PONTIFICIA UNIVERSIDAD JAVERIANA

FACULTAD DE COMUNICACIÓN Y LENGUAJE

LICENCIATURA EN LENGUAS MODERNAS
COORDINACIÓN ÁREA PEDAGÓGICA

INSTITUTION:

Intern’s name: Grade: NINTH Term: Date: Allocated

Santiago Ospina GRADERS, FOURTH TERM October time:
23 STUDENTS IN 27th 12:00M –
AVERAGE, 14 YEARS 12:45 PM
OLD IN AVERAGE.

Relevant recent work: They have been working on the varied particularities of
the English language and the common confusions the
advance learners commit.
Topic of the lesson: Do vs. make and hip-hop
1
Standards to work on Communicative Competence
Brown, D. proposes the following2:
Goals: Terminal objectives: Enabling objectives:
 To amplify the Ss’  To distinguish and  To identify, through
knowledge about categorize the different uses deductive
the different of do and make in different reasoning, the
pragmatic rap lyrics. different uses of do
possibilities found and make.
in the expressions  To illustrate the
make and do. different pragmatic
functions of these
expressions.
 To employ the
previously acquired
knowledge in an
exercise.

Key words: Do, make, rap, expressing execution.

Materials/equipment:
1
Stated according to the MEN document or the European Framework if the school follows one of these
policies, or the ones the school has adopted, i. e. communicative competence (linguistic competences,
pragmatic competences y socio linguistic competences), depending on the institution.
2
BROWN, D. (2001) Teaching by Principles: An interactive Approach to language Pedagogy, 2 nd ed., White
Plains: Longman.

Coordinación Área Pedagógica – Octubre, 2010

 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
LICENCIATURA EN LENGUAS MODERNAS
COORDINACIÓN ÁREA PEDAGÓGICA

 Computer
 Internet
 Pear deck
 Rap background: https://www.youtube.com/watch?v=m1GB6iRXLEg

INSTRUCTIONAL PROCEDURES:

Sequence

1. Presentation of the lesson to be taught

2. Warming-up activity: The make and do rap
3. Presentation: The different uses for make and do
4. Practice: Exercise Ss’ book page 66
5. Closure (Socializing the different responses)

Interaction Skills Time

Lesson stages
involved
Warm-up activity: T – Sts Listening 5 min.
I will say hello to the students and I will give a reading
general presentation of the class: Hi guys for
today’s class our objective is to amplify your
knowledge about the different pragmatic
possibilities found in the expressions make and
do. In this part of your learning process, you
start to have very specific doubts about the
language. But before that, I’ll need you guys to
go to joinpd.com and introduce the code XXXX,
so we can work in the interactive parts of this
lesson. Now, since do and make don’t have a
difference in Spanish, it’s imperative that we
start to make explicit the different situations in
which we can use them. For doing that, we’re
going to start by spicing up the topic with a little
rap that I taped for you, please observe carefully
the lyrics, specially the colored parts. Observed
how do and make are collocated with different
words.

Coordinación Área Pedagógica – Octubre, 2010

 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
LICENCIATURA EN LENGUAS MODERNAS
COORDINACIÓN ÁREA PEDAGÓGICA

Teaching procedures (lesson core):

Later on, I will say: Now that we’ve exposed T-Sts Reading 15 min
ourselves to some of the possibilities that Sts- T speaking
these two expressions offer, let’s review the
different situations in which we can use
either one or the other. Then, I’ll go through
the different pragmatic functions of the
expression do. We will analyze altogether
the different examples, posed as rap lyrics,
so they can see how they reflect the
grammatical/pragmatic function, and I’ll also
ask them for little examples in every part of
the explanation. The participation will be
divided into 4 groups of people randomly, so
we can democratize the participation and
also keep the Ss’ engaged with the contents.
At the end of this, they all will be asked to
write a sentence through their phones in
which they use do. Their responses will
appear in the screen and we can make
observations and asses their
understatement. It’s imperative that the
sentences are contextualized, meaning that
they need to make reference to the Ss’
personal experiences.
After this, I will say: Now that we have this, T- Sts Speaking 15 min
let’s review a little bit of the uses of make. I’ll Sts- sts reading
go through the contents of that part of the
presentation, reviewing the different
examples, posed as rap lyrics, and how they
refer to their grammatical/pragmatic function.
Asking for examples all along the
explanation will be key for the process. The
participation will be divided into 4 groups of
people randomly, so we can democratize the
participation and also keep the Ss’ engaged
with the contents. At the end of this, they all
will be asked to write a sentence through
their phones in which they use do. Their

Coordinación Área Pedagógica – Octubre, 2010

 PONTIFICIA UNIVERSIDAD JAVERIANA
FACULTAD DE COMUNICACIÓN Y LENGUAJE
LICENCIATURA EN LENGUAS MODERNAS
COORDINACIÓN ÁREA PEDAGÓGICA

responses will appear in the screen and we

can make observations and asses their
understatement. It’s imperative that the
sentences are contextualized, meaning that
they need to make reference to the Ss’
personal experiences.

Closure: Sts- Writing 10

Finally, I will ask the students to solve the little exercise of T reading min
page 66, differentiating the corresponding collocations for Speakin
make and do and putting them in context through the g
sentences. At the end, we will socialize the answers and
solve possible doubts.
Assessment:
The assessment is present throughout the core and the
closure of the lesson. In the first moments, the
assessment will be carefully guided, so they can,
progressively scaffold to a more active role in it.
Plan B: St-T Speakin 5
If perhaps the rap cannot be played, I’ll show them the g min
video in which the rap is based
(https://www.youtube.com/watch?
v=fpOJoLj2ACk&t=86s9)

Coordinación Área Pedagógica – Octubre, 2010