teachers’ names: adriana rocío velásquez vega- carlos ......the students must build different...
TRANSCRIPT
Facultad de Ciencias de la Educación
Licenciatura en Lengua Castellana, Inglés y Francés
English Pedagogical Practicum
LESSON PLAN N. 5
Teachers’ names: Adriana Rocío Velásquez Vega- Carlos Alfonso Pulgarín Trujillo.
__________________________________________________________________________________________________________
DATE LESSON IS TAUGHT: September 26th,
2015
LOCATION OF LESSON: COLEGIO CARLO FEDERICI.
1. TIME ALLOTTED: 2. LENGTH OF
LESSON:
REASON FOR THE DIFFERENCE BETWEEN TIMES 1 AND 2
Three hours. Two hours and fifteen
minutes.
15 minutes, Break.
NUMBER OF STUDENTS: 15 Age: 12-14 STUDENTS’ CEFR LEVEL: A1
LESSON AIM
The students must build different types of strategies following established models, using simple
present and present progressive properly, grammatical structures and vocabulary.
To evaluate the process of the English language in our students, in the communicative skills as
speaking, listening, grammar and vocabulary, reading and writing.
To identify the useful of our strategies in the class through of the knowledges of our students.
GUIDING
CONTENTS
The main topic of the class is observe and evaluate the skills of the students, fist term exam,
weaknesses, strengths, daily life, present simple, present progressive.. The students will be able
to express ideas correctly and organized according to their ´´daily life,’’ and also through the use
of Present simple tense, present progressive, ´´To express the idea that something is happening
now, at this very moment.” The exam was designed with all the parameters and activities that had
already been given during the previous classes.
LEARNING
OBJECTIVE(S)
By the end of this lesson, the learners will be better able to:
Linguistic Objective: Students will be able to learn the correct use of verbs, in their daily routines in a
present time.
Functional objective: To talk about their daily routine and free activities.
VOCABULARY
TAUGHT
(New words, phrases
and sentences)
Structure: subject | be verb in the present tense | main verb + ing | object /complement
Sentences: He | is | watching | a movie now.
Jon | is | giving | a presentation in the meeting now.
They | are | visiting | from Los Angeles for the holidays.
Subject Conjugation
I, you, we, they talk, eat, learn, do, go
He, she, it talks, eats, learns, does, goes
SEQUENCING During the last lesson we clarified the doubts that had students with exercises and activities, regard to
the grammatical structure of the simple present and present progressive. In fact was prepared to the
students with listening activities and speaking ´´blind date´´ Students were provided with strategies and
tools for the first term exam, there were photocopies with explanations of the topics to be more clear and
specific.
ASSUMED
KNOWLEDGE
Learners are already able to express events in present simple and continuous, and to talk about a basic
information as in a new cultural context
ANTICIPATED DIFFICULTIES ANTICIPATED SOLUTIONS
1. The students didn’t study the present simple
and the routines.
1. The teacher will do a review of the last topic for practicing and
remembering.
PROCEDURE MATERIALS
REQUIRED
AIM KIND OF
INTERACTION
DURATION
1. Greeting: Ask to the students: What are you
doing this week?
2. Warm – up: Review the present progressive
briefly by asking students: What are you having
for dinner? What are you doing on Saturday?
Ask students where they think the children in
the picture are.
3. Grammar and vocabulary: Students will
complete the sentences using the verbs to be and
one of the verbs below in gerund form:
Wash / cook / play / build / swim / snow
Have / watch / come / do
4. Listening:
Marker and
whiteboard.
Photocopy
To remember the
rules of conjugation
of present simple
and the uses of
present continuous.
Teacher/Students
Teacher/Students
Students/Teacher
5 minutes
10 minutes
20 minutes
- Have students answer the questions based on
what they can see in the pictures
- Play track: to listen and follow in their copy.
Ask: Follow the description and mark an X in
the correct picture.
Play the rest of the track. Have the students
listen and follow along in their copy. Ask: Who
is the woman? / Which picture is correct? /
Where are the shoes? / Who is the woman
speaking to? / What is the girl wearing?
BREAK
5. Speaking pair work: Have the students name
the activities in the pictures. Ask In pairs
describe your daily routine, and answer:
What time do you get up on Sunday?
What time do you have dinner every day?
What time do you go to school?
What time do you usually do your
homework?
What time do you go to bed?
6. Writing final evaluation: write a short story
about what activity you are doing. Write a 40-
50-line paragraph.
7. Feedback.
Laptop and
Speakers
Photocopy and
pens
Human resource
Laptop and
speakers
Photocopy and
pens.
o practice the
importance to listen
and adapt the ear in
a simple context.
To express actions
that happen in
present simple and
continuous.
To develop a
cooperative work.
To ask about daily
routine
Teacher/Students
Students/Teacher
Teacher/Students
Students/Teacher
30 minutes
15 minutes
30 minutes
25 minutes
HOMEWORK:
N.B.: Attach copies of the materials to be used in the lesson. ___
REVISED BY: _______________________
SEATING ARRANGEMENT
ANEXES: EXAM ASE
EXAM: Lines (indvidual work)
- Reading
- Writing
- Grammar and vocabulary
- Listening
EXAM:
- Speaking: organization in
pairs
Facultad de Ciencias de la Educación Licenciatura en Lengua Castellana, Inglés y Francés
English Pedagogical Practicum
LESSON PLAN N. __6 - 7__
Teachers’ names: Adriana Rocío Velásquez Vega- Carlos Alfonso Pulgarín Trujillo __________________________________________________________________________________________________________
DATE LESSON IS TAUGHT: October 3th, and 17th, LOCATION OF LESSON: COLEGIO CARLOS FEDERICI.
1. TIME ALLOTTED: 2