Project N°1 Section2

Context: Escuela Republica de Colombia
Escuela Republica de Colombia is a public school located in Santiago. This
educational institution is addressed to students from the nearby district as well as people
with low incomes households. The access to the school is influenced and measured by
behavior in relation to teachers and parents’ perspectives and notions towards students’
performance. We have to consider that PEI is focused on student’s participation and
inclusion while developing their socio emotional skills. That is to say, the administration
promotes the promotion of these skills as a way to ensure students cognitive development.
In fact, due to the nature of the school, diversity plays a significant role for all school’s
members. As a result, the impact of having heterogeneous classes in relation to a myriad of
factors comes from nationality, beliefs, costumes, and notions.
Regarding assessment and their criteria, the school follows the decree 67 established
by the government. This decree states students' learning process has to be measured by
different instances. That is to say, students have instances in which they can apply the
content throughout formative assessments to gather and keep track of their learning
process. Nevertheless, we noticed the school’s staff use these instruments to mark them as
summative marks. Thus, the purpose of having them is compromised by the need of having
marks. Although they have summative assessments through the terms, they are still
assessed monthly through worksheets at least in the English subject.
Concerning the English class, students have weekly sessions that last no more than
40 minutes. Since the school only has access to the zoom’s free version, there is no other
chance to have longer classes. Besides, we have not noticed any platform as a tool for
communication between teachers and parents apart from direct mails and WhatsApp
applications. As a result, the process of gathering files and students’ workload seems
disorganized and messy because it seems like there is no organization. In terms of the
teacher, the approach observed so far was mostly grammar translation and audiolingual.
This can lead us to think students’ participation is mostly reactive as they do not engage
with the language in a communicative way. In fact, crucial elements within the class can be
listed as the following: vocabulary list of more than 20 words, translation of passages and
texts, use of online translators and the use of L1 during most of the lesson. Therefore,
students’ agency may seem like a passive actor or a blanc Canva in relation to content. The
language is not used in a meaningful way as they just need to remember content words in
isolation without context nor purpose.
Last but not least, students' characteristics, classes are composed of around 37
students each. As we mentioned before, their cultural background differs from one to
another, so the heterogeneousness’ plays a crucial role at the moment of addressing
students' contexts. Nevertheless, students' interests are related to the internet, social media,
and videogames. Although we considered these elements essential, we considered that the
context of the pandemic has a crucial impact on their preferences. Apart from that the
relationship between students and teacher may seem positive as students communicate with
their homeroom teacher and English teacher directly through devices. Therefore, the most
significant issue regarding students' learning process is the uncertainty of online classes as a
means to learn. We are aware that we cannot change the current situation in our context, but
we identify that it is necessary to organize work, classes, and material in a shared platform
for students as well as teachers.

Teachers: Practicum I, Section 2-
Grade:7th Unit: Feelings and Opinions Lesson no.: 1 Date: Mins: 40
April
13/16th,
2021
Class Objective: Students will be able to associate feelings with physical expressions to label them.

Pre Chunks + Strategies + activities + instructions Evidence Time-
Present, Keywords (Include interactions, timing & steps) (OE) mins.
activate,
engage, Routine: Greeting students and presenting the rules of the class
motivate
Vocabulary Activity 1: How do you feel today? Estimate
Worried, Materials: PPT Students d time
bored, are able for
annoyed, Strategies: to activity
embarrasse Monitoring: recogniz 1: 2.’
d, joyful,  The teacher will control the time of the activity. e the
Amazed.  Students have the resources on their screens. topic of Estimate
 Modeling feelings. d time
Linguistic: for
 English will be used by the teacher, alongside mimic, activity
intonation, and slowing the pace of speech to deliver 2: 2’
instructions.
 L1 is mostly used as a clarification device (whole class).
 Corrective feedback (whole class).

 Written instructions will be presented to facilitate
comprehension (whole class).
Cognitive:
 Students recall previous knowledge.
 Imagery
Classroom management:
 Students will answer by sending reactions.
Interaction:
Students will work individually in order to complete the
activity.
Description:
Students are going to look at the image and acknowledge
emotion through the use of numbers according to how they
feel identified. Thus, they will be able to get a general idea
about the upcoming class.
Instructions:
1. look at the image
2. Share your answer
ICQ’s:
Do we have to speak or write?
Checking: The teacher is going to check whether answers

appeared on the chat, also he/she is going to ask for
volunteers to present their thoughts.
Students
Activity 2: Introducing the unit are able
to
Materials: PPT associat
e the
Strategies: concepts
Monitoring: with
 The teacher will control the time of the activity. images.
 Students must answer using the chat or speaking.
 Modeling
Linguistic:
 English will be used by the teacher, alongside mimic,
intonation, and slowing the pace of speech to deliver
instructions.
 Students can speak in Spanish if they feel more
comfortable.
 Students will answer verbally or by using the chat.
 Students will raise their hand to participate.
Cognitive:
 Translating.
Social Affective:
 Students will acknowledge that everyone has feelings.
 Questions for clarification.
 Respecting turns and raising your virtual hand.
Interaction:
Class discussion in which the teacher talks in English and the
students can speak in Spanish.
Description:
Students will look at a set of illustrations which present
different types of feelings through facial expressions. i.e.,
Joyful; bored; confident. The illustration will be presented
through a PowerPoint and students will have to recall general
information that comes to their mind about these faces.
Students are expected to make a connection between images
and concepts.
Instructions:
1. Look at the images.
2. Answer the question.
A) What do you think the images
represent? Students
3. Write the concepts in your copybook. are able
4. You have 3 minutes. to
associat
Checking the activity: e the
The teacher is going to check the people participating during concepts
the activity to see whether they understood the activity. with
images.
___________________________________________________
___
Transition stage
Activity 3: Let’s play memorize.
Materials: PPT Minigame

Strategies:
Monitoring:
 The teacher will control the time of the activity.
 Students have the resources on their screens.
 Modeling
Linguistic:
instructions.
 L1 is mostly used as a clarification device (whole class).
 Corrective feedback.
Cognitive:
 Imagery
Interaction:
Students will work as a class.
Description:
Students will be shown a set of images about feelings that will
be used in the game. The students will take a look and get
familiarized with them. The main point of the flashcards is that
one of them has the image and the other has the concept.
They will have to work on matching them together with their
respective pair. The cards will remain face up.
Instructions:
1. Match 2 cards.
2. You have 5 minutes
ICQ’s:
Do you have to choose 2 or all the flashcards at once?
Checking the activity:

Teacher is going to check whether students are able to
recognize the key vocabulary with the matching.
___________________________________________________
___
While Chunks + Strategies + activities + instructions Evidence Time-

