STUDENT:

SUSANA MARTÍNEZ GAYTÁN

SUBJECT:

ENGLISH IN THE COMMUNITY

TEACHER:

RAYMEL ANDRÉS CARBAJAL TRUJILLO

ASSIGNMENT:

FINAL TASK LESSON PLAN

___________________
VO.BO.

FINAL TASK: LESSON PLAN

INTRODUCTION
It is not necessary to take students out of the country to take an English class and to a foreign country to experience language immersion. Since, immersion can be done within
the four walls of your classroom. This teaching method is often compared to “winnowing the birds out of the nest,” where students are forced to experience L2, thereby
developing communication skills. In immersion, the target language is used in some interesting activity or in a communicative way. Immersion works because it fundamentally
changes the way your students think about the target language. Language is no longer a separate entity, something that needs to be memorized or mastered, whose
vocabulary needs to be memorized. Suddenly, language is not simply a school subject that their mom enrolled them in. With immersion, language becomes the instrument with
which students can gradually think, express themselves and perform tasks.

In a way, the immersion focuses on the language itself. With immersion, students can actively practice the target language. They are not only learning about the language, its
different rules of use and so on. They actively participate in its actual use, even if it is uncomfortable at first. Instead of learning traffic rules, your students are driving. And this
close, real-world experience with language effectively mimics how native speakers learn their mother tongue.

The method that I chose is: Immersive audio by transcription. Being in the destination country means that the moment language learners turn on the television or radio, they can
hear native speakers speak. Then, over time, your ears tune in to the rhythm and rhymes of the language. For a classroom immersion, you need to actively feed your students
something to listen to.

There is always the danger of passive listening, where sounds enter one ear and escape the other, with no significant processing in between. So to avoid this, this transcription
activity should be given as part of the session. Listening and transcribing creates an active listening experience for students and thus avoids forgetting what is "learned"

LESSON PLAN
 ACTIVITY AND PROCEDURE
Listen and transcribe a song about the animals of Africa
STARTING TIME:
AGE: will be welcomed
 Children LEVEL and a brain gymnastics
PERIOD:exercise will be held GROUPS
to focus them on the here and now. DATE: 10 min
th
8, 9 years Intermediate 2020-2021 3o de primary school 6 of June of 2021
 With theTOPIC:
support of images, the teacher will ask the students: SUBTOPICS:
Vocabulary
o Which about animals
animals do you know liveUnderstanding
in Africa? of the instructions to carry out a task. Description and narration from songs and stories.
Deduction of meanings from understanding.
o What do you think about the lion? Use of body language (gestures, facial expressions, postures,
Assimilation of sociocultural aspects.
o What do you think about cheetah? etc.).
Expression of taste and feeling. Use of vocabulary acquired through songs and stories.
o How does the giraffe look?
o Let’s see…
DEVELOPING THE CLASS
LEARNING OBJECTIVES
 An audio clip of the song “Oh Wa de he” will be played and the students will only listen carefully. MATERIALS NEEDED 2 min
 Introduce new vocabulary about different types of African animals.  Clip of the Song "Oh wa de he".
 The teacher will hand in a sheet where they will have to transcribe and complete the song as best they can.
 Develop the ability to listen and understand the English language through audio.  Sheet of the Song “Oh wa de he”.
 That clip will be repeated 3 times.
 Practice speaking the L2.  Glue.
o Oh wa de he wa de ho (First two times is a Wa de he he he ho (x4) (solo, then the chorus joins in.) The cheetah is the fastest 10 min
 Practice L2 spelling and writing.  Animal cards.
o The lion is the strongest (x2)
 Sheet with names of animals.
o (Everybody sings.) Oh wa de he wa de ho (First time is a solo, then Wa de he he he ho (x2) the chorus joins in.) The elephant’s the biggest
6 min
o The hippo is the fattest (x2) (Everybody.) Oh wa de he wa de ho
o Wa de he he he ho (x2) (Solo – then everybody.) The giraffe is the tallest
o The tortoise is the cleverest (x2) (Everybody.) Oh wa de he wa de ho
o Wa de he he he ho (x2) (Solo – then everybody.)
 Activities will be exchanged to qualify what is written. 2 min
 The students will lock in the partner’s mistakes and return the activity to whoever it is.
 Each one will correct the mistakes mades. 4 min
END:
 The teacher will expose the song written on a sheet and everyone will read aloud and finally sing the song. 6 min
 The teacher will distribute animal clippings and hand out a sheet with the names of the animals and the students must paste the drawing of the animal
corresponding to their name in L2. 10 min
 CONCLUSION

Therefore it can be concluded that it is not necessary you have to send your students to obtain passports to have that experience. Well, with these types of activities you can
simulate those things in your classroom so that the target language is not just a combination of five examples of disconnected sentences at the end of each chapter in a
textbook.

Cassany (1994) says:

“Listening to, learning and singing songs in class is an invaluable teaching practice. They are ideal oral texts to practice aspects such as rhythm, speed and correct
pronunciation (…) also, as a playful activity, songs are an alternative to other repetitive exercises that are not very motivating. ”• (Roncal Demetrio, 2020)

I consider this point important because without motivation the student will hardly be interested in an L2, and this will cause a low grade. The teacher must attract the student to
his class. Making it interesting and generating in their students motivation and taste for the subject. And activities like this are very helpful.

The transcription exercise forces students to struggle with the language. It is not just a passive and unconscious reception. They will have to exercise auditory and mental
agility.

Instead, it can become so real and so useful that it becomes the means by which they ask a question, meet someone new, make a purchase, or watch a movie. The teacher’s
job is to find the appropriate and possible means and activities to guide the senses of his students and thereby make learning more real, that is, to achieve meaningful learning
 ANIMALS FOR ACTIVITY

ACTIVITY: choose the correct animal, you need to cut and paste in the sheet in the correct name.
 ACTIVITY ABOUT ANIMALS

NAME:_________________________________________GROUP:______ DATE:_____________
 Activity: paste the correct animal with it’s name

MONKEY

TURTLE

LION
ELEPHANT

GIRAFFE

HIPPO
 CHEETAH

REFERENCES

 Hockly, N. Madrid, D. Elements of Sociolinguistics IEXPRO anthology Mexico. Chiapas, 2010

 Roncal Demetrio, L. (2020). La enseñanza del inglés a través de canciones, historias y juegos. Trabajando con las emociones en el aula de L2. Retrieved 30 November
2020, from https://repositorio.unican.es/xmlui/handle/10902/198