Lesson Plan

THE UNIVERSITY OF SIDNEY -

UNIVERSIDAD DE LA SABANA

Leidy Nathalie Rojas Peña

Principles in TESOL Teaching 2 Course Outline

September 24th, 2017

Rationale

Context

The target population for the application of this daily routines lesson plan is a group

of 34 students from 9th grade at Enrique Olaya Herrera Public School (Meta, Colombia).

The English teaching-learning process is usually bogged down because there has not been

teacher who develops a continuous English program, because there was a high turnover of

teaching staff and the students stayed long periods of time without a teacher. This situation

has caused that the English level of the grade is minimum. Additionally, there is not support

at home due to educational, social, economic conditions and preferences; it is difficult for

many students to manage and practice English, as their expectations for progress are often

low and they think that they will not need English in their future life because it is only used at

outside.

Some students are passive with the class activities and others are apathetic because

they do not have any interest in the subject and consider it as little importance and lack of

application in daily life. Another factor that obstructs the teaching-learning process is the lack

of economic resources that they do not allow the achievement the work material, there is no a

bilingual room, there are few hours of class (less than three hours per week for grade) and

rarely, it is used the systems classroom for internet connexion problems. Although, the school

has Smart TVs, some computers (out-of-date) and tablets.

On class observations, those students show some difficulties related with spelling,

grammar (sentence patterns and verb form, tenses), punctuation, linking phrases and

vocabulary (that is limited). They are still in A1- A2 level according to CEFR and their L1 is

Spanish. Besides, English class is a compulsory subject and the class is not taught entirely in

English, Spanish is used to explain concepts and the principal mean of communication

between teacher and students. The syllabus has been built and modified according to the
CEFR levels and must be followed as a requirement from the Colombian Ministry of

Education.

Anticipated problems and adequate solutions

Some problems that may arise with this lesson are:

 Wrong use of singular and plural form of some verbs.

 Omission of suffix -es/-ies/-s.

 Confusion with auxiliaries do/does.

Some possible solutions to the problems mentioned are:

 The teacher should give clearer explanations of English grammar rules, such as

articles, spelling, sentence patterns, and parts of speech, particularly in the simple

present tense, so that the students can apply those rules correctly both orally and in

writing.

 The teacher should use her creativity to develop teaching materials. They can use a

variety of methods or strategies for learning English to solve the students' problems so

that the students will better understand the kinds of tenses.

 The students should do more writing exercises and should be encouraged to use

correct grammar

Approach

Based on the learner profile, students will be guided to develop a vocabulary and

grammar lesson plan in a different manner than they are used to. Students will be to use

different physical and online aids to see vocabulary and grammar as enjoyable tasks where

they could be active in learning and constructing their language knowledge. Also, I consider

it is important to start changing the way we see grammar and vocabulary teaching in our

classrooms.
 Beforehand, grammar was so significant in teaching language because students were

encouraged to master linguistic items and vocabulary was used to explain grammatical

structures. Thus, this kind of teaching gives primacy to form and uses lexical items simply to

give examples of the structures taught previously (Rhalmi, 2012).

Currently, grammar has begun to be seen an incidental and implicit process, in other

words, students learn grammar while he/she is doing something else and this learning takes

place without awareness. Widdowson (1990) cited in Caro and Rosado (2017) points out:

“Teaching which gives primacy to form and uses words simply as a means of exemplification

denies the nature of grammar as a construct for the mediation of meaning. I would suggest that

the more natural and more effective approach would be to reverse this traditional pedagogic

dependency, begin with lexical items and show how they need to be grammatically modified

to be communicatively effective.” (p. 95).

As teachers, we could not ignore the importance of grammar in a language class, but

grammar should not be isolated from other aspects of the language, then it should begin to

interact with discourse, meaning and social function (Murcia, 1991). This new interaction has

been reached through a combination of two approaches: deductive and inductive. Ellis (2002)

cited in Rabia El Antaki (n.d.) claims: “Learners need opportunities to both encounter and

produce structures that have been introduced either explicitly through the grammar lesson, or

implicitly through frequent exposure.”

