ARTICLE 2

Presented by:
Juan Camilo Argoti
Alejandra Gómez
Sara Catalina Garzón
Alejandra Eraso

Presented to:
Diana Ibarra

Universidad de Nariño
San Juan de Pasto
2020
 Questions

1. Which of the areas described on page 123 and 124 are more fragile in our context?

The fragility of the areas mentioned on pages 123 and 124 in our context can vary
depending on the teacher, since there are some teachers who manage a very rigorous plan
and they adapt the topics and what is related to their teaching to the needs of the students
in order for them to learn, and in them it is evident that before teaching a class they take
into account all the scenarios they may face and of course the areas. On the other hand,
there are other teachers who improvise their classes or have very poorly prepared plans
since they do not take into account the atmosphere of the class, their lessons are
monotonous and boring and with time they can frustrate the students, the materials are
often scarce or not adequate, and the time management is not planned, since many times
they extend too much in some topics and in the end some topics cannot be studied or are
studied briefly due to lack of time.

2. Do task 6.2 on page 125

 1. Ignorance The learner doesn’t know anything about the item.

The learner hears or reads examples of the item (maybe

2.Exposure a number of items), but doesn’t particularly notice it.

The learner begins to realize that there is a feature

3. Noticing he/she doesn't fully understand.

The learner starts to look more closely at the item and

tries to work out the formation rules and the meaning,
4. Understanding possibly with the help of reference information,
explanation or other help.

The learner tries to use the item in his/her own speech

5. Practice or writing (maybe hesitantly, probably with many
errors)

The learners integrates the item fully into his]/her own

6. Active Use language and uses it (without thinking) relatively easily
with minor errors.

3. What type of input and output would you implement in your lessons?

The type of input that I would implement in my lessons would be authentic as it is an

exhibition of language but used in a very natural way, and this I consider to be a freer way
of learning, like listening to recordings, music, reading magazines, watching English
movies, reading posters or living in a place where the tongue is used. And the kind of
output that he will implement in the lessons would be the authentic output as students
have the opportunity to use these elements along with the other language they know,
either in written or oral form or in communication activities such as debates, role-playing,
writing a postcard.

4. Take a look at the sample lesson and do task 6.7 (You need to match the
descriptions below to the parts of the lesson plan presented).

1. Personal Goals
 Getting students to listen more to each other.
 Reducing my TT

2. Main lesson aims

  Use different prepositions of place accurately in spoken English to describe
where things are.

3. Target language items

On - the table
On top of -the cupboard
It’s Next to -the book
Under - the chair
Opposite - the window
4. Assumptions
 Students are familiar with some basic household vocabulary, such as table,
fridge, etc.

5. Predicted problems
 Confusion about the meaning of opposite
 Pronunciation of weak forms to, of, the, etc.
6. Target language items
 A mouse is loose in the house! Where is it? Frightened husband wants to
know.

7. Teaching point
 Prepositions of place: next to, on, on top of, near, besides, under, opposite.

8. Evidence
 They will be able to complete the information-exchange activity
successfully.
 They will produce the language accurately and appropriately in drills and in
response to questions.

9. Materials used
 My own material: pictures on board