TEACHING PRACTICE I

ENGLISH PEDAGOGY
UCSC
Javiera Bravo// Laura Espinoza

MDD 2 &3 :DESIGN FOR INSTRUCTION

MDD Standards 2 & 3

The teacher candidate sets learning goals that are meaningful for the pupils and
coherent with the language course programme/syllabus.
The teacher candidate designs each class session, identifying resources and
learning activities that are appropriate for these students attainment of the
learning goals.
The teacher candidate designs an assessment plan to monitor pupil learning
before, during, and after instruction, including multiple modes and approaches
which are aligned with the learning goals and activities, and considers
adaptations for students with special needs.
You will need to plan four lessons to be taught to a group of 4 to 5
students from the class group you are working with. Describe each
lesson according to the following .

1. Lesson Topic:
1.2 Lesson Learning Goal(s):
1. At the end of the lesson SWAT describe weather conditions for each

season of the year to a friend, orally

2. At the end of the lesson students will be able to tell their future
plans to a friend, orally.
3. At the end of the lesson SWAT tell the process of the cooking of
meals, orally
4. At the end of the lesson students will be able to give advice to a
friend, orally.

1.2.1 Alignment of Learning Goals to Course Programme and

syllabus. According to their syllabus students must cover the
following topics:
-Descriptions: They were covering descriptions for their project where they
had to write a play, so they had to describe people, environments,
places, weather, and so on; so we taught them to describe weather
conditions.

-Future plans: It is presented in the unit 5 of the Straightforward

coursebook that students were covering, where the difference between
will and going to is taught. We taught our lesson following that same
line, presenting the difference between each.
-Passive voice: In their syllabus they are taught the passive voice explicitly,
with its grammatical rules, so we made our lesson functional and
taught them that topic through the processes of cooking meals. We
based our lesson on the one that we observed previously, which was
taught by Mr. sinclair.
-Health (advices): In order to obtain a functional aim, the unit combines
language of health (illnesses, treatments, body parts vocabulary) with
the function of giving advices. In this context, we will teach students
to give advice to a friend in case of feeling ill (example: If you are
suffering from headaches, you should sleep more).
Extra information: in order to relate our lessons to the syllabus, we have
adapted material from the Straightforward book that students use in
their current lessons.
1.2.2 Justification:
These learning goals are relevant to the students future in the course
because it presents the language in context for daily life situations. The
learning goals will enhance vocabulary and the four skills of the students by
motivating them to participate on dynamical activities. These activities are
designed in order to recreate real life situation in order to practice the
language in context and to give students a real experience practicing the
language. Furthermore, the activities are strongly linked to the learning
goals for the sake of the development of the four skills: Speaking, Writing,
Reading and Listening.

2.- Lesson Plans: for each of the four lessons you are going to teach
Elements you must include in the lesson plan:Use lesson plans provided
by teacher
2.1 Analysis of Pre-Assessment Data:
As our mentor teacher, Matt Sinclair, informed to us, the class that we chose
to teach had a great variety of level regarding to the language. Some of the
student were used to encounter english as a daily basis; however, it was not
the same case for other students who did not have enough knowledge of the
language at the school. Consequently, the level of the language were
different from student to student. Furthermore, the class had a wide range of
attitudes regarding their participation inside the class, hence some of the
student were more participative than others. Another point that it is worth to

point it out is that the major weakness of the class was writing. By looking at
their production in writing, the grammatical errors were easily spotted at this
stage of learning. Some of the errors were the missing subject or object,
confusion between the L1 and L2, lack of vocabulary, among others.
At this early stage of learning, the class had a great management of the
present simple; however, it was disadvantage as well, because students were
not used to apply other types of tenses to their repertoire but only present
simple. As this being said, their vocabulary was limited and few of them only
used other types of sentences, such as past simple and passive voice.
The activities were planned in order to reinforce the skills of the class and
strengthen their flaws. Mostly of the activities were destined to develop the
productive skills (speaking and writing) as well with the collaborative work.

2.2 Learning Resources:

- Computer (provided in every room of the building)
- Slide Data
- projector
- worksheets
- Prizes
- Kraft paper
- Pictures (in paper)
- Magical box (where the materials are hidden to motivate students)
2.3 Assessments
Below, describe the method/s to check on student progress. Consider these
approaches:
1. Selected response, e.g. multiple choice, matching, fill-in the blank
questions
2. Writing assessment, e.g. essays, essay questions, journaling
3. Performance-based assessment, e.g. Reading out loud, presentation
4. Teacher / student communication, e.g. class discussion, interview,
group work

2.3.1 Describe how you will promote your students reflection and
self-assessment.
We promote students reflection by telling them about when we were first year
students and we had to help third year students just as they were doing now.
We told them that empathy is an important value that teachers have to promote.
In terms of academic context, we told them that it is a good thing when they
make pronunciation mistakes, that they do not have to be afraid of making
them, especially in front of teachers, because they are happy to correct them
and that the should always look for feedback to improve themselves.

2.4 Motivation for learning: First of all we brought a magical box with all
the materials that we were going to use in the lesson in order to call
students attention. Secondly, each lesson was introduced with a lead-in
activity based on a competition. Students were informed that the person or
group that resulted the winner would receive a prize, which immediately
engaged students with the activity.The third thing we did to engage students
was telling them our personal experiences regarding the competence course
when we where first year students. We consider that as an important factor
to make them feel comfortable as individuals in a classroom, and to let them
know that we as senior students understand the process of attending
tutorials as an extra opportunity for learning or reinforcing knowledge.