Furthermore, it is considered to start making students aware of the importance of

stamping connect grammar with vocabulary, because meaningful learning process only

occurs when the learners self-discovered learnings (Rogers, 1969).

Vocabulary is central to English language teaching because without sufficient

vocabulary students cannot understand others or express their own ideas. Wilkins (1972)

cited in Alfaki (2015) wrote that “. . . while without grammar very little can be conveyed,

without vocabulary nothing can be conveyed.” (p. 111-112).

 Moreover, students argued that they did not have enough vocabulary, and although

they could know the grammar, they also needed to know how to build vocabulary through

some grammar structures and understanding the importance of teaching grammar in the

context of writing instruction (DiStefano & Killion, 1984) therefore, some videos that could

guide them in this arduous process were included. As Schmitt (2010) noted, “learners carry

around dictionaries and not grammar books” (p. 4). Teaching vocabulary helps students

understand and communicate with others in English.

As mentioned earlier, it was necessary to show students that grammar and vocabulary

activities given by teachers will provide meaningful support and authentic learning

experiences for learners. Thus, vocabulary learning is an on-going challenge which demands

much time to achieve a mastery level. Relying on different research studies, there are four

tasks for vocabulary learning:

 Repetition

 Focus on both meaning and form

 Engagement Interaction and negotiation (Fooziyeh & Khadijeh, 2016).

To attain interaction, which is the goal of learning second language, the strategies

for teaching vocabulary and grammar should urge students to take risks in trying to

understand words from contexts, roots, linkages and other active strategies as they should

opt for a functional approach to grammar whose combination of form, use and meaning

make it possible for students to acquire the language both accurately and fluently.
Lesson outline

Topic: Daily Routines

Age group: From 13 to 17 years old

English level: A1 – A2

Grade: 9TH

Time: 60 minutes

Lesson aim:

Students will be able to describe their daily routine including the time (hour and part of the day) that they do each activity.

Learning outcomes:

1. By the end of this lesson, students will be able to identify target vocabulary about daily routines and parts of the day.

2. By the end of this lesson, students will be able to use and practise the present simple tense (First and third singular person).

Target language:

Daily routines is a lesson plan in which students can learn vocabulary related with daily activities and the use of present simple tense.

Key vocabulary:

Daily routines: wake up, wash your face, take a shower, dry your hair, brush your hair, eat breakfast, brush your teeth, get dressed, go to the bathroom, make

your bed, go to school, study, eat/have lunch, eat/have dinner, arrive/come home, do your homework, take a bath/shower, go to sleep, and so on.

Parts of the day: morning, afternoon, evening and night.

Key structure: I ... at (8 o'clock) in the … / He-she ... at (5 o’clock) in the … / What time does he-she…? What time do you…?

Time Stage Interaction Procedure Materials

1. Ask students to watch the video Time

and Routine. Then, students should hold

a brainstorming about the routines

Teacher presents the video Time  Video:
watched in the video.
and Routine. https://www.youtube.com/watch?v=ln
15 2. Ask students to classify them according
Warm up Students participate in the bWX4Rr10Y&t=62s
minutes to the parts of day.
brainstorming, classification and  Flash cards of the parts of the day.
3. Ask students to enter the website
website activities.  Game: https://quizlet.com/_3sevmn
https://quizlet.com/_3sevmn to do the

activities related with daily routines

vocabulary.

1. Present daily routines vocabulary using  Flash cards of daily routines and the
Teacher presents vocabulary,
15 Talking about a clock and images of the parts of the parts of the day.
control repetition and ask about
minutes daily routines day. Stick them on the board classified  A clock.
students’ daily routine.
according to the part of the day.  Word cards for these activities.
 Students answer teacher’s 2. Encourage choral repetition, then

questions and participate in the individual repetition. You may need to

choral and individual repetition. say the model sentence (I... at (8 o'clock)

in the…) a few times before getting them

to repeat it.

3. Ask different students about their own

daily routines, using key structures:

'What time do you get up?'. Elicit

answers from different students in the

class.

