Unit 2 Reflection

We learned the importance of pensive, detailed instructions are necessary for the teacher so they know what and how to apply the available instruments to achieve the criteria described in the lesson plan, course description, or curriculum. There is a need for clear-cut objectives and competencies so the teacher can plan ahead on a way to achieve these goals. The objectives and competencies should be justified to understand the reasoning behind them and their merits. These competencies should include aspects of learning such as listening, speaking, writing, and reading, but also non-linguistic aspects such as attitudes, behaviours and values. 

These should always take into account the student's level, age and socio-cultural background and be appropriate for them. This ensures that we are not only giving them language knowledge pertinent to their learning but also imparting onto them qualities that can be useful for the rest of their lives, not only as a student. It is difficult to maintain all of these aspects up-to-date, relevant and also relatable for the students. We should always strive to optimize the way we implement learning techniques as well as maximize the learning experience for the students. A good way to maximize the learning experience for them is to give constructive and constant feedback, even while we are not formally assessing them we can passively and informally assess what they are doing based on their facial expressions, body language and class assignment results. 

 Goal 2.3 To Develop an Assessment Plan

Assessment Plan

 

Contents of the unit:
UNIT 8 “My Clothes”                                                                    Length of unit: 10 hours

Objective: The students will be able to describe their own clothing as well as others clothing  in a respectful manner in oral and written form, using possessive adjectives, appropriate vocabulary and intelligible pronunciation.              
                                                           Contents of unit 8
Linguistics aspects:
Grammar: 

Present Continuous
Possessive Adjectives
Nouns
Verbs.

Vocabulary:

Hat
Dress
Coat
Pants
Shoes
Wearing
Glasses
Pink
Green
Purple
Blue
Long
Big
Small 
He
She
Ship
Shell
Shirt
Skirt

Listening:
Skill: Listening for complementary information on clothing items and distinguishing words to identify the subject of the sentence. 
Pronunciation:
Practice of the ‘SH’ sound
Speaking: (fluency, accuracy: grammar, use of vocabulary, pronunciation)
Describing one’s own and others’ clothing
Describing clothing items
Writing:
Spelling
Capital letters
Appropriate grammar
Use of apostrophe “‘s” for possessives

Reading:
Sub Skills: Students will skim the text to find the main idea.
Students will read to find adjectives to identify the main object or subject in the text.

Non-linguistic aspects:
Participation
Cooperation
                                               Assessment plan

What would you assess?

Linguistics aspects:
Grammar: 

Present Continuous
Possessive Adjectives
Nouns
Verbs.

Vocabulary:

Hat
Dress
Coat
Pants
Shoes
Wearing
Glasses
Pink
Green
Purple
Blue
Long
Big
Small 
He
She
Ship
Shell
Shirt
Skirt

Listening:
Skill: Listening for complementary information on clothing items and distinguishing words to identify the subject of the sentence. 
Pronunciation:
Practice of the ‘SH’ sound
Speaking: (fluency, accuracy: grammar, use of vocabulary, pronunciation)
Describing one’s own and others’ clothing
Describing clothing items
Writing:
Spelling
Capital letters
Appropriate grammar
Use of apostrophe “‘s” for possessives

Reading:
Sub Skills: Students will skim the text to find the main idea.
Students will read to find adjectives to identify the main object or subject in the text.

Non-linguistic aspects:
Participation
Cooperation

What would be assessed informally?

Linguistics aspects:
Writing
Grammar
Vocabulary
Pronunciation
Speaking

Non-linguistic aspects:
Participation
Cooperation

What would be assessed formally?

Grammar: Present Continuous,Possessive Adjectives, Nouns, and Verbs.

Vocabulary: Words listed in the content

Writing: Spelling, capital letters, appropriate grammar and use of apostrophe “‘s” for possessives.

Reading: Skimming the text to find the main idea. Reading to find adjectives. Identifying the main object or subject in the text.

Listening: Listening for complementary information on clothing items and distinguishing words to identify the subject of the sentence.

What would be the weight? Represented in percentages:

1. informal: 60%

Writing: 10%
Grammar: 10%
Vocabulary: 5%
Pronunciation:10%
Speaking: 15%
Non-linguistic aspects: 10%

2. Formal: 40 %

Grammar: 5%
Vocabulary: 5%
Writing: 10%
Listening: 5%
Reading: 15%

3. Self assessment: 0%

There will be no self assessment.

 

 Goal 2.2 Learning Objectives and Contents

Unit 8 English Adventures 
My clothes 
Describing clothing
Nouns and Adjectives 
Level: Intro-Kindergarten 

General Objectives of this unit: 

At the end of this unit the students should be able to name some of the most common clothing items, describe their own clothing as well as their classmates’ clothing, correctly use adjectives of shape and size for the items and correctly enunciate them in a comprehensible manner utilizing a respectful (formal) register with the appropriate possessive adjective(s) if needed. All of this while maintaining a participative and respectful demeanor.

Our main goal here is to have the students be able to describe a person utilizing the nouns and adjectives learned during this unit.  Our main focus is having them practice their new vocabulary by having them reading and writing down this newfound knowledge.  

Contents of the Unit

Grammar:

Present continuous, possessive adjectives, adjectives and nouns.  

Vocabulary: 

Adjectives for colors and shapes
Common clothing items 

Speaking: 

Describe their own clothing as well as others’ clothing. 

Pronunciation: 

We will focus on /sh/.

Reading: 

Short sentences that exemplify where to insert and how to use these adjectives and clothing items. 
A short story about clothing.
A short conversation 
Students will skim the text to find the main idea.
Students will read to find specific information in the text.

Writing: 

Short “descriptive” sentences. 
Periods. 
Capitalization. 
Use of apostrophe “S” for contractions. 

Listening: 

Text Conversation. 
Listening carefully to the instructions that are given. 
Listen carefully how the words are pronounced. 
Understanding the general idea of a conversation.
Identifying vocabulary words from this lesson in the conversation.

Answering short questions based on the audio. 

 Goal 2.1 To Describe a Language Teaching Situation

Unit 8 of “English Adventures 2”: My clothes. 

Type of school: Private School.
The grade: 3rd grade of elementary
The level: Advanced beginner 

Students:

Age: Around 8
Number: 20
Attitude: Excited to learn English with Disney characters. They participate loudly and slightly unceremoniously.
Behavior: Because of the excitement some of them interrupt a little too often. A pair of students got slightly distracted talking about their favorite Disney character and how nobody likes Peter Pan all that much. The front row is very attentive but one specific little girl makes up more than half of the interruptions.

Methodology: Total Physical Response (TPR) and Communicative language learning.

Explanation: Since most of them are particularly excited, it’s in the best interest of the teacher to get them moving and use their energy as a learning opportunity. A warm-up is in order, using flash cards, the teacher will evoke elements from past lessons. With this, the teacher will both get the students focused towards an “English learning” mindset and remind them of the words and elements that will be useful for this lesson. The teacher will follow the book’s activity plan as a basic guide when explaining the first elements of clothing and adjectives. 

After that the teacher will find a volunteer to stand in front of the class so the class can brainstorm and describe what they are wearing. By the end on the activity, the class will play a few rounds of “I spy” using clothing elements, in which the “spier” will call out the color of a clothing element in sight of all the children and the students will try to guess what clothing item the “spier” is talking about. 

(If the school makes them wear a uniform, the teacher may use pictures of people with different clothes and replace the “I spy” game with a “Find Waldo” of sorts with pictures)

Possible solutions if students’ disruptions get too significant could be asking them to help the teacher with the planned activity. You can add onto this by having the group of disruptive students going up one by one to help you out, that way none of them feels excluded. If all else fails you can just split the group and make them sit far apart from each other during the activity.