2.5 Activities: The following activities will be based in one of the lesson
plans we created (lesson plan 3) we will describe the first and the last
activity
1.- first, we will start the lesson with a lead-in activity to activate previous
knowledge. This will consist of a pictionary game where students have to
guess the verb related to cooking that one of us will draw on the board. This
is individual work, because there are three prizes for three students who
guess the verb correctly each time the teacher draws.
2.- In the last activity students will work in groups, since it consist of listing
9 sentences to create a process of cooking based on a picture that the
teacher will provide. The sentences must be written in passive voice, and it is
a more complex language than the one they are used to, it is better to
promote team work so their learning outcome be easier to achieve, since
they can help each other in the process.
a. What will students do?
1.- In the first activity, students will have to focus carefully on what the teacher is
drawing so they can guess the verb that the drawing represents. They will work
individually, and this activity will last only 5 minutes.
2.- This is the longest activity in the lesson. Students will be given 10 minutes to
create a process based on a picture that the teacher will provide plus 5 minutes
that they will use to present their work to the rest of the class. For this activity
the students will be provided with a large piece of kraft paper where they have
to write 9 sentences using passive voice. They will be working in groups so they
can help each other since the target language is not as frequently used as
active voice.
b. What will you do to support students engagement with that activity?

1.- In the first activity students we will support students engagement by

bringing prizes for the students who win in the pictionary game. This is a
dynamic activity designed to engaged students since it is a game that people
play outside the school or anywhere and it is usually a family game.
2.- For the second activity we will use the large piece of kraft paper as a tool to
change the environment of the students by making them move around and
working while sat on the floor and in the place of the classroom where they feel
more comfortable. That way they would work better just by doing something
different, more dynamic, and less controlled.
3. Reflection:
Lesson 1 (Lauras session): After the first session we realized that a
teacher needs to have a very accurate pronunciation when teaching
something to students, since they spot every new word for them and
consciously or unconsciously they repeat it after you, so we as
teachers have to be very carefully on what we say and how we say it
in order to be a good model. As a teacher, you have to study really
well the topic you are going to teach, always working with vocabulary
that you confidently know, because some students will ask about
everything that they find new, and you as a teacher have to have a
good attitude and positive disposition to clear all their doubts. As for
me (Laura) I am learning that to be a teacher means to have a great
patience to explain over and over again to students what the have not
understood yet, and that you have to prepare and learn different ways
to explain and teach the same thing, since students have different
learning styles.
I think that what I really need to improve is my pronunciation
sometimes, because when I get nervous, I mispronounce the words
and students get confused sometimes. I also need to practice ICQs
since I tend to forget them, though I know it is an important part of
the instructions. Lastly, I need to learn how to approach students
without making them feel as though I am disrespecting their personal
space.

Lesson 2 (Javieras session): The second session gave us the

opportunity to realize that students have a passive inside the
classroom at first. In order to avoid a traditional classroom, teachers
have to motivate them to participate in the class and making them the
protagonist of their own process of learning. However, as a teacher,
you do not have to forget to study the topic that you are about to
teach to your student, because your student will ask questions about
the class and the teacher have to be prepared how to face it. In
addition to that, it is important to have a good attitude not only to

answer questions and doubts, but also to motivate the class and be
prepared to explain the topic until your students understand it.
In my case, I think I need to improve how to give instructions. I have
never realized before how difficult is to give instructions without
hesitation or making yourself a big mess. Also, I need to improve my
pronunciation since I tend to make some mistakes due to my anxiety.

Lesson 3(Lauras session): From this lesson I learnt that a teacher

must always have a backup plan when the situation abruptly changes.
In this opportunity we had a problem with the original tutors that had
to do their lesson before us, because they decided to leave since there
would not be a teacher to observe their lesson. Hence we had to take
charge of the whole section by ourselves, and we had not prepared
enough material for 21 students; we only had for 9 of them.
Therefore, we had to improvise and base all our lesson on teamwork
activities. After this session I personally realized that a teacher must
be responsible for and towards his/her students. They depend on you
as a teacher regarding the lessons, and you cannot make decisions
based on your personal preferences sometimes and just abandon
them. I draw out this point because students are individuals that have
to be respected and informed about some situations that concern
them at least to let them know and decide what they are going to do
next, and this lesson showed me that to be a teacher means to be
mature and put students sometimes in first place, just as if they were
children. About the improvements they re pretty much the same as
the first lesson.
Lesson 4 (Javieras session): After this lesson, I was able to
manage my anxiety problems by making myself comfortable with my
students. I always tried to make my lessons more practical than
theoretical; thus, I prepared a few games for my class in order to
make the lesson more enjoyable for my students and for me as well. I
tried to make a brief explanation about the theoretical part of my class
in order to focus on the practice and the production part since I
wanted to help on the improvement of their speaking skill. As a future
teacher, I think that you need to motivate your students by giving
them interactive activities and game with prizes in order to gain their
attention. Classes might be difficult for some students to understand,
but some of them can learn by playing a game or participate in
practical activities. In my opinion, I think that you have to have a wide
range of activities for your students to do and enjoy.