a. What is the lesson focus?
The focus of this lesson is based on the use of the four skills: Reading (skimming and scanning), listening for a gist, ...
a. What is the lesson focus?
The focus of this lesson is based on the use of the four skills: Reading (skimming and scanning), listening for a gist, speaking and writing.
b. What skills are already there? What do you need to add to make it “integrated”?
The four skills are in the lesson plan. But, to integrate them teachers should combine two of those core language skills while teaching children something new. To do this, it is useful to think about the idea of ‘inputs’ and ‘outputs’:
1. How are your class taking this information in (an input)? Is it via listening or reading?
2. How will they relay this information to others later (an output)? Is it through writing or speaking?
Combining these two ‘input’ elements in the first activity introduced by the teacher will give the students more support in strengthening their communication skills.
c. Is there evidence of integration of macro skills? Explain your answer in three sentences.
The evidence of the integration of the macro skills could be seen in the output (speaking and writing), since speaking activities are proposed first to motivate students to communicate orally, and then by making a written production to finally end communicating what they have written in an oral way by reading their productions.
d. Do you think it is a well-balanced proposal? Why?
Absolutely, I do. Because there can be seen a great variety of activities with a balanced quantity of them for each of the proposed skills.
e. Would it be possible to implement this class plan with your group? What difficulties may your students face? How can you adapt this lesson plan to your context?
I consider that it could be possible to implement this class with my group but I could adapt this lesson plan by shorten it a little due to the brief amount of time we have classes. I mean, even though this lesson is planned for a 55 min lesson, taking into account the level of my students, I would propose a bit shorter activity for them and the rest I would leave for another class, in order to make sure that the whole group has acquired the new input taught.
f. Would you have planned anything differently? Why?
I only would change the number of activities for a lesson, and instead of proposing two productive skills in the same lesson (speaking and writing), I would give the students the chance to practice well just one of them in one lesson, and save the other for a next lesson, so they can do well in both of the skills without working in a hurry with both of them.