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The Anglo-Mexican Foundation

In-Service Certificate in English Language Teaching

Methodology Assignment 2: Planning Beyond the Lesson


Andrew Watson and Arturo Calderón


Ramón Sabás Vargas Sánchez

Candidate Number:


Resubmission Date: June 19, 2015

we have to provide a variety of contents which enable students to recycle and remember language and vocabulary to have a sensible progression of the syllabus elements. Planning beyond the Lesson The purpose of this report is to reflect on a previously taught language-focused lesson and to plan follow-up work for three subsequent lessons. Puchta and Thornbury (2006) agree with these points and also state that the tasks and practice have to be fun among other things to be as memorable as possible. I aim at familiarizing students with two new future forms (future perfect and future continuous). both for extra practice and to establish a basis for further students’ knowledge of the language. This lesson is to provide analytical understanding and extra practice since they have to study the new forms according to the syllabus and they will have an opportunity to recycle previously studied structures. After having reflected on the lesson taught. Harmer (2000) affirms that in order to keep students’ interest. I will also try to help them in their analytical understanding of the two new structures they would have to study next in the syllabus.b) In this lesson. It also intends to provide a brief rationale behind the planning of the activities and materials to be used in those lessons. . Lesson 1 (1a. Gorss. I decided to focus on the extra practice that my students might need to develop their skill in using the target structures. Methodology Assignment 2.

Puchta and Thornbury (2006). I will . we will do a listening comprehension activity (Appendix 3) to set the situation. Then using the examples from the text. I will try to encourage the use of the new structures in their predictions and their conversations by asking them how they would express their ideas using one of the new forms and checking with them. meaning and function through time lines on the board and pictures taken from English File (Appendix 6). The idea of how far technology can get has often seemed to be engaging and interesting for students. providing opportunities for extra practice on the target structures. After that. students may tend to use the previously studied structures because they might feel more comfortable with them. This will give us an opportunity to personalize the structures and analyze the grammar again and have some feedback on their sentences. students will discuss if they agree or disagree with their partners’ predictions and why. Since in this lesson I intend to introduce two new future forms. thus. First. I decided to use this topic for this lesson. Students will pay attention to the new structures and analyze form. a warm-up will activate students’ schemata and help them remember useful vocabulary. reorganizing their grammar knowledge. This task was selected in order to have students interpret the language by identifying and understanding the structure and thus. check understanding and grasp some specific information. Gorss. students will write their own predictions and write them on the board. in small teams. especially of my students’ characteristics and ages so. Then. Vocabulary may be needed to express their thoughts. The two new structures may prove difficult to grasp and the combination of the time lines and the pictures are meant to help them.

Some students will be elicited to ask me these questions in order to model a conversation. For example. the students might be able to choose the right future form to use for that situation. students are asked to keep their partners’ plans in mind to report on them later. Students work in small teams and are encouraged to ask as many follow up questions as possible. two forms might be right (will and going to for predictions.walk around asking peers to help. I aim at providing some extra grammar practice in order to consolidate the previously studied forms of the future. Lesson 2 (1a. In small teams students are asked to look at the sentences again and try to find the clues for the right answers. the lesson will be based on the questions “What will you be doing next Saturday at 10 am?” and “What things will you have accomplished by 2017?”. I provide the right answers and ask students “Why are these the right answers?” Some examples are elicited for the first and second sentences. They will be asked to answer the exercise and then. b) Here. This grammar practice also intendeds to analyze the different clues that students may find when answering an exam or speaking and by analyzing those clues. the situation of the traffic is at the moment so. After that. First. encouraging students to use their technology to find the answer or providing it myself as necessary. Students then share their findings and these are written on the board. for number 3. they will have to compare their answers with a partner. an exercise taken from the English File Teacher’s Book. going to . After that. students will look at Appendix 4. Then.

I will walk around the classroom monitoring and encouraging students to find opportunities to use most of the structures. I will encourage students to use their technology when in trouble about vocabulary or I will provide it myself. putting those ideas into practice. in order to uncover grammar. They have to write a short report on the information about their partners’ plans that they remember. Lesson 3. learners have to work out and share their findings about the grammar. Puchta and Thornbury (2006) is not only favored by students at this stage but it also fosters their creativity and the correct use of grammar forms. page 151. students will have to analyze the sentences and then they will have to write a report thus. However. By asking students to look for clues in the sentences. according to Gorss.particularly for predictions with some evidence). After that. . (1a) For this lesson I aim at consolidating the use of the previously studied forms of the future. Harmer (2000) states that. Some students are elicited to report their partners’ plans. I would also like to provide them with as many opportunities to speak and to expand on their conversation. students are asked to remember their conversations with their partners at the beginning of this lesson. I decided to use The Crystal Ball task from the Face 2 Face 2 Teacher’s Book (2005). Appendix 2. some students may favor some structures more than others due to the fact that they feel more comfortable with previously studied ones than with new forms. In order to do this. which.

