Plan Demo AnalysisVOCABULARY MONEY. Group 3

In general, the planning has been developed in different stages, in which the targets of a specified subject can vary from one to another. As a matter of fact, the objective may depend on teacher's purposes when exposing and developing this planning. In addition, the student's interest can also vary, depending on how the activities and instructions are going to be presented in classroom, some of these facts can be: the teacher's mood and disposition to explain and perform the planning rules, the materials provided must be ordered, and presented in a way that call student's interests and what the curriculum is about. This planning method, in particular, has its weaknesses and strengths. Some of the advantages that can be mentioned are the procedures that are ordered chronologically, the instructions are clear at the time of exposing them, as well as encouraging student's participation and interaction with the rest of classmates, without forgetting the student's personal point of view related to different activities about vocabulary money (that is the specific topic that is being developed). This planning structure also promotes students interaction with the new learned vocabulary, where they will use directly during the activities provided. Different texts will provide them to infer information, using background of what they know or think about (in this case, one of the objectives are the predicting idea what the presented article, text or story is), by using pictures or even flashcards. The Teacher's role observed in this plan is very dynamic and appropriate because the Teacher is the guide in the process and participates in some activities but he/she is never doing everything and Students are acting and resolving many situations presented during the lesson, such as completion exercises, identification of vocabulary and so on. Besides that, Students are asked to construct their own knowledge while they are developing the activities and Teacher provides extra vocabulary and cultural aspects when she/he give them different idioms related to money and their corresponding meaning, so Students are learning about a different cultural language they use in USA and what is the correct connotation it has. Moreover, it is easy to give feedback to the Students at the end of the whole activity it can be taking into account the pronunciation or the grammar they used during the answer to the questions. Also, as money is a controversial and cultural topic Students have the opportunity to give opinions about it and express their own values and believes by answering the questions provided at the end of the activity. It can be a competitive activity if we work in groups and as teams because every Student will want to be the winner and using that as motivation they will learn and perform the situations in a better way. There is no limitation for Students to participate and improve their knowledge; they can do it by themselves and also learning from their classmates and teacher. Some of the personality factors presented in this planning regarding to students language acquisition are self- esteem, risk taking, and motivation. The first one self- esteem is stimulated on the activities where students offer their opinions, points of view and predictions about the pictures of the first sheet of paper. Second, risk taking is going to be presented on students at the time they are asked to guess the meaning of the idioms through the men' s pictures, and motivation should be product of the team work that the planning emphasizes and the way that teacher complement the procedures through his or her attitudes in the class. Regarding to team work, it is presented in almost all the planning, probably as a way to reinforce knowledge among students, and as a way to facilitate social interaction and collaboration. In fact, it must be taken into account the context of this planning, which is European- centered developed. Using euros instead of colones. However, the planning has the advantage of being adjustable to Costa Rican context. On the other hand, some of the disadvantages that this planning can reflect are the lack of clear meanings about the vocabulary provided. In fact, there is an emphasis of giving vocabulary no matter the meaning of words (mostly verbs, in this case). The differences of context may be a drawback for students, which are not always (or never, indeed) directly related to the exposed situations. In short, this planning method is an important general tool to take in practice for developing in classes. But mostly take it as an adaptable and remaking issue that we as teachers can use in order to innovate and offer for constructing an interest on learner's purposes. Making classes focused on student's personal decisions and points of view, reinforcing also the differences among contexts related to English speaking countries and Costa Rica's culture.


Made by Guadalupe Bustos.Kattia Vargas.Yendri Espinoza.