqC5A Trailer of the movie Despicable me 2 taken from https://www.youtube.com/watch?v=HwXbtZXjbVE Trailer of the movie The Pyramid (2014) taken from https://www.youtube.com/watch?v=Zq8Nw84krbY Trailer of the movie Dead Man's Burden (2013) - Clare Bowen Western Movie HD taken from https://www.youtube.com/watch?v=j01bboSYnLs 5. Trailer of the movie Superman Returns (2006) taken from https://www.youtube.com/watch?v=bRqAUqAFhNw 6. Trailer of the movie Titanic 3D (2012) taken from https://www.youtube.com/watch?v=ZQ6klONCq4s 7. Trailer of the movie Mr. Bean’s Holiday trailer taken from https://www.youtube.com/watch?v=hSxLUd8aly4

The following trailers are going to be used as examples in order to provide full input about the performance students are expected to have at the end of the lesson: 1. 2. 3. 4.

Trailer of the movie The expendables III taken from https://www.youtube.com/watch?v=4xD0junWlFc Trailer of the movie Sense and Sensibility taken from https://www.youtube.com/watch?v=eJMnm28vAqQ Trailer of the movie Thirteen-Days taken from https://www.youtube.com/watch?v=DSA7Evcy7iE Trailer of the movie American Hustle taken from https://www.youtube.com/watch?v=NqgjPRNRDSY

4 Rationale 

Profile of learners:

Tenth is a class of 22 students from I.E.D. Pío XII Técnica en Turismo. This is a public school that offers 5 English classes a week for this group. Three hours are for basic English and two for English for Specific Purposes: Tourism. These students attended to English classes during elementary school, but none of the teachers spoke English. Consequently, the participants in this lesson were exposed to very little or none aural input before they moved on to the secondary school where they have been for four years and a half now.  Outline the learners’ linguistic needs (around 100 word) The Common European Framework of Reference (CEFR) defines A2 learners as “basic users” and based on the description given by this source, the spoken interaction of these students is conditioned by the familiarity with the subject. Thus, tenth graders need as much information about lexis and useful expressions required while dealing with the topic orally. Some of them also need special training on pronunciation and a slow rate of speech in order to understand the speaker.  Outline the learners’ affective needs (around 100 words) Tenth graders are very close to each other and all of them have experienced an improvement in their English knowledge to a greater or lesser extent. Unfortunately, it has not completely irradiated their self- confidence. Most of them do not trust their capabilities to perform well in the L2. Those students need extra motivation and close and continuous monitoring. Something that they definitely need is a positive student-student and teacher-learner atmosphere in order to feel confident and start using the L2, they want to know that there is nothing wrong about making a mistake when learning English.  Outline the learners’ cognitive needs (around 100 words) Seventy percent of the students in this group have an A1 level. CEFR´s descriptions for spoken interaction state that these type of learners are dependent on repetition. They need simple structures and drillings to reinforce the aspects of the topic they have covered in the lessons.  Explain how learners’ needs relate to aims of the lesson Students are going to receive the language input required to interact through short dialogs. This input provides basis and information that can be used latter when they reach the production stage. At the same time it is going to make them feel more confident when doing the tasks.  Explain how learners’ needs will be addressed in the specific learning environment These students need to boost their self-confidence; with the guided stages through the lesson they are going to feel that they are more prepared to face the task. As the time passes, they are going to see or feel that the task is not as difficult as it was at the beginning, so they are going to feel confident about speaking and participating. I expect them to gain knowledge and confidence by participating in this lesson.

 

Anticipated problems Students may not be able to classify a movie. Students may not understand the meaning of the adjectives.

 



Students may have problems with pronunciation.



Planned solutions Elicit examples from the students. Give a definition, an example, or ask another student to explain the unknown. Do notices for the false cognates Model the pronunciation

5

How do the anticipated problems and planned solutions relate to the above needs analysis? Clarifying details makes the whole topic clearer and helps A1 learners to assimilate meaning. Creating a soft transition between the levels of difficulty throughout the process avoids further trauma caused by the lack of strong foundations to progress in the learning the L2 process. Being confident about what they know and what they have learnt makes them to be sure about their participation in the class.

6

Stage

Warming up

Presenting

Aim

Procedure Teacher and student activity

To present the topic and the context of the lesson.

The teacher will play the 20th Century Fox intro in order to introduce the topic (APPENDIX A). The teacher will ask three students about the last movie they saw. The teacher will ask them to share this information with a partner.

To provide information and examples about the types of movies.