Gerngross. The class is split in pairs and told they are going to tell their partner’s future. Puchta and Thornbury (2006). The decision on this task was in order to give students some kind of variety from their student’s book and to provide them with a task that would be fun and relaxing and that may interest them as Harmer (2000) states. Puchta and Thornbury (2006) Some students may have problems with vocabulary or expressions related to the different aspects they will talk about. Then students predict their partners’ future and follow up questions will be encouraged. This task would also give my students an opportunity to remember and recycle the target language items in small teams where they could feel comfortable and in some kind of privacy. the Crystal Ball task is introduced. some stems for questions are written on the board. Gerngross. When monitoring. I start by asking them about their plans for the next holiday or weekend to activate their schemata. First. etc). as a warm up. Then they switch roles and do the same for their partners. After that. travel. I will ask them to refer back to their notes from previous lessons and remember their previous examples. Another problem that might arise but it is not about language is that some students may feel uncomfortable telling someone their future. I will provide it myself. They are to write predictions about at least four of the different aspects in a person’s life (love. In the meantime. Another problem that may arise is the use of the different forms. . I will ask their peers to help and if they do not know the vocabulary. As a wrap-up students are to report what their fortune tellers told them about their future. I will tell them that the activity should not be taken seriously and it is meant to be fun.

Although I believe that one of my strengths is to choose appropriate materials and a proper pace. one of the aspects that I consider I have to work on is the sequence of activities I use. I need to read in more detail about sequences and relate it to the big panorama and not only to one lesson. help my students more effectively. After reflecting on the planning of the lessons I described. I still need to study more in order to be able to vary my tasks and by doing so. Word Count: 1497 .

Oxford. Helbling Languages . The Practice of English Language Teaching. Jeremy (2000). Third Edition. UK. (2000). Teaching Grammar Creatively. Longman  Nicovic and Cabaj.Bibliography  Harmer. Pippin Publishing  Gorss. Am I teaching well? Self-Evaluation Strategies for Effective Teachers. (2006). Toronto. Puchta and Thornbury. Cambridge.

The idea of living forever suggested in the text (Appendix 1) seemed to foster curiosity in the topic and thus the text helped to raise awareness of the structures as Gerngross. a need to pre-teach specific vocabulary became evident in order to give the lesson a more dynamic pace.Puchta and Thornbury (2006) suggest. Evidence for this was the students’ reaction when answering the exercise and some of them also . However. After teaching the lesson. Also the exercise after the reading and understanding sections (English File) seemed to have provided students with a clearer idea of when the different structures are used.Appendix 5 Post Evaluation Reflection The Lesson Plan The lesson was planned taking into consideration the level shown by students in previous lessons and from this point of view I failed to recognize that students might have problems with a bigger number of words than I had anticipated. The activities and the sequence On the other hand. the suggestion of reading and trying to infer the meaning of words seemed to have worked since students started to try and explain some of the vocabulary themselves. the sequencing of the activities seemed to have worked well because it created an interest in the topic shown by students and their active participation by contributing to the lesson with their ideas and points of view and this helped them significantly to use the target structures. This made the pace of the lesson a little bit slow at the beginning.

When I saw those reactions I had to say the instruction again and had to even ask for clarification in L1 in one of the cases. some students looked puzzled when I said something and this even went to my instructions. .commented that after answering it. in most cases. the lesson can be described as successful from the point of view that most students were able to follow the lesson and my use of L2 helped them to achieve the objectives of the lesson because. they felt more confident in the use of the future forms. I need to be observed constantly in order to be made aware of the moments in the lesson when I tend to do speak too fast or when I tend to imply that students are following what I am saying and they are not. Sometimes during the lesson. My use of L2 One aspect that I need to work on is my use of L2 in the classroom. I did not remember to ask for examples which I believe would have worked very well. students were following. I believe that I need to control the speed of the language that I use in order to benefit my students and not hinder their understanding. participating and doing what was asked of them. How I plan to improve Some aspects and ideas in order to improve my teaching for future sessions include:  Control my use of L2 in the classroom. Nevertheless.

. This will allow me to use students’ time much more efficiently. benefit my students as much as possible. Reflect more deeply on aspects such as what vocabulary needs to be pre-taught in order to give the lesson an appropriate pace.  Study the sequences in highly more detail in order to apply them and thus.  Devote more reflection to the timing of the activities.