ICPNA
MET 5 PORTFOLIO
TEACHER: MARCO COLCA
STUDENT: PIER ANGELI MÉNDEZ
November / 2024
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TABLE OF CONTENTS
I. CHAPTER 12 p. 2
- Concept map
- Quiz
II. CHAPTER 13 p. 4
- Concept map
- Quiz
III. DEMO MATERIAL p. 5
- Lesson plan
- Class material (PPT)
IV. FCO Task p. 9
V. Final reflections p. 12
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PART 1 – CHAPTER 12
Concept Map:
Quiz:
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PART 2 – CHAPTER 13
Concept Map:
Quiz:
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DEMO MATERIAL
DEMO MATERIAL AND LESSON PLAN
METHODOLOGY FOR ESL TEACHERS 5
LESSON PLAN
Trainees’ Names: Pier Angeli Méndez Date: November
19th, 2024
Class and skill #: B2 – Timeline and Error correction
I. LEARNING OBJECTIVES / AIMS
Students can use the conditionals taking into consideration the degree of possibility
and their position in a time line.
II. LESSON DEVELOPMENT
A: LEAD-IN/PREPARATION: (Timing: 3 minutes)
Teacher shows a video to students and elicits information by the questions posted in
the slide.
https://www.youtube.com/watch?v=jXqfVc6DjZY
B: PROCEDURES (Timing: 25 minutes)
ACTIVITIES INTERACTION
1. Introduction: Students talk about the video and answer to the questions
related. (3 minutes)
2. Pre-teaching: Teacher elicits previous knowledge from the students about
when to use each conditional. (5 minutes)
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3. Quiz: Students take a quiz about the conditionals to check the current
understanding. (5 minutes)
https://play.blooket.com/play?id=1710203
4. Present: The teacher explains how the conditionals can be located at a
timeline. (5 minutes)
5. Group activity: Students get in groups and answer to open questions.
https://ibb.co/pXb5YM7 (7 minutes)
T-S Whole class work
C: MATERIALS
- PowerPoint Presentation
- Youtube video
- Blooket quiz
D: POSSIBLE PROBLEMS AND SOLUTIONS
PROBLEM: Some students might encounter some difficulties regarding differences
and when to use each conditional.
SOLUTION: Provide appropriate pre-teaching and timelines explanation to clear
their doubts.
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MATERIALS
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FCO
Focused class observation task
Student: Pier Angeli Méndez Lezameta
Video: https://www.youtube.com/watch?v=3xy24ek-a9M
1) Brief introduction
Students may find the terminology teachers employ to describe time reference
confusing, especially when it comes to verb forms. Timelines are useful tools for
making instructional language more understandable. Timelines can motivate
discussion among higher level learners and allow the lowest level of learners to
understand complex subjects.
Learning how a language refers to and shows time and events is one of the most
important aspects of learning it. The verb in all of its tenses and aspects most
frequently describes this reference to time in English. Unfortunately, understanding
the concepts that are explained during language learning can occasionally be
challenging and abstract.
Timelines are used to explain language in the more universal form of pictures,
diagrams and symbols. Most people will follow the direction indicated by an arrow,
making understanding more simple by using universal and simple symbols or icons.
In conclusion, timelines can be used for simplifying linguistic explanation,
understanding an abstract concept, illustrate the differences between verb forms
and other language items and encourage awareness of how language refers to time
in different ways.
2) Route map.
• Intro
The class starts when the teacher shows a picture and the students recognize the
place, it's the Great Wall in China. While talking about this picture the teacher briefly
introduces a present perfect sentence by saying "I've just been in the Great Wall".
Next, the teacher asks the students to make him questions about his trip to China.
Generally he replies in Simple Past.
After this, the teacher confirms that the class topic will be “Travel” and writes it in the
board. Three questions that were already written in the board have to be read and
answered by the students.
These questions are made in Simple Present, Simple past and Present perfect.
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• Lead-in.
Students are divided in groups of three and ask the three questions to each other.
The teacher monitors discreetly and helps/corrects with some verb tenses and lexis
when is needed.