Meaning-
Keywords (Include interactions, timing & steps) (OE) mins.
focused
input +
Fluency. Vocabula <<<<Pre reading>>>> Estimat
ry Activity 4: ed
Comprehe
nsion
Worried, Materials: Screen and illustration time
checking: bored, for
reading - annoyed, Students activity
listening
viewing embarras are able 3: 3
sed, to minute
joyful, associate s.
Amazed. the
Strategies:
Monitoring: concepts Estimat
 The teacher will control the time of the with ed
activity. images. time
Linguistic: for
 English will be used by the teacher, activity
alongside mimic, intonation, and slowing 4:
speech in order to deliver instructions. 2
 Students should answer the activity using minute
English. s
Cognitive:
 Brainstorming. Estimate
 Inferring. d time
Classroom management: for
 Students will answer verbally or by using activity
the chat. 5:
2
Interaction: minutes
Work individually.
Estimate
Description: d time
 Students will brainstorm ideas about what Students for
they think the text will be about based on are able to activity
the title to build up a previous notion of associate 6:
the reading (making predictions). After the 3
that, students will be given options (Only concepts minutes
one of them is the correct one). with
images and
Instructions: comprehen
1. Look at the image and title. d specific
2. What do you think the text is informatio
about? n from the
3. Share your ideas. text.
ICQ’s:
 Do you need to write the title or just look
at it?
Checking:
The teacher will ask students to share their ideas
about what they think the text will be about.
Teacher and students can write on the chat or
speak.
__________________________________________
____________
Activity: Reading
Materials: Ppt
Strategies:
Monitoring:
 The teacher will control the time of the
activity.
Linguistic:
 English will be used by the teacher,
alongside mimic, intonation, and slowing
speech in order to deliver instructions.
 Students should answer the activity using
English.
 Students will answer verbally or by using
the chat.
Cognitive:
 Resourcing.
 Skimming & Scanning.
Social Affective:
Interaction:
Students can ask questions to the teacher by
speaking or using the chat.
Description:
 Students will answer if each sentence is
true (T) or false (F) according to the
reading.
Activity 5: Students will read the text, answer 3

questions, and confirm the predictions from the
previous stage.
Instructions:
1.-Read each sentence

2.-Determine if it is True (T) or False (F)
Sandra´s sister is Joyful True or
False =
Eugenio feels embarrassed True
or False =
Gloria feels bored
True or False =
3.-Confirm your predictions.
ICQ’s:
Checking:
The teacher is going to check the activity by asking
the students about the possible answers. In case
nobody participates, the teacher will select a
student randomly.
Post Language focus,
Strategies + activities + instructions Evidence Time-
Productive chunks +
skills, keywords (Include interactions, timing & steps) (OE) mins.
Language
Language Language Awareness check Estimated
practice,
Functions, focus: Activity 6: Associating our emotions time for
Language Worried, and gestures. Students activity 6:
production
bored, Materials: Screen and ppt are able 3’
annoyed, to
embarrassed, Strategies: describe Estimated
joyful, how they time for
Cognitive:
Amazed.
 Students will make mental feel. activity 7:
connections to understand the 2’
grammar rule.
 Imagery Estimated
 Infering time for
activity 8:
2’
Interaction:
Working as a class. This part of the
class must be ensured by the teacher,
so most of the interaction will be
teacher centered.
Students
are able to
associate
the
Description: concepts
The students will be shown a set of with
pictures. It is required that students images.
answer the following questions: Do
you identify with one of these
feelings? which? when?
The feelings in this section are:

Worried, amazed, joyful, and bored.
Instructions:
1.- Answer the following:

A. Do you identify with
one of these feelings? Students
Which? When? are able to
Post- activities (language practice, associate
production) the
Activity 7: Controlled practice
Materials: PPT concepts
with images.
Strategies:
Cognitive:
 Students will make mental
connections to understand the
grammar rule.
 Imagery
 Infering
Linguistic:
 English will be used by the
teacher, alongside mimic,
intonation, and slowing
speech in order to deliver
instructions.
 Students should answer the
activity using English.
Interaction: Working as a class.
Description:
Students will have to look at the
images, read the sentences and then
fill in the blanks with the correct
emotion.
Instructions:
1. Look at the
sentences/images.
2. Write the correct
answer.
Sample:
She feels ___(Annoyed/amazed)

(Pictures goes here)
She feels _____(Worried/Joyful)
I feel ____(Bored/embarrassed)
ICQ’s:
Do we need to complete or draw?
Checking: The teacher asks for

volunteers to check the answers and
then ask the class if the answer is
correct or not.
Activity 8: How do you feel about
today’s lesson?
Materials: PPT
Strategies:
Cognitive:
connections to understand the
grammar rule.
 Imagery
Linguistic:
intonation, and slowing
speech in order to deliver
instructions.
Interaction: Working as a class.
Description:
Students will answer the question
“How do you feel about today's
lesson”. Students should use “I feel”
to answer the question.
Instructions:
1. Answer the question
- How do you feel about today’s
lesson?
Checking: The teacher asks for

volunteers to check the answers and
then ask the class if the answer is
correct or not.
Closure Strategies + activities +

Pedagogical Language
instructions
Reflection focus, chunks Evidence (OE) Time-mins.
+ keywords (Include interactions, timing &
steps)
Estimated
Materials Exit ticket Students are time for
Strategies: able to activity:
Metacognitive: -Monitoring: 1’
Self-Checking one's associate the
comprehension of the content concepts with
images
Interaction: Self-monitoring.
Description: Students will see

how difficult the lesson was for
them.
Instructions:
- How do you feel about
today’s lesson?
Checking:
Teachers will hear the students'

answers in order to consider
their feedback on further
lessons.
Justification N°1: Daniel´s Class
The class that we are working on is a seventh-grade class from a public institution
called República de Colombia. The overall call is composed of around 30 students but less
than half of it might not participate much. Another element to consider is the dynamic as it
entails the way English has been taught so far. Pupils react to commands and they mostly
expect to be told what to do. Besides, generally the workload is orientated towards
translation and memorization. This situation might suggest that students are receivers of
information rather than the ones creating it (Richards & Rodgers, 2001). As a result, the
class may come up with issues at the moment of transferring the content into new
situations. Moreover, the progression from one class to the next seems compromised since
students have difficulties to reuse previous knowledge. Because of this situation we wanted
to implement a more engaging approach in terms of students' participation. In fact, As
Richard & Rodger established, the use of Community Language Teaching can help them to
integrate the language during active participation. This changed the paradigm of students
being a receptive agent into another participant of the communication process.
Furthermore, the application of relatable input can make the message comprehensible more
easily for them to work on (Nation, 2007).
In terms of classroom management and dynamics, we have to consider the context
and the current settling on classes. To make the class’s rhythm as smooth as possible we
want to implement three permanent rules to be remembered during the whole year. In fact,
as Harmer (2012) mentioned, instructions should not be more than three and they need to
be short and sweet. This can help classes as students will have a notion about what they can
do or not in terms of behavior. Furthermore, we are aware of the context of online classes,
thus the use of socio-affective strategies for developing a healthy environment can be
suitable to work with. Since students need to respect turns and be mindful of others’
opinions (Brown, 2007).
Considering the Pre-stage of the class, the activation of previous knowledge and
vocabulary would be key to proceed with the class. To do so, we want to build up a general
notion of the class to warm them up so it can be easier for them to work on the following
activities (Campbell & Campbell, 2006). However, it is important to not forget they need
suitable vocabulary to understand the following input. Therefore, we would want to provide
no more than 7 words per class as it is suitable for the context (Nation, 2007). These would
be presented through games as it makes students participate more in the dynamic (Richard
& Rodgers, 2001). As a result, students will be able to have the necessary knowledge to
understand the input in the While-Stage.
Since it is the first-time encountering students, we want to provide a simple input to
check their level. In this way we can be able to diagnose whether they are able to work on
them easily or not. To do so, we are going to present the input as a chat to make it more
relatable. Nevertheless, beforehand we will need to make predictions with them to build a
general idea about the task based on images (Sreenidhi, 2017). The text itself is going to be
checked by making multiple choice questions to enhance understanding (Anderson, 2007).
The overall purpose of the stage will be the comprehension of the input by applying
strategies to facilitate the reading. Such as scanning for specific information and checking
predictions. Finally, the after-reading will enhance critical thinking instances in which
students can make the connection between the context and their content to build up new
ideas and reflection (Nation, 2007)

