Share here your views on how to pay attention to individual differences in the EFL classroom. Please take into account different learning styles and rythms.
Our lesson plan has been designed for students in 3º ESO with level A2. The topic is landscape and pollution and the duration of the whole lesson is 60 minutes. I have used numbers to refer to the objectives included in BOJA.
1. Introduction To introduce the topic (landscape and pollution) the teacher will propose a riddle or logical problem.
2. Objectives y competences: 1-12. Competencia matemática; Conocimiento y la interacción con el mundo físico; competencia cultural y artística. Tratamiento de la información y competencia digital; Autonomía e iniciativa personal; competencia lingüística; competencia social y ciudadana; Competencia para aprender a aprender.
3. Time and material: 60 minutes. Computer, paper and speakers.
4. Activities We will start the lesson listening to a podcast about the representation of the landscape in painting. The students will read an article about the effects of human actions on the landscape; and how the landscape has changed through the history of the planet. The students will write 5 questions about the importance of protecting the environment and the things we can do to reduce pollution. Working in pairs they will ask each other the questions. We will finish the lesson with a review of what the students have learnt.
5. Attention diverse During the listening those students with special requirements will have the transcript to read it while listening. The article will be posted online with the application that allows the student to see the meaning or translation (depending on the level of the student) of the words by pointing at them. For the final task the student will form pairs according to their needs, so if a student has a lower level he will work with a student of a higher level.
6. Assesment The teacher will monitor the students by walking around the classroom during the third task in order to assess their ability to communicate orally. During the second task the teacher will be also walking around the class to make sure the students are reading the article and to help the students with any doubt they might have.
Sara Perea Medina, Beatriz Ruiz Gálvez & Macarena Palma Gutiérrez
INDIVIDUAL DIFFERENCES LESSON PLAN:
1. Listening about “Giving directions”: Students are given a map and they have to listen to a native speaker who explains his daily way home from work. He usually goes to the bakery, buys the newspaper and goes to the supermarket. However, today he is visiting a friend in the hospital. The task of the students is to guess where the hospital is according to the speaker’s indications.
2. For the faster and better students: Students who are right in the previous activity have to mark in their maps the correct route from the hospital to the speaker’s home if they have caught the point where the hospital is in the map.
3. For the slower students: Students who have failed and are not right about the position of the hospital in the map are grouped in pairs and they have to choose one activity out of these two: - Creating a new map with different places and trace a new route. - Giving directions from one place to another in their own city.
4. If the faster students finish their task again, they can join the other classmates in their groups and participate in their activities.
These activities are addressed to students of the 1st year of ESO.
2. ACTIVITIES:
FIRST ACTIVITY:
- Time: 10 minutes
- Materials: Computer connected to a projector
- Methodology:
Firstly, the teacher will project a video with English subtitles about the food pyramid and the importance of healthy eating habits in life.
- Attention to diversity:
-Use of English subtitles in order to make easier the understanding of pronunciation.
-List of difficult words with the meanings in the blackboard.
SECOND ACTIVITY:
- Time: 15 Minutes
- Materials: Computer
- Methodology:
Secondly, the teacher will make some questions related to the video in order to know if students have understood the main ideas of the documentary. These questions will lead to a class debate about their opinions of healthy and junk food, their favourite foods and some examples of a typical breakfast, lunch and dinner. The teacher will write in the blackboard the words they have said classifying them into breakfast, lunch and dinner.
- Attention to diversity:
Students with special requirements can use their books or computers in order to get specific vocabulary and participate in the debate.
THIRD ACTIVITY:
- Timing: 15 minutes
- Materials: Paper
- Methodology:
Students have to design a chart in which they have to include the kind of food they eat during one normal day and also the amounts of each food eaten. After that, students will be grouped into pairs and they have to discuss what they ate and how it compares the food pyramid.
- Attention to diversity:
Students with special requirements can continue using computers or books to look for vocabulary which allow the whole group become actively involved in the learning process
FOURTH ACTIVITY
- Time: 20 minutes
- Materials: Paper
- Methodology:
These pairs have to create a healthful menu for one day but taking into account the food pyramid They can include foods they eat or food they think is healthy. After that, all groups will share their menu ideas and compare their opinions.
- Attention to diversity:
Students with special requirements will be mixed with the rest who have to help them to develop the activity in case of doubts.
3. ASSESSMENT:
The teacher will control and take notes about how students work in pairs and their degree of understanding of the tasks. He or she will also assess if students were highly engaged in class and group discussions or if they participate minimally in the class development. The teacher will pay more attention to students with more problems to help them to acquire the proposed contents.
Our lesson plan has been designed for students in 3º ESO with level A2.
