I usually post here what i feel, if i am sad..
today i´m posting what i´m doing and i´m very proud, i know i´m not a teacher this is not perfect but i did it myself
i have to admit i like it!! i hope i can get better and have the chance to help people to learn and love english!!
Happyness not always come from the channels we expect
happyness can come on little pieces
can come from those eyes looking for u
can come from a smile
can come from something that could be very simple for the others but is difficult for you
and when you accomplish your challenge
that happiness, that terrific feeling inside of you...
Im just smiling!! :)
Phase
1 Lesson Plan
A)
Students
This Lesson plan will be
directed to a level B1 learner that is
able to talk, understand, and communicate in English.
The ages of the student are
between 18 and 40
A B1 apprentice has
competent proficiency and can understand and respond to clear speech on
familiar topics. Student can connect phrases to tell a story or give account
and can write simple connected text on
a familiar topic.
The B1 level by the CEFR
(Common European Framework of Reference of Languages) Indicate that the learner
English knowledge is intermediate
In order to establish the
English level of the student, when the apprentice come to the institute
interested on learning or enhance the English knowledge he possess , the institution apply an evaluation that
determine in what level the apprentice will be placed to learn English.
A1) the Institution
Is a private Institution
dedicated to prepare kids and
adults on different programs, including English on different levels, the
mission of the institution is to procure a professional
leaning on every program.
The English classrooms are
reduced to 15 students per class, 4 days per week, 1 hour each class day.
B) Lesson Background
The precedent lesson and
workshop was the Sentence structure where the apprentice learned
what a sentence is: A sentence is a group of words that make sense when they
are put together.
The order of a sentence: The basic parts of a sentence are the Subject
(usually a noun), the Verb
(Identifies and action or a
state of being), and the Object (receives action and follows the verb).
And the purpose of a
sentence:
There are four main sentence
types: declarative, imperative, interrogative and exclamatory. Choosing between
them means first assessing what your purpose is going to be in writing or
speaking the sentence.
The new module is the
synonym and antonym which are a symbol of a rich vocabulary.
To know the synonym and
antonym is essential when writing and speaking; after this module the students
will have a better oral and written expression, will be able to, progressively,
use an extended vocabulary.
C) Learning Objectives:
o
Enrich
the learner vocabulary.
o
Boost
intellectual development
o
Express
themselves adequately due the lexical variety acquired
o
Realize
the functional sense of the language, as its variety and richness
o
Understand
and comprehend the concepts of antonyms
synonyms
o
Recognize
words and their respective synonyms
o
Know
and apply the antonyms
C1) the Expected
Results:
·
Being
able to adequately express themself orally and by written on every social and
cultural activity context, to satisfy the necessity of communication and
explore the channels that develop the sensibility, creativity and esthetic.
·
Participate
on diversified situations of communication and use the oral language adequately
on cultural and social activities, apply the basic rules of oral communication
and take up an attitude of cooperation and respect with the others feeling,
ideas, opinions and knowledge.
·
Use
the basic skills of language (listen, talk, read, write and discuss)
effectively on the schooling activity to find, process information, elaborate
and memorize concepts as to write text.
·
Recognize
the concept of “opposite or contrary ideas” finding and
Differentiating
the antonym words within a text
·
Comprehend
and apply words that have the same or similar meaning within a text (synonyms)
·
Use
an extended vocabulary with new terms including synonyms and antonyms to
demonstrate the knowledge of the words used.
D)
Materials and Sources:
ü Board
ü Markers
ü Worksheets
ü Pictures
ü Dictionary
ü Pens
D1)
Sources:
E)
Procedures and Timing:
|
Teacher
does/says . . .
|
Students
do/say . . .
|
Approximate
Time
|
|
Show to the students a picture (happy face) and ask:
This face is?
Write on the board all the words the students say
Briefly explain those words are synonymous of Happy
Show the another picture (sad face)
And ask:
If we have the opposite?
Write on the board all the words the students
propose
Briefly explain those words are antonyms of happy
|
Respond without noticing synonyms and antonyms of
the word happy
Will get words as:
Content
Excited
Cheerful
For antonyms will say words as:
Sad
Sorrow
pain |
15 minutes
|
|
dictate the
meaning of each concept
Synonym: a word having the same or nearly the same
meaning as another in the language, as happy, joyful.
Antonym: a word opposite in meaning to another. Sad
is antonym of happy.
|
Make notation on their notebooks about the
definition of the concepts
|
5 minutes
|
|
Provide worksheets to the learners with a short
reading
Explain the activity:
Take out the dictionary, and find the words that are
new for you on the reading
Write the words on your notebooks with the
definition
Circulates around the students if they have any
questions or need any help.
When students finish finding and writing down the
words with the definitions
Return to the front of the class and explain the next activity
Now that you have the definition of each new word
for you on the worksheet. Create a new text using synonyms,
Your new text will have the same idea but with
different words.
Count how many words you changed for a synonym and
write the number on a side of the sheet
Once you finish put your worksheet on my desk
|
Each student write on his/her notebook the words
that are new for each one on the reading
Find the definition on the dictionary and write the
definition on each notebook
Work on the worksheet page with the reading creating
a new text with the same idea using synonyms
When finish place the worksheet on the desk
|
20
|
|
Please find a
partner and sit on a circle with your partner by your side
For the next activity share a word with your partner,
you both will come to the center to represent
the word and the one who guesses have to say the word and a synonym and will come to the center to represent the word he has with his/her
partner
Choose a student who will be the moderator that will give the word to any of
the students
The moderator will randomly choose someone on the list to start
Each couple will have a minute to represent the word
if nobody guess the word the next
person on the list who didn´t come the center yet will pass to perform with
his/her partner their word
While the activity is going the teacher evaluate the
students’ performance and comprehension of the lesson
Help the students giving them some ideas without
telling the word
Can find out who participate the most
Encourage the students to talk in English only
Check the worksheets and give them back to the
students at the end of the class to place them in the portfolios.
Ok, we will continue working on the reading and
antonyms on our next class.
|
Go with a partner and sit together to prepare for the activity to
perform in the center of the circle
Say words as the moderator give permission to guess
the word the students on the center are performing when guess the word find a
synonym and come to the center to represent the word with the partner
|
15
|
F)
The Alternative Assessment
In this particular lesson the teacher will start with
a brainstorming that will help to evaluate the students’ English performance
The functionality of this module and the work is
evaluated through the directly observation and assessment of students.
To evaluate the students the teacher will count on the
development and skills that the module has, considering the differences of each
person.
The performing on this class will be important since
the student is enhancing his/her vocabulary and will demonstrate the skills through
writing, reading and speaking
The students will be able to evaluate themselves with
the contents on the portfolios at the end of the module.
G)
Reflection
This lesson demonstrate the use of integrated skills
from the beginning, when using the brainstorm; reading and writing skills on
the essay activity as the students has to create a new text by changing the
words for synonyms, the new essay will be read on the following classes as they
will continue working on the text adding more information, using the synonyms
and antonyms and the new vocabulary they are learning.
At this stage the students are evaluated by the
observation of perform and participation on the activities, there are more
activities to complete that will help the students to reach the objectives of
this module
With this module the learners under the B1 level
(intermediate) of English which are already capable to basically talk, understand and communicate in English will
develop all their knowledge, this module will open the channels for the
learners to expand the areas where they communicate, on a basic knowledge of
English the learners are not able to communicate properly, on an intermediate
level the learner is able to communicate but only on familiar topics and their vocabulary
is always the same but with a rich vocabulary the learners can develop
themselves in different areas.
I will Leaving this here!!
Piedelmundo!!!
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