An important instrument of the teacher is, without doubt, the lesson plan. Knowing how significant this entails this article has been made with the purpose of strengthening and facilitating the process of it. It is necessary to take into thought the following aspects as they are: the context of the group, the number of students that make it up, a period of time, hours of classes taught, characteristics of the group, types of learning and its external context. For this reason, it has made reference to some guidelines to reinvigorate the teaching instrument and thus be able to provide a significant teaching-learning.
Keywords: Lesson Plan, Types of learning, Context, Teaching-Learning
What is a lesson plan? Why is planning important?
A lesson plan is a background for a class. If you imagine that a lesson is like a journey, then the lesson plan is the map. It shows where you start, where you finish and the route to take to get there.
Lesson plans are the product of teachers’ thoughts about their classes; what they hope to achieve and how they hope to achieve it. They are usually, though not always, in written form. Very experienced teachers may be able to go into a class with just a short list of notes or even with the plan in their head. Whatever the level of experience though, it is very important that all teachers take the time to think through their lessons before they go into the classroom. (Robertson & Acklam, 2000).
Imagine starting a journey but with no idea where you are going. You are the driver of a bus full of students and although you know you have to drive them for a particular period of time, without your map you have no idea where you want to go or how to get there. It may still be an interesting journey but it would be very easy to get lost and your passengers would not be very cheerful! (Larsen-Freeman & Anderson, 2011).
Date: November 10, 2017
Topic: Obligations and Needs Unit: IV
Objective: Express Obligations and Needs
Context: This session has been designed for students from the Huasteca region, whose first language is Náhuatl. The group is composed of 19 students with an age of between 19-22 years.
| Topic | Thematic Objective | Learning and Teaching Strategies | Didactic Resources | Time | |||
| Activity Academic Techniques | Activity Student | Horas | |||||
| 4.1 Establish obligations and needs 4.1.2 Explain why the obligations |
Know and use the vocabulary and phrases of the language used to talk about obligations and needs . |
Modeling the language: Exemplification with real situations. Knowledge: Present structures and vocabulary in a timely manner. Questions and answer Practice: Dialogues. Description. Drafting. Evaluation: Through learning evidence that demand the understanding and expression of the language. Feedback: Feedback of the studied and the evidence shown. Cooperative and collaborative learning - Group work |
Create contexts Plan and present models. Explain structures and vocabulary when required. Provide spaces for practice. Follow up the progress of the student through continuous assessment. Search authentic material. |
Perform the activities required in the classroom as well as activities: Research Self-study Consultation Virtual cooperative and collaborative work. | Computer screen Posters |
2 | |
Topic of the Unit of Work Learning Results
| Know | To Know to do | Knowing Being | |
| Establish obligations and needs |
|
Express needs and obligations in a formal and informal way. |
Ability to relate to others. Responsibility, solidarity, honesty, respect, commitment, loyalty, love, tolerance, fraternity, sense of duty, honor, discipline, a vocation for peace among others. |
| Elements for evaluation: Forms of Evaluation | Evidence of learning (What to evaluate) | Evaluation instruments (How to evaluate) |
|
Observation Guides | |
| Checklists | ||
|
||
|
Exam | |
| Wrap up | Development | Closing |
| 1. List Pass. 2. The teacher reviews the previous class. 3. The teacher asks for the assignment. (Poster of duties and Obligations) |
1. The teacher asks her students who want to start the exhibition voluntarily. 2. Students must show their homework in front of the group. (In team expose duties and obligations Company / Employee) 3. The teacher and the group exchange opinions about the duties and obligations that were exposed by the team. 4. The teacher asks the students for a mental map about rights and obligations (Company / Employee). Which must include the brainstorm that was made in group form and annex three more obligations |
1. The teacher reviews the requested work. 2. The teacher performs teams per couple. 3. The students share the three obligations that they attached to their mental map and explain the reason why they considered necessary to include them. Task: Perform exercise 5 on page 52 (copies) |
| Wrap up | Development | Closing |
| 1. List Pass. 2. The teacher reviews the previous class. 3. The teacher projects a presentation about obligations and need |
1. The teacher asks her students what is an obligation and what is a necessity. (Slide 1) Students participate by describing in their own words what is an obligation and a need. 2. The teacher projects a video and at the end, she asks some questions about it to activate critical thinking. (Slide 2) 3. The teacher asks the following question to her students. What obligations and needs do you have in your family, as a student, and as a citizen? The students share their obligations and needs together. (Slide 3) |
1. The teacher questions her students (who from her profile as future administrators) what obligations do you have as a company administrator? (Slide 4) 2. The teacher asks her students for homework and reviews in group form. Task: Make a regulation. (Start your own business) |
Planning is a sign of competence. The students expect teachers to be professional. If you are organized, the students are able to tell. They also know if you are not ready. On the other hand, Planning gives the teacher opportunity to predict possible complications in the class and think about ways to an arrangement with them. By thoroughly researching the target language and being prepared for difficult questions. Finally, it is expected that those guidelines are able and use for the teachers and can be more comfortable in the class.(Richards, 2015).
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.
Richards, J. C. (2015). Key Issues in Language Teaching. Cambridge: Cambridge University Press.
Robertson, C., & Acklam, R. (2000). Action Plan for Teachers. A guide to teaching English. London: BBC World Service.
[a] Docentes de la Universidad Autónoma del Estado de Hidalgo-Escuela Superior Huejutla. dulce_mendoza@uaeh.edu.mx
[b] Docentes de la Universidad Autónoma del Estado de Hidalgo-Escuela Superior Huejutla. cristhian_rojas10940@uaeh.edu.mx