DIDACTIC SEQUENCE

DIDACTIC SEQUENCE

Aproximación diagnóstica A EL DISeÑO, EVALUACIÓN Y APLICACIÓN DE RECURSOS Y ESTRATEGIAS EN EFL

Subject: EnglishGrade/year: 10th Practicum School: Unidad Educativa Luis Cordero

Participants: Leslie Mejia Cristina Montero

Problem observed

-Low English-speaking level of the students.

-Lack of participation in class and neither develop this skill in group work speaking activities.

Problem observed

-Evidence: group presentation they don’t have good pronunciation, intonation, right use grammar and vocabulary. -Lack of strategies and techniques have limited the practice -Fear making mistakes, losing face and panic.

Title of the didactic sequence Discovering wonderful places

CONTENT

In this class, we will teach about present perfect and imperatives through the creation of leaflets with relevant information about a tourist place including norms, rules, and experiences of some visitors.

Title of the didactic sequence Discovering wonderful places

Time: (45 min) (three days) Learning goals: To express orally ideas in a comprehensive and detailed way using imperatives and present perfect to describe tourists leaflets.

Didactic sequence structure

Opening – warm up activity

Name of the strategy: INFERENCE (GROUPWORK)

Name of the activity: Back to the board.

Time: 10 minutes

Instructions:

-The teacher will write some vocabulary next to the pictures. -The student (B) using the vocabulary will have to describe the picture to the student (A)

• Select pairs randomly.
• One student (A) will be sitting with their back to the board, and they are not allowed to look at the picture. While the other student (B) can look at the picture on the board.

Didactic sequence structure

Opening – warm up activity

Name of the activity: Back to the board.

Name of the strategy: INFERENCE (GROUPWORK)

Time: 10 minutes

Instructions:

• The student (B) will have to guess what the picture is about.
• When the teacher says “GO” they will start talking for 5 minutes. Once they have finished, they will change roles and start talking again for 5 minutes.

Resources: Board, images and a chronometer.

Didactic sequence structure

Content presentation activity

Name o the strAtegy:Deductive (adding examples)

Name of the activity: Learning to keep safe touristic places.”

Time: 35 minutes

Instructions:

• After the teacher has already explained all the fragments, they will be trying to create a leaflet together with the teacher.
• Then, the teacher will take some vocabulary words to explain the meaning, form and pronunciation.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Content presentation activity

Name o the strAtegy:Deductive (adding examples)

Time: 30 minutes

Name of the activity: Learning to keep safe touristic places.”

Instructions:

• The teacher will show some fragments (images) of a leaflet with information about the Galapagos islands.
• The teacher will explain what the rules are that touristic people must follow during their visit to Galapagos in order to protect using imperatives. Also, she will explain about Galapagos Island experiences of some visitors during their stay.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Closing activity

Name o the strAtegy:oral and writing PRODUCTION (debate-CREATION OF A LEAFLEAT)

Time: 3 hours classes90 minutes (1 activity)

Name of the activity: Creating your own tourists leaflet.

Instructions:

• First, in pairs students will choose a touristic place.
• Then they must search information and images about that place.
• Teacher will provide stuents a template where they can guide how to create a leaflet.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Closing activity

Name o the strAtegy:oral and writing PRODUCTION (debate-CREATION OF A LEAFLEAT)

Instructions:

Name of the activity: Creating your own tourists leaflet.

• After that, they must create imperative sentences like rulers, commands and prohibitions (Don't litter!) to keep safe that place
• Also, they will write sentences using present perfect (Galapagos Island has been a most visited place.) in order to share experience and persuade people to visit that place.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Closing activity

Name o the strAtegy:oral and writing PRODUCTION (debate-CREATION OF A LEAFLEAT)

Time: 45 minutes

Instructions:

Name of the activity: Creating your own tourists leaflet.

• After they have finished their leaflet, the activity will close with the Balloon debate game.
• This game is invited to imagine that the students are flying in a hot-air balloon which is sinking and that someone must be thrown out if everyone is not to die.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Closing activity

Name o the strAtegy:oral and writing PRODUCTION (debate-CREATION OF A LEAFLEAT)

Instructions:

Name of the activity: Creating your own tourists leaflet.

• Give the students 10 minutes to refresh their memories and to revise the material.
• In pairs, they will comment on each of their leaflet for 3 minutes.
• Then they will decide which of the tourist places they liked and keep only one.

Resources: Computer, projector, Power Point, board, markers, notebook.

Didactic sequence structure

Closing activity

Name o the strAtegy: oral and writing PRODUCTION (debate-CREATION OF A LEAFLEAT)

Instructions:

Name of the activity: Creating your own tourists leaflet.

• Then among the four students will decide which is the couple that wins and why.
• Then, the teacher will ask each group why they decided that the couple has to get off the ballon with two arguments.
• Finally, the whole class will decide wich is the best leaflet.

Resources: Computer, projector, Power Point, board, markers, notebook.

ASSESSMENT

The assesment will be carried out through observation during the balloon debate activity and the elaboration of the leaflet.

ASSESSMENT

The teacher will use a rubric that integrates speaking skills to evaluate each student during the interaction of the activity.

Theoretical Framework

Communicative Approach method

The goal of Communicative Language Teaching is to create an interactive and real-life environment that promotes to effective communication. In such learning environment, students are also able to improve their grammatical competence and expand vocabulary”.

THEORETICAL FRAMEWORK

AUDIOLINGUAL METHOD

The method’s insistence on repetition and memorization of standard phrases ignored the role of context and knowledge in language learning. As the study of linguistics developed, it was discovered that language was not acquired through a process of habit formation

rEASONS

AUDIOLINGUAL METHOD

COMMUNICATIVE APPROCH

• The teaching of English cannot only be based on the mechanical memorization of the grammatical rules that we need to use during a dialogue. It is important that the knowledge is deepened and understood.

• We planned a lesson it is important to take into account the content that we are going to use, the vocabulary, and the English level of the students since a second language must be taught in a real context meaningful and authentic.

ReferenceS

• Zhao, Y. (2022). An Analysis of Communicative Language Teaching Approach Based on the International Research. 2022 3rd International Conference on Language, Art and Cultural Exchange (ICLACE 2022).

file:///C:/Users/crist/Downloads/125976242.pdf

• Alemi, L. (2016). Audiolingual method. 3rd International Conference on Applied Research in Language Studies.

file:///C:/Users/crist/Downloads/ELSCONF03_120_5606160.pdf