To present the new vocaburary

To recall the new vocabulary

Time and interaction 2 minutes T Ss

Tutor’s comments Students seem to be engaged during this part.

2 minutes Ss Ss

1 minute The teacher will ask them to go to page 56 T Ss (APPENDIX B). The teacher will read the first type of Ss Ss movie and will ask them to continue reading. The teacher will ask the students to watch some 10 minutes seconds of a trailer and classify it under one of the types of movies. T Ss The teacher will show the first trailer and will ask the students:  What type of movie is this? The teacher will give one more example with the next s trailer and then a student will lead the activity until they classify the seven movies according to their S S S S genre (APPENDIX C). The teacher will have 22 adjectives on her desk 10 minutes Ss (APPENDIX D). They will be divided into two sets of Ss cards. These are the adjectives the teacher selected for the activity: (absorbing, amazing, bloody, boring, brilliant, charming, confused, cool, disappointed, disgusting, excellent, fascinating, fantastic, great, intriguing, interesting, silly, tender, terrible, touching, uninteresting and violent) The teacher will split the group in two teams (boys and girls). Each team will classify the words under two categories: positive and negative.

Students are ready with their materials and seem very interested to participate. Students identified the different kinds of movies that the teacher showed. I think this was a very appealing way to encourage learners to participate.

Excellent activity. Participants had the opportunity to make decisions as a group and then individually categorize the adjectives. Students were encouraged to use the words in context, which in my opinion was a meaningful aspect of this session. The candidate gives learners roles of responsibility during the lesson. Students were engaged during this activity: they were

7

Controlled practice

To start using the vocabulary for a purpose To give examples of their expected performance

Free practice and evaluation

To understand the activity

To do peer-evaluation

To apply their knowledge to the task

There will be a happy mask and a sad mask on the board (APPENDIX E). Students have to put positive adjectives near the happy mask and negative adjectives near the sad mask. They will have 5 minutes to complete the task. A volunteer will read the positive and negative adjectives according to the classification they made. The teacher will correct and clarify if necessary. The teacher will encourage the group to correct pronunciation mistakes or errors that may occur at this stage. The teacher will play two trailers as examples “The expendables” and “Sense and sensibility”. The teacher will ask for comments after each trailer (APPENDIX F). If more examples are needed, the teacher will use “Thirteen days” trailer. Students will make a circle and then some of them will be asked to be part of a new smaller circle. Once the students are organized in the circles, the teacher will remember the two questions they will use during the activity: Question number 1: “What type of movie was it?” Question number 2: “What is your opinion about it?” The teacher will ask the students to take out a piece of paper in order to write the name of the student they will talk with. They will also evaluate their performance. They will take into account the pronunciation and the clarity of the ideas they expressed. The student in the big circle will ask the questions and evaluate. The student in the small circle will answer. They will have 20 seconds to ask and answer the questions.

all eager to participate. During this stage, the teacher modeled and guided the learning process. Excellent error correction and instruction delivery.

6 minutes T S

S

S

S

5 minutes T S

S

S

S

15 minutes Ss Ss

Students were engaged. This stage was used to present the topic of discussion. The teacher presented the model to follow here. Peerfeedback was promoted in this stage… lovely . The teacher modeled and guided this process. I would have given partners more time to interact.

Excellent time management here. The activity was developed in a very organized form.

8

After the 20 seconds the students in the big circle will move one chair to the right and will start a new conversation with the next student and so on. To evaluate a movie and give opinions

Closure

To reflect on their performance and new knowledge

The teacher will play the first trailer and the students will watch it, analyze it and be ready to ask and answer questions about the type of movie and their opinion about it. This time the student in the small circle will ask the questions and evaluate. The student in the big circle will answer. The students will interact with five partners. Then the teacher will pause the activity, will play the next trailer and they continue in the same way until they watch the seven trailers (APPENDIX B). The teacher will ask them to share their thoughts 4 minutes about how they the activity. Then the teacher will ask two students to share their reflection with the class. T Ss  How did you feel?  Did you progress?  Did you learn?

This was done through peertalk. I think this was an excellent way to promote learning awareness.

9

Appendices Appendix A

10

APPENDIX B

11

APPENDIX C

12

13

14

15

16

17

18

APPENDIX D

absorbing

19

amazing

20

bloody

21

boring

22

brilliant

23

charming

24

confused

25

cool

26

disappointed

27

disgusting

28

excellent

29

fascinating

30

fantastic

31

great

32

intriguing

33

interesting

34

silly

35

tender

36

terrible

37

touching

38

uninteresting

39

violent

40

APPENDIX E

41

APPENDIX F

42

43