STAGES OF A LESSON

Nombre de la alumna: Oriana Acosta

Nombre del profesor: Luis Silvester

Asignatura: Didáctica del Inglés I

Carrera: Profesorado del Inglés

Curso: Tercer año

Villa María

2020
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 Stages of a Lesson

Activity N°1:

The stages of a lesson are:

 Warm-up activities: are those activities which are used as an introduction to bring

back all the students’ knowledge they have from previous years. For example, we

have to teach animals, but first, we need to work with some colours that students

already know, so that, before introducing the topic, we have to do a kind of activity to

bring back that knowledge: colours.

 Presentation: is the most important stage because through this one, students are going

to get what we are trying to teach. Besides, we’re going to leave the grammar point

aside; so we are not going to teach specifically grammar point, but we’ll try to get the

students to use the grammar in the topic we are teaching them. To do so, we’re going

to create a context in which we have to transmit the topic to make them understand

and to use what we are teaching. For that, we can use stories, videos, songs, a poster,

flashcards and another tools. As an example, when we want to teach animals, we show

them what they can and can’t do (the meaning of this modal verb); for this activity, we

can use a story where someone goes to the zoo and there she or he sees a dolphin, an

elephant and a monkey, and by creating this context, students are going to deduce, and

we can say, for example: I saw a dolphin, who can swim, I also saw a monkey, who

can climb and an elephant, who can’t swim; in order for students to understand better,

we can use different gestures, like thumbs-up or down, a cruse or a tick.

 Elicitation: after we’ve introduced the topic, we need to check if students have

understood what we’ve taught in the presentation. For that reason, we are going to

make a short activity, usually an oral activity, to check; for instance, we can ask them

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 with some tool if they remember what’s this, or we can name an animal (continuing

with this topic).

 Practice: There are two different types of practice: oral and written, and the oral part

being practiced first. In this way, we’re going to create oral activities: games or

anything that comes to our minds that can make students speak, then we practice

writing, where they have to write, match, complete or fill the gaps. This type of

activity is more guided during several classes, with the topic we have introduced

previously.

 Production: Students are going to create something by their own using the knowledge

they’ve incorporated. In this stage, the activity proposed shouldn’t be that guided

because students should feel freer. It’s like a general activity where they include all the

topics they’ve learnt in the unit and they create something, for example a poster where

they can draw or write sentences, paragraphs or texts using the topics, and then, they

should put all things they’ve created in an oral practice.

 Revision: The idea is to revise what we’ve taught the previous class; before starting

the class, we’re going to make a short activity to revise. After that, we’re going to start

with the oral or written practice.

 Assessment or evaluation.

 Bibliography consulted.

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Activity N°2:

Presentation (15 minutes)

Before entering the classroom, I will wait for the students at the entrance and explain to

them that I will greet each one with different parts of the body. For instance, with one of the

children we will clash our hands, with another child we will wink, jump or raise our legs,

touch our nose or ears, make a face with our mouth, tap our feet, shake our head or our arms,

among others. After that, I will ask each or some students which body part we have greeted

with before. Then, I will show the students flashcards with the different parts of the body with

which we greeted each other at the entrance and I will teach them the names of each part so

that they can repeat with me; therefore, I will touch the different parts of my own body so that

students imitate me.

Elicitation (15 minutes)

I will teach them a song that I’d make up with a catchy and fun beat that names and repeats

the body parts we've learned before: hair, eyes, nose, mouth, arms, legs, feet and hands.

During the song, to verify that children have understood the vocabulary, I will place the

aligned flashcards on the board and randomly choose one of them so that students touch that

part on their body and say the word.