Concerning the post stage, we want students to integrate chunks to support their
learning process. That is why we want to expose them to the use of chunks by making them
infer language features as well as their meaning (Nunan, 2003). In fact, after proceeding
with the awareness of these parts of speech they will need to work on them from simple to
more complex tasks (Ur, 1996). To do so, we have to make them write as much as possible
to give them opportunities to apply the skill. After preparing students with all these
experiences, they will need to produce something meaningful as a way to express their
thoughts (Nunan, 2003). Therefore, the task will mostly ask them to tell us about how they
feel as a way to create a sentence on their own.
Finally, the closure will be more a tool to check students’ metacognitive notion in
which they will recognize whether they consider their process effective or not (Brown,
xxxx). For us teachers, it can help us to gather this information in order to adapt and change
our future praxis based on the class. In this way we can be more effective during the unit
(Ur, 1996).
Teachers: Practicum I, Section 2.
Grade:7t Unit: Feelings and Opinions Lesson no.: 2 Date: April Mins: 40
h 20th/22nd
Class Objective: At the end, the lesson student will be able to acknowledge other´s opinions to express/report
them
Present, Keywords (Include interactions, timing & steps) (OE) mins.
activate,
engage, Routine: Greeting students and present the rules of the class
motivate
Vocabular Activity 0: How do you feel today? Students Estimate
y Materials: PPT will be d time
able to for
Strategies: recall the activity
Monitoring: vocabulary 0: 1.’
 The teacher will control the time of the activity. .
 Modeling
Linguistic:
instructions.
 Students should answer the activity using English.
 L1 is mostly used as a clarification device. (whole class)
Cognitive:
 Imagery
Interaction:
activity.
Description:
Students are going to see and acknowledge emotion through

the use of images to make them recall content from the
previous class. Then, they will be able to get a general idea
Instructions:

2. Choose an image from 1 to 6.
3. You can use the chat to tell us.
The teacher is going to check the chat as well as the people
participating during the activity to see whether they
understood the activity.
Activity 1: ‘Matching’
Activity
Materials: PPT Students 1: 3’
are able to
Strategies: make
Monitoring: correlation
 The teacher will control the time of the activity. s between
 Students have the resources on their screens. images
 Modeling and
Linguistic: concepts.
instructions.
Cognitive:
 Imagery
Interaction:
Students will work as a group throughout the game.
Description:
Students will play matching in order to reinforce the

vocabulary presented. They will read phrases and will connect
the images of feelings associated with them. To proceed with
this game one student will have to choose one item from each
column to convey meaning. The game will end when all
concepts are matched.
Instructions:
1. Read the sentences.
2. Match a number with a letter.
ICQ’s:
Do we have to match or circle?

The Teacher is going to check whether students would be able
to make a correlation between the phrases and the
corresponding illustrations.
___________________________________________________
___
While Chunks
Meaning-focused + Strategies + activities + instructions
input + Fluency.
Keywo
Evidence (OE) Time-mins.
(Include interactions, timing & steps)
rds
Comprehension
checking: Voca Activity 2: Making Predictions Students will be able Estimated
reading -
listening
bular Materials: PPT to make inferences time for
viewing y about the possible activity 2:
Strategies: topics of the text. 1.’
Monitoring:
 The teacher will control the time of the activity. Estimated
Linguistic: time for
 English will be used by the teacher, alongside mimic, activity 3:
intonation, and slowing speech in order to deliver 2.’
instructions.
Cognitive: Estimated
 Brainstorming. time for
 Inferring. activity 4:
 Imagery 2’
Interaction:
Work as a group and individual opinions
Description:
Students will look at a set of images that entails the

progression of a cold. The students will have to recall their
previous knowledge within the images to create a possible
idea regarding the upcoming text.
Instructions:

2. What do you think the text is about?
3. Share your ideas.
ICQ’s:
Do we draw these images or look at them?

Do we have to imitate them or think about them?
Checking:
The teacher is going to check if students were able to make
the prediction by asking some of them. Besides, the teacher is
going to check the chat for possible answers.
_____________________________________________________
_
Activity: Reading
Materials: Graded Text ‘My mom was sick’ Students are able to
Strategies: associate the concepts
Monitoring: and comprehend
 The teacher will control the time of the activity. specific information
Linguistic: from the text to
 English will be used by the teacher, alongside mimic, answer.
intonation, and slowing speech in order to deliver
instructions.
Cognitive:
 Resourcing.
 Skimming & Scanning.
Social Affective:
Interaction:
Students will work individually by silent reading the text.
Description:
Students will read the text in order to check their prediction as
well as looking for specific information. Apart from that they will
have to gather and identify the general (top-down) ideas.
Instructions:
1. Read the text alongside me.

2. Pay attention to the events.
3. Check your predictions.
ICQ’s:
Do we need to write the words in color or read the text?
Checking:
The teacher cannot check if students read the text because
reading is not an observable skill.
_____________________________________________________
_
Activity 3: During reading
Materials: PPT
Strategies:
Monitoring:
Linguistic:
intonation, and slowing speech in order to deliver
instructions.
Cognitive:
 Contextualization
 Inlerencing
 Skimming and scanning Students are able to
Classroom management: comprehend specific
 Students will answer verbally or by using the chat. information from the
Social Affective: text.
Interaction:
 Work as a group and individual opinions
Description:
 Students will read the sentences and they have to select
the correct answer from the choices offered in a list. As
this is a reading comprehension activity, students can
recognize the correct answer from the previous text.
Instructions:
2. Choose the correct answer
ICQ’s:
 Do you have to choose or match?
Checking:
 the teacher is going to check students' performance
orally in front of the class.
Activity 4: After reading

Materials: PPT
Strategies:
Monitoring: Students are able to
 The teacher will control the time of the activity. reflect about the text
and their own context.
 Modeling
Linguistic:
intonation, and slowing speech to deliver instructions.
 Use of some L1 permitted
Cognitive:
 Resourcing.
Social Affective:
 Sharing personal experiences.
Interaction:
The teacher will ask questions that students will answer using
the chat or speaking.
Description:
Students will have to reflect in relation to the text and the
question presented in the slide. By doing this they will make a
Strategies + activities + instructions Evidence
Productive skills, chunks + Time-mins.
Language practice, keywords (Include interactions, timing & steps) (OE)
Functions,
Language Language Awareness check Students Estimated time
Language
production focus: Activity 5: Past Simple are able to for activity 5: 2.’
Materials: Screen and ppt infer
language
Strategies: features. Estimated time
Cognitive: for activity 6: 3.’
 Students will make mental connections
to understand the grammar rule.
 Imagery
 Infering
Interaction:
The students will have to react to the teacher’s
lecture.
Description:
Students will have to infer the meaning of the
words in color in order to identify the tense
presented.
Sample:
1)I felt worried yesterday because my mom

was sick.
2) I felt joyful because my mom played football

with me after school.
CCQ’s:
 What do they have in common?
 Why are they in purple?
 Why do we use “yesterday”?
Post- activities (language practice, production)

