Universidad Catlica de la Santsima Concepcin

Department of Education
English Pedagogy Programme
Course: Teaching Experience I
Teacher: Astrid Guerra
Students: Elizabeth Navarrete / Nicol Irarrzabal

MDD 2, MDD 3, MDD 4

Learning Goal, Designing for instruction, Assessment

Name:
Nicol Irarrzabal
Elizabeth Navarrete
Seccion:

1. Lesson 1 Topic:
Lesson 1 Learning Goals:

By the end of the lesson student will be able to make predictions about the future of
Chile orally.
In this lesson we, as teacher, expect that our students learn and understand how to make
prediction using the modal will. Also, we pretend to teach the different uses of will, so
the student would have a better understanding of this modal.
Alignment of Learning Goals to School and National Curriculum:
The presented aim is focused on skills and contents covered in the syllabus of
Communicative Competence Beginner level II. We believe that these are the important
contents and skills to cover and to develop. Furthermore, the syllabus is gradually
organized.
Justification:
The use of the modal will is important in the target language. as a foreign, second or
native language speakers the use of will helps to express ideas and feeling in the every
day. This modal is not restricted to a particular society or a socioeconomic state.
Moreover, the contents are covered in the National Curriculum and this institution,
UCSC, have included them in their programme, because they are relevant to achieve the
target language.
In addition, we are teaching to student who are interested in becoming English teachers.
They are year of the English Pedagogy Programme at UCSC.
In order to make interesting our tutorials, we focus our attention on what students
were doing in class. weakness and strongholds in students at the moment to perform in
class.
Analysis of Pre-Assessment Data:
The teacher of our five students speaks in english the whole class, she has a good
relationship with her students, she is able to create a proper environment for studying in
the class.
We have observed that the teacher constantly checks students production through
activities every class. Besides, she promote autonomous work with assignments
connected with the lesson.
Also, our student have a good level of english, and they have shown motivation to
learn. they have been participating in the class actively, they have been responsible in
their subjects and assignments.
Two of our student manage fluently the language: they understand easily any
instruction, and they are able to speak almost accurate.

Two of our student understand English instruction, but they feel insecure about
their understanding and skills.
explain their performance in the presentation
Learning Resources:
We considered in The lesson plan whiteboard, markers, DATA show, computer, sheet of
papers (where students have to organize different pieces of sentences), cards (with a
question that the student has to answer).
Assessments
In the class, the trainee teacher made students worked as a group, trying to create a
collaborative environment where students were able to discuss their answer before
checking with the teacher. Then the Trainee teacher check the answers, and if the
student makes a mistakes the teacher gives a more detailed explanation about the
important aspect to consider before answering.
Motivation for learning:
At the beginning of the lesson the trainee teacher presented some different pictures with
different contexts. Then the teacher started to make questions to students, she ask
students to describe the pictures. The idea was to present the importances of learning
some modals like will for expressing ideas in possible future.
https://docs.google.com/presentation/d/1T4nXripMOua1Kp9x7FggbFZrF6B5kU2NZD-ftzcerk/edit?usp=sharing
1.7 Activities:
A. Individually student have to describe and explain what they see in each
picture: The teacher presents a powerpoint presentation with different pictures
where the students have to describe and infer some information. The teacher will
make some question at that moment to help them. each student will have 2
minutes to talk.
B. Student have to recognize different uses of will: The trainee teacher
presents in a powerpoint presentation 5 sentences where is used the Modal
Will, the student have to recognize which is which
Individually, read each sentence carefully, identify which is the use of
will presented in the sentence. you have 3 minutes to think about the
answer then we share and check the answers .
https://docs.google.com/presentation/d/1PgcJ-5mb3tLzgXSzwpTZyAaTqIP669x-_kW_YrLiVg/edit?usp=sharing
Controlled activity

C. Student have to discuss and agree about the use of will in the sentences
given:
In the group, discuss which are the use of will in the sentences given,
you have 5 minutes. Then we check your answers
D. Student have to match some sentences that are divided:
In the same group. match these sentences. These sentences are not
complete, find the other part for each., you have 5 minutes.
Less controlled activity
E. Students have to talk about future possibilities considering the context
given in a sheet of paper:
In the same group, answer the questions given individually , and tell to
your classmates which would be the possible situations in the future.
What do you expect?
Production
F. In groups, students create a dialogue making predictions about Chile.
There is fortune teller
In group, perform a ropley. Imagine that you were worry about the future
of your country; consequently, you go to a fortuneteller, you are
desperate to receive some answers.
You have to know that the fortune teller just can answer 3 questions.
the fortune teller: answer all the questions
each student have to make 3 questions.
you have 5 minutes for organization. then
you present

In order to make interesting our tutorials, we focus our attention on what students were
doing in class and the important points cover in the syllabus.
Some of the aims of our lesson plan are:
Lesson 2: By the end of the lesson students will be able to express their
predictions about a set of short videos, orally.
At the moment we began to observe

we payed attention to their weakness and

strongholds in our students, also we consider their interests and the context where they

develop. Furthermore, as a team we decided to reinforce contents covered in the

syllabus, because this is the universitys point of view.

