Phase 2: How to Teach Receptive Skills
Milena Patricia Zuluaga Garcia
Group #: 28
Tutor: Carlos Alberto Comas
Universidad Nacional Abierta y a Distancia UNAD
Licenciatura en Lenguas Extranjeras con Énfasis en Inglés
Course: Didactics of English
29-09- 2023
Evidence of the answers to the questions of step 1 posted in the forum on time.
Lesson plan along with its material designed.
Student´s Name: Name of School or virtual practice place:
Milena Patricia Zuluaga Garcia Institución Educativa San Lucas
Topic: Modal verb can Learning Objective:
Understand and apply the concepts of the modal verb can in a
real context.
Student’s leve: (MCRE) A1 Target skill: Target vocabulary:
Strengthen students' reading - Can
comprehension skills. - Can´t
Student’s age: 11- 14 Target grammar: - Verbs (play,
Teach students to use the modal verb ride, meet)
can correctly.
Warm-up activity: Material:
- Cardboard
Skills cards - Images
I will prepare cards with images alluding to certain verbs that people can do such as allusive to
playing, eating, dancing, painting, writing, organizing, singing, drawing, jumping, the verbs
cooking, etc. These are adapted to the level of the fifth grade students.
I will then hand out a card to each student and invite them to stand in a circle, I will tell
the students to look at the card and organize a small sentence, it should start with "I can"
and describe what they see in the picture.
For example, if the card shows someone cooking, the student should say "I can Cook".
I start the activity by choosing a student to begin and so on. If I find that a student is
having difficulty putting a sentence together, a suggestion is given.
The activity continues until all students have participated.
Pre-Reading/Pre-Listening Activities: Material:
Through an illustrative poster we will socialize the topic of the modal verb Can to the - Cardboard
students, we will tell them to observe the material and that they will learn a lot about this - Scissors
topic. - Block sheets
I will also ask them previous questions related to the topic, such as: ¿What does the modal - Glue
verb can mean?, ¿how is the modal verb can used? This is done in order to get into the - Presentation
setting of the topic. made in cava
Reading/Listening Comprehension Activities: Material:
- Illustrated
Students' reading skills will be strengthened through the following activity. story
I will give each student a short, interactive story, related to the modal verb can, for
students to read and understand the story.
Post-Reading/Post-Listening Activities: Material:
- Illustrated
- Once they have read the story, they will be asked to answer the questions with true story
or false. To analyze and evaluate the students' reading comprehension.
- I will also ask students to summarize the story and highlight what the main
character in the story can and cannot do.
Annexes screenshot of material or didactic material used)
Link to the reading material, created with the Canva tool.
https://www.canva.com/design/DAFfGJ_Ohvk/Tg8ZSpqC-mwTOnwpkdEM7Q/edit
References
Celce-Murcia, M. (1991). Teaching English as a second or foreign language.
https://www.academia.edu/36244291/Celce_Murcia_ed_Teaching_English_as_a_Second_o
r_Foreign_Language_pdf
Harmer, J. (2012). How to Teach English (2nd ed.). Pearson Education
Limited.https://www.academia.edu/29550207/How_to_Teach_English_2nd_Edition_Jerem
y_Harmer
Leon, S. (2022). Designing English language material [OVI] UNAD Repository
https://repository.unad.edu.co/handle/10596/50302
Muñoz, M. (2019). Four Core Language Skills [Video File].
https://repository.unad.edu.co/handle/10596/25881
https://www.canva.com/design/DAFfGJ_Ohvk/Tg8ZSpqC-mwTOnwpkdEM7Q/edit
Evidence of attendance at the web conference
Bibliographic References
Celce-Murcia, M. (1991). Teaching English as a second or foreign language.
https://www.academia.edu/36244291/Celce_Murcia_ed_Teaching_English_as_a_Second_or
_Foreign_Language_pdf
Harmer, J. (2012). How to Teach English (2nd ed.). Pearson Education
Limited.https://www.academia.edu/29550207/How_to_Teach_English_2nd_Edition_Jeremy
_Harmer
Leon, S. (2022). Designing English language material [OVI] UNAD Repository
https://repository.unad.edu.co/handle/10596/50302
Muñoz, M. (2019). Four Core Language Skills [Video File].
https://repository.unad.edu.co/handle/10596/25881
Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language
Teaching.Macmillan books. https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiK5rfqkvj_AhUhOUQIHVekDL
cQFnoECCAQAQ&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.ircambridge.com%2Fbooks
%2FLearning_Teaching.pdf&usg=AOvVaw040SimMUShlf__MdUoTItk&opi=89978449
Robertson, C., & Acklam, R. (2000). Action plan for teachers: A guide to teaching
english (1st ed.). British Broadcasting Corporation 2000.
https://www.academia.edu/39936264/Action_Plan_for_Teachers_a_guide_to_teaching_Engli
sh_by_Callum_Robertson
Usó-Juan, E, & Martínez, A. (2006). Current Trends in the Development and
Teaching of the Four Language Skills. De Gruyter
Mouton.https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/
login.aspx?direct=true&db=e000xww&AN=209868&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_C
https://www.canva.com/design/DAFfGJ_Ohvk/Tg8ZSpqC-mwTOnwpkdEM7Q/edit