Materials: PPT
Strategies: Students
Cognitive: are able to
 Students will make mental connections choose
to understand the grammar rule. the right
 Imagery word
 Infering according
to the
Interaction: grammar
Students will work as a class. rules
presented.
Description:
Students will be required to read the sentences
and choose the word that belongs to the past
tense.
Instructions:
1. Read the sentences
2. Select the correct word
Checking: The teacher will ask for volunteers or

select someone. When the answer is delivered Activity 7: 3’
the teacher will ask the rest of the class.
ICQ’s:
 Do we need to write them or combine
them?
 Do you have to write this on your
copybook?
Activity 7: Tell us how you felt when...
Materials: PPT
Strategies:
Students are
Cognitive:
able to
 Students will recall previous knowledge
complete
in order to apply the grammar rule
sentences
learned.
following
 Imagery
the
 Infering
expected
Linguistic:
structure.
alongside mimic, intonation, and
slowing speech in order to deliver
instructions.
 Students should answer the activity
using English.
Interaction:
Description:
Students will be presented three different
scenarios for them to answer and complete the
following: Tell us how you felt when...
Instructions:
1.- Read the sentences
2.- Complete the sentence
3.- You have 3 minutes

select someone. When the answer is delivered
ICQ’s:
 Do we have to write them or organize
them?
Activity 8: When was the last time you felt ...?
Materials: PPTx
Strategies:
Cognitive:
 Students will recall previous knowledge
in order to apply the grammar rule
learned.
 Imagery
 Infering
Students are
Linguistic:
able to
identify
feelings and
to provide
instructions.
personal
answers for
using English.
each feeling.
Interaction:
Description:
Students will be required to recall previous
experiences in order to apply the content by
answering the following question: When was
the last time you felt ...?
Instructions:
1.- Look at the images
2.- When was the last time you felt ...?
3.- You have 3 minutes

select someone. When the answer is delivered
ICQ’s:
copybook?
Closure Language
Pedagogical focus, Strategies + activities + instructions Evidence Time-
Reflection chunks + (Include interactions, timing & steps) (OE) mins.
keywords
Activity 9: Exit ticket Students Estimated
are able to time for
Materials ppt describe activity:
Strategies: how they 1’
Metacognitive: Monitoring. feel during
the class
Interaction:
Students will work on their own.
Description:
Students will be required to reflect on the way they
felt during the class.
Instructions:
1. Answer the question:
- How did you feel in this class?
Checking: Teachers will receive the exit tickets in

order to consider students’ feedback on further
lessons.
Justification N°2: Sandra´s Class
easily for them to work on (Nation, 2007). Finally, the whole class will be supported by
body language in order to support the delivery of instructions and explanations.
First, we will need to make predictions with them to build a general idea about the
task based on images (Sreenidhi, 2017). The text itself is going to be checked by making
multiple choice questions to enhance understanding (Anderson, 2007). The overall purpose
of the stage will be the comprehension of the input by applying strategies to facilitate the
reading. Such as scanning for specific information and checking predictions. Finally, the
after-reading will enhance critical thinking instances in which students can make the
connection between the context and their content to build up new ideas and reflection
(Nation, 2007)
learning process. Furthermore, we want to expose them to the use of past tenses by making
them infer language features as well as their meaning (Nunan, 2003). In fact, after
proceeding with the awareness of these parts of speech they will need to work on them
from simple to more complex tasks (Ur, 1996). To do so, we have to make them write as
much as possible to give them opportunities to apply the skill. After preparing students with
all these experiences, they will need to produce something meaningful as a way to express
their thoughts (Nunan, 2003). Therefore, the task will mostly ask them to report how
characters feel as a way to create a sentence on their own.
Finally, the closure will be a tool to check students’ metacognitive notion in which
they will recognize how they felt during the class applying self-management strategy,
because they analyzed the conditions that help them learn (Brown, 2007).
Teachers: Practicum I Escuela República de Colombia
Grade:7th Unit: Feelings and Opinions Lesson no.: 3 Date: April Mins: 40
27th/30th
Class Objective: At the end of the lesson Students will connect their feelings and preferences to explain
them.
Present Keywords (Include interactions, timing & steps) (OE) mins.
,
activat Routine: Greeting students and presenting the rules of the class
e,
engage Vocabular Activity 1: How do you feel today? Students Estimate
,
y Materials: PPT will be able d time
motivat
e to for
Strategies: associate activity
Monitoring: illustration 1:
 The teacher will control the time of the activity. s to report 1’
 Students have the resources on their screens. their
 Modeling preference Estimate
Linguistic: s. d time
 English will be used by the teacher, alongside mimic, for
intonation, and slowing the pace of speech to deliver activity
instructions. 2:
 L1 is mostly used as a clarification device (whole 2’
class).
 Corrective feedback (whole class).
Cognitive:
 Imagery
 Students will answer by sending reactions.
Interaction:
activity.
.
Description:
Students are going to look at the image and acknowledge
emotion through the use of numbers according to how they
feel identified. Thus, they will be able to get a general idea
Instructions:
1. Look at the images
ICQ’s:
Do we have to speak or write?
Checking: The teacher is going to check whether answers
appeared on the chat, also he/she is going to ask for
volunteers to present their thoughts.
Activity 2: Do you like it?

Materials: PPT
Strategies:
Monitoring:
 Modeling
Linguistic:
instructions.
Cognitive:
 Imagery
Interaction:
Students will work individually.
Description:
Students will react to the images in order to express their
preferences. Thus, they will be able to make connections
alongside illustrations and their notion towards them to
report their ideas.
Instructions:
a. ¿Do you like it?

The teacher is going to check students’ answer orally or in
the chat.
_________________________________________________
_____
While Chunks + Strategies + activities + instructions Time-

Meaning-
Keywords
Evidence (OE)
focused input + (Include interactions, timing & steps) mins.
Fluency.
Vocabula Activity 3: My likes Students are Estimate
Comprehensi ry Materials: PPT and Video able to make d time
on predictions for
checking:
reading - Strategies: based on activity
listening
viewing
Monitoring: emotion and 3:
 The teacher will control the time of the activity. facial 1’
Linguistic: expressions.
Estimate
 English will be used by the teacher, alongside
d time
mimic, intonation, and slowing speech in order to
for
deliver instructions.
activity
4:
Cognitive:
3’
 Brainstorming.
 Inferring.
 Imagery
Estimate
d time
for
activity
5:
Interaction:
2’
Work individually.
Description:
Students will have to react to the pictures presented on the
screen, so they will have to make predictions. This will lead
students to gather possible ideas about the text.
Instructions:
1. Look at the image Students are
2. What do you think the text is about? able to gather
3. Share your answer specific
information
ICQ’s: and the gist.
Do we need to draw or write our ideas?
Checking:
The teacher is going to check the chat to see whether
students have accomplished the task. In case nobody
participates, the teacher will select a student randomly.
_________________________________________________
_____
Let’s Read
Materials: PPT
Strategies:
Monitoring:
 Modeling
Linguistic: Students are
 English will be used by the teacher, alongside mimic, able to check
intonation, and slowing speech to deliver instructions. the
 Students should answer the activity using English. comprehension
 Use of some L1 permitted of the text
Cognitive: based on
 Resourcing. specific info
Classroom management: from the text.
Interaction:
Work individually.
Description:
Students will listen to the first reading in order to have a
general idea. After the reading, students will have to read on
their own in order to comprehend general ideas and details.
Then, they will answer if the sentences are true or false.
Lastly, they will check if predictions were correct or not. Students are
able to reflect
Activity 4: True or False on questions
related to the
Instructions: topic.
2. Check if they are true or false.
3. Check your predictions.
Paula likes music False
Paula likes to watch anime True
Ricardo doesn’t like to watch True

anime
Ricardo doesn’t like Tik-Tok False
ICQ’s:
The teacher will ask students what they have to do.
Checking:
The teacher is going to check the activity by asking the
students about the possible answers. In case nobody
participates, the teacher will select a student randomly.
___________________________________________________
___
Activity 5: Question’s time!
Materials: PPT
Strategies:
Monitoring:
 Modeling
Linguistic:
intonation, and slowing speech to deliver instructions.
Cognitive:
 Resourcing.
Social Affective:
Post Language
Productive focus, Strategies + activities + instructions Evidence
chunks +
Time-mins.
skills, (Include interactions, timing & steps) (OE)
Language keywords
practice,
Functions,
Language Language Awareness check Estimated time for
Language focus: Activity 6: Reasons and the use of because Students activity 5:
productio Because Materials: Screen and ppt are able to
n
infer the Estimated time for
Strategies: use of activity 6:
Cognitive: because to 2’
 Students will make mental connections to give
understand the grammar rule. reasons. Estimated time for
 Imagery activity 7:
 Infering 2’
Interaction: Estimated time for

