Planificación de las clases

Benemérita Universidad Autónoma de Puebla
Metodología de la Enseñanza de la Lengua Extranjera
II
Fecha
02 de Mayo de 2007
General Scheme
School: Public University
Students: 25
Level: Intermediate
Theme: Phonetics
Lesson Topic: Homophones
Used Method: Direct Method
Language Skills: Listening + Writing + Reading + Speaking
Content Skills: check the phonetic difference between words that sound is the same but are spelled different
and have different meanings.
Key Vocabulary: Homophone words
Literature: http://en.wikipedia.org/wiki/Homophones, Song: High, Album: back to bedlam, Singer James
Blunt, year: 2005.
Material: Whiteboard, Recorder, CD or tape and copies
Warm−up ( 10´ +/− ):
At the beginning of the class the teacher is going to start talking about this topic that belongs to the phonetics,
the teacher is going to give a little introduction and explanation talking about what are this words called
homophones, in which situations the students can find them, how can they difference them, what the students
are going to learn and what they are going to do along the class working on this topic.
Then the teacher is going to ask to the students what they know about Homophones to know what the students
have of previous knowledge about this topic, according what the students know the teacher is going to start
explaining how this words are phonetic composed and how the students can difference them according to
what they are doing or what they are seeing in the moment that they are using this words.
Presentation ( 20 +/− ):
1
The Teacher is going to start to present the topic selected in this case Homophones.
The teacher is going to ask to the students for some homophone words that they know to start with some
examples, then the teacher is going to give the most common and the easiest homophone examples writing
this examples on the whiteboard, then the teacher is going to explain why this words are similar in
pronunciation and different in their spelling receiving some help using specialized dictionaries and the
knowledge of the teacher.
Practice ( 20´+/− ):
Once the teacher has explained the phonetic rules, the differences, the correct spelling and the main aspects of
this topic the teacher is going to give some copies with a list of this words to the students, the students are
going to analize this list and then they are going to make some sentences with this words using what they have
learnt in the previous presentation, when they have finished their sentences one of the students is going to read
that he wrote and other student is going to try to choose the correct word to give the correct meaning to the
sentence, once they have finished with this practice the teacher is going to present other activity, the teacher is
going to give the students some copies of one song that has an exercise using homophones, the Teacher is
going to present the song and give some copies of the activity and the students are going to listen to the song
carefully and then they are going to work on it differing and choosing the correct word that gives the correct
meaning of the sentence and they are going to fill the blanks with the correct answer. Once finished this
activity the teacher is going to ask the students what they think about this words, the teacher is going to do
this to encourage the students to use their speaking skill and at the end of the class the teacher have
encouraged the students to use the 4 skills in the learning of a second language.
Evaluation:
Along the class the teacher is going to be evaluating constantly according how the students develop the
knowledge what they have acquired, in few words the teacher is going to evaluate according how students
answer and react to the activities that he has applied during the presented practices, the teacher is going to be
so objective as he can and he is going to give them a certain grade that the student deserve according to their
performance.
Extension:
Finally to conclude with the class the teacher is going to ask the students something related with the Lesson
Topic, in this case the students have to design a kind of activity using the words what they have learnt, they
can write some sentences using the both meaning of one word or they can write a little story using
Homophones for Example:
One day the knight was in a beautiful night waiting for four cute girlsetc, etc
The task has to be delivered in a separated sheet of paper with a readable letter, If the student choose make
sentences he/she has to deliver 10 sentences, If the student choose the composition he/she has to deliver
100/150 words.
Example List of Homophones.
• Bare, bear
• be, bee
• beech, beach
• berth, birth
2
• blew, blue
• bouy, boy
• brake, break
• burro, burrow
• bury, berry
• by, bye, buy
• capitol, capital
• carat, caret, carrot, karat
• days, daze
• doe, d'oh, dough
• ewe, you
• eye, i, aye
• fare, fair
• hete, hate
• know, no
• knew, new
• lone, loan
• meat, meet
• night, knight
• principal, principle
• read (past tense: /rd/), red
• read (nonpast tense: /rd/), reed, rede
• right, write, rite
• scent, cent, sent
• road, rode, rowed
• see, sea
• seed, cede
• stationary, stationery
• their, there, they're
• threw, through
• to, too, two
• told, tolled
• waist, waste
• wale, wail , whale
• whole, hole
• wood, would
• your, you're
High(Hi)
Beautiful dawn − lights up the shore for(four) me (mi(name of the musical note))
There is nothing else in(inn) the(thee) world,
I'd (eyed)rather wake up and see(sea) with you(ewe).
Beautiful dawn − I'm just chasing time(thyme) again.
Thought I would (wood) die (dye) a lonely man, in endless night.(knight)
But(butt) now I'm high; running wild among all(awl) the stars above.
Sometimes it's (its) hard to(too−two) believe you remember me.
Beautiful dawn − melt with the stars again.
Do(doe−dough) you remember the day when my journey began?
Will you remember the end of time?
Beautiful dawn − You're (your)just blowing my mind (mined)again.
3
Thought I was born to endless night, until you shine.
High; running wild among all the stars above.
Sometimes it's hard to believe you remember me.
Will you be(bee) my shoulder when I'm grey and older?
Promise me tomorrow starts with you,
Getting high; running wild among all the stars above.
Sometimes it's hard to believe you remember me
MATERIAL
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