Dear students,
After having presented the different teaching methodologies there are, please plan a 45-minute lesson for an English eighth grade class, in your comment you must include:
Remember that answers cannot be exactly the same and the last paragraph must be at least 150 words long in order to get the points.
- The topic you want to teach
- Two specific objectives
- At least five activities that students would do in class, in order to fulfill each one of your objectives (2x5=10)
- A 150-word paragraph explaining how these activities and objectives are related to two methods explained in the presentations
Remember that answers cannot be exactly the same and the last paragraph must be at least 150 words long in order to get the points.
LESSON PLAN
ReplyDeleteGENERAL INFORMATION
Teacher: Yosselin Pamela Pineda Cálix
Topic: “The Planets”
Subject:Social Studies
Level: 8th Grade
Time: 45 Minutes
Date: Saturday, June 29th, 2018
Goals:
• Students will be able to recognize the whole universe planets.
• Students will be able to discover new facts about the universe planets.
Objectives:
Students learn and identify the different names of the planets
Students classify the list of planets incorporating in the solar system and model the different planets of the solar system properly in order to recognize them.
WARM UP:
1.Students sing and mimic the “Solar System” along with the teacher.
They identify the name of each planet in the Solar System.
FOLLOW UP:
1.Students listen to some facts about the Solar System.
The teacher makes ten groups of five students
2.Students write the names of the Planets, the Moon and the Sun, in a worksheet containing the Solar System
CLOSING UP:
1.The teacher makes nine groups of four to five students
The teacher gives some Play-Doh to the students.
2.Students make the Planets, and the Sun and place them in a worksheet ,Students pass in front and show their work by mention their Planets
On the Solar System worksheet.
METHODS
Task Based: Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages. In my lesson plan the entire class focus on them..Why? at the first acitivity all students focus on the teacher their mimics gesturs and also they repeat the song and learn it with the teacher. They need to solve problem target and innovator also they received feedback on their of success in completing the task identifying the planets of the solar system. Selector and sequence of task in groups they write the names of the planets in this way they can realiza a task in gropus .The teacher is the moderator ,explains the topic,the facts and gives response to any question in the class, create opportunities in this case the teacher makes groups and pass infront of to expose the planets that they made with play doh at the same time they be involve in the classroom feeling comfortable.
Direct Method: is a method of teaching a foreign language, especially a modern language through conversation, discussion and reading in the language itself without use of the pupil's language, without translation and without the study of formal grammar. Its connected with the target language without translation because the teacher taught by pointing objects, performing actions, using objects in my case play doh to make the planets ,worksheets, pictures to teach the language and NEVER speakes in the native language also its actively in the classroom because the teacher uses songs, games to do more interesting the class and in this case the student learns in a funny way new vocabulary, conversations,fluently, meaning of words , grammar inductively . Though the Direct Method has a number of drawbacks, yet it is a useful method. Its use has shown very good results, especially in case of beginners. Start with oral work, drill and graded structures and you prepare a sound language background for the learner.
Lesson plan
DeleteInformation
Teacher: Nelson Javier Matute C
Topic can/can not
Grammar
Level: 8th grade
Time: 45 minutes
Date: Saturday, June 29th, 2018
Goals:
• Students will be able to make sentences.
• Student will be able to comprehension and speaking.
Objectives:
• Students need to learn this topic for the ability, possibility and permission.
• students should know how to use the right use, and when?
Developing rulers
The teacher starts to explain the ruler, Can is used to express ability or to say that something is possible.
Can is the same for all subjects. We don't add an 'S' in the third person (like other verbs)
Example:
Ability: I can play the guitar; I can play the piano.
Permission: Mr. can I go to the bathroom?
Possibility: Dad can I go to the party, and can I come back at might night please?
Possible answer: yes, you can or No, you Can’t
Question
Can I go to the party, please?
Remember that you can use short answers:
Yes, you can or No, you can not
Negative
I can’t do the task
I can’t speak French
Activity 2
Student should make are role play Later they are going to use every ruler with a roll play, maybe the students make group of 7 people.
Activity 3
Teacher will explain the topic with a song “the script hall of fame” the principal idea is comprehension and listen and repeat the song twice time or more
Yeah, you can be the greatest
You can be the best
You can be the King Kong banging on your chest
You can beat the world
You can beat the war
You can talk to God, go banging on his door
Activity 4
Teacher asks your students tell me three abilities that you can do. Or three things they can’t do.