• Set up the activity.
The teacher writes in the board two sentences, one in present perfect and other in
simple past.
The teacher collects previous knowledge of these grammar tenses by asking
questions to the students, who are able to reply about structure, examples and some
functions.
• Students do the activity.
The teacher asks about the use of the tenses and requests examples or
structures. After obtaining some answers, the teacher reminds the proper
form of the verb to have in third person singular when using the present
perfect.
After some examples given by the students, the teacher uses a timeline to locate in
time the two mentioned tenses.
Also, there is a clarification about how words like "since", "yesterday" would define
which is the appropriate tense to use.
• Questions drills.
Each student has the chance to be asked questions in different tenses about their
own travelling experience.
• Group task
As a last task shown in the video we can recognize that there is an open
question "Find someone who…", each student would have to ask other person
questions about theirselves and using different verbs listed in a piece of paper.
Conclusions
The teacher follows the structure of a lesson plan by eliciting previous
knowledge related with both grammar tenses and the function of each of them.
Practice part is also performed and gives the chance to interact with each other by
asking open questions, while monitors the activity.
Finally, the video shows that there will be a produce stage where the students would
also be able to have interaction with each other making a proper use of the
grammar tenses that were the objective of the lesson.
3) Questions
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a. What did you like best about the class?
In my opinion, I liked the purpose of using questions and scenarios where the students
can talk about their personal opinions and experiences. In this case, the teacher
chose the subject of travelling, which is something that all students had the chance
to do. Naturally, people travel to different places, which leads to the content of each
answer to be different, for example in terms of cultural differences, diverse cuisine,
particular landscapes, etc. All this variety makes the conversation more appealing
and memorable.
b. Was there any missing step?
I would not say that there are missing steps in regards to the structure of this lesson,
as mentioned at the beginning of the video, the extract belongs only to the grammar
part of the lesson. It is possible for the teacher to add controlled exercises before they
start with the produce part. However, things like time and lesson content would need
to be taken into consideration as if the teacher was short of time, further controlled
activity would not be possible.
c. What would you do differently?
If there is a chance to do something differently it might be to ask other
questions to be performed between the students and not only the ones that have
already been asked between the teacher and the students. The topic of travelling is
very rich so there are chances to expand the choices of retreiving more information
and experiences from the participants.
d. Do you think this class was helpful for students? Why or why not?
Yes, I consider that this class is very useful for students as the grammar taught is very
used in all kind of conversations, specially to be aware of the difference between
the simple past and the present perfect. If a student is not able to understand this
difference or finds it confusing, it might affect the understanding with other people
he/she wants to communicate with.
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REFLECTIONS
Correcting students' errors in an English class is important because it helps them
develop language skills, build confidence, and learn to recognize and correct
mistakes before they become habits.
At the same time, students can learn the functions and limitations of the language,
and how to apply rules in the right context. Correcting errors helps students gain
confidence in what they are saying, which can improve their fluency and encourage
them to try to speak with native speakers if the chances arise. Timely and appropriate
correction helps students correct mistakes before they become ingrained habits.
This book reminds us the importance of finding the correct timing for providing the
correction and also if whether is necessary or not (depending of what is the objective
of the lesson or the exercise in course). Also, I was able to know more about the usage
of Cuisenaire rods, which turns to be a versatile teaching tool that can be used to
help teaching many aspects of English, including grammar, vocabulary, and
pronunciation.
At the next unit, we are also informed about the ESP, Business Englis ahd EAP, all of
them specific courses that can also be part of our lesson plans in our future are
teachers.
Teaching English to children and teens can be challenging, but it can also be
rewarding. It requires patience, organization, and full dedication to providing a fun
and stimulating learning environment for little or very young students. Teachers need
strong classroom management skills to keep students focused and on task. This
includes setting rules, reviewing them regularly, and diversifying activities. Children
can have short attention spans and may get restless or lose interest. However,
planning a variety of activities and using content that arouses students' curiosity can
help us to keep the students attentive and eager to keep learning the foreigner
language.
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