Partner Profession Dialogue Session.

My partner arrived a little late to our appointment and looked   kind of unfocused during our chat. I tried   to be as clear as possible when  stating my points and to keep her focused on the conversation. The following is a summary of the most important aspects we discussed in our chat.

Community  involvement and Join productive activity.

The inclusion of family, teachers and friends in the carrying out of an interview was the type of community involvement.  Students were free to design an interview and to choose a family member, a friend or teacher to be interviewed. Most of the content of the unit had already been established in the syllabus, so students had little to do with the design of such unit content. 

Language development.

The lesson plan contains several Language development activities and most of these activities promoted opportunity to generate more dialogue. The content of this unit content   focuses a students’ personal context and famous people abilities.  Structure and complexity in activities is graded.  Ss are asked to use simple structure to express abilities, then area asked to ask and answer questions. There are many opportunities for students to interact with each other through short dialogues.

Step 6 was not bought up during the dialogue. Designing a Pictionary and an interview seems to be the only students’ involvement in the design of content.  However, it seems that the content provided almost no opportunity for students directed activities. Considerations on this issue previous to writing the lesson plan should provided more students involvement in the design of content and students directed activities I further lesson plans.

My partner and I agreed on that written productions, questions , peer correction  and active participation  during  class, would demonstrate  a skill, task, concept or process.

Additional opportunity for student observation will be added at the end of the unit. Ss will not only do self evaluation but will also fill out a short questionnaire the teaching activities that class.

As a final comment it could be said that it took a awhile to my partner to focus on the questions, but she managed to give   valuable and professional comments. Her over all opinion was that teachers in our work context usually consider the unit presented in the lesson plan as something simple to be taught and simple to be learned. The lesson plan presented was seen by my colleague as a very complete work, that integrates diverse content making coherent connection between one topic and  another, and having activities that promotes meaningful and  well contextualized production. She suggested including an activity on job skills using modal Can. After the dialogue, there were some changes done to the lesson plan.  Changes have been highlighted:

 

ITSX

COORDINACIÓN DE IDIOMAS. LESSON PLANNING

Teacher: Norma  Hernandez Nava

Level:  2

Unit:   2

Hour:      10:am to  12:pm

Date: May 7 to May 10,2013

Unit theme: Abilities and Talents
Competence	Objective	Time	Activity	Interaction
Students will be able to: Talks about abilities and talents.	Students will : -Use Can to express ability. -Ask questions with Can -Identify sounds can Vs can´t -Use adverbs -Understand the difference between  Can / Know how to / Be able to  for  expressing  learned or  natural  ability. Structure Yes/No questions with Able to and with Can - Recycle sentences connectors; and, but, so and or.	Thursday  May 09,2013 10:00 10:10 to 10:20 10:20 to 10 :30 10:30 to 10:50 10:50 to 11:00 11:00 to 11:15 11:15 to 11:30 11:30 to 11:40 11:40 to 11:55 Friday, May 10th, 10:00 10:10 to 10:25 10:25 to 10:40 10:40 to 11:00 11:00 to 11:15 11:15 to 11:35 11:35 to 11:50 designing the Pictionary. 11:50 to 12: 00 get questions ready for the interview. Mondays May 13, 2013.	MAERIAL: Flash cards  and pictures / projector and computer, photocopied material,  CD player and Cd. T introduces  the class topics, and writes the objectives on the board.  Opening Task  A: T shows to Ss several pictures of people doing an activity, and students will describe the picture. T makes emphasis on the actions and abilities represented in the pics. Opening  Task B. Step 1, Before reading. Ss work in pairs and   describe what ‘s an intelligent  person like? And What does an intelligent person look like? a according to their opinion or stereotypes. ( recycling content form  level1) T writes  on the  board new vocabulary. Step 2, After While reading:  T hands out  a chart containing a list of multiple intelligences, Ss check the things they can do. Then, they ask  a classmate about his or her abilities, using the same chart. T models questions ‘Can you..?´ Step 3, Speaking: Ss take turns telling the class what kind of intelligence they think their classmates have, and why . Listening for Can Vs Can´t : T hands out photocopied material and plays track.  Students listen and tick the sentences they hear. After reviewing the correct answers, student practice saying the sentences. Reading and Writing: Ss look at a chart about two girls in relation with a list of abilities. Ss work in pairs and discuss, and then fill in the blanks of an exercise about the same two girls. After Reading: Ss write sentences about their abilities with Can or Can´t, using the same chart that describes the two girls in the previous task. Grammar  & structure. Then T asks Ss to describe how well they can do such activities, so T writes  on the boards well, very well, not very well,  a little and Not really. T models sentences on the board an then the class pays hot potato and participate in class in pairs describing their abilities.  As homework: Ss rewrite the sentences form previous activity by adding an adverb to the sentences that describe ability or  talent. MATERIAL: cut outs, photocopied material, T introduces the class topics, and writes the objectives on the board, and Ss show evidence of  homework. Grammar  & Structure: T divides the board into two sections and writes  “learned ability” in one column and “ natural ability” in the other column. T writes the verbs that can be used in each column. T hands out photocopied material so Ss work in pair to    make affirmative or negative statements  that express ability using Can / Know how to and Be able to. Speaking ( practicing the adverbs):Ss make into teams of four and T puts a pile of  cut outs with written expressions on abilities. A member form each team takes a paper and mimics the ability together with the adverb. Teams asks questions trying  to guess the exact sentence written on the papers. (Content from unit 1,about food and cooking, is included) READING. Before reading: Ss mention Mexican people they know  who have special talents or abilities. While reading the text about Evelyn Glennie: Ss fill in the blanks in the sentences with negative or affirmative  forms using  Be able to for learned abilities or using Can for  natural abilities. Class checks  correct answers. Grammar& Structure: T hands out photocopied material, to review and practice the use of sentence connectors: and but, so and or.  LISTENING. Before listening. Ss work in groups of three and try to talk with their partners about abilities they have developed in the engineering programmed they are attending encourage Ss to use  Can, Know how to, and Be able to. While listening: T plays track and Ss listen to a Job Interview. Ss read the statements and check Yes or No.  Listening and Speaking. Designing a Pictionary and Recording an interview) Pair work homework: Ss are asked to design in no more than two pages a  Pictionary with  abilities.   Then, individually, they   find a friend or a  person form other levels / classes or someone  who is fluent in English and ask him or her about the abilities she or he has that are related to the ones shown in the Pictionary . Ss record the interview. Closing up Unit 2. While in class, T asks Ss to make into teams of three and to listen to their recordings. T asks Ss to  identify how many time the speaker uses the verbs  (Can / Know how to and Be able to) and  adverbs learned. Ss to listen again to the recording, and draw a comparative chart about the abilities of the  interviewed people and  include themselves in the chart. Self evaluation: As they do at the end of each unit, Ss fill in a chart where they evaluate what they have learned in this unit. They also write in their portfolio about the new expression and experiences the learned in unit 2 ( this last activity abut expressions and experiences is new) *Note:  As part of the unit review, the valuation chart will make emphasis in the use  of Can, Be able to, Know hw to.	T-Ss Ss-T S-S  S-S S-Ss Group work.  S-Class S-S Ss-S Ss-T S-S, & T-Ss. S-Ss T-Ss,  S-S