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Assignment 3 - Lesson Plans





Lesson Plan #2

Communicative Goal: Making plans
Grammar Focus: “Going to” Structure
Vocabulary Focus: Items and tools contained in a travel kit (insect repellent, mosquito nets, gloves,
antibacterial hand gel, malaria tablets, paracords, water bottle, rain jacket, plastic bags, binoculars,
sleeping bag, lighter, watch, compass, GPS, torch, First Aid kit).
Recycled Language: Words related to the jungle (animals, things, actions, etc.) and survival verbs
(build a shelter, find drinking water, pick fruit, avoid plants, use the sun, make a noise, run away,
light a fire, move at night, follow the river, stand still, climb a tree, stay where you are and keep cool).
WARMER (20 minutes)


The students will be presented with the following pictures and will be asked the following question:
  1. What do these pictures represent to you?
The teacher will elicit vocabulary connected with holidays and will write the words on the board
WEB (40 minutes)
The students will be given the following instructions: watch the following Tutorial
A friend of yours wants to go on holidays with you this summer and he has sent you an e-mail
(Please, fill in the “to” blank space with your e-mail address). Your friend has done research on
different options and wants you to have a look at the website he found. Examine the options and
reply him using the following structure: “Going to for plans” and “Present continuous for
arrangements”
Explore the following application: https://www.grammarly.com/   before writing it and use it
when writing the e-mail in order to avoid spelling mistakes. Watch the following tutorial:
Hi there!,
How are you? We are almost there mate! Summer is around the corner and I’ve been
looking at
different destinations for us to spend the best holidays we could have ever dreamt of.
I found a website which offers a wide variety of places to visit and seems quite reliable.
Please,
All the destinations that appear on this website fit my wishes so, choose one of them and
tell me
what your plans are as regards dates, accommodation, excursions, etc.
See you,
Kevin ;)
Make sure you provide your friend with the following information
  • Departure Date “We are flying on October 11th” (Arrangement)
  • Stay “We are staying at the holliday inn Hotel in Paris the first two nights….
  • Excursions or Plans: We are going to try to visit …
WHAT'S NEXT (20 minutes)

Once they have finished writing their replies, the students will be assigned a classmate to peer-review the e-mails so as to see how well this technological tool has worked. They will be looking at their classmates’ e-mails to spot possible mistakes. Once they are done, the emails will be submitted to the teacher



Evaluation Criteria:
A- Did students provide the required information when writing the emails? Were all the questions
answered?
b- Did students make mistakes which denote a standard below expected?
c- Did students peer-review a classmate? Were they responsible enough when doing so?
d- Were the emails submitted on time?
e- After rendering the written pieces, how well did they do? Did they use the required structures?
Theoretical Framework:

TPACK is a useful model for educators as they begin to use digital tools and strategies to support teaching
and learning.  This model, developed by Mishra and Kohler, is designed around the idea that content and pedagogy
 must be the basis for any technology that you plan to use in your classroom to enhance learning.
TPACK stands for Technological Pedagogical Content Knowledge and the circles in the TPACK diagram represent 
content knowledge, pedagogical knowledge, and technical knowledge. The areas where the circles overlap — where
the three kinds of knowledge combine. 
In this lesson, technology makes an impact. It could not have been done if it were not because of technology.
Technology is useful for students since content is easier to acquire and it is engaging at the same time. 
PLANIED
Planied is a Digital Competence Framework implemented by the Ministry of Education in 2015. Its aim is to promote
digital literacy in every school and, for such purpose, it proposes six dimensions needed for a person to be considered
digitally competent.
Six dimensions:
Creativity and innovation: In the lesson, students will make use of an application which they have probably never
used and this will provide them with innovative and creative ways of writing an email. Additionally, students will
have to CREATE their own pieces of writing☺.
Communication and collaboration: It involves communication and collaboration since students will have to
peer-review their classmates before rendering the final version of the email
Information and representation: In this lesson, students will have to select what should be included in the email and
what should not. They select, analyze and organize information. By adopting this method, students will have to make
decisions on what information is relevant to add and which is not.
Responsible and solidary participation:  Students’ productions should be carefully checked by other classmates in a
responsible way. They need to develop awareness on the fact.
Critical Thinking:  Students are involved in problem- solving tasks when they are given a certain topic and have to
check their spelling or grammar before they submit their work. This kind of “research” implies critical thinking.
Autonomous use of ICTs: Students can transfer classroom learning to their everyday life by making use of
grammarly and create and email which they can actually send to a friend of theirs.
References:
- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?Contemporary Issues in Technology
and Teacher Education, 9(1), 60-70

- Ripani, Maria Florencia. “Competencias De Educación Integral.” Competencias De Educación Integral, 2016, e.edim.co/92818/
PLANIED._Competencias_de_educacion_digital_vf.pdf?
Lesson Plan #3


