FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNING

Unit 3: Task 4 - Learning Styles

Names

Lina Maria Barajas Ramirez

GRUPO: 551018_951

TUTOR

ANDRÉS ORLANDO BLANCO

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA. - UNAD

ESCUELA DE CIENCIAS DE LA EDUCACIÓN. - ECEDU

MAY 2021
 Ideally, one page per student

Student #1 LINA MARIA BARAJAS RAMIREZ

- 200 words reflection about “Learning styles”

According to the guide I share with you the reflection on my learning in the English
language. I must clarify that my learning was not the best because since school it has
been difficult for me since in the institution the level was basic if not minimal. All these
years I have studied autonomously until a while ago I decided to take a course at a
university that is recognized in the city I felt that I needed to learn the language more
thoroughly during this course I have realized that I learn through the expository
method according to This the teacher exposes, explains the subject to be discussed
where as a student I pay attention and take notes of the most important things I have
also learned with the inductive method through an introduction to the subject my
experience as an English student and applying my learning in particular cases and I
practice with other classmates also using personal study techniques more in line with
the needs I have and studying at home.

I recognize that I still have a long way to go, especially in things that through my
studies I have identified difficulties that arise in the use of certain tenses and the use
of phrasal verbs.

- Link to individual lesson plan

Student #2

- 200 words reflection about “Learning styles”

- Link to individual lesson plan
 Universidad Nacional Abierta y a Distancia
School of Education – BA in teaching English as a Foreign Language
Lesson plan

1. Context
Lesson name

USE OF ING FORM

1. Learners:
TENTH GRADE

2. Curriculum: Topic description:

When using ing in adjectives that end in ed, we explain an
emotion that a specific event causes us. For example, the
concert was amazing.   

Moreover, a verb in ing can be utilized as a noun when It

plays the role of a subject. For instance: marching in the
streets can be dangerous. In reverse, it is used as an object
after using some verbs like love, like hate, miss, enjoy.
Finally, it can be used to speak about activities we do along
the lines of go swimming, go camping go shopping go
jogging and so forth.
In sum, the class starts by using the warm-up hangover
with the word (Uses of Ing form) 

After that, the teacher asks the students to make a round

table because
3.  Internet
Materials/Resources: 
 A computer
 Cellphones
 Flashcards
 Pen
 glue
 sheet
4. -Round table
Arrangement/grouping -Groups of 4
of students and
equipment:
SPECIFIC LEARNING  To differentiate adjectives with ed from adjectives
GOALS with ing

 To talk about likes, dislikes and activities that they do

in their spare time.
 To make up dialogues which they speak about what
they do in their daily activities.
 To create more elaborate sentences by using adverb
conjunctions like when, while, after, before
2. METHOD – INSTRUCTIONAL STRATEGIES FOR TEACHING & LEARNING

The teacher will explain briefly some class management rules

related to using cellphones and rewards students will
inevitably get if they acquiesce teacher’s demands. 
Warm-Up (Pre): HANGOVER (ing forms)

1. Introductory
Affective strategies
section (Explore)
The teacher stresses the importance of “not being afraid of
making mistakes “because if students block themselves for
fear of being judged, it will prevent them from speaking
English in the long run. In some individuals’ anxiety can
sorely sabotage the language learning process (Young 1998)
cited by Oxford (2001).

2. Main/middle Visual learning

section (Focus) According to the images the teacher explains 4 ways that
students could apply the (-ing forms)

Retrieved from
https://pt.slideshare.net/Jacorma06/gerunds-ing-form
Retrieved from https://pt.slideshare.net/Jacorma06/gerunds-ing-form

Cognitive “the direct method” 10 min

   The educator draws on the “Direct Method” (Lesliak 2015) and
throws questions to every student in the target language regarding
ing forms. For example: do you like to go running
What do you do after having lunch
Therefore, students begin talking and creating sentences related to
real-life situations.

Affective strategies 5 min

- The teacher will make use of a marker which will be rotated
among the students to play the game “tingo tango”. Once a
student has the marker, he will be told to make up one
sentence by taking into account some of the ing uses and
then elaborate compound and compound-complex sentences
by using some conjunctions such as: because, once, when,
while as soon as, and so forth. The ultimate goal is to release
stress and elicit laughter because some students feel
pressure once the teacher ask them to talk.

Social and affective compensatory learning strategies

25 min
 -First: The teacher asks them to work in groups of four
(eight groups)

-Second: The teacher spreads paper cut in strips in which

there are different words written. Those jumble sentences
are related to the topic being discussed. So, each group
 needs to work diligently and create sentences. Then, once
they have organized the sentences, the students create a
dialogue. In the meantime, they can take notes as to what
will be said and will ask the teacher questions for
clarification, unknown words, and so forth. When the time
is over, the teacher will randomly pick a group.
 Right after that, each group will act out the dialogue in front
of the class. The teacher will recommend students using
“synonym use or circumlocution”. (Oxford 2001) and that
will help them to improvise if they do not feel comfortable
expressing themselves in the target language.
 

Social strategies
Now that they have acted out the dialogues, Students will
use their cellphones to play “KAHOOT” in order to practice
3. Concluding section
the ing forms. Finally, the team that wins will receive a
(Apply and Extend)
reward.

4.
Application/Reaction
Closure/Lesson: find out the differences and similarity
between the “infinitive” and the “ing” form.

3. EVALUATION & REFLECTION ASSESSMENT STRATEGIES

1. How will I determine what learning occurred and whether the learning goals were
achieved?
2. What changes would I make to this lesson after I taught it?
3. How can I better meet the needs of students with special needs?
Create a rubric
References