Activity 5
Teacher should ask again for a review about the topic the next day and several times, because the students need to answer automacally, and normally, Natural
Methods
The Audio-Lingual Method, is based to explain at the student grammatical, teach new vocabulary, new dialog, listen and repeat several time, and the student should to answer automatically, normally and natural, that is the principal idea of this method, for the reason is necessary the activity and creativity of the teachers, also is so important the interaction two or more people to receive the best comprehension. If you can see the plan, teachers explain the rulers. Students only hear the grammatical, then they need to listen the correct pronunciation, And the teacher plays a song to hear the correct pronunciation, and repeat again, and finally they need to improve the language like in English and the teacher asks your students, three ability or possibility, and it can see result.
I think the audio- lingual method is so good the approach of this method. The student answers fluency not only in the classroom if not wherever person that speak the same language. Also
The Silent Way Although people did team languages through the Audio-Lingual Method (and in deed it is still practiced today), one problem with it was students' inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. Furthermore, the idea that learning a language meant forming a set of habits.
General Information:
Delete School name: Del Bosque Bilingual School
Teacher’s names: Nelson Canales.
Grade: 8
th grade
Time class: 45 minutes
Subject: Pronunciation of [tʃ] and [ʃ] sounds.
General objective: At the end of the lesson, students will be able to
discriminate the sounds [tʃ] and [ʃ] correctly by pronouncing them in
minimal pairs, sentences and discourse- based texts correctly
Specific objectives
Students will be able to:
1. Pronounce the sounds [tʃ] and [ʃ] by singing the songs “Selfish fish” and “C and H
are friends” correctly.
2.Identify the differences of the sounds [tʃ] and [ʃ] in minimal pair by using
flashcards.
Teaching strategies
WARM UP
1.1 Teacher writes the objective of the class on the board and explains it.
1.2 Introduction of the topic in isolation, using an audio and flashcards.
1.3 Students repeat the words of the audio.
1.4 Introduce the video of the song
1.5 Review the video through questions:
Did you like the video?
What words do you remember?
Which sounds do you remember?
FOLLOW UP
2.1 Presentation of minimal pairs by using flashcards.
2.2 Students repeat after the teacher.
2.3 Students complete a worksheet about minimal pairs.
2.4 Students listen to the teacher repeating the minimal pairs.
CLOSING UP
3.1 Students complete a chart using vo
AUDIO LIGUAL METHOD:
I decided to use this method because I think with this method help students to have a better compression also they can learn and listen different kinds of sounds another thing students can analyze sounds also they can have better pronunciation.
TASK-BASED LANGUAGE TEACHING:
task based students can communicate how they feel when they are learning the sounds also they can do activities in order to show them if they are learning for that I think this two methods are the best methods to help students to be better in a second language.
Those method are related with the activities, the first that is audio lingual are related with the first 5 activities and and the second one that is task-based language teaching I related this method with tthe other 5 activities and both are important to use.
Lesson Plan
ReplyDeleteGeneral Information
teacher: Mr. Alvarado
Subject: Grammar
Topic: Object and Subject Pronouns
Grade: 8th
Objectives:
-Students will be able to identify subject and object pronouns
-Students use correctly subject and object pronouns writing sentences
Activities:
-Teacher gives to students, randomly, cards with different pronouns
-Each student shows to their classmates the pronoun they have and practice reading it
-Students classify pronouns into two columns on the board
-Teacher explains there are subject and object pronouns and explains when to use each one
-Teacher write four sentences on the board
-Students identify the pronouns with the teacher undrlining them
-Students look under their chairs, the ones that have a card with a pronoun go to the board and write a sentence using the pronoun assigned
-Students check with the group if the sentences are correct, teacher corrects them if needed it
-Students complete a worksheet identifying the pronouns and labeling them
-Student get in pairs and write at least 5 sentences using the different pronouns
-Students socialize their sentences with the class
Direct method emphasizes on sounds, simple sentences, and direct associations, is based on the assumption that a language can be only taught through demonstration and using it actively in the classroom, this method prohibits translation into the first language, students learn through self-correction playing the role of an active learner, observer and practitioner with their classmates, the teacher develops their class as a demonstrator directing activities and encouraging interaction between learners and provides a variety of techniques so students can develop their fluency and communication skills
Audolingual method adviced that students should be taught a language directly, without using the student's native language thie method unlike the direct method did not focus on teaching vocabulary, but did focus on the use of grammar with this method the teacher would present a correct model of a sentence in the students would have to repeat it, the idea is for students to practice until they can use it spontaneously, skills are taught in the following order listening, speaking, reading, and writing
How are my activities related to these two methods?
My activities are engaged to these approaches because they would follow the main principle of them teaching my class fully in the target language, helping my students to understand through examples relating them to direct associations on their environment, I would try to develop the four skills listening, speaking, reading, and writing simultaneously as the teacher I would provide them with examples, activities, I would direct the activities and later help them to correct their mistakes by themselves.
Miss: Romero
ReplyDeleteTopic: parts of the speech
Grade: Eighth A
Time: 45 minutes class
Objectives:
• Students will be able to identify adjectives in an accurate way,
• Students will be able to use adjectives in a correct way in their daily writing.
Activities
Warm Up
• Write the topic and the standard for this class and ask a volunteer to read it out loud
• Run to the board game. Divide the classroom into 2 groups; tell students that they must write as much adjectives as possible. The group that write more adjectives will have a medal, at the end of the class the group that have more medal will be the winner and for sure will have a prize.
• Play the song “all of me” and ask students that if they know the lyrics sing out loud.
Follow up
• After students heard the song one time gives them filling gaps worksheets, and replays the song for them.
• After that ask students to circle all of the adjectives they recognize, notice that this activity must be individual, and still medals are counting. Means that the students that finish first and have all correct will give the medal to his or her group.
• Make a reflection about then activity, and ask students to get again in groups and write a concept for the word adjectives using their own vocabulary words, give them a big paper cardboard and markers. The first group will get a medal.
• Discuss their meanings and correct them, explain rules to use adjectives, give much examples as possible and elicit students to produce some more.
Closing up
• Students will make a song or poem using adjectives, and ask for a volunteer to present it (next class)
• Compare the activities with the standard we give at the beginning of the class and see if we reach our goal for today.
Method
• I am using task –based and content based method.
I choose those two methods because I believe are very complete and elicit participation and also cooperation in our class time, in fact what we are looking for is that our students to produce the target language and I am sure task based method helps a lot in order to have them busy all the time. Another reason is that I love to be active while I teach, I really enjoy to see my students working and constructing regardless which way we use to make content significant, we have to be really careful by the time we are selecting music, take in account why we want to play a song, what is our aim, and also vocabulary must be polite no offensive for our audience. Cooperation will keep your students aware during your class and also competitions can help them to work hard.
LESSON PLAN
ReplyDeleteTeacher's name: Victor Geovanny Nuñez Ordoñez
Subject: Social Studies
Topic: Migration
Date and time: October 3rd, 2018. 45 minutes.
Resources: White board, data-show, video, handout,World-map, markers, pencil
Objectives:
1. Students will be able to understand the concept of migration by reading a short passage about it.
2. Students will be able to use new vocabulary related to migration by identifying the meaning of those words according to context.
Teaching Approach: Content based
Activities:
Opening:
Activity #1: Teacher will show a video(3 minutes) about people moving to other countries in different ways. (By plane, train, bus, walking, etc.) Students will watch and analyze.
Activity #2: Have students to tell some opinions about what they saw. Teacher will explore student’s background knowledge about it and guide them to focus on the words legal and illegal.
Content:
Activity #3: Teacher will copy on the board “Today’s topic: MIGRATION”. He will paste a world-map on the board and write the following questions: To which country do people move the most? Why do they move to that country? Students will copy and write down their answers.
Activity #4: Have three volunteers to read aloud out their answers and summarized them by regarding to the concept of migration. (Teacher will past little circles of red paper in the map, exactly in the country that was mentioned the most)
Activity #5: Teacher will provide a handout about a story called: Migration Stories of Yesterday and Today. Have students read independently the passage and underline unknown words for them.
Activity #6: Have a volunteer to read aloud out for the group and pause in eight words that teacher wants to highlight, and explain vocabulary according to the context in the story.
Closing
Activity #7: Have students to answer individually the practice part of the handout, which is about filling the blanks with the vocabulary. Closed up with the video shown at the beginning. Finally, teacher will tell that we are using past tense for these statements and correct possible mistakes.
Explanation:
Content Based Instruction Approach is an effective methodology for students that have a good English level. In the previous Lesson Plan, we could see the development of a class of Social Studies for 8th grade.
Step by step the teacher will guide student to learn the content of the subject matter by using the language but at the same time taking care of the correct structure of the language, in this case English. This is not a grammar class; nevertheless, the answers and opinions should show accuracy. The class will begging with a video in order to call students’ attention and give them time to think about their opinions. The teacher will explore what students have to say about the video and expect students to tell the word MIGRATION. For this approach, the teacher has to be very interactive and make students to express their opinions to know their background knowledge information.
The most important part is to connect what students already know with new vocabulary words and content information in order to increase their knowledge and make it significant. Reading is really helpful for this methodology, that is why teacher will provide a photocopy of a short story about migration, students will read and give their opinions about it, but, also there might be words they don’t know, teacher will help and provide expiation. He already prepared highlight words that students might acquire; he will deeply explain definitions by using the same information of the story, in other words, using the CONTENT. In addition to that, students will have more practice by answering a series of exercises about filling in the blacks with the vocabulary, the definitions might variate a little bit, because the teacher is not looking for memorizing words, he wants students to remember them by understanding the content. According to this method, students will get the learning in a natural way.
Thanks for Reading!
@VictorNuñez
LESSON PLAN
ReplyDeleteTEACHER’S NAME: Maria Jose Raudales
TOPIC: Modals
GRADE: 8th
DATE: September 28th, 2018
TIME: 45 Minutes
OBJECTIVES
1.Students will be able to recognize and understand how to use modal verbs correctly.
2.Students will be able to make sentences using modals.
ACTIVITIES
WARM UP
•Students play the game “Do you hear what I hear?” The teacher shows a mysterious box to the students where he keeps objects hidden under a box, the students take turns trying to guess what the object is. On their turn, the students get 60 seconds to discuss what the item is. As they discuss the sound, they should use sentences like, “It might be a, It could be a, It must be a”
•The teacher ask to the students what kind of word they are using to guess the objects. They give an opinion what kind of words could be.
•Write the topic and the standard on the whiteboard.
FOLLOW UP
•The teacher introduce all the modal verbs through a poster, a volunteer reads aloud.
•The students learn the correct pronunciation of the modal verbs and repeat it.
•Students develop a worksheet about modals and discuss it together.
•Making teams of 5 people create a roll play using Modal verbs.
CLOSING UP
•Each group presents the roll play.
•As a review students play the game “Bingo” the teacher gives to the students a bingo card that contains activities like dance, sing and draw. The students have to find among their classmates who do the activity using questions such as can you dance? Can you sing? If the person he asks can do that activity, he marks off the square with their name. If they cannot do it, he moves on and asks another person about that ability. The students who finish first is the winner.
Methods
In this case I decided to use the task based language teaching (TBLT) method because I think it is very dynamic in the learning process since the teacher is looking to involve the student in a hundred percent in the activities so that the knowledge acquired by the student is significant and equally he can apply it in the middle making the right use.
This method is one of the most striking because the teacher has to develop the content step by step, know how to involve the student and in the end feedback the topic,
And also the audio-lingual method since this emphasizes the correct pronunciation of words through repetition
Since through the repetition we can achieve positive results since the teacher teaches through the foreign language and not the native and the child acquire the correct pronunciation of the words, also emphasizes the structure of sentences, the correct use of grammar.
In my point of view, the combination of these methods is very interesting since it includes the essential techniques for learning.
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ReplyDeleteLESSON PLAN
ReplyDeleteGENERAL INFORMATION
Teacher: Jesmy Carolibeth Dominguez Bolaines
Topic: Environment.
Subject:
Level: 8th Grade
Time: 45 Minutes
Date: Saturday, June 29th, 2018
Goals:
1. Students will be able to understand to make by short paragrah about the environment.
2. Students will be able to learn new vocabulary and use each Word to improve them vocabulary.
Objetive
• Students learn and identify how to tace care with our environment
• Students will be able to create a list as take care with the nature
ACTIVITIES
1. Mind map
Students will be able to make a mind map with the content that they learn in class, and then use key words to create the mind map
2. Posters
Students will be able to make a poster in group of four ,in the poster they need to write advices as take care with the water,
3. Discussion
Students need to discuss ideas with them other classmate and show what do they thing about it.
4. Mock-up
Student are going to make a mock up as clean city and then expalin with them words why is imortant take care our natural resources.
5.comic
Students are going to make a comic as to recicle paper, drawing people who recycle paper, or recycling cans.but organized some things but try to write a dialoge in the comic and each page.
