Phase 2 -Practical component-Educational and Pedagogical practice

Tutor: Diana Constanza Cruz

Estudiante: Lina María Castillo Delgado

Código: 1014201794 Grupo: 58

Universidad Abierta y a Distancia (UNAD)

CEAD José Acevedo y Gómez

ECEDU-LILEI

Teaching English to children, adolescents and adults

Marzo-2023
ESAPEC EVIDENCE
 LESSON PLAN 1

Teacher in training: Lina María Castillo Delgado

Link to the evidence: https://www.canva.com/design/DAGAAXkBjKo/N487iYFZraWNtcYa1Y3ZVw/edit?
utm_content=DAGAAXkBjKo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutt
on

Group (write an X) Children X Adolescents Adults

Institution: Mi primera formación

Level (CEFRL): A1 Class length: 45 minutes

Topic: Talking about family and pets

Objective: "The students, through their emotional connection with their pets and family, learn terms and phrases in
English."

Communicative skills to work: Speaking, listening

Warm-Up stage (Pre):

RESOURCES AND MATERIALS

ACTIVITY DESCRIPTION & METHODOLOGY TIME
(Links)
Song I have a pet https://youtu.be/pWepfJ-8XU0? 2.24
si=QnHzpSPNaiITK1x0
Song The family 2.05
https://youtu.be/Dy0msYQYzbs? 2.05
si=sVtBYbVPbjoA-9E1

Presentation stage (Pre):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
15 MINUTES
The teaching is based on learning family members in English, specifically
"mother, father, brother, sister,grand mother, grand father and baby" as it
is one of their first lessons on this topic. Other family members will not be
addressed until later. Additionally, they will learn about pets; I'm going to
use some flashcards with family members and pets(Dog, cat, rabbit, frog,
chicken and pig), but I plan to stick each flashcard on a popsicle stick so
that the children can interact with them. This way, it will be easier for me
as I tell them the name of each member and of each pet, since they are
easy to manipulate while they interact with the material. I will continuously
repeat to them how to say each family member and each pet in English
doing emphasis in each sound of letters for example in cat marking the
anccent en the first letter c : /k/ and others like mother: /ˈmʌðər/ (/ð/)
father: /ˈfɑːðər/ (/ð/)
 Practice (While):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
10 MINUTES
Afterward, I'll ask for the flashcards back and explain that if any of them
want to play with a particular flashcard, they must repeat the name of the
flashcard I'm teaching them. Once all the children have a flashcard, we'll
use a toy house available in the classroom and play placing each family
member and the pets inside the house. Throughout the activity, we'll
continuously repeat the English vocabulary with their specifics sounds
while also playing the game of placing the family inside the house.

Production (post):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME
 10 MINUTES
For this production stage, we're going to act out a short story about the
family, narrating how Mom and Dad go shopping at the mall and buy
some ice cream cones for the kids, and they also go with their
grandparents. Children will use small items that characterize them
according to the role assigned to each family member and pet. First, I will
assign the roles. Each one of them will represent a family member. We will
move to a spacious area outside the classroom, and they must line up. I
will position myself at a table, simulating a store in the mall, and I will start
calling out each member, emphasizing the sounds of each word. Then,
each of them will "buy" ice cream from me using toy bills. Additionally,
foam-made pets will accompany each of them.

Assessment (post):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME
Then, I'll draw a house on the board using markers, and one by one, they 10 MINUTES
must stand up from their seats and place each flashcard somewhere in the
house as they hear each word. For example, I'll say, "Place the mom in the
kitchen," and they must do so. This way, I can evaluate the effectiveness of
the teaching based on how they position the flashcards in the drawn
house. This activity should be guided, helping them to locate each
flashcard and each pet. Then, we will observe the house decorated with all
the characters, and once again, we will repeat each term in English.

REFERENCES

- "Flash cards Family Members" from www.playingtots.com

- “I have a pet” from https://youtu.be/pWepfJ-8XU0?si=QnHzpSPNaiITK1x0

- “Song the family” from https://youtu.be/Dy0msYQYzbs?si=sVtBYbVPbjoA-9E1

 - LESSON PLAN 2

- Teacher in training: Lina María Castillo Delgado

- Link to the evidence:
-
Group (write an X) Children Adolescents x Adults

Institution: Mi primera formación

Level (CEFRL): A2 Class length: 65 minutes

Topic: Expressing feels and emotions

Objective: "That they express their feelings and emotions in English fluently and in real-life contexts"

Communicative skills to work: Speaking, listening,writing

Warm-Up stage (Pre):

RESOURCES AND MATERIALS

ACTIVITY DESCRIPTION & METHODOLOGY TIME
(Links)
Feelings song video 4:21

Feelings Song | Emotions Song |

The Singing Walrus
 Presentation stage (Pre):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
https://whatsup.es/blog/ 25 MINUTES
The activities will be on virtual environment. To introduce this topic, we emociones-en-ingles-terminos-y-
will explore simultaneously the online resource provided by this website, expresiones-para-hablar-de-
which discusses terms for expressing feelings and emotions. First, we will sentimientos
discuss adjectives to describe emotions. Then, we will review a list of
emotions and expressions of feelings and emotions in English. We will
socialize each one and place special emphasis on pronunciation. The
website also offers examples of sentences to express feelings and idioms
used in English for the same purpose. This will allow them to expand their
vocabulary and acquire new knowledge about idioms.
Those who wish to observe from their device are welcome to do so.
However, I will be sharing my screen as we progress through this part of
the activity