Student will work as a class to grasp the language activity 8:
feature. 2’
Description:
Students will have to infer the use of conjunctions in Estimated time for
order to connect two ideas together. activity 9:
I like Tik-Tok because I can post my videos. 3’
I don’t like Tik-Tok because I got bored.
Estimated time for
CCQ’s: activity 10/11:
1. Why are they in red? 5’
2. Why do I like Tik-Tok?
3. Do you like Tik-Tok? Why?
Expected answers
1. They are in red because they are reasons. Students
2. Because I can post my videos are able to
3. Because I got bored. understan
Post- activities (language practice, production) d the
Activity 7: Controlled practice grammar
Materials: PPT rule in
Strategies: context.
Cognitive:
 Students will make mental connections to
understand the grammar rule.
 Imagery
 Infering
Interaction:
Description:
Students will work as a class to complete sentences on
the screen. They will have to create compositions based
on the elements provided by the activity. Thus, it will up
to them make a coherent sentence.
Instructions:
2. Match your preferences.
3. Share your answers.
Students are
able to
understand
the grammar
Checking: rule in
The teacher is going to ask for volunteers to make a context.
sentence. If that is not the case, the teacher is going to
select people at random for fulfilling the purpose.
Activity 8: Control practice filling the gaps.

Materials: PPT
Strategies:
Cognitive:
 Students will recall previous knowledge in order
to apply the grammar rule learned.
 Imagery
 Infering
Interaction:
Students will work as a class. Students are
Description: able to
Students are going to complete sentences to convey understand
meaning with the use of the conjunction because. They the grammar
will have to read on the screen and answer through the rule in
chat or report them orally. context.
Instructions:
2. Complete the sentences.
a. I like Tik-Tok _________it is fun.
b. I don’t like to play chess________it
makes me feel bored.
c. I like chocolate________it makes me feel
happy.
Checking:
The teacher asks for volunteers to check the answers and
then ask the class if the answer is correct or not.
Activity 9:
Materials: PPT
Strategies:
Cognitive:
to apply the grammar rule learned. Students are
 Imagery able to apply
 Infering the grammar
rule and
Interaction: produce a
Students will work as a class. couple of
sentences.
Description:
Students will have to work on sentences. They will need
to fill in elements within the sentences to convey
meaning and produce a message on their own. i.e. I like
to read because I feel relaxed.
Instructions:
2. Complete the sentences.
I (like/don’t like) to play videogames because
________
I (like/don’t like) to paint because
_____________
I (like/don’t like) to _______ _________
_________
I _________ ___________ __________
Checking:
The teacher asks for volunteers to check the answers and
then ask the class if the answer is correct or not.
Activity N 10 & 11:

Materials: PPT
Strategies:
Cognitive:
to apply the grammar rule learned.
 Imagery
 Infering
Interaction:
Students will work individually and as a group.
Description:
Students are going to create their sentences based on
the example provided during the active. They are
expected to use the structure worked through the post
stage to express their preferences and their reasons. i.e.,
I like to run; I don’t like to run; I like to run because it is
fun, and I don't like to paint because I feel bored.
Instructions:
first part
1. Read the example
2. Answer the questions
a. What do you like?
b. What don’t you like?
Second part
1. Use your previous sentences
2. Add reasons
Checking:
The teacher is going to check students' sentences on the
chat or orally. As a way to check mistakes, the teacher is
going to ask for volunteers. If there is none, she/he will
pick students at random.
Closure Language
Pedagogica focus, Strategies + activities + instructions
chunks +
l Reflection (Include interactions, timing & steps)
keywords
Activity 12: Quiz time Estimated
Students are time for
Materials Ppt able to identify activity:
Strategies: and recall the 3
Metacognitive: Monitoring. content studies.
Interaction:
Description:
Students will have to complete an online quiz to check
whether they have difficulties with the content provided
so far in the unit. Since the quiz is going to be complete
through the
Instructions:
1. Click the link on the chat.
2. Enter your name and grade
3. Answer the questions
https://quizizz.com/join?gc=15164298
Checking:
The results of the formative assessment will be
considered in the following classes to reinforce what the
students are struggling with.
Justification N°3: Valeria´s Class

true or false questions to enhance understanding (Anderson, 2007). The overall purpose of
the stage will be the comprehension of the input by applying strategies to facilitate the
(Nation, 2007)
Concerning the post stage, we want students to integrate connectors to support their
more complex tasks (Ur, 1996). To do so, we have to make them write as much as possible
to give them opportunities to apply the skill. After preparing students with all these
thoughts (Nunan, 2003). Therefore, the task will mostly ask them to tell us when the last
time was, they went out as a way to create a sentence on their own.
Finally, the closure will be more a tool to check students’ learning process. Students
will answer a formative assessment “evaluating students in the process of forming their
competencies” (Brown & Abeywickrama, 2010). For us teachers, it can help us to gather
this information in order to adapt and change our future praxis based on the test results. In
this way we can be more effective during the unit (Ur, 1996).
Grade:7th Unit: Lesson no.: 4 Date: May 3 Mins: 40
Feelings and to May 7
Opinions
Class Objective:
Pre Chunks + Strategies + activities + instructions Evidence
Present, Keywords
Time-mins.
(Include interactions, timing & steps) (OE)
activate,
engage, Routine: Greeting students, warm up activities, and present rules of the class
motivate
Vocabulary Activity 1: How do you feel today? Students will Estimated time for
Materials: PPT be able to activity 1:
recall the 1’
Strategies: vocabulary.
Monitoring:
 The teacher will control the time of
the activity.
 Students have the resources on
their screens.
 Modeling
Linguistic:
slowing the pace of speech to
 L1 is mostly used as a clarification
device (whole class).
Cognitive:
 Students recall previous
knowledge.
 Imagery
 Students will answer by sending
reactions.
Interaction:
Students will work individually in order to
complete the activity.
Description:
Students are going to see and acknowledge
emotion through the use of zoom reactions
to make them recall content from the
previous class. Thus, they will be able to get
a general idea about the upcoming class.
Instructions:
1. look at the image
2. Share your answer 2’

The teacher is going to check the people
participating during the activity to see
whether they understood the activity.
Activity 2: Let's play roulette.

