LESSON PLAN FORM Aims: By the end of the lesson students will be able to: Main aims: Read

d and understand vocabulary and main ideas in biographies of famous people. Write others people autobiographies. Secondary aims: Practice their reading and writing skills in controlled and guided tasks. Personal aims: Include an appropriate variety of activities, interaction and pace.

Assumed knowledge: Ss know some vocabulary related to life events and the past tense of the verbs. Ss feel comfortable being exposed to readings in English, and spic with confidence ones they know what the reading is about.

Description of language item / skill The vocabulary was focused on adjectives, verbs and nouns used to describe peoples activities and characteristics (e.g. frustrated, join, soap opera, etc.). The students are expected to review known vocabulary and learn other words used for this purpose and use them in written tasks as well as orally. They will understand pronunciation and spelling of these words. Also, they need to remember that in English adjectives go before nouns, which is often different from what happens in Spanish. Materials : (please include source and attach all materials) Jack Richards, 2005. Interchange intro third edition students book, Cambridge University. Pictures of singers from the web. One envelope with words and another one with their definitions. Biography of Ricky Martin. Reading comprehension question. Blank pieces of paper.

Rationale part 1: Profile of the learners

1. Describe ages and language level of the learners in the group you are going to teach 2. Outline the learners linguistic and affective needs 3. Explain how the aims of the lesson are related to learners needs outlined in 2 above.

1. Ages and language level This is a group of 17 students between the ages of 8 and 9. There are 12 boys and 5 girls. It is worth mentioning that this is actually half of a class of 35 students, which splits up into two for English classes. There is a mixture of levels within the group. Most of them are basic level and they have been studying English for 2 years. There is a student whose level of English is very good in all skills, there are three students who do not like using their English and they always communicate in their L1 even though the teacher makes them use English all the time not only with him but also with his classmates. 2. Linguistic and affective needs Very few students show understanding of the language. The big majority of them can understand listening and reading effectively in the second language. However, it needs to be reinforced. About 2 students can use grammatical structures pretty much accurately both orally and in writing. In general terms, the students are often concerned with conveying meaning and disregard the form in communication. Writing Students get pleasure in writing when they have liberty to be creative. The students are estimated to use correct capitalization, spelling, punctuation, grammar, coherence, word choice in their writings. The main problems are present in the incorrect use of grammar as well as punctuation and spelling. Students have to draft and re=draft their tasks before they are graded. Speaking The students are encouraged to use English not only with the teacher but with their partners. Nevertheless, some students have a strong tendency to use Spanish in class. In general, the students have problems communicating with certain level of fluency in L2, yet they definitely need to focus more on the accuracy and fluency when speaking in L2. Vocabulary Most of the students need to learn a lot of vocabulary since this id their first year in with the students are exposed to English 5 days a week, and they also need to learn how to become more autonomous in order to learn and use vocabulary not only in the classroom but also outside of it. It could be through movies, books or

when they travel abroad. (It is very important to mention that students need to learn about the use of the dictionary as well.) Pronunciation There are a few vowel sounds that have proved problematic for the students to recognize and produce as well as Some consonant sounds, but I also think that at this time of their learning process it would be a waste of time emphasizing in correct pronunciation since they still do not have the ability to acquire this skill yet, any way it is a good opportunity to make them pronounce the words they are learning but without emphasizing in phonologic symbols. Listening The majority of the students are very good at listening since they have been exposed to English since an early age. However, it gets difficult for them to understand English if this comes from a different who is not their teacher or from audio tapes and CDs. Reading The Ss have very good overall comprehension level. They can understand various types of written texts such as tales, stories or fantasy texts. They may need support on encountering new vocabulary, though. Ss are really good at extracting main information from a text. Affective Needs As I said before, there is a mixture of personality traits and levels in this group, different requests are to be catered. The low-level students require support from the teacher such as extra explanations, constant monitoring, simplified instructions, assistance with vocabulary, and the most important one motivation. There are also some students who are shy and lacking confidence and need more motivation and support to achieve certain tasks like speaking to the whole group. On the other hand, there is one girl who has a more advanced level of English and need to be given extra responsibilities such as giving her more work or help her classmates in some tasks. Most of the students like working in pairs. And when working in small groups they tend to use Spanish with their friends. In general the students enjoy classes that contain personalized speaking activities and movement to ensure that they are not impatient. 3. Aims of the lesson related to the learners needs This lesson will help expand and review the students vocabulary to read and write autobiographies, which is going to help them to be accurate in their oral and written communication in their new language (English). Besides, the students will interact in English by engaging in different types of activities that include movement and enjoyment. When students interact with other people in English

they will feel more confidence, and they will use it for any other reasons not only inside but also outside of the classroom.

Rationale part 2: Anticipated problems Anticipated problems Some activities may take longer than planned. The Ss may not know the vocabulary needed to perform the pre/teach activity. Planned solutions Re-arrange the allocated time for each activity on the go. The teacher, or other classmates, will help Ss with unknown vocabulary.

Stage 1. lead - in

Aim By the end of this stage students will be in the mood for class

Procedure Teacher and student activity The teacher is going to show three covered pictures of three different singers to students, Ss are going to be split into two teams and they have to raise their hand in order to ask the teacher questions and try to guess and shout out the names of the singers while the teacher uncovers the pictures little by little. Answer: Hannah Montana, Britney Spears and Ricky martin.

Time and interaction 10 minutes Whole class

2. Pre-teach By the end of this stage vocabulary students will be familiar with vocabulary they are going to find in the reading.

This time students are going to get in groups of four people and they are going to receive 2 envelopes, in one of them students are going to find some words, and in the other one the students are going to find the meaning of the words found in the first envelop. Students have 3 minutes maximum 4 to match each word with its correct definition. (See appendix 2) After matching the words and definitions students and teachers are going to practice their pronunciation.

10 minutes Team work

3.Gist task

By the end of this stage the students will be more confident when being exposed to a reading.

Students will read the first and the last paragraph in complete silence, and then the teacher is going to ask Ss if they know the gender of the reading. (A poem, a critical article, a story, a scientific article,

5 minutes Pair work

etc) 4. Feedback By the end of this stage students will know if they were right or wrong. 5. Detailed reading By the end of this stage the students will be prepared and ready to talk about their lives and also write their own autobiography. Teacher asks each question to students and they 3 minutes raise their hands to share their answers. Whole class.

Students are to read the article individually and in complete silence (see appendix 3) and answer reading comprehension questions. Exercises A and B. (see appendix 4)

20 minutes Individually.

6. Feedback By the end of this stage students will understand the reading in more detail.

Students will get in pairs and they are going to check their answers. For exercise A Ss write the answers on the board. If needed, correct the answers with the class. Students will think about a famous person they know well and they are going to write his/her biography. The information they are going to give could be real or unreal, following the reading they just read. Then students share their work in groups and vote for the best one.

5 minutes Pair work and team work. 20 minutes individually.

7. Follow up activity

By their end of this stage students will be able to write their own singer.

Appendix 1

Appendix 2

Designer Success Join Performer Afterward Hit Well known

A person who draws plans for new clothes. Doing well at something you want. To become a member of an organization, society or group. An actor, musician, or singer. After an event or time that was already mentioned. Something such as a film, play, song etc that is very popular. Famous.

Frustrated

Unhappy because you cant get something you want. A role; job acting in a television show or play.

Part

Soap opera

A continuing television drama about peoples lives and problems.

Appendix 3

RICKY MARTIN
Ricky martin was born in San Juan, Puerto Rico; on December 24th, 1971. He was always a performer. As a child, he appeared in television commercials and studied singing. At the age of 12, he joined the Latin boy band, Menudo. He worked hard with them, and he became very well known. But he left the group after five years. Martin moved to New York City, but he didnt work for a year, he was very frustrated, so he moved to Mexico City and got a part on a Mexican soap opera. Soon afterward, he recorded two Spanish-language albums. After this success, he moved back to the U.S. Back in the U.S., he appeared on an American soap opera and in the Broadway show, Les Miserables. Then he made his first English-language album. That album was called Ricky Martin. His biggest hit, Living La Vida Loca, was on that album. Now he is famous around the world. But he still works hard, and he still loves singing. As he said to a reporter for the newspaper USA today: I want to do this forever.

Appendix 4 Name: _______________________________

A. Now that you read the autobiography, answer the following questions.

1) Where is Ricky Martin from?

2) When did Ricky Martin join the band Menudo?

3) When did Ricky Martin leave the band Menudo?

4) Why did Ricky Martin move to Mexico City?

5) What is the songs name that appears in his biggest hits?

B. Now number these events in Ricky Martins life from 1 (first event) to 10 (last event).

____ a. He joined a boy band. ____ b. He moved to New York City. ____ c. He made an English-language ____ d. He appeared in a Broadway album. musical.

____ e. He recorded albums in Spanish. ____ f. He returned to the U.S. ____ g. He was born. ____ h. He left Menudo. ____ i. He studied singing ____ j. He moved to Mexico.