Collaborative_Task3_GroupNumber 551018_20.ppt

Collaborative_Task3_GroupNumber 551018_20.ppt

• FIRST AND SECOND LANGUAGE
• UNIT 3: TASK 3
• TO PARTICIPATE ACTIVELY IN THE COLLABORATIVE TASK FOR UNIT 3
• Presented to:
• MÓNICA DEL ROSARIO GUILLEN
• Tutor
• Presented by:
• MONICA DEL PILAR BOTIA DUARTE_24081950
• CARLOS FERNANDO OSORIO_93298196
• GROUP: 551018_20
• UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
• UNAD
• November, 2017

•LEARNING STYLES REFLECTION AND INDIVIDUAL LESSON PLAN AS PRESENTED IN TASKS 1A AND 1B

• •LEARNING STYLES REFLECTION AND INDIVIDUAL LESSON PLAN AS PRESENTED IN TASKS 1A AND 1B
• MONICA DEL PILAR BOTIA DUARTE
• TASK 1A. LEARNING STYLES
• Reading the topic: Learning styles and learning strategies, as a language learner, I find that the most effective way or style in which I can acquire and process information is through the auditory learning style because it makes it easier for me to learn by listening to others and listening to music in English but it makes it difficult for me to learn through written materials. On the other hand, as for the learning strategies that I currently use to learn a second language and strengthen this ability I like to use context, I ask for help from those who know the subject to correct my grammar and pronunciation errors, I try to use the dictionary when I find unknown terms of the language to memorize it and enrich the vocabulary.
• Now, the comprehension strategy applies to those of us who, like me, need to understand something that has been said or written in order to have a clearer idea of what is meant in that language.
• Finally, in learning a second language autonomously, it is important that we use meta-cognition strategies to achieve meaningful learning because in this case it is up to the student to decide what to learn, when to learn and how to learn (O' Malley and Chamot, 1990).
• TASK 1B. LESSON PLAN
• FAMILY TREE
• DATE: 24/10/2017
• LEVEL: BASIC
• GRADE: 3th Primary School
• TIME: 1-2 hours
• INTRODUCTION
• It is important to provide students with the necessary tools so that they can speak about themselves, their feelings and the people around them in the target language (in this case, English). The main topics of this lesson plan are speaking, listening and vocabulary; there are also some opportunities to develop reading and writing skills. The main topic within the lesson plan is the family tree, including didactic activities with which students will learn easily and meaningfully.

LESSON PLAN

LESSON PLAN

LESSON PLAN

• OLGA CAROLINA CARDENAS SOTELO_24081516
• TASK 1A. LEARNING STYLES
• For the understanding or study of each human being has its own form or learning strategy, however, you can use it from memory and also the sense of sight, you can use it differently with activities with images and other relationships that can be Carrying out is much easier learning in my case, so when you can perceive through audiovisual elements much more easily you can reach the expected results, it is necessary to take into account the different tasks that can be carried out as it is to listen, write, read and read, for it especially in listening, and speech is required to do it as a team is much more productive.
• I have the facility and the way to make use of documents to improve each day, my knowledge, the fact that there is a test of a series of elements and recognitions for concrete learning, today that there is the greatest facility of material and of the solutions, the applications, the processes, the tools that allow technological means to be carried out and carried out.
• TASK 1B. LESSON PLAN
• DATE: 20/10/2017
• LEVEL: BASIC
• GRADE: 2th Primary School
• TIME: 2 hours
• INTRODUCTION
• The English language is very important in the formation of students, so it is necessary to work with flashy activities, where you can test, your pronunciation, your writing and the level of vocabulary that is reached, for this occasion you work in a Class plan with the destinations that prefer it, it is very fun because they handle images and different types of tools for different practices, especially the vocabulary that has to be appropriated with the greatest fluency, and that in these first years of learning is what should be worked more frequently.