Materials: PPT
Strategies:
Monitoring:
the activity. Students are
 Students have the resources on able to
their screens. complete
 Modeling sentences.
Linguistic:
slowing the pace of speech to
using English.
Cognitive:
knowledge.
 Imagery
 Students will answer verbally or by
using the chat.
Interaction:
Students will work as a group throughout
the game.
Description:
Students will be asked to make a sentence,
using the verb that will appear in the
roulette.
Instructions:
1. Look at the roulette.
2. Raise your hand to participate.
3. Complete the sentence

Teacher will write the sentences on the
ppt.
ICQs
 Do you have to raise your hand to
participate?
 Do you have to complete a
sentence or create one?
While Chunks + Strategies + activities + instructions Time-

Meaning-focused
Keywords
Evidence (OE)
input + Fluency. (Include interactions, timing & steps) mins.
Vocabulary Activity 3: Let´s predict. Students are 1’
Comprehension
checking: reading - able to make
listening
viewing
Materials: PPT predictions
based on
Strategies: images.
Monitoring:
the activity.
 Students have the resources on their
screens.
 Modeling
 Vocabulary will be reinforced with
total physical.
Cognitive:
 Brainstorming.
 Inferring.
 Imagery
Linguistic:
slowing the pace of speech to deliver
instructions.
using English.
the chat.
Interaction:
Students will work individually to provide
different inferences.
Description:
Students will be asked to predict about the
reading by using images to guide the students.
Instructions:
2. What is the text about?
ICQ’s:
 Do you have to relate images to the
text?
Checking the activity: 2’

The teacher is going to check whether they got
the correct answer coming back to the
prediction section.
Activity 4 and 5: Reading Time
Materials: PPT
Strategies: Students are able

Monitoring: to gather specific
 The teacher will control the time of the information and
activity. the gist.
Linguistic:
instructions.
using English.
the chat.
Interaction:
Work individually.
Description:
Students will have to read twice, first guided by
the teacher, secondly by themselves to ensure
the reading is meaningful to answer the
multiple-choice activity. 2’
Instructions:
1. Read the text
2. Answer the following questions
Checking:
Teacher will check on the chat any interaction or
reaction from students about the answers. In
case nobody participates, Teacher can write on
the chat, for students to have a register with the
correct answers.
Activity 4 and 5: Multiple choice

Materials: PPT
Strategies: Students are able

Monitoring: to comprehend
 The teacher will control the time of the specific
activity. information from
 Modeling the text.
Linguistic:
alongside mimic, intonation, and slow
speech to deliver instructions.
using English.
Cognitive:
 Resourcing.
the chat.
Interaction:
Work individually.
Description:
Students will read alongside the teacher in order
to comprehend the text to answer the multiple-
choice questions provided for them.
2’
Instructions:
1. Read the text.
2. Choose the correct answer.
ICQ’s:
 Do you have to choose or match?
 Students X, what do we have to do?
Checking:
The teacher is going to check the activity by
asking the students about the possible answers.
In case nobody participates, the teacher will
select a student randomly.
Activity 6: Reflecting Students are able

Materials: PPT to reflect about
the text.
Strategies:
Monitoring:
 The teacher will control the time of the
activity.
 Modeling
Linguistic:
alongside mimic, intonation, and slow
speech to deliver instructions.
using English.
Cognitive:
 Resourcing.
the chat.
Social Affective:
Interaction:
Students will work individually
Description:
Students will have to answer questions making
connections between content and their personal
experiences.
Instructions:
1. Read the questions
2. Share your answers
Checking:
Strategies + activities + instructions Evidence Time-
Productive skills, chunks +
Language keywords (Include interactions, timing & steps) (OE) mins.
practice,
Language Language Awareness check Students are Estimated
Functions,
Language focus: Activity 7: able to infer time for
production Materials: Ppt language activity
features. 7:
Strategies: 2
Cognitive:
 Students will make mental Estimated
connections to understand the time for
grammar rule. activity
 Imagery 6:
 Infering
Interaction:
The students will have to react to the
teacher’s lecture.
Description:
 Students will answer questions
related to a text, providing reasons,
reflecting about feelings, and using
“because” as a connector.
CCQ’s:
 Why do we use ‘because’?
Post- activities (language practice,

production)
Materials: PPT
Students are
Strategies:
able to
Cognitive:
associate
connections to understand the sentences with
grammar rule. images.
 Imagery
 Infering
Linguistic:
instructions.
using English.
Interaction:
Description:
Students will be required to look at the
images and the sentences and answer
“How do the teachers feel?”
Instructions:
2. Read the sentences
3. Answer: How do the teachers feel?
Checking: The teacher will ask for

volunteers or select someone. When the
answer is delivered the teacher will ask the
rest of the class.
ICQ’s:
copybook?
Activity 9:
Materials: PPT
Strategies:
Students are
Cognitive:
able to
 Students will recall previous
describe how
knowledge in order to apply the
they feel.
grammar learned.
 Imagery
 Infering
Linguistic:
instructions.
using English.
Interaction:
Description:
 Students will explain how they feel

in a specific situation and then
other classmates have to report
the previous answer.
Instructions:
 Read the sentences
 Tell us something you are scared of
 Answer the question: How does
your classmate feel?
Checking:
 The teacher will ask for volunteers
or select someone. When the
answer is delivered the teacher will
give feedback.
Activity 10 and 11:
Materials: PPT
Strategies:
Cognitive: Students are
 Students will recall previous able to
knowledge in order to apply the describe how
grammar rule learned. they feel.
 Imagery
 Infering
Linguistic:
instructions.
using English.
Interaction:
Description:
 Students have to write an

Instagram post talking about their
feelings and likes. Also, students
have to provide reasons using
vocabulary learned in classes.
Instructions:
1. Write an Instagram post.
2. Use your copybook.
3. Tell us about your: feelings and likes.
Checking:
 The teacher will write on the ppt
the answers provided by students.
Closure Language
Pedagogical focus, Strategies + activities + instructions Evidence
chunks +
Time-mins.
Reflection (Include interactions, timing & steps) (OE)
keywords
Activity 12: Exit ticket Students Estimated
are able to time for
Materials ppt express activity:
Strategies: how they 1’
Metacognitive: Monitoring. feel.
Interaction:
Description:
Students will be required to reflect on the way
they felt during the class.
Instructions:
1. Answer the question:
 How did you feel in this class?
2. Share your answers
Checking: Teachers will receive the exit tickets

in order to consider students’ feedback on
further lessons.
Justification N°4: Eugenio´s Class.
multiple choice questions to enhance understanding (Anderson, 2007). The overall purpose
of the stage will be the comprehension of the input by applying strategies to facilitate the
(Nation, 2007)
more complex tasks (Nation, 2007) To do so, we have to make them write as much as
possible to give them opportunities to apply the skill. After preparing students with all these
thoughts (Nunan, 2003). Therefore, the task will mostly ask them to tell us about how they
feel as a way to create a sentence on their own with a reason using the vocabulary presented
in the previous stage.
Finally, the closure will be more a tool to check students’ metacognitive notion in
which they will recognize whether they consider their process effective or not (Brown,
2007). For us teachers, it can help us to gather this information in order to adapt and change
our future praxis based on the class. In this way we can be more effective during the unit
(Ur, 1996).
Grade: 7th Unit: Lesson no.: 5 Date: May Mins:

Feelings 10th/14th 40’
and
Opinions
Class Objective: At the end of the lesson students will be able to express their emotions in a mini poster.
Pre- task Chunks/ Time-
Strategies + activities + instructions Evidence (OE)
Introduce the topic, Keywords mins.
present the “script” Routine: Greeting students and presenting the rules of the class.
that will appear in
the task. Activity 1: How does it look like?
It serves as a model
Materials: PPT 3’
and example.
Strategies:
Monitoring:
 The teacher will control the time
of the activity. Students are
 Students have the resources on able to recall
their screens. and associate
 Modeling content that
Linguistic: was previously
 English will be used by the studied.
intonation, and slowing the pace
of speech to deliver instructions.
 Corrective feedback (whole
class).
Cognitive:
knowledge.
 Imagery
 Students will answer verbally or
by using the chat.
Socio-affective:
 Rules to promote respect among
students.
Interaction:
Description:
Students are going to look at the pictures
in order to recall previous knowledge.
Instructions:
 What does it look like? Students
3. Share your answer identify
emotions.
CCQ:
1. What does the dinosaur express? Students can
2. How does he feel? make
3. How can you tell? correlation 3’
4. What is the face for amazed? between facial
expression and
feelings.
Expected answers
 Emotions Students can
 Joyful, angry, worried, tired, provide reasons
embarrassed, and amazed for feelings.
 The dinosaur is joyful because he
smiles, because he laughs.
 The dinosaur is tired because he
looks sleepy.
Checking: The teacher is going to check

whether answers appeared on the chat,
also he/she is going to ask for volunteers
to present their thoughts.
Activity 2: Poster
Materials: PPT
Strategies:
Monitoring:
 The teacher will control the time
of the activity.
their screens.
 Modeling
Linguistic:
 Students should answer the Students are
activity using English. able to identify
Cognitive: the layout.
knowledge.
 Imagery
by using the chat.
Interaction:
Description:
Students are going to be presented with
the layout of a poster. They are going to
identify key sections from the format.
Instructions:
1. Look at the image

