MDDs 2 - 3 - 4

Mara Beln Quezada Cornejo

Mara Jos Verdugo Vilches

Teaching Experience I
Ms. Astrid Guerra

November, 2016

LESSON PLAN 1 (PPP)

School: Universidad Catlica de la Santsima
Concepcin.

Date of
lesson:

Time of
lesson:

Length of
lesson:

Class: Communicative Competence Initial II

November
8th

4:20 PM

60 minutes

Number of SS: 7

StudentTeachers name:
* Mara Jos
Verdugo V.
* Mara Beln
Quezada C.

Main Aim:
At the end of the lesson students will be able to talk about future expectations when planning a trip, orally and
written.
Reference to Planes y Programas (OF, CMO, AE):
Assumed Knowledge:
Exponent(s): I/you/he/she/we/they may
I/you/he/she/we/they might

Pronouns.
I/you/he/she/we/they hope...

Singular form.
I/you/he/she/we/they wish

Vocabulary related to travel.

Means of transport.
Target Language: ( Linguistics items use, meaning, form)
Souvenir /suvn/
Bus /bs/
May: used to say that something is more (very) possible.
Might: used to say that something is possible.
Hope: to want something to happen and think that it is possible.
Wish: to want something to happen even though it is unlikely or impossible.
Anticipated Problems
..and
Aids
Solutions

PPT

Data

Students confuse when to use each expression

teaching each expression.
Low motivation / interesting

Adapted from University of Sussex

Stages

LEAD-IN

Procedure
What I am going to do
What Students are going
to do

Ss get in pairs.

Ss stand facing each

other.

S A moves randomly
and S B imitates the
movements.

Then the S B leads the

activity and S A imitates

PRESENTA
TION

- T uses pictures to show

the use of the different
lexical items by giving
context to each expression.
- Ss repeat and practice
pronunciation. // /t/
- T asks CCQs.

to provide a clear context when

to prepare a warm up.

What I am going to say

Instructions, CCQs,
Feedback,etc

projector

Find a partner and stand

face to face.
Decide who is going to be
S A and B.
A is going to move and
B is going to imitates As
moves for a minute.
B is going to move and
A is going to imitates Bs
moves for a minute.
I may go to the beach this
summer.
I might go to Brazil next
holiday.
I hope to find cheap
souvenirs to buy.
I wish to go to Disneyland.

Skill

Listeni
ng

Time
(min)

Interaction
T-Ss;SsSs;etc

5
minute
s

Ss Ss
T Ss*
*if there is an
odd number of
students.

Listeni
10
ng
minute
Readin
s
g
Speaki
ng
Writin
g*

T Ss

PRACTICE

PRODUCTI
ON

T writes on the whiteboard

four sentences with a
missing word.
Ss go to the board and
complete sentences with
the correct concept.

T presents different
images with different
means of transport and
destination.
Ss create sentences by
choosing a means of
transport and a place using
the practised expressions.
Ss write a questionnaire
about future expectations
related to travelling. (8
min.)
Ss ask these questions
to their classmates as an
interview. (5 min.)
Ss present their results
in front of the class. (7
min.)

Ss go to the board and

complete the sentence with
the missing word.

I may go to the beach by bus.

I might attend the Carnival in
Rio de Janeiro
I hope to go to Brazil next
year
I wish to go to Brazil someday

Elaborate 3 sentences
using different means of
transport and a destination,
also using the learnt
expressions.

Elaborate 5 or 6 questions
about future expectation
using all the expressions
review during the class.
Ask these questions to
your classmates and then
communicate your findings
to the class.

Readin
g
5
Writin minute
g
s

Writin
g

Listeni
ng
Writin
g
Speaki
ng

T Ss
Ss - Ss

10
minute
s

Ts-Ss

20
minute
s

Ss - Ss

REFLECTION LESSON 1
The first knowledge I think I need to first prepare a lesson is being
able to recognize which problems I and students could have during
the lesson itself in terms of content and motivation, and also how to
deal with them. Secondly, as teachers, it is necessary that we know
techniques and strategies to help students learn during the class and
also teach them how to use those strategies on their own so they can
extend their use to other contents and subjects.
During the lesson I carried out, I could observe that students were
motivated to be part of the class since they actively participated in
the lead-in and I could noticed they were having fun as were laughing
with their classmates. Moreover, what caught my attention was that
when we were observing the Communicative Competence classes,
some students were reluctant to participate and usually asked
questions to the teacher using their L1: Spanish. However, during the
tutorials, all of them seemed willing to participate and they always
asked me their doubts using the L2: English.
When it comes to how I carried pout the class, I am aware that at the
beginning I was speaking and explaining them the content much
faster than what I had expected. I think it was because of the previous
nerves and inexperience, but, as the class went on, I slowed down the
pace.
As we were checking the use of modals may and might, at the last
minute I decided to explicitly explain them the difference and relate it
to the images they could see. By the comments they made I could
see it was a good decision since they told me that they had not
understood how they were different from each other until I told them.
Hence, maybe it is useful to include some explicit instruction about
meaning and grammar with some specific items.
As for future lessons, I think we need to create activities more challenging
for them and try to keep them engage to the tutorials, and thus they are
motivated to continue coming and learning.