1. Lesson 2 Topic:
2.1 Lesson 1 Learning Goals: By the end of the lesson students will be able
to express their predictions about a set of short videos, orally.
2.2
2.2.1 Alignment of Learning Goals to School and National
Curriculum:
The Communicative Competence Initial Level I has a division about how
the course is taught, promoting the 4 skills of the language; speaking,
reading, writing and listening; furthermore, the English program
develops a communicative approach where the students will have to
interact between them as with the teacher, all this facts will help to
understand and accomplish the final task based learning.
2.2.2 Justification: The fact that we will use a task based
lesson gives students the use of authentic language and the freedom to
express and communicate their ideas related to the task. In this case,
when their express their predictions they will be developing target
language fluency and students confidence.
2.2.3 Analysis of Pre-Assessment Data: By this time of the
course, students are able to make predictions orally and written, they
have been seen how to express their predictions by using the future
forms. They have been had to class related with this topic; one of it has
develop the written structure in order to help them at the moment to
speak creating some sentences relating to future decisions, sudden
decisions and promises, the other class has engage students to speak and
give opinions about future after watching a video.
2.2.4 Learning Resources: Internet, computer, data projector,
power point presentation, flashcards, worksheet, whiteboard, markers,

2.3 Assessments
Below, describe the method/s to check on student progress. Consider these approaches:
1. Writing assessment in order to have guidance about what they will say
by looking pictures on the power presentation.
2. Performance - based assessment when students have to read outloud in
front of the class what they predicted.

3. Teacher - student communication, both people keep a discussion about

what can they predict, and the same item but this time only in students group
work.

2.4.1 Describe how you will promote your students reflection and self-assessment.
The idea of the group work is not only to provide the cooperative work in which
everything turns a little bit more tight; in this case, we want to provide the collaborative
work, where the students creativity can be stimulated; moreover, students can provide
feedback each other while their are working, making suggestions in the 4 skills of the
language, checking pronunciation, correcting some writing forms, and paying attention
carefully while they listen to the other classmates, besides students can ask to their preteacher everytime they have any kind of doubt.
2.5 Motivation for learning: Nowadays, internet, tv series and tv shows has an
overwhelming attention especially on teenaggers, that is why at the beginning of the
class we decided to show them different pictures of famous Tarotistas (people who do
the tarot card spread) in Chile, this can be funny for them but also helpful to keep in
mind the aim of the class, some of the people are Pedro Angel and Ta Yolanda Sultana.
To continue with, we will ask students what do they know about these people? who are
related with? what do they do?. FInally we will have the magic word, when some of the
students mentioned or approach to the word prediction, or predict the future.
2.6 Activities: Include descriptions of the activities you plan to use in the lesson. Your
activities should be designed to support your learning goals and should be clearly
described and carefully sequenced. Actively engaging students in learning also gives
you an opportunity to assess their understanding. Make sure you take advantage of this
opportunity by coordinating your activities with your assessment plan.
2.6.1

What will students do?

Brainstorming: Teacher asks students what modal verbs do they know

to express predictions, students mention their ideas or random works it
does not matter if their are wrong, this is just to introduce the class. Each
student can say an answer, they can say it in groups and teacher can say
it with them, the resources used are marker and whiteboard, the time
given for this activity is 3 minutes.
Making list of verbs: Teacher shows students the 3 main verbs that we
will use in the class (may, might, will), besides she explains the use of
each one very briefly. Students will ask any doubt individually or in
group if they are not so confidence yet. 4 minutes.
Gathering ideas; Students will see in the power point presentation
different images about people that are tarotistas, these people are known

by them because this tarotistas are always on the facebook media by

funny images, students will name random vocabulary related with the
topic, until to get the prediction word. 5 minutes.
Predict: Teacher will show 5 pieces of 1 minute video, where the pause
button will be pressed before the ending, students will have to create
orally 3 predictions for each video in groups of 2 about what they think
will happen (they can write in order to help themselves). 15 minutes.
Present: Students will have to present in front of the class orally, in
their pairs what they predicted about the mysterious ending that the
teacher did not show. 6 minutes.
Feedback and reflection: Students will discuss their predictions and
give feedback each other , teacher can step in too, some comments or
reflections can be done in order to learn about this lesson. 5 minutes
approximately, it can be more according to the students comments.

2.6.2

What will you do to support students

To support our students we need to keep in mind a mixture of 2 aspects: the first one are
the topics that have been developed in class to reinforce that aspect, and the second one
are their interests. Why? because due to this fact we can improve our tutorials in a
dynamic method, but for the purpose of engaging our students and their proficiency
level, which is quite good. We need to be aware about their needs to know them better,
focusing on their weakness and strengths to take advantages from it, finally these
aspects will help us a lot while we monitoring our studends.

Reflection:
After each session (class or tutoring), write in your journal a reflection that addresses
the following questions:
o What knowledge, skills and/or dispositions are needed to
help a student learn? What are you learning about what it means to be a
teacher?
Based on the implementation of your plan or your interactions with the students, what
do you think you need to improve, do differently or maintain for the next session? sion?