ResponderEliminarThe topic is landscape and pollution and the duration of the whole lesson is 60 minutes. I have used numbers to refer to the objectives included in BOJA.
1. Introduction
To introduce the topic (landscape and pollution) the teacher will propose a riddle or logical problem.
2. Objectives y competences: 1-12. Competencia matemática; Conocimiento y la interacción con el mundo físico; competencia cultural y artística. Tratamiento de la información y competencia digital; Autonomía e iniciativa personal; competencia lingüística; competencia social y ciudadana; Competencia para aprender a aprender.
3. Time and material: 60 minutes. Computer, paper and speakers.
4. Activities
We will start the lesson listening to a podcast about the representation of the landscape in painting.
The students will read an article about the effects of human actions on the landscape; and how the landscape has changed through the history of the planet.
The students will write 5 questions about the importance of protecting the environment and the things we can do to reduce pollution. Working in pairs they will ask each other the questions.
We will finish the lesson with a review of what the students have learnt.
5. Attention diverse
During the listening those students with special requirements will have the transcript to read it while listening. The article will be posted online with the application that allows the student to see the meaning or translation (depending on the level of the student) of the words by pointing at them. For the final task the student will form pairs according to their needs, so if a student has a lower level he will work with a student of a higher level.
6. Assesment
The teacher will monitor the students by walking around the classroom during the third task in order to assess their ability to communicate orally. During the second task the teacher will be also walking around the class to make sure the students are reading the article and to help the students with any doubt they might have.
Mariola Llamas & María Peinazo
Sara Perea Medina, Beatriz Ruiz Gálvez & Macarena Palma Gutiérrez
ResponderEliminarINDIVIDUAL DIFFERENCES LESSON PLAN:
1. Listening about “Giving directions”:
Students are given a map and they have to listen to a native speaker who explains his daily way home from work. He usually goes to the bakery, buys the newspaper and goes to the supermarket. However, today he is visiting a friend in the hospital. The task of the students is to guess where the hospital is according to the speaker’s indications.
2. For the faster and better students:
Students who are right in the previous activity have to mark in their maps the correct route from the hospital to the speaker’s home if they have caught the point where the hospital is in the map.
3. For the slower students:
Students who have failed and are not right about the position of the hospital in the map are grouped in pairs and they have to choose one activity out of these two:
- Creating a new map with different places and trace a new route.
- Giving directions from one place to another in their own city.
4. If the faster students finish their task again, they can join the other classmates in their groups and participate in their activities.
INDIVIDUAL DIFFERENCES LESSON PLAN:
ResponderEliminar1. INTRODUCTION: THE FOOD PYRAMID
These activities are addressed to students of the 1st year of ESO.
2. ACTIVITIES:
FIRST ACTIVITY:
- Time: 10 minutes
- Materials: Computer connected to a projector
- Methodology:
Firstly, the teacher will project a video with English subtitles about the food pyramid and the importance of healthy eating habits in life.
- Attention to diversity:
-Use of English subtitles in order to make easier the understanding of pronunciation.
-List of difficult words with the meanings in the blackboard.
SECOND ACTIVITY:
- Time: 15 Minutes
- Materials: Computer
- Methodology:
Secondly, the teacher will make some questions related to the video in order to know if students have understood the main ideas of the documentary.
These questions will lead to a class debate about their opinions of healthy and junk food, their favourite foods and some examples of a typical breakfast, lunch and dinner. The teacher will write in the blackboard the words they have said classifying them into breakfast, lunch and dinner.
- Attention to diversity:
Students with special requirements can use their books or computers in order to get specific vocabulary and participate in the debate.
THIRD ACTIVITY:
- Timing: 15 minutes
- Materials: Paper
- Methodology:
Students have to design a chart in which they have to include the kind of food they eat during one normal day and also the amounts of each food eaten.
After that, students will be grouped into pairs and they have to discuss what they ate and how it compares the food pyramid.
- Attention to diversity:
Students with special requirements can continue using computers or books to look for vocabulary which allow the whole group become actively involved in the learning process
FOURTH ACTIVITY
- Time: 20 minutes
- Materials: Paper
- Methodology:
These pairs have to create a healthful menu for one day but taking into account the food pyramid They can include foods they eat or food they think is healthy.
After that, all groups will share their menu ideas and compare their opinions.
- Attention to diversity:
Students with special requirements will be mixed with the rest who have to help them to develop the activity in case of doubts.
3. ASSESSMENT:
The teacher will control and take notes about how students work in pairs and their degree of understanding of the tasks. He or she will also assess if students were highly engaged in class and group discussions or if they participate minimally in the class development.
The teacher will pay more attention to students with more problems to help them to acquire the proposed contents.
RAQUEL MARTÍN GARCÍA