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Didactic of English

aportes phase 2

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6 views

Didactic of English

aportes phase 2

Uploaded by

yurlelopez.15
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1.

General Information of the Practical Component

Sebastian Armero Chito


Grupo: 518022_154
Tutor: Ingrid Daniela Tosse Delgado

Universidad Nacional Abierta y a Distancia - UNAD


Bachelor of Arts in Foreign Languages with Emphasis on English
2024
Step 1.
a. What is a learning objective, and why is it important in teaching?
A learning objective is a specific statement that describes what students are expected to
achieve at the end of a lesson or unit. It is essential in teaching because it provides clarity
and direction, helping teaching plan effectively and design assessments aligned with
desired outcomes. Additionally, it makes it easy to measure student progress and provides a
basis for feedback, while motivating students by setting clear and achievable goals.
Together, learning objectives ensure that teaching is organized, focused on concrete goals,
and that students understand and commit to what they are to learn.
b. What are the characteristics of a well-written learning objective?
A well-written learning objective should be specific, clearly describing what students are
expected to achieve; measurable, allowing for objective assessment for their performance;
achievable, realistic and appropriate for the students’ level and available resources,
relevant, aligned with the course content and significant for the learning indicating a
timeframe for its accomplishment and action oriented, using verbs that describe observable
behaviors.
c. Describe the difference between a learning objective and a learning outcome.
Provide an example of each.
A learning objective is a statement that describes what students are expected to achieve
during a lesson or unit, guiding ana planning and instruction. For example, students will be
able to identify and describe than the main characteristics of aquatic ecosystems by the end
of the unit. In contrast, a learning outcome is a description of the knowledge, skills, or
attitudes that students have actually demonstrated having acquired by the end of the course.
Lesson Planning:
a. What is the purpose of lesson planning?
The purpose of lesson planning is to provide a clear and organized structure for teaching,
ensuring that learning objectives are effectively achieved. By planning a lesson, the teacher
defines what content will be taught, what methods will be used, and how learning will be
assessed. This not only helps to optimize class time but also allows the teaching to be
adapted to the students’ needs, ensuring a coherent and meaningful learning experience.
b. Describe the components of a well-structured lesson plan.
1. Learning Objectives: specify what students should know or be able to do by the end of
the lesson.
2. Materials and Resources: A loss of everything needed for the lesson, such as books,
technology, worksheets, etc.
3. Warm up Activities: Strategies or activities to capture students’ attention and set the
stage for the lesson.
4. Content Presentation: The explanation or demonstration of new material, often including
the use of visual aids, examples, or models.
5. Guided Practice: Activities where students practice what they’ve just learned with the
teacher’s guidance.
6. Independent Practice: Opportunities for students to work autonomously to apply and
reinforce what they’ve learned.
7. Assessment and feedback: Methods to measure students’ understanding, such as quizzes,
discussions, or work reviews, along with opportunities to provide feedback.
c. How does lesson planning help teachers in delivering effective instruction?
Lesson planning enables teachers to deliver effective instruction by providing clarity in
learning objectives, structuring and organizing class time, and preparing necessary
materials and resources in advance. It also helps anticipate challenges and adapt to
students’ needs, allowing for a flexible approach that ensures all students can participate
and learn effectively.
d. How can you ensure that your lesson activities are logically sequenced and
connected to the learning objective?
To ensure that lesson activities are logically sequenced and connected to the learning
objective, the teacher should start by clearly identifying the final objective and breaking it
down into smaller, manageable steps. Then they should organize the activities so that each
one builds upon the previous, progressing from simple to complex. It’s essential to ensure
that each activity is aligned with the objective and directly contributes to its achievement.
Finally, reviewing the plan to check for consistency and flow between activities ensures
that the learning process is continuous and oriented toward the final goal.

Communicative Approach:
a. What is the main goal of the communicative approach in language teaching?
The main objective of the communicative approach in language teaching is to develop
students’ ability to communicate effectively and fluently in real-life situations. This
approach focuses on interaction as the primary means of learning, promoting the use of the
language in authentic and meaningful contexts so that students can understand and engage
in conversations, exchange information, and express their ideas with confidence.
b. How does the communicative approach differ from traditional language teaching
methods?
The communicative approach differs from traditional language teaching methods in that it
focuses on practical interaction and the use of the language in real life contexts, rather than
just memorizing grammar rules and vocabulary. While traditional methods often prioritize
grammatical structure and repetition, the communicative approach emphasizes the
development of communicative skills, listening comprehension, and students’ ability to
actively participate in authentic conversations.

c. Identify three key characteristics of activities that align with the communicative
approach.
1. Real Interaction: activities encourage authentic communication between students,
simulating real and practical situations where the language is needed to exchange
information and solve problems.
2. Focus on Listening and Speaking: Emphasis is placed on developing listening and
speaking skills, with activities that promote conversation, negotiation of meanings, and
expression of ideas.
3. Meaningful context: Activities are designed to be relevant and significant to students,
using topics and situations that have value in their daily lives or personal interests.

Step 2.

Situation 1: Vocabulary Acquisition

Scenario: Students need to learn new vocabulary related to food and beverages.

Learning Objective:
By the end of this lesson, students will be able to recognize and accurately pronounce 15
food and beverage-related vocabulary words in context and use them in simple sentences
during classroom activities and exercises.

Learning Outcome:
Students will successfully label and describe at least 15 different food and drink items on a
visual worksheet, and they will participate in a short oral activity where they discuss their
favorite meals, using the new vocabulary with correct pronunciation and minimal errors by
the end of the lesson.

Situation 2: Grammar Practice

Scenario: Students are practicing the past simple tense to talk about past events.

Learning Objective:
By the end of this session, students will be able to construct 8-10 affirmative, negative, and
interrogative sentences using the past simple tense to describe events in the past with 90%
accuracy in both written and spoken formats.
Learning Outcome:
Students will complete a fill-in-the-blanks activity with verbs in the past simple tense,
achieving 80% or higher on a grammar quiz. Additionally, they will participate in a short
dialogue with a partner, where they discuss past activities using the correct tense forms.

Situation 3: Speaking Skills

Scenario: Students will participate in a role-play activity to practice ordering food in a


restaurant.

Learning Objective:
By the end of the activity, students will be able to simulate a restaurant conversation,
ordering food and asking questions about the menu in two role-play scenarios, using
appropriate language and politeness strategies.

Learning Outcome:
Students will engage in role-play exercises where they demonstrate effective
communication skills by ordering a meal, making requests, and responding to questions.
They will be assessed on fluency, correctness of vocabulary use, and clarity of speech
during the role-play session.

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