1. Ask students to play a charades game

related with daily routines. Divide the  Simple cards with the name of some

Teacher guides the activity and class in 2 groups. One student of each daily routines vocabulary.
10 Daily routines
students practice the vocabulary group takes a card and act out the daily  Game:
minutes games
with the games. routine for his/her partners to guess. https://play.kahoot.it/#/k/7552d599-

2. Ask students to enter to Kahoot.it 2e1f-4ec7-b6ea-0bb9936a383d

website, write the code 384680 and play

 the game related with daily routines

vocabulary.

1. Ask students to watch the video Present

simple for routines. Then, explain to the

students when and how to use the

present simple and the “s” rule.  Video:

2. Write sentences on the board using first https://www.youtube.com/watch?v=n8

and third singular person to explain “s” jEIUHReUo

Teacher explains the grammar
Talking about rule and review daily routines  Whiteboard
20 points and guides the activity and
other people’s vocabulary.  Markers
minutes students practice the grammar
daily routines 3. Ask one student what time he/she gets  Game:
structure.
up. Write the sentence on the board I get https://play.kahoot.it/#/k/5ac5a30f-

up at 6 o`clock in the morning. Then, ask 6d93-451e-9c40-092cff119977

another student to rewrite the sentence

using third singular person and “s” rule.

This can be done by several students to

reinforce the present simple tense.

 4. Ask students to enter to Kahoot.it

website, write the code 379607 and play

the game related with resent simple

tense and daily routines.

Follow-up: Each student can illustrate their daily routine with a simple comic strip. Ask students to divide a ½ of cardboard in eight squares, in each square

they must divide a daily routine and write appropriate sentence underneath. The comic strips can then be displayed in the classroom.
References

Alfaki, I. (2015). Vocabulary Input in English Language Teaching: Assessing the Vocabulary

Load in Spine Five. International Journal of English Language and Linguistics

Research, 3(1), 1–14.

Caro, K., & Rosado, N. (2017). Lexis, Lexical Competence and Lexical Knowledge: A

Review. Journal of Language Teaching and Research, 8(2), 205–213. https://doi.org/:

http://dx.doi.org/10.17507/jltr.0802.01

DiStefano, P. & Killion, J. (1984). Assessing writing skills through a process approach.

English Education, 16(4), 203–207.

Fooziyeh, R. & Khadijeh, J. (2016). A Deeper Understanding of L2 Vocabulary Learning and

Teaching: A Review Study. International Journal of Language and Linguistics, 4(1),

40-46. doi: 10.11648/j.ijll.20160401.16

Rabia El Antaki. (n.d.). Instructional Strategies for Teaching Vocabulary and Grammar.

Retrieved September 30, 2017, from

https://www.academia.edu/3686611/Instructional_Strategies_for_teaching_Vocabulary_

and_Grammar

Rhalmi, M. (2012). Which is more important to teach, grammar or vocabulary? Retrieved

September 30, 2017, from http://www.myenglishpages.com/blog/which-is-more-

important-to-teach-grammar-or-vocabulary/

Rogers, C. R. (1969). Freedom to Learn. Retrieved September 30, 2017, from

https://www.panarchy.org/rogers/learning.html

Ellis, R., 2002, Methodological Options in Grammar Teaching Materials. In Hinkel, Eli, and

Fotos, Sandra, (Eds.), New Perspectives on Grammar Teaching in Second Language

Classrooms, New Jersey: Lawrence Erlbaum Associates, Publishers Mahwah

Murcia, M.C. (1991). Grammar Pedagogy in Second and Foreign Language Teaching,

TESOL Quarterly, 25(3).

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York:

Palgrave Macmillan.

Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press

Wilkins, D. (1972). Linguistics in language teaching. London: Edward Arnold.

Wong, W. &Van Patten, B. (2003). The evidence is in: drills are out. Foreign Language

Annals. 36, 403-424.

Appendices

https://s-media-cache-
ak0.pinimg.com/originals/77/c7/08/77c708ef703e43668f06e6d4ad169581.jpg

https://i.pinimg.com/236x/9b/8c/2b/9b8c2b7e0b22c2fb8910628d70aa7f1d--clock-worksheets-
math-measurement.jpg
http://www.mes-english.com/flashcards/files/dailyroutines1.pdf