UNIDAD CENTRAL DEL VALLE DEL CAUCA Código: 1115-39.

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FORMATO DE PLAN DE ASIGNATURA Version: 01

LESSON PLAN
Student’ name: Jose Manuel Tuquerres Calero
David Stivens Castro Suarez
Subject: English School Year: 2021
School: Language Department of Valle del Cauca

Hours per class: 1 hour

School Teacher: xxxxxx Main teacher:
José Luis Betancourt Saldarriaga

Topic:

1. METHODOLOGICAL PRINCIPLES:

Learning Objective:

To work on the students oral production skills through the shadowing technique
application

Standards:

 I listen to the input and then try to imitate the auditory input as soon as it is heard.
 I am aware and understand to what I am listening and orally producing through imitation
 I am able to produce on my own after imitating the auditory input I have heard.

Performance Indicators:

 Knowing: Earn confidence and well performance of the oral production skills

 Doing: Shadow fluently and accurately the speakers when using the target language

 Being: Improve the oral production skills for being able to do a well performance when
using the target language by their own.

2. CONCEPTUAL AND METHODOLOGICAL PRINCIPLES:

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Pronunciation has become a big concern in the area of teaching English, developing new strategies,
methods and techniques to improve oral performance in speakers of other languages. Two studies
guide us to a teaching technique originally used to train interpreters in Europe; these studies Zakeri
(2014) and Hsieh, Dong and Wang (2013) implemented shadowing in order to find any relationship
between this technique and the improvement of pronunciation, focusing on intonation and fluency.

Method:

Communicative Approach:
The teacher will communicate through target language and also the teacher will utilize audio-visual
materials in order to have student’s active cooperation for putting into performance student’s oral
production skills.

Material and Teaching and Learning techniques Description:

(Audio-visual Materials)
Recordings
Speaker
Videos
Songs

3. TEACHING SECUENCY:

3.1 Activity 1: Introduction

To start the class both of the teachers will begin by contextualizing the students about
what is being intended to do through this practice, and will also introduce themselves
giving a space to the classroom to do it as well, in addition, an explanation about what
oral production skills are, and their importance, also, will be facilitated information
about how to practice it through activities related to the Shadowing Technique. (15
minutes).

Activity 2: Sarah Jenkins’ Diary – (Full Shadowing)

The second activity will intend to immerse the students into the shadowing technique by
making them shadow a script that will be being played during the class. For this, they all
will be required to have the willingness and disposition to take the risk to shadow as
accurate as possible through the script what the speaker is saying, the duration of so goes
around 1 minute and 9 seconds, but the students will have the chance to repeat this
activity 6 times. (15 Minutes).

Script for the activity

Tuesday 1 March 2011
- I am so angry with my boss. I finished the project for her more than four weeks ago
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FORMATO DE PLAN DE ASIGNATURA Version: 01

and she is only looking at it now. She asks me questions I have already answered.
She phoned me all the time to ask about it to talk about it.
- She is driving me crazy! I need the money from the project but I don’t need all the
problems! Auuugh! She is also telling me every small error I have made. I am
human! I make errors! It’s normal! It is so annoying, I want to scream.
- Why am I surprised? She is always like this. I never have a nice boss, are there nice
bosses in the world.
- It is still baking hot, when will the hot weather end? I am sick of being hot all the
time. And the sink is not working again. Everything is wrong! I feel so frustrated.
Maybe I am just feeling sorry for yourself.

Activity 3: Sarah Jenkins’ Diary 3 - (Slash Shadowing)

For this session the practitioner’s are going to reproduce an audio in which the speed
will be slow since the intention is to make pauses between the phrases in order to give
more time to the shadower to recognize the words. After having the students going
through two attempts trying to shadow the speaker without any script, the teachers will
provide it to the students for them to shadow the speaker again but in this occasion
having the script on their hands. (15 Minutes).

Script for the activity

Thursday 3 March 2011
Last night I dreamed about work all night. This morning I was tired and worried and
depressed. When I got to work my boss is so annoyed with me. She gave a long lecture,
she told me that it is very important to be on time. She said that perhaps we will not get
that perhaps we will not get the contract because I was late yesterday. And she said that
the sales team are really angry with me. I explained that it was an accident. I told her that
I am not normally late.
Then I explained what happened and told her I fell guilty and sorry. She was still angry.
I felt miserable. I went into the bathroom and I even cried a little.
This afternoon I had a meeting with a new client called Mr. smith he is my co-worker’s
client but she was sick today and she did not come to work. Mr. smith is a little older
than me and talk and slim. He is not handsome but he has a very kind face.
He was so nice to me. I felt a little chemistry! I hope I will see him again. I feel quite
excited about him, like a schoolgirl again.

4. EVALUATION PRACTICES:

Since this sessions the practitioners are intending to present to the students the shadowing technique
for them to know how to use it on their own to benefit their oral production skills, For the
evaluation of this session, will be taken into consideration the students cooperation constantly
during the class since they will be always required to participate, thus, the students will be
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interviewed later in order to know their own feedback about the technique and obtain their opinion
about their experience after trying the shadowing technique,

5. BIBLIOGRAPHY, CYBERGRAPHY:
http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/
cartillas_mallas_aprendizaje/Suggested%20English%20Curriculum.pdf

https://www.google.com/url?
sa=i&source=images&cd=&ved=2ahUKEwjJzbr0zLXkAhUxuVkKHV8eBp8QjRx6BAgBEAQ&url=https%3A%2F
%2Fwww.pinterest.com%2Fpin
%2F682225043524895090%2F&psig=AOvVaw1t5W2a0etFOUFCGSSqqnU9&ust=1567632478396185

6. APPENDIX: