House and home 2nd grade secondary

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UNIVERSDIDAD NACIONAL AUTONOMA DE MEXICO

UNAM- ESECA

ESCUELA DE EXTENSION EN CANADA

PROYECTO FINAL: HOUSE AND HOME

UNIT 4

SECOND GRADE

TEAM MEMBERS:

Juan Carlos Velazquez Pasillas

Wendy Leticia López Brito

Laura Esmeralda Martínez García

Martín Vargas Resendis

Unit 4 Second Grade Home and House

In the process of learning of our students it is importantto think of the way students are going to learn and process the target language. This is why it is necessary to have in mind the different approaches and take advantage of them to provide a substantial and meaningful learning to our pupils.

Meaningful learning takes place when students have contextualized the target language through the application of different strategies as describingtheir own house. They also talk about how they visualize the house of their dreams which is significant for them.

In this particular language area and vocabulary, “Home and house”, we have to provide our students with the closest simulated context of the English language. According to Liaw (1997), teachers should offer English language learners a language-rich environment in which studentsare constantly engaged in language activities. Children need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment thanks to different tools. In this particular case technology plays a remarkable role to facilitate the process of learning. For example the use of computer software to recreate the structure of ahouse is strongly attractive for students.

According to Vygotsky the student needs to take advantage of his/her zone of proximal development to construct the learning. In the planning of these lessons we can mention that partners and teachers contribute to the students’ zone of proximal development. In this topic it is important to mention that the students have a clear connection withthe concrete concept and the abstract concept because they already know about their houses and it works as students’ previous knowledge. (Vygotski, 1998:133).

In this unit it has been applied the task based approach in the planning of our lessons which will lead us to a task based project. This work includes pre-activities, main activities and post-activities. The first ones let thestudents get ready for the next stage, here the teacher gives clear instruction, and he also introduces and recalls the vocabulary needed.

In the next stage, the learners work using what they already know and teacher monitors. In the last stage, the students will practice what they have learned making use of functional language, the teacher gives feedback. (Step by Step Procedure, Willis &Willis, 1987). At the end of the unit students will be able to describe the house of their dreams through a virtual representation of a house done by them and this how we apply task based.

Lesson plan 1: House and Home

Purpose: Students will be able to describe and talk about the parts of their houses after they listen and practice the vocabulary.

Assumptions: Some students might alreadyknow some vocabulary related to the topic, students brought materials as homework.

Anticipated problems: Tr. And students might not have access to some materials and resources as a computer. Tr. Could use instead a scale model of a house.

Grammar structures: this is, these are, a/an. Resources: Lap top, projector, markers

Material: Magazine cutouts, glue, poster, pieces of paper andhandout http://www.englishexercises.org/makeagame/viewgame.asp?id=1509

Time: 50 minutes

|Stage |Description |Time |Interactional |
| | | |patterns |
|Warm-up...
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