LESSON PLAN 2 (PPP)

School: Universidad Catlica de la
Santsima Concepcin.

Date of
lesson:

Class: Communicative Competence Initial II

Time of
lesson:

Length of lesson:

4:20 PM

60 minutes

November
15th

StudentTeachers name:
* Mara Jos
Verdugo V.
* Mara Beln
Quezada C.

Number of SS: 7
Main Aim:
At the end of the lesson, students will be able to compare different types of food orally.

Reference to Planes y Programas (OF, CMO, AE):

Exponent(s):
more+adj than
adj-er than
The most+adj
The adj-est
Target Language:

( Linguistics items use, meaning, form)

more+adj / adj-er than: to compare two things or people.

The most+adj / adj-est: to compare more than two things or
people.

Anticipated Problems
Solutions

Low motivation / interesting

up.

Assumed Knowledge:

Pronouns.

Verb to be.

Vocabulary related to food.

Adjectives.
- Acid /asd//
- Delicious /dls/
- Chewy /tu/
- Flavourless /
- Crunchy /krnt/ flevls/
- Disgusting /ds
- Sweet /swit/
gst/
- Salty /slt/
- Tasty /test/
..and
Aids

PPT

Data
To prepare a warm
projector

Students arrive late.

before starting the class.
Adapted from University of Sussex
Stages

LEAD-IN

PRESENTATI
ON

Procedure
What I am going to do
What Students are going to
do
10 Questions:

T asks for a volunteer.

S stands in front of the

class with an image stuck in
her/his forehead.

S
volunteer
asks
questions in order to guess
the image.
- Classmates answer only
Yes/No.
- T shows a PPT with different
comparisons, using images to
explain them.
- Ss repeat and practice final
pronunciation [-er] /r/ and
[est] /st/
- T asks CCQs.

Wait a few minutes

What I am going to say

Skill
Instructions,
CCQs,
Feedback,etc
- I need a volunteer to be
student A and stand in front.
- Your classmate has a picture Speaking
of a famous person on his Listening
forehead.
- A is going make Yes/No
questions about the picture for
guessing.
-You (the class) have to answer
Yes or No.
- A can only ask 10 questions
and guess.

Gummy
bears
are
chewier than chips.

Rice cookies are more Listening

Speaking
flavorless than chocolate.

Nutella is the sweetest Reading

Writting*
spread.

Lemon is the most acid

fruit.

Time
(min)

Food
Scarfs

Interact
ion
T-Ss;SsSs;etc
Ss Ss

5
minute
s

10
minute
s

T Ss

- Ss complete a worksheet
delivered by the T.
- Ss report and discuss their
answers with the class.
PRACTICE
- T presents different images of
food.
- Ss create sentences using
comparatives and superlatives,
by choosing two or more
images from the PPT.
- Ss report their sentences to
the class.

- Complete the words with the

missing vowels.
Listening
- Match the opposite adjectives.
Writing
- Fill in the gaps with the given Speaking
adjective using its comparative
or superlative form.
-You have 10 minutes.
- Elaborate 3 sentences using
comparatives and superlatives,
by choosing two or more of the
food images.

Writing
Speaking
Reading
Listening

10
minute
s
8
minute
s

T Ss
Ss - Ss

Ts-Ss

- T covers Ss eyes with scarfs.

- Ss eat two different pieces of
food.
PRODUCTION - Ss compare both using the
reviewed structures.
- Ss uncover their eyes.
- In groups, Ss decide which is
the most __/ __-est among the
eaten food.

- I want you to stand and form

two groups, A and B.
- I am going to cover As eyes Listening
with these scarves.
Speaking
- Each of you is going to eat
two different types of food.
-You have to compare them
using the learned adjectives.
- Now it is the turn of group B
-Now, I want you to seat with
your groups, and decide which
of the food you ate is the most
__/ __-est.

25
minute
s

T - Ss
Ss - Ss

REFLECTION LESSON 2
From the class I observed I can tell that both of us, me and my
classmate,

need

to

improve

similar

aspects,

such

as

giving

instructions or making CCQs. I would say that she did not look
nervous and was capable of managing the class.
When it comes to the students, they seemed interested and
motivated to participate and assist to the tutorial class. Moreover,
they participated actively and were not reluctant to do the activities
my classmate asked them to do.
As a negative aspect, I think she should have been more prepared in
terms of content knowledge: she should have checked certain
spellings before starting the class. In addition, the last activity could
have been carried out differently in terms of instructions and the
procedure itself.
As we prepared this class together, I think we both need to improve
on preparing more challenging activities for the students, taking into
consideration their level of proficiency and how they are expected to
perform.