Practice (While):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
 15 MINUTES
To practice the concepts we will play "Rose, Thorn, Bud," a dynamic where
students share how they have felt during the past week and what
emotions or feelings they have experienced. We will refer to the section of
positive emotions as "Milk Chocolate" and the negative ones as "Dark
Chocolate." And And they can also anticipate how they want to feel, what
emotions they would like to experience. We'll call this section "Bud."
They will express the emotions and feelings they have had since last week
in English. For this, they will have 5 minutes of preparation where cameras
and microphones will be turned off. Then, we will return to the session,
“ROSE THORN BUD”
and each student will voluntarily express their feelings. I will provide
feedback based on my opinion. It's more of a dialogue interaction and
sharing experiences than something formal.

Production (post):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME

For this stage, students will write a letter to a hypothetical family member who N.A 10 MINUTES
is in another country and with whom they have not spoken in the last six
months. They will share with them how they have been feeling during these
months, expressing their feelings and emotions learned in class. The letter can
be as short or as long as they choose, and they must include at least 10
expressions about emotions and feelings. They will have 15 minutes to write the
letter, and they will send it to me electronically. In a future session, I will provide
feedback

Assessment (post):
 RESOURCES AND MATERIALS
ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME

I have designed an evaluative online game using the Educaplay tool https://es.educaplay.com/ 10 MINUTES
where students match the terms seen in class with their corresponding recursos-educativos/18250940-
meanings. The questionnaire consists of 20 points where I could group emociones_en_ingles.html
the different aspects seen in the development of this topic. We will all
present it simultaneously, and according to their score in the game, it
will be the appreciation I will take into account to evaluate the group's
learning outcomes.
-
- REFERENCES
-

- -“Emociones en inglés: términos y expresiones para hablar de sentimientos” from

https://whatsup.es/blog/emociones- en-ingles-terminos-y-expresiones-para-hablar-de-sentimientos
-
 LESSON PLAN 3

Teacher in training: Lina María Castillo Delgado

Link to the evidence:

Group (write an X) Children Adolescents Adults x

Institution: Mi primera formación

Level (CEFRL): A2 Class length: 90 minutes

Topic: Discussing favourite foods and restaurant

Objective: "That they have the ability to recognize at least ten names of foods and restaurants in English and can
enunciate them simulating real-life environments.

Communicative skills to work: Speaking, listening,writing,reading

Warm-Up stage (Pre):

RESOURCES AND MATERIALS

ACTIVITY DESCRIPTION & METHODOLOGY TIME
(Links)
A brief dialogue about each person's favorite food and N.A 10:00
restaurant, with everyone participating. Each person will
take turns speaking for a maximum of 30 seconds about
their favorite food and restaurant in English. They should
briefly describe both their favorite food and favorite
restaurant in English

Presentation stage (Pre):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
https://vibenglish.com/ 25 MINUTES
In this lesson the environment Is virtual, then we will going to do a vocabulario-de-comida-en-ingles/
exploration of the "english food vocabulary" page: Students, through their
own devices or the screen I'm sharing, will explore this engaging page
together as a group. They will discover how each meal of the day is
named, various food terms, flavors, favorite foods in English, and general
vocabulary. As we progress through the exploration of the page, we will
discuss tastes related to each meal

Practice (While):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY TIME
(Links)
15 MINUTES

The students are arranged in pairs by me. I'm going to give them five
restaurant options: McDonald's, Crepes and Waffles, El Corral, Randy's,
Wok. They must choose one of those restaurants and construct a written
dialogue about the food sold there and which one is their favorite, using
at least ten of the expressions and vocabulary seen in class. Then, they
must perform it in class as if they were having the dialogue in real life
within a maximum time of 3 minutes each couple

Production (post):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME

Each student must speak for two uninterrupted minutes about their favorite N.A 20 MINUTES
restaurants and traditional foods in their city, considering the following aspects:
ingredients of the food, area where it is commonly consumed, approximate cost,
and in the case of restaurants, the meals offered there, costs, location, and
description of the facilities. The presentation will be individual…

Assessment (post):

RESOURCES AND MATERIALS

ACTIVITIES DESCRIPTION & METHODOLOGY (Links) TIME

The group will be divided into two teams for this assessment based on 20 MINUTES
Project-Based Learning (PBL) as each team must simulate a commercial
promoting a fictional restaurant in English, providing details of
promotions, prices, dishes, advantages of dining there. Everyone must
participate in the evaluative intervention, which will last 20 minutes, with
10 minutes for preparation and 5 for presentation. The criteria will be
group collaboration, quality, and creativity of the material presented

REFERENCES
-“El vocabulario de comida en inglés más original” from https://whatsup.es/blog/emociones- en-ingles-terminos-y-
expresiones-para-hablar-de-sentimientos

Classroom evidence

https://www.canva.com/design/DAGAAXkBjKo/N487iYFZraWNtcYa1Y3ZVw/edit?
utm_content=DAGAAXkBjKo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutt
on

E portafolio link:

LINA MARIA CASTILLO DELGADO