Communicative Goal: Retelling a movie conflict
Grammar Focus: “Present Simple for Plots”
Vocabulary Focus: Vocabulary related to relationships, people and movie scenes
Recycled Structures: Emphasis – Inversion (Not only…. )
(In the previous lesson, the students had been given a movie to be watched at home as homework.
Movie: Hunger Games. They have also been given a tutorial on how to use https://animoto.com/projects)
Warmer (20 min)
Based on the movie the students have seen, the T will draw three circles with three different nouns on
the board. The three words have been chosen for the students to reflect upon collocations and patterns
that they remember from the movie.
The teacher will announce a quick competition and divide the students in groups. Each group will
take it in turns to come to the board to write adjectives that collocate with the nouns inside the circles.
E.g.: wealthy people, bloodless scene, conflicted relationship
WEB (30 min.)
Watch the following Tutorial
Students will be divided into groups and will be assigned different parts of the movie which
the teacher deems worth watching.
Using some of the lexical items taken from the warmer on “The Hunger Games,” the students
will have to create a video using the following application: https://animoto.com/projects.
The students are expected to have watched the tutorial for homework, but the teacher will
be willing to answer any questions that may arise during the creation of the video. This video
should briefly summarize a movie scene. Students should be able to include grammar structures
seen in previous lessons, add pictures to catch the reader’s attention so as to create a scene which
is worth seeing and add written sentences as if the pictures were telling a story. The students
should be very careful not to spoil the ending of the movie. The video should make the reader
curious or anxious about the movie.
WHAT’S NEXT (20 min)

Once they have finished creating the video, the teacher will be in charge of making the final
compilation by putting the scenes in order and finally playing the final scene for all the students
NAPs : Núcleos de Aprendizaje Prioritario
NAPs contemplate the elements of a given language emphasizing its role in the construction of
the sociocultural identity of children, adolescents and adults of our country. It focuses on the
relationship among languages and cultures. It also considers the elements of each of the languages
​​emphasizing its role in linguistic education, cognitive development and processes of construction
of the sociocultural identity of children, adolescents and adults. It also focuses on the role our
mother tongue plays, its different varieties, other languages apart from Spanish and cultures which
are present in our country. Its main purpose is to shape respectful citizens considering their cultural
and linguistic differences so as to prepare students to face diversity. Students have to go through
various levels while they are taught different languages.​
Reading comprehension: students will have to look for information on the net in order to get the
information. They will also have to read some information related to the tutorial of the tool.
Written production: the students will have to include written sentences in the video they create
Language awareness: They will have to pay attention to the grammar structures they use when creating
the video
Oral production: They will have to show and explain their work to the whole classroom as an oral presentation

Listening comprehension: They will have to listen to their own video, to their classmates’ and to the final
compilation
Intercultural reflection: In this lesson, this can be observed since the movie was shot in another country and
it reflects features of a culture which is not the students’. The NAPs do not encourage the accumulation of
learned languages ​​but their aim is to raise awareness of the relationships between the languages ​​and cultures
that are or could be in the curriculum and the plurality of these languages ​​and cultures.
Glocal vs Local
The international or global coursebook is defined by Tomlinson (1998a: x) as a “coursebook which is not written
for learners from a particular culture or country but which is intended for use by any class of learners in the
specified level and age group anywhere in the world”
Local is defined as 'specifically produced for a country or region and draw[s] on a national curriculum and on
the learners' experiences by including references to local personalities, places, etc.' (Lopez Barrios, Villanueva
de Debat and Tavella, 2008: 300)
In this case, the lesson is organized around international material, a movie, and the teacher provides the tools
to help students to satisfy their needs. 
Contextualization: This activity connects the task and the topic that students are dealing with to a different
culture. Watching movies that belong to a different culture enables students to develop awareness on diversity.  
Linguistic contrasts: Focus on the opportunity to make learners reflect on the form, meaning and use of the
target language linguistic features by encouraging contrastivity. Even if the task is about their own country,
looking for information in English will help them to discover some contrast between the language. In this case,
students have to watch the movie first, from which they will collect the information they need.
Intercultural reflection: It is defined as “awareness of the relation between home and target cultures”. It
presupposes a critical confrontation with facts about a foreign culture rather than the mere consumption of
information related to the target culture.
Facilitation of learning : By facilitating learning,  we mean the inclusion of features that contribute to the
learner’s autonomy. The teacher will provide them with a movie for them to watch but it is them who will
be in charge of creating the video based on the movie.
Evaluation Criteria:
A- Did the students show interest and participate during the warmer?
b- Did students include the lexical items discussed in class in the video?
c- Did students use present simple for retelling?
d- Was the movie scene visually appealing?
e- Was the movie scene creative and innovative?
References:

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