METHOD
TASK-BASED LANGUAGE TEACHING:
Also known as task-based, focuses on the use of authentic language and on asking students to do meaningful tasks using the target language, The task is an activity in which students use language to achieve a specific outcome also in the last process have well outcomes in this method is important as learn each students and help them all time in some case give some activities funny, but in the same time work and learn, that isn’t all it takes. Memorizing a myriad of grammatical and vocabulary items alone will not help you much if you don’t try and use them in real life. That’s why language teachers often ask their students to perform a task in class together. This is called “task-based” learning.in aour activities the focus is about as learn new vocabulary, students to perform tasks that resemble authentic, “real-life” situations. This approach particularly challenges students who are used to a more traditional classroom, say, focussing on analyzing, practicing, and memorizing a few irregular verbs.in the Little presentations
LESSON PLAN
ReplyDeleteInformation
Teacher: Rudy Alberto Perez
Topic: Simple Past (Regular and Irregular verbs)
Level: 8th grade
Time: 45 minutes
Date: Monday, October 1th, 2018
Goals:
• Students will learn irregular and the rule of regular verbs (ED, D).
• Student will be able to make affirmative, negative and interrogative sentence in simple past.
Objectives:
• Students name different regular and irregular verbs orally to identify each one.
• Students relate different types of sentences visually to make differences.
Activity 1
Students listen to instructions about how to make a regular verb in past and how to memorize irregulars.
Activity 2
Students work in pairs with a worksheet, student circle the right form of verbs and across out the wrong.
Activity 3
Students fill in the blank the correct verb regular vs irregular.
Activity 4
Students read sentences aloud and be corrected by the teacher to know the correct pronunciation of regular verbs.
Activity 5
Students watch and listen to a video to know how to make affirmative, negative and interrogative sentence in simple past.
METHODS
AUDIO LINGUAL METHOD
Audio-lingual: this method is base in the behaviorist theory and it’s also named army method and new kay because it uses the training to teach a new language.
In the past (1950-1970) teacher used to use to teach foreign languages but now days it's still used in the process of teaching and learning language.
I choice this method because I think it's so important when is necessary to play a song or listening to students who listen to understand the structure of sentence or vocabulary too. And also, they can work with worksheet, they listen to and then they fill in blanks.
In my activities that I will do in the class this method will be so helped.
DIRECT METHOD
The direct method of teaching, which is sometimes called the natural method, and is often used in teaching foreign languages, refrains from using the learners' native language and uses only the target language.
I think this method relate with the topic I choice to teach because it emphasizes in sounds, simple sentences and direct associations and also, it's connected directly with the target language without translation.
Moreover, the direct method is perfect to teach this kind of grammar because it’s easier to get and it made that class activities easily students got to the knowledge.
Lesson Plan:
ReplyDeleteTeacher's name: María José Barahona.
Topic: The Capital Letter
Objectives:
1. At the end of the class:
* Students will be able to identify the capital letter in a text.
* Students will be able to use the capital letter in a paragraph.
2. Activities:
* A student read a text for the rest of the class, and another students stand up where they can use the capital letter.
* Students makes proof reading in a text, and they detect errors in the use of capital letter and circle the word with the error.
*Students learn when they must and when they must not use the capital letter.
*Students learn the different names of capital letter through flashcard.
Method:
Grammar Translation Method:
This method in this topic is aply the grammar that children must learn in all process teaching.
I think that grammar is the most important think in the writing process.
LESSON PLAN
ReplyDeleteGENERAL INFORMATION
Teacher: Adela Maria Nolasco
Topic: Cells
Subject: Biology
Level: 8th Grade
Time: 45 Minutes
Date: Saturday, June 29th, 2018.
Specific objectives:
• Describe the cell and give the students the basic concepts about it.
• Students will learn in a fun way.
Activities:
First activity:
Teacher will explain the topic with a song named “The cells song” giving them the lyrics. It will give to the students the basic ideas of cells.
Second activity:
Teacher will separate the class in 4 groups, giving each group a picture with all the parts of a cell.
Third activity:
Paste a picture in front without the parts of the cell, and make a competence which consist in pass in front and write all the parts. The group who do it in a complete way will win.
Fourth activity:
Make a game which consist in matching each organelle with their functions.
Fifth activity:
Materials: Pictures of prokaryotic and eukaryotic cells, Poster board, Art supplies (pencils, colored pencils, markers)
Instructions: The teacher will show students pictures of prokaryotic and eukaryotic cells. Describe the types of living things that have each type of cell. Then, to discuss the differences between the structures of the two cells. Identify the similar parts of each cell and those that are different. After that, the class will be divided into pairs, and give each pair poster board and art supplies. On the top half of the poster, students have to draw and label diagrams of prokaryotic and eukaryotic cells. On the bottom half of the poster, students have to complete a Venn diagram comparing and contrasting prokaryotic and eukaryotic cells.
