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Lingüística
Lingüística
Goals:
1. To identify learning activities
2. To identify and explain the stages of a learning activity
3. To understand the mechanics of the L2 lesson, understood as classroom interaction
Tasks
1. Get in pairs or groups of three people maximum.
2. Analyze the following lesson (you already started in class) and identify two
complete learning activities. You can highlight them with color and use a comment
box to state that they are learning activities.
3. Identify the stages in the whole lesson. I do not mind if there are a few mistakes, do
not worry. Explain what confuses you if you cannot identify a stage because it does
not meet the typical features.
4. Point at two examples of regulatory language, different from the ones we discussed
in class.
5. Answer these two questions:
a. What is the main purpose of the lesson?
b. Do you think the interaction mechanism fosters learning? Why?
Assessment
1. See the rubric at the end of the lesson script. Please, bear in mind that it includes
more details of the assessment.
Lesson excerpt
1 1 P Good morning, class. Good morning! [Al Prepare
tiempo que entra a la sala].
21 9 P Javiera… Prepare
39 10 C XXXX Task
48 10 P Waiter. Evaluate
62 11 P Yes? Evaluate
76 11 P Chafer? Elaborate
Question Answer
Question 1 The main objective is to review the vocabulary related to work since at
the beginning of the lesson we see how he asks the students questions
about certain jobs and then carries out an activity about replacing the gap
with a synonym that uses the word "work". With this lesson, the idea is
to find out if the students have learned the above mentioned.
Question 2 Yes, this type of mechanism promotes learning, because, through the
interaction between teacher-student and the questions used by the teacher
to guide the lesson, it is possible to acquire and review knowledge on a
certain topic.
ITEM Points
Task Accomplishment:
● Students identify TWO complete learning activities with all five stages. 3
● Students identify the stages in the lesson excerpt. 3
● Students point at what confuses them and offer a possible explanation. 3
● Students identify TWO examples of regulatory language, different from the ones we 4
discussed in class.
4
● Students offer a sound and solid answer to question 1.
4
● Students offer a sound and solid answer to question 2.
Language Use:
4
● Few grammar mistakes. They do not hinder understanding.
● Proper use of punctuation symbols. 4
● Proper use of discourse markers. 4
4
● Academic language is used throughout.
ILIN150 2022
ESOL III: The L2 Lesson and Assessment
Prof. Andrea Lizasoain