Task 3

Learning styles and learning strategies

Oscar Darío Arias

Julie Paulin Parra

Gustavo Adolfo lozano

Viviana Pulido

Course: 551018A_474 Group: 551018_4

Tutor

Monica Del Rosario Guillen

National Open and Distance University (UNAD)

CEAD – José Acevedo y Gómez

First and Second Language Acquisition and Learning

Bogotá D.C November 2018

 LESSON PLAN

Title (unit): Daily routines

Grade (Level): Sixth grade - level intermediate

Lesson Focus: through the lesson plan (Daily routines) the development of different learning

styles and strategies is encouraged

Objectives:

Students will be able to describe daily routines using adverbs of frequency, orally and in writing.

Students will be able to identify the learning style through a lesson on Daily routines

Key Expressions: learning styles, learning strategies, lesson, motivation, teaching

Materials: projector, audio materials, radio, cellular, usb, speaker, sheets, colors, markers,

plasticine, glue, sticks

Use: The development of this lesson makes it possible to increase the learning strategies, which

through the learning styles claim the progress of the topic Daily routines in the student evolving

the knowledge to achieve the proposed objectives

Special Notes: The following lesson aims to develop a global management of learning styles

with a strategy according to the style as follows:

 Learning Styles Learning strategy

The proposal as a learning strategy would

Visual
be through visual aids such as concept
maps, study materials, copies and slides
The proposal as a serious learning strategy
with music, listening to the teacher or a
Auditory
partner, would provide recordings with
theories.
The proposal as a learning strategy would
be to plan a class with a mimic to explain a
Kinesthetic certain topic allowing the interaction of the
students, encourage drawing, experiments
and exhibitions.

Procedure:
Lead in:
The lesson is called the game of meanings
In a class the teacher organizes groups of 5
children
There are three groups in total
Each group is provided with three packages
of materials
1 group of materials contains sheets of
colored paper, colors and markers
2 group of material contains a recording and
a song
3 group of material contains plasticine,
rocks, shells, glue ...
Details:
After each group has three packages in the center
of their group, the teacher asks the students to
take each package they like and with this material
prepare an explanation for the group about the
activities that each one does in his routine. daily,
that to physically explain what English is going to
say
Time: 5 min.
 Presentation
This lesson on Dayli routines, aimed at an
Intermediate level, is developed in the
classroom as a pedagogical proposal with
collaborative development
The teacher seeks to discover the learning
styles of the students and in this way
strengthen knowledge with learning
strategies that promote different learning
styles
Time: 20 min
Practice:
The teacher in past classes reinforced issues
in children such as:
Present simple / used to
 I have lunch at 2 pm everyday
Frequency adverbs
 I never sleep before dinner
Time connectors:
 First, second, third ...
In another moment of the class the students begin
their development with the materials provided by
the teacher
In this way the teacher passes reviewing and
guiding each group in order to observe which
children are facilitated activities
In this way the teacher detects the learning styles
for each student
Children have fun learning
Some drawing and making conceptual maps to
explain what they do in a normal day of activities
Other children make voice recordings, and others
compose a song explaining their daily activities
Another group of children develop handicrafts,
with plasticine, creating things, objects that they
themselves elaborate to make them understand
what they are going to say about their daily
routine
Each group in order starts with the spoken
production
Children as they are of an intermediate level are
facilitated by speaking already know that to talk
about actions that are repeated daily will use
"simple present", they also know that to describe
a habit that used to be but is no longer practiced
for this uses the "used to"
By this time students know that frequency
They use connectors the most used verbs and
some phrasal verbs are used to talk about customs
  Next
 Last
 Meanwhile
 Finally
 Just
 Immediately
Verbs have -get
 I have breakfast at 10
 get dressed, get ready or get home
phrasal verbs:
Wake up: despertar.
Get up: levantarse.
Put on: ponerse (ropa, maquillarse...).
Tidy up: ordenar.
Wash up: lavar.

