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
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:

Because it is a long topic, there is no need to overload
students with too much information. That being said, I will
bring up some basic structures:
- ing in adjectives that end in ed which explain an emotion
that a specific event makes people feel. For example, the
concert was amazing.   

-Verbs in ing that plays the role of a subject if they are

placed at the beginning of the sentence. For instance:
 Marching in the streets can be dangerous.
In reverse, verbs in ing that go 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.

The students have prior knowledge related to basic linking

words such as FANBOYS, because, therefore and however.
All of which will be brought up again so that students can
connect their ideas with the new topic and speak about their
routines, likes and dislikes.
Having increased student’s energy, the teacher urges the
students to make a round table. Then, he goes on to explain
the topic and ask questions to the students by using the
vocabulary of the images.

3.  Internet
Materials/Resources:  A computer
 Cellphones
 Flashcards
 A marker
 Sheets of paper
4. -Round table
Arrangement/grouping -Groups of 4
of students and
equipment:
SPECIFIC LEARNING  To differentiate adjectives with ing from adjectives
GOALS with ed.
 To talk about likes, dislikes and activities that they do
in their spare time.
 To make up dialogues related to what 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)

Affective strategies (3 min)

1. Introductory
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 and Direct Method (20 min)

section (Focus) According to the images the teacher explains 4 ways that
students could apply to the (-ing forms). As the teacher
exemplifies each one of the uses, he asks the students
questions related to their lives, so they can correlate the
topic naturally.

Retrieved from
https://pt.slideshare.net/Jacorma06/gerunds-ing-form
Retrieved from https://www.slideshare.net/1297039995/infinite-to-ing-form

Retrieved from https://www.slideshare.net/1297039995/infinite-to-ing-form

Cognitive “the direct method”

According to the link
https://www.englishexercises.org/makeagame/viewgame.asp?id=3385

The teacher capitalizes on one technique from this method

which is conversation practice that as Lesliak (2015)
claims, enable students to produce questions and answers.
So, the educator begins teaching new vocabulary by asking
questions to many students in the target language related to
their daily lives. Likewise. The teacher reads aloud the
sentences and learners repeat the pronunciation.

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

30 min
 Firstly, the teacher asks them to work in groups of four
(eight groups).

Secondly, the teacher comes up to every group and 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 invent some dialogues. 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.
 Having said 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.
 

3. Concluding section
(Apply and Extend) Social strategies
Now that they have acted out the dialogues, Students will
use their cellphones to play “KAHOOT” in order to practice
the ing forms. Finally, the team that wins will receive a
reward.
 Retrieved from https://www.slideshare.net/1297039995/infinite-to-ing-form

-The students will write a paragraph related to their daily

activities by using come conjunctions of time that

Closure/Lesson: the students will use the application

symbaloo to develop activities related to the topic.
4.
Application/Reaction
Link
- The students will learn the following vocabulary
through kinesthetic style because they will have to
act out some expressions through gesturing for the
upcoming class.

3. EVALUATION & REFLECTION ASSESSMENT STRATEGIES

1 How will I determine what learning occurred and whether the learning goals were
achieved? Through observing and evaluating them orally. For instance, students can
work collaboratively to make a recording in which the uses of ing are shown in some
situations related to their daily lives. Likewise, a teacher can have students work on
writing skills 
2. What changes would I make to this lesson after I taught it? It will be determined
after I see how students were performing through the activities, especially those who
are introverted because they are reluctant to work collaboratively sometimes. Here is
where effective strategies come into play as I need to bolster their confidence and
urge them to take a risk without being afraid to make mistakes. The lesson itself has
traits that an old-school-style lesson does not possess. In short, it has activities that
will make students release stress. It would be essential to ask the students if the
lesson met their expectations and what they want the class to be. Not every lesson
plan works out properly with a specific group. A teacher learns by doing. 
3. How can I better meet the needs of students with special needs? According to
Oxford (2003), L2 teachers must take advantage of a communicative approach that
comprises form and fluency but not in a specific method. On the other hand, using
platforms where I can create content like Symbaloo are handy, since I can design a
path with some activities that include videos, organizing, and matching information,
thus foster some learning styles.

Create a rubric

Oxford, R. L. (Ed.). (2003). Language learning styles and strategies. Mouton de

Gruyter. 1- 25.  http://www.videa.ca/wp-content/uploads/2015/08/LANGUAGE-
LEARNING-STYLES-AND-STRATEGIES1.pdf
References