EUROCSYS

NAMES: Ma. Isabel Yee Aguilar. Ral Alejandro Martnez Arteaga.

TOPICS: FEEDBACK RULES. HOW DO WE DRAW UP A LESSON PLAN.

e-mails: myee@utzac.edu.mx rmartinez@utzac.edu.mx

1. - LESSON PLAN AND TIME TABLE. Match the six content areas to the following themes:

TOPIC Use of social forms Learning in a group Function of the Common European Framework of Reference Which are the different learner types The four skills Speaking activities How do we draw up a lesson plan? How do I present a grammar structure? Micro-peer teaching Different types of exercises in language classrooms Using pictures in a language classroom Feedback rules Pronunciation training Learning strategies and learner autonomy Difficult classroom situations Progress tests The use of media e-learning / blended learning Intercultural learning

CONTENT AREA
LLP LT PE LLP LA LT PE (TOPIC DEVELOPED) LT LT LT LT SA (TOPIC DEVELOPED) LE / LT LLP LC / LT / PE / SA LLP / LT / SA LT / PE LC

2. - Choose two of the topics of the table of exercise 1. How would you teach these contents? Write a lesson plan.
(TOPIC 1) FEEDBACK RULES: Give feedback is giving information to learners about their learning. Feedback can focus on learners language or skills, the ideas in the work, their behavior, their attitude to learning or their

progress. Sometimes we give feedback to the whole class, at other times we give feedback to small groups or individual learners. The purposes of feedback are to motivate students and to help them understand what their problems are and how they can improve.

CONCEPTS AND LANGUAGE TEACHING CLASSROOM:

Feedback should be positive. We should tell learners what is good, what they are doing well, what they need to do to improve and how. This is particularly important for less confident students. We can give feedback in the classroom during an activity, while we are monitoring students doing pair-work or group-work or at the end of the lesson. During feedback we can review or recycle language that learners are having problems with. Learners will need training in how to give feedback to each other. We can organize small-group sessions, where the teacher and the learners can give and receive feedback on the classes and on their learning. Feedback which is personal or sensitive should be given to learners in individual meetings and not in front of the whole class. Its useful to give students written or oral feedback after assessment in addition to giving them a score to provide guidance for how to improve.

(TOPIC 2) HOW DO WE DRAW UP A LESSON PLAN?

When we plan a lesson, we need to think about its objectives of the lesson and the kind of techniques that are most appropriate for a particular group of learners. For example, if we are introducing a new grammatical structure, we might choose a presentation practice and production approach (PPP) or a task-based learning (TBL) approach. Also we need to think about the connections between the aims of the lesson and the procedures we will use to achieve those aims. The available materials, the length of the lesson and the information we have about our students will all help us to identify possible procedures. But the most important thing is to make sure that the materials, tasks and activities we select are the ones that will help a particular group of learners to achieve the aim we have identified. A sequence of lessons is a number of related lessons that develop language knowledge and language skills over a period of time. Sequence may develop a single topic or language area, or may involve language areas very connected. KEY CONCEPTS TO KEEP IN MIND WHEN DRAW UP LESSON PLAN: Are the activities and teaching materials at the right level for all the learners?

Will the topic be interesting and motivating for students? Have I planned enough for the time available? Do I need any extra material? Have I planned too much? Are there any stages I can cut if necessary? Have I thought about exactly how to start and end the lesson? Does each step in the lesson help to achieve the objetctives?

3. - Elaborate a timetable of the two selected topics of your lesson plan. EXAMPLES OF TEACHER FEEDBACK TO LEARNERS. TIME DEPENDS OF THE LESSON STAGE:
EXAMPLE Oral: Well done!!! This is much better. Oral: have another look at number 4. There is a problem with spelling and I think there are more than two people Oral: lets look at the new structure on the board again. I think some of you have misunderstood how we use it Written: What an amazing story! You have used adjectives very well this time. You have tried very hard Oral: you have made good progress in all your work this month. Your written work is much more accurate. Written: Have a look at grammar section 5 at the back of the coursebook and check again the difference in meaning between the past simple and the past perfect. FOCUS Progress, language and ideas. Language and ideas PORPUSE Praising the student and telling him he is doing well. Encouragement. Telling the student there is a problem with one of the answers and that he needs to look at it again. Invited students to look again at the language that they are having problems with. Praising the learner on his good level of work, and the effort he has made and in particular on one part of the writing (adjectives). Inform the student of his progress, encouragement. Giving a grade and informing the student of what the problem was with his work and telling his exactly what he needs to review and how.

Language

Ideas, language, attitude and progress.

Language and progress.

Language.

EXAMPLES OF PLANNING A LESSON.

STRUCTURAL SEQUENCE: 1- Revision: past simple. 2- Revision: present perfect. INTEGRATED SKILLS SEQUENCE: 1- Vocabulary development: describing places PROJECT WORK: 1. Reading and listening about free time activities.

3- Contrast: past simple vs present perfect.

(Function: describing). 2- Reading: choosing a holiday. 3- Writing: letter to a friend narrating holiday experiences (function: narrating).

2. Class survey and research: sports and entertainment. 3. Preparation of a poster display to show results of survey.