Methods:
I chose content based method because I think that our vocabulary and language improve in a big way because some of the word using in this topic are no used in our daily life, so those are completely new to us, also because is a topic that we have to study hard to understand and also it is related with memorization it can be for a picture, memorizing where is each part of the cell or simple words about differences and similarities. And task based method because I consider that is a topic difficult to remember, and the more activities related with this students do, the more knowledge they will acquire, and there are a lot of fun ways to learn it, there are a lot of activities on internet that can help us as teacher to catch the attention of our students, also students need homework and can ask whatever they do not understand.
General Information
ReplyDeleteTeacher's Name: Karina Ochoa
Level: 8th Grade
Time: 45 minutes
Topic: Simple Present Tense
Subject: English
Objectives
1.Students Will learn the Simple Present.
2.Students Will be able to recognize the simple present tense.
WARM UP
.Greeting
Students listen to the instructions of the class.
*Indicate to participe.
* Pay atention.
1.Teacher posts on the classroom several picture/ flashcards about free time activities.She asks to the students to label the pictures what they know and students learn new vocabulary for the activities they didn't know.
2.The teacher gives to the students more examples about free time activities using simple present.
3.Students have to write a list of 5 things that they like doing in their free time.
FOLLOW UP
4.When they finish ,they must work with their classmates.
They have to ask each one.
What do you like doing in their free time?
Students Share their finding un class.
5.Teacher shows to the students a video about a conversation in which uses simple present and Also How to use simple present with third person.
6.Students watch the video and try to answer some questions on a worksheet provided by the teacher.
CLOSING UP
7.Students make small groups and answer the following questions.
What do you do in your free time?
Where do you go?
Who do you go with?
8.In the same groups,they have to prepare a short conversation for their Classmates including the previous questions.
9.They present their conversation in class.
10.Teacher gives a quick conclusión and explain some common errors (feedback).
In my lesson plan I decided to choose two methods " Task -Based and Comunicative Language Teaching ".I started with Task based because I used some fun activities in which they explore the topic and have an active participation.
Those activities prepare to the students to perfom the task,then they are supposed to perfom the task in small groups and using their knowledge to express themselves in a spontaneous way,in order to share the outcome of what they have done.
Students report their perfomance with their Classmates.
Also I used Comunicative Language Teaching because there are some activities in which they can make a conversation or dialogue with their classmates.
This allow to have a conversation based in the real life.
I used material like flashcards and also they could see a video with explication about the topic.
In this lesson plan I used technology.
The use of these two methods increases student's participation. ! Thank you!
LESSON PLAN
ReplyDeleteGENERAL INFORMATION
TEACHER: Erick Samuel Morazan Estrada
TOPIC: The verb to have SUBJECT:English
LEVEL: 8th Grade
TIME: 45 Minutes
DATE: Saturday, October 13th , 2018
GOALS:
• Students will be able to recognize the use of the verb to have.
• Students will be able to understand the use of the verb to have by the Reading of stories.
ACTIVITIES
1)WARM UP
-The students watch a video "ready for the party".
-The students make an analysis of the subject of the video.
-Describe the characters of the video.
-They mention words they did not understand during the conversation.
-The teacher writes on the board the topic to develop.
2)FOLLOW UP
- The teacher divides the blackboard into three parts.
- In part A the teacher sticks a poster on the blackboard with some clothes.
-The students go to the blackboard to complete some sentences taking into account the images presented.
-With the teacher's help verify the answers given.
- Listen carefully to the explanation of the subject.
3)Closing up
- Repeat orally the vocabulary of words written on the board. -They write in the notebook what was explained by the teacher. - -Develop exercises given by the teacher completing sentences in the notebook.
-They are organized in groups of students.
- Students physically describe their classmates.
- Students complete exercises given by the teacher in a copy. - Students perform exercises assigned by the teacher as homework.
For this topic, I chose (TBLT), the method of teaching language based on homework or assignments. It is a dynamic method because it allows the student to interact with their peers. It is important to emphasize that the teacher must motivate his students to be participants of each assigned activity and also a logical sequence of each activity.
I emphasized the audiolingual method that refers to the correct pronunciation of words, it is one of the methods that are important in the teaching of the English language, the subject is learned, and it also focuses on the structure of sentences and the rules of English grammar.
These two methods are important because they adapt the techniques that are best learned in the students.