Time:20 min
The teacher makes suggestions to each child to
Production: improve
When this final moment arrives Regarding speaking, listening, Reading and
The teacher gives the floor to each child in writing
the group In the same way children among them can also
At this time each child presents what he did help collaboratively to improve their productions
to his own liking by speaking
And it starts with the speaking
Time: 15 min
 Visual and Auditory Activity
Procedure:
Lead in:
Teacher greets students.
Teacher elicits previous knowledge about
vocabulary by showing pictures.
The teacher presents the aim.
The teacher asks a student to retell the aim
in his/her own words.
Time: 5 min
Presentation
The teacher shows exponent use in a video
segment.
The teacher reviews the video and asks
students to come out with three expressions
they heard.
Details:
Look at the pictures and say what they are doing.
What of these activities do you usually do?
What did you do yesterday at 8 p.m?
Which of those activities do you never do?
At the end of the lesson you will be able to
describe daily routines using adverbs of
frequency.
Student’s name can you tell your classmate what
you will be able to do?
Now I want you to pay attention to the next video
about a medical appointment.
I want you to see the video again and try to get
some expressions referring to daily routines, such
as I sometimes feel dizzy.
The teacher writes the examples given by An adverb of frequency answers the question:
students on the whiteboard. “How often (do you do something)?” It is used to
The teacher explains the function of adverbs describe how many times you do something.
of frequency.
T delivers work sheets with the adverbs of
frequency mentioned and their uses.

The teacher tells them the correct usage of

the expressions and presents form, meaning
and use.
Time: 15 min
Practice: Now I want each of you to write down a sentence
The teacher writes down three activities on answering the question that is on the whiteboard.
the board.
What do you usually say to the doctor?
The teacher writes a chart on the board and 1.
asks each student to write a sentence on the 2.
board. 3.

Students write down three activities that
they usually say to a doctor when they go to
a medical appointment.
Teacher asks students to get in pairs and
read their sentences to a classmate.
The teacher is monitoring students,
correcting mispronounced words and
providing them with feedback.
What do you usually say to the doctor?” I say to
him that I usually get up at 8 a.m”.
CCQ: Do you use it to talk about habits?
Do you use it to talk about the past,
present or future?
Do adverbs of frequency answer the
question how frequently you do something?

Time:15 min
 You are going to work in pairs, but you must not
Production: work with the same classmate that you worked
Teacher asks students to work in pairs before. When you finish with your classmate you
again. have to move and work with another classmate.

Now one of you will be the doctor and the other

will be the patient, then you have to change the
roles.

The teacher gives instructions to students to

practice at role-play.
The doctors have to ask “what do you usually do

Time: 10 min in a day?” and the patients have to answer what

they usually do from when they wake up until
they go to sleep.

Assessment: Make group evaluation about the activity, the

Qualitative Examination opinion from their students it’s very important for
next lesson plans.

knowledge Assessment Prepare an assessment tool that allows you to

assess the knowledge of the unit.

Clarify to your students the summative

evaluation, it is important to encourage the
responsibility in our students in their learning
process.

Self – Assessment Make a revision of the class plan, make the

corrections and modifications necessary for a next
implementation.
 References

Guillen Ramirez, M. ( 11,06,2017). Unit 3 Language Learning Styles. [Archivo de video]. Recuperado
de https://www.youtube.com/watch?v=D_9wPCTgFXc

Moonasar, D 2010: Using PPP Lesson Format to Create Effective Lessons Through Task Based Learning;
Gimcheon University.

(S,A) 2017: What’s up! Find in https://whatsup.es/blog/como-hablar-de-tus-rutinas-diarias-en-ingles

Leaver, B. L. Ehrman, M. & Shekhtman, B. (2005). Achieving Success in Second Language

Acquisition. Cambridge University Press - Cambridge Books Online. Retrieved 13
December, 2017, fromhttps://canvas.wisc.edu/files/53802/download?download_frd...

Lewis, T., & Hurd, S. (2008). Language Learning Strategies in Independent Settings. Bristol, UK:
Multilingual Matters. Retrieved 13
December, 2017, fromhttps://www.researchgate.net/publication/50925990_Language_Learning
_Strategies_in_independent_settings