2. What is this?
Students are
able to identify
key segments
of a poster.
Students
provide reasons
for using a
poster.
Students can
recognize that
illustrations
express
emotions.
CCQ:
What does a poster have? Students are

able to identify
What do we use posters for? the poster as a
Can we express emotion with images? way to express
their feelings
What can we say in a poster?
Expected answers
 A tittle, images and sentences

 To inform, to say something, to
express.
 Yes, because you can see facial
expressions.
 Our emotions, how we feel
In-task
Chunks Strategies + activities + instructions Time-
Students /Keywords
Evidence (OE)
Include interactions, timing & steps mins.
perform
based on Activity 3: Poster Activity
the model Materials: PPT 3 part
given. 1: 5´
Students Strategies:
negotiate Monitoring:
Activity
meaning  The teacher will control the time
3 part
as a class. of the activity.
2: 20’
their screens.
 Modeling
Linguistic:
Cognitive:
knowledge.
 Imagery
by using the chat.
Description:
Students will have to work on the

template of a poster in order to fill in
Students can
gaps to convey meaning. They will need
make
to complete the template with their
associations
messages in order to present and express
their feelings within the quarantine. between images
and feelings.
Task: students are going to use vocabulary
and chunk from the unit. They will have to
identify emotions, facial expressions,
reasons, and preferences to convey
meaning.
1. The teacher mimics one of the

expressions from the poster then
asks what emotions represent.
How do I feel now?
2. Teachers shows where to write
down on the file.
Students can
CCQ provide reasons
What are reasons? for feeling
something.
Teacher will tell students they will have up
to 20 min to complete the task. After that
the teacher is going to model the first
activity as a way to support students’
performance. The following statements are
going to be completed by students on their
own.
Part 2
Instructions
1. Look at the example
2. Choose 3 emotions
a. Include a title
b. Express preferences
c. Give reasons
Post Strategies + activities +
Language focus, chunks + instructions Time-
keywords
Evidence (OE)
Include interactions, timing & mins.
steps
Language awareness: task correction and Students are able
feedback to identify general 4’
mistakes when
two of the students who completed the task will be people provide
selected or one can be asked as a volunteer. The reasons.
teacher is going to assess and correct general
mistakes. The teacher is going to ask students to tell
their preferences and the reasons for them.
Answers are going to be displayed on the screen to
be corrected. The teacher will ask whether someone
else has different answers as a way to check their
work.
Closure
Pedagogical Strategies + activities + instructions Evidence Time-
Reflection. Include interactions, timing & steps (OE) mins.
Activity: Exit ticket

2’
Description:
Students are going to reflect on their performance
and how hard it was for them. Besides, they are
going to use a template to check it.
Instructions:
1. Look at this chart
2. Put a check or a cross.
3. Consider your poster to complete this.

Justification N°5: Walter´s Class
entails the way english has been taught so far. Pupils react to commands and they mostly
to implement a more engaging approach in terms of students' participation. Actually,
according to Larsen-Freeman & Anderson (2006) students have to have a need to
communicate in order to convey their meaning. Since we are going to establish a clear
outcome for the class, students can use and recycle content seen on previous classes to
complete tasks. This would show us whether they are able to transfer the content into new
situations in a meaningful way.

as Hammer (2012) mentioned, instructions should not be more than three and they need to
Considering the importance of the pre-task stage, it is suitable to prepare students to
work on the following task with the necessary content (Sreenidhi & Chinyi 2017). Thus, it
is significant to activate their previous knowledge and ideas to gather the necessary
knowledge to proceed further on the task. In fact, the layout of a poster is not a novel
element as it is commonly seen in school. Pupils may have a general notion that can be
worked on based on a sample. Therefore, the use of images (Brown, 2007) will help them
to refresh their memories and present them what we want them to replicate. The main point
of having Task-based lessons will be the transfer of content into new situations that require
them (Larseen-Freeman & Anderson, 2006) As a result, students would be able to use the
language as an active agent within their own learning process. Nevertheless, the role of the
teacher cannot be left apart because it would be the facilitator of the lesson instead of the
lecturer.
The post task activity is focused on the process of providing feedback to students in
relation to their performance. We consider it crucial to have these instances to make sure
students can develop and acknowledge language features and language understanding (Ur
1996). In this way students can have opportunities to think about their learning process in
order to solve doubts regarding the writing. Once the feedback has been given, students can
correct the errors, making this activity a meaningful experience. Therefore, to complete the
class students will check their performance while using a chart.

Grade:7th Unit: Lesson no.: 6 Date: April Mins: 40
Feelings and
Opinions
Class Objective: At the end of the lesson, students will be able to students will be able to design a poster
expressing their feelings about one situation that affected them.
Strategies + activities +
PRE-TASK Chunks + instructions
Keywords (Include interactions, timing
& steps)
Introduce the
Routine: Greetings, teacher presents the rules and the objective of the class.
topic, present
the “script” that Vocabulary Activity 1: Brainstorming brainstorming of 4’
will appear in used during ideas provided
the task. the unit. Materials: PPT by the students.
It serves as a emotions Strategies:

model and reactions
example. chunks Monitoring:
 The teacher will
control the time of
the activity.
 Students have the
resources on their
screens.
 Modeling
Linguistic:
 English will be used
by the teacher,
alongside mimic,
intonation, and
slowing the pace of
speech to deliver
instructions.
 Students should
answer the activity Students are
using English. able to make
Cognitive: associations
 Students recall between feelings
previous knowledge. and situations.
 Imagery
Classroom management: Students are
 Teacher presents able use to
rules of the class. express their
 Students will answer feelings.
verbally or by using
the chat. Students are
able to report
Interaction: feelings from
Work individually at the others.
moment.
Description:
Students are going to refresh

the content of the unit by
brainstorming ideas.
Students also will be asked
to recall previous knowledge
to guide the lesson to build a
poster.
Instructions:
1.- Think about the

unit
2.- Answer the
questions:
 What did we
learn during
the unit?
 What does a
poster have?
Expected answers:
What did we learn during the

unit?
-They have emotions; it

expresses feelings; emotions;
hobbies; actions etc.
What did we learn during the

unit?
-People have emotions, we

feel emotions,
Look at the image, do you

recognize this format?
La semana pasada; last class

activity, el poster del
profesor
IN -
TASK
Students
perform
based on
the model Strategies + activities +
given. instructions
(Include interactions, timing &
Students steps)
negotiate
meaning in
pairs
Activity 2: Lets create a Students’ 15 min

poster: My life in pandemic. posters design,
bearing in mind
Materials: PPT the elements of
the unit to
Strategies: related them to
the pandemic
COGNITIVE: situation
 Imagery
 Contextualization
 Transfer
LINGUISTIC (used by the

teacher):
 Non-linguistic signals.
 Intonation
METACOGNITIVE
 Question for
clarification
Interaction:
Students work
individually
Description:
Students will be asked to

design a poster about their
lives during the pandemic
bearing in mind what they
have learnt during the unit.
Instructions:
 1. Look at the example
 2. Think about two
situations
The situations have
to include: a title; two
emotions; express
preferences; give
reasons.
 3. Write them in the
poster
CCQ’s:
How do we know how people

feel?
How do I express my feelings?
How can we add reasons?
Language
Strategies + activities + instructions Evidence
POST- TASK focus, chunks Time-mins.
(Include interactions, timing & steps) (OE)
Productive + keywords
skills, Language Activity 3: Task corrections and Students 7 min
practice, feedback are able
Functions, to
Language Materials: PPT; Student’s posters identify
production and
Strategies: recognize
common
Monitoring: errors
 The teacher will control the and
time of the activity. mistakes
 Modeling in terms
Linguistic: of
structure
Cognitive: and
-Deduction concepts
-Inferencing
Socio Affective strategies:

 Question for clarification.
 Students will work as a class.
Description:
Students are going to present their

posters in order to receive feedback
from the teacher. Thus, students are
going to be presented to common
mistakes as well as issues regarding
format.
The teacher is going to check some

posters from up to 2 students in order
to gather common mistakes as well as
issues with format.
Closure Strategies + activities +

Language focus,
Pedagogical instructions Time-
chunks + Evidence (OE)
Reflection (Include interactions, mins.
keywords
timing & steps)
Activity 4: Exit ticket Students’ answers
using the language they 3 min
learnt during the unit
Materials: PPT
presentation
Strategy:
Metacognitive: self-
evaluation
Description:
Students are going to

reflect on their learning
process in order to
determine what they have
learnt and some issues.
Instructions:
1.- Look at the image

2.- Tell us:
- Three things
you learned
- Two questions
you have
- one opinion
you have
Justification N°6: Gloria´s class
to implement a more engaging approach in terms of students' participation. Actually,
according to Larsen-Freeman & Anderson (2006) students have to have a need to
communicate in order to convey their meaning. Since we are going to establish a clear
outcome for the class, students can use and recycle content seen on previous classes to
complete tasks.
Furthermore, the application of relatable input can make the message
comprehensible more easily for them to work on (Nation,2007). Finally, the whole class
will be supported by body language in order to support the delivery of instructions and
explanations.
as (Hammer,2012) mentioned, instructions should not be more than three and they need to
opinions (Brown,2007). To accomplish the objective of the class we will follow the TBL
format, to assess students' performance through the transfer of the acquired knowledge into
different instances (Larseen-Freeman & Anderson, 2006).
As this is the last lesson of the unit, students will be asked to put into practice what they
have learned during the process. This lesson format allows students to focus on 3 essential
stages in the development of the lesson (Larseen-Freeman & Anderson, 2006).
The pre-task stage of the class is to recall what was learned during the unit within a
brainstorming session based on the unit on emotions and opinions. Once this first part is
completed, students will be exposed to a visual image of the poster they saw during the last
session. Since this will be the format to use to create their own poster, what is aimed is that
they clarify their ideas in order to be able to work. The in-Task part of the class presents the
instructions for the poster which will be based on how they have felt at home during the
pandemic. At this point the student is expected to be able to think of two situations where
they can include the elements seen in the unit such as emotions, likes and dislikes and
opinions giving the student a meaningful experience, (Nation, 2007) in which they can
express themselves. Thus, the process of transferring the content into new situations can
lead students to integrate the language more easily as they will be able to communicate a
message to others. The Post Task activity aims to provide students with feedback on their
work considering what they have achieved during the class, hopefully correcting common
language errors or problems with the poster format, once the feedback has been given,
students can correct the errors, making this activity a meaningful experience. To close the
unit the exit ticket provides students with the possibility to express their opinions and
feelings according to their experience during the unit, this feedback aims to consider their
point of view for future lessons.

References
Anderson, N. (2007). Reading. In Nunan, D. (Ed.), Practical English language teaching.

(pp. 67-87). Mc Graw Hill.
Brown, N. (2007) Styles and strategies. In Principles of language learning and teaching.
(pp. 118-151). New York: Pearson Education
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and
classroom practices (Vol. 10). White Plains, NY: Pearson Education.
Harmer, J. (2012). Essential teacher knowledge. (PP. 153-155) Pearson Longman.
Helena, M. T. C., Sreenidhi, S. K (2017). Styles of learning based on the research of

fernald, keller, orton, gillingham, stillman, montessori and neil d fleming.
Nation, P. (2007). The four strands. International Journal of Innovation in Language
Learning and Teaching, 1(1), 2-13.
Nation, P. (2007). Vocabulary. In Numan, D. (Ed.), Practical English language teaching, P.
(pp. 129-152). Mc Graw Hill
Nunan, D. (2003). Practical English language teaching. Singapore: McGraw hills

companies
Larsen-Freeman, D. (2006). Techniques and principles in language teaching. Oxford

University.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching.
Cambridge University Press.
Ur, P. (1996). A course in language teaching. Practice and theory. Cambridge University
Press.

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Context: Escuela Republica de Colombia

Escuela Republica de Colombia is a public school located in Santiago. This

performance. We have to consider that PEI is focused on student’s participation and

members. As a result, the impact of having heterogeneous classes in relation to a myriad of

factors comes from nationality, beliefs, costumes, and notions.

assessed monthly through worksheets at least in the English subject.

isolation without context nor purpose.

another, so the heterogeneousness’ plays a crucial role at the moment of addressing

for students as well as teachers.

 Corrective feedback (whole class).

Checking: The teacher is going to check whether answers

Checking the activity:

While Chunks + Strategies + activities + instructions Evidence Time-

Activity 5: Students will read the text, answer 3

1.-Read each sentence

3.-Confirm your predictions.

The feelings in this section are:

1.- Answer the following:

Interaction: Working as a class.

She feels ___(Annoyed/amazed)

Checking: The teacher asks for

Interaction: Working as a class.

Checking: The teacher asks for

Closure Strategies + activities +

Description: Students will see

Teachers will hear the students'

to implement a more engaging approach in terms of students' participation. In fact, As

being a receptive agent into another participant of the communication process.

easily for them to work on (Nation, 2007).

In terms of classroom management and dynamics, we have to consider the context

opinions (Brown, 2007).

understand the input in the While-Stage.

Since it is the first-time encountering students, we want to provide a simple input to

checked by making multiple choice questions to enhance understanding (Anderson, 2007).

ideas and reflection (Nation, 2007)

feel as a way to create a sentence on their own.

Students are going to see and acknowledge emotion through

1. Look at the images.

Students will play matching in order to reinforce the

Checking the activity:

Students will look at a set of images that entails the

1. Look at the images.

Do we draw these images or look at them?

1. Read the text alongside me.

Activity 4: After reading

1)I felt worried yesterday because my mom

2) I felt joyful because my mom played football

Post- activities (language practice, production)

Checking: The teacher will ask for volunteers or

Activity 7: Tell us how you felt when...

Checking: The teacher will ask for volunteers or

Activity 8: When was the last time you felt ...?

Checking: The teacher will ask for volunteers or

Checking: Teachers will receive the exit tickets in

to implement a more engaging approach in terms of students' participation. In fact, As

being a receptive agent into another participant of the communication process.

body language in order to support the delivery of instructions and explanations.

In terms of classroom management and dynamics, we have to consider the context

opinions (Brown, 2007).

I (like/don’t like) to _ ___