Slide 6

LESSON PLAN

LESSON PLAN

• JOHN ALEXANDER DIAZ
• TASK 1A. LEARNING STYLES
• The use of strategies is important in the learning in English Language referred that used the audio-lingual and communicatively, also memorize of set phrases making structures are sequenced by rules grammatically that procedures used language learning, I used strategies meta-cognitive, effective strategies and social strategies, I was working in the arranging and planning my learning by meta-cognitive strategies like searching about item to learning, organizing and making objectives that will complete indeterminate time, I identified my purpose of the language by listening, reading and writing skills planning task will development, searching practice opportunity in my environment, also try to identify my strengths and weakness with the self-monitoring and self- evaluation when I got a good work, I use the music to relaxing, and deep breathing, forwards writing a language learning diary list. Furthermore, I rewarding myself take a break-time for a few minutes.
• In addition, when I developed a task to asking to my partners for corrections of my writing and speaking skills in the practice in daily routine remember all topics I was working making sentences each new word I learned and repeat every day, and listening of podcast in English and looking for a new word, sometimes I teach to my workmates that I now with the finally to memorize and don´t forget it that strategies are very useful in my career of learning.
• TASK 1B. LESSON PLAN
• DAILY ROUTINE
• INTRODUCTION
• This lesson focus on vocabulary to talk about daily routines, that use present simple in the first and third person, to describe routine activities will then be introduced, and the students will answer the questions about the own daily routines, also ask to the classmate's routines. Finally make some suggestions for classroom activities.
• GOALS FOR THE CLASS
• To teach the vocabulary the daily routines.
• Practice the present simple 1st and 3rd person singular.
• Review the questions using "w" question, when? what time?
• OBJECTIVES
• Students will be able to describe their daily routine including the time that they do each activity.
• Students will be able to understand the different activity of the daily routines. And using "w" question. What? when?, what time?

Slide 9

LESSON PLAN

LESSON PLAN

• CARLOS FERNANDO OSORIO
• TASK 1A. LEARNING STYLES
• The learning strategy I use for language learning is memory, since I have ample capacity to learn information and for data retention, I also have a good level of memory at this stage of my life, I combine auditory, visual, motor and kinesthetic, perceptions.
• I use the comprehension strategy, in pragmatic cases that allow the study of significant situations within communicative contexts. For this strategy I include the use of synonyms books and the support of images as reinforcement for the comprehension of written and audiovisual texts; the meaningful use of words and different contexts.
• I work the four skills of reading, writing, listening and speaking, being receptive skills reading and listening and productive skills reading and writing.
• For reading texts and I combine reading with listening by watching movies and listening to them in the foreign language with speaking and reading subtitles of the foreign language, I listen to foreign language music and combine it with singing exercises to strengthen listening and the pronunciation part. Videos and dictations are another strategy that I use for language learning, strengthening listening and writing.
• And as a teacher, teaching strategies must be combined with teaching methods.
• TASK 1B. LESSON PLAN

LESSON PLAN

LESSON PLAN

FINAL GROUP LESSON PLAN AS RESULT OF CLASSMATES’ AGREEMENT

• •FINAL GROUP LESSON PLAN AS RESULT OF CLASSMATES’ AGREEMENT

•COMMENTS TO PARTNERS’ CONTRIBUTIONS AS STATED IN TASK TWO

• •COMMENTS TO PARTNERS’ CONTRIBUTIONS AS STATED IN TASK TWO
• •MONICA DEL PILAR BOTIA
• Dear Carlos
• Your lesson plan is very complete. Within the activities you propose, you would work with videos, which seems to me to be a relevant teaching strategy because in this way the students would be attentive; however, keep in mind that we must measure the use of this type of tools in the classroom because we can bore students.. I like your methodology because you can evaluate the four skills, motivate the student to work and above all they will learn actively.
• • CARLOS FERNANDO OSORIO
• Cordial greeting
• Monica, it is notorious that you worked the genealogical tree through vocabulary with the pronunciation and writing and the lesson plan you develop it in a didactic way, which makes the class pleasant and facilitates the learning of the infants.
• It must be taken into account that pre-knowledge must be evaluated before publicizing concepts of the topic that will be worked on; you in the warm-up stage present a video where through a song the members of the family are revealed, and then in the introduction you want to evaluate the pre-knowledge and it is better to the contrary.
• •JHON ALEXANDER DÍAZ
• Dear Monica
• I observed your participation in the individual stage that has a wide understanding of the activity. and also, you pay attention to the grammar mistakes and the bibliographic references.

REFERENCES

• REFERENCES
• Leaver, B. L. Ehrman, M. & Shekhtman, B. (2005). Achieving Success in Second Language Acquisition. Cambridge University Press - Cambridge Books Online. Retrieved 13 June, 2017, from: http://dx.doi.org/10.1017/CBO9780511610431
• Lewis, T., & Hurd, S. (2008). Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters. Retrieved 13 June, 2017, from: http://bibliotecavirtual.unad.edu.co:2048/login?user=proveedor&pass=danue0a0&url=http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=true&db=nlebk&AN=245445&lang=es&site=eds-live
• Uclaedu. (2016). The handbook of second language acquisition. Malden, MA: Blackwell Publishing. Retrieved 8 December, 2016, from: http://www.international.ucla.edu/media/files/handbook.pdf?AspxAutoDetectCookieSupport=1