Second Unit: Planning Assessment
Team members:
Léon Dana
Lopez Camila
Molina Daniela
Second Unit: Planning Assessment
Introduction
By exploring different teaching methodologies, such as the audio-lingual and communicative approaches, we learned how to create a dynamic and interactive learning environment that meets the needs of young learners. We also examined how to balance formal and informal assessments to measure students’ progress effectively.
Goal 2.1 To describe a language teaching situation
1st Activity: Context
Use of material:
The type of school: Private
The grade: 2nd grade
The level: Level A1
Students' characteristics:
Age: 7 years old
Number: 25
Attitude and behavior: They are curious kids, enthusiastic, imaginative and enjoy
visuals and audios. They may also struggle with distraction and shyness to
participate. These students enjoy storytelling and pictures but may struggle with long
texts or unfamiliar words, leading to frustration or distraction. Some may be eager to
read out loud, while others might be shy or hesitant. They tend to rely on repetition,
patterns, and context clues to understand new vocabulary. Keeping the experience
interactive with discussions, activities, and encouragement helps maintain their
interest and confidence.
Methodology:
The methodologies that we considered will work best are AUDIO-LINGUAL AND
COMMUNICATIVE approaches. In the book we can find activities that involve all four
language skills (listening skills, writing skills, speaking skills, and reading skills). With
the listening activities the students will practice comprehension through audio, there
are also grammar and vocabulary exercises to enhance their writing skills, with the
conversational activities they use speaking, and finally, they apply their reading skills
while solving the exercises.
While the students learn grammatical and phonological structures, the approach
used is audio-lingual. The communicative approach is shown in the activities where
one can initiate group interaction, this is done when the students share their ideas
and opinions.
Goal 2.2 To define objectives/competencies and content in a course unit and know what to assess
Competencies: Students will develop basic communicative competence by being able to understand and produce simple descriptions of clothing in everyday situations. They will be able to identify key vocabulary related to clothing and use it effectively in speaking and writing, while also demonstrating their ability to understand and respond to basic questions and descriptions related to clothing in spoken and written forms.
⭐️Students will be able to understand key words and phrases related to clothing in spoken and written texts. They will follow simple instructions and answer questions about short dialogues and readings that describe what people are wearing, including colors and types of clothing.
⭐️Students will be able to form simple sentences to describe clothing items and outfits. They will practice pronunciation, fluency, and basic writing skills through guided exercises that focus on describing clothing, such as "He is wearing a red shirt" or "She has a blue dress."
⭐️Students will be able to ask and answer questions about clothing in familiar situations. Through dialogues and role-plays, they will improve their confidence in using clothing-related vocabulary to communicate about outfits and shopping for clothes in real-life contexts.
Content:
⭐️Vocabulary: Key words related to the unit’s topic. Clothing items: shirt, pants, dress, shoes, jacket, hat, skirt, etc., colors and sizes: red, blue, green, small, medium, large, etc. and shopping phrases: How much is it?, Can I try this on?, Do you have it in another size?, etc.
⭐️Grammar: Basic sentence structures: Students will learn to use simple sentence structures to describe clothing and outfits, such as subject + verb + clothing item (e.g., "She is wearing a hat," "They have shoes"). Verb tenses: Students will focus on the present simple tense to describe habitual actions and the present continuous tense to describe what someone is wearing at the moment (e.g., "He wears a jacket every day" vs. "He is wearing a jacket right now").
⭐ ️ Listening Activities: Recognizing clothing vocabulary: Students will practice identifying basic clothing-related words, such as shirt, pants, and shoes, when listening to simple descriptions. Understanding basic descriptions: Students will develop the ability to understand short, clear sentences that describe what someone is wearing, including colors and types of clothing.
⭐️Speaking Practice: Engaging in simple conversations using target vocabulary. Students will participate in short dialogues where they will use the target vocabulary of the unit, such as describing different types of clothing, talking about shopping for clothes, and mentioning specific clothing items.
⭐️Reading: Recognizing clothing vocabulary: Students will practice identifying key words related to clothing in short, simple texts, such as identifying clothing items (shirt, pants, hat) and colors (red, blue, green). Understanding simple descriptions: Students will develop the ability to read and understand short sentences that describe what someone is wearing, focusing on structure like "He is wearing a red shirt" or "She has a blue dress."
⭐️Writing: Writing simple sentences to describe clothing: Students will practice forming basic sentences that describe what someone is wearing, such as "He is wearing a blue shirt" or "She has a red dress." Using clothing vocabulary: Students will focus on correctly using key clothing-related words (shirt, pants, shoes, etc.) and colors (red, blue, green, etc.) in their sentences. Writing short descriptions of outfits: Students will write brief descriptions (1-2 sentences) about pictures or prompts that involve people wearing specific types of clothing.
Goal 2.3 To develop an assessment plan
Assessment plan
Unit 1:
Unit: Clothing
Length of the unit: 6 hours
Objective:
Students will learn to recognize and name differentclothing items. They will also practice describing whatpeople wear using simple sentences and improve theirlistening and speaking skills in conversations aboutclothing.
Content of the unit
Grammar:
Vocabulary:
Listening:
Recognizing main ideas. Listening for repetition. Listening for finding objects.
Pronunciation:
Sounding “sh” and “ch”.
Speaking:
Describe clothing in myself and others.
Writing:
Reading:
Reading and understanding short texts about clothing.
Non-linguistic aspects:
Assessment Plan
Linguistic Aspects
Non-Linguistic Aspects:
Informal Assessment (through observation in classactivities)
Formal Assessment (through tests and structuredevaluations)
Percentages
Informal Assessment (45%)
Formal Assessment (45%)
Self-Assessment (10%)
Total: 100%
Team Reflection
As a team, we have gained a deeper understanding of how to structure a course unit by clearly defining objectives, competencies, and content. This unit has helped us see the importance of aligning learning goals with students’ needs, ensuring that all four language skills listening, speaking, reading, and writing are integrated effectively.
One of the most valuable things we learned is how to balance linguistic and non-linguistic aspects in language teaching. The combination of audio-lingual and communicative approaches has proven to be a great way to engage young learners, as they benefit from repetition, storytelling, and interactive activities. We also realized how crucial it is to make lessons visual and interactive, as students at this age tend to struggle with long texts or unfamiliar words.
However, as a team, we found it a bit challenging to design the assessment plan, particularly in terms of assigning weight to different evaluation methods while ensuring that students are assessed fairly. Deciding how to balance informal, formal, and self-assessment required careful thought and discussion.
Going forward, we plan to apply what we learned by incorporating more hands-on activities, role-plays, and visual aids into our lessons. We also see the value of fostering teamwork and participation in class, as this encourages students to engage actively and build their confidence.
Overall, this unit has been a valuable learning experience. We felt motivated and challenged as we worked together to create a well-structured course plan, and we look forward to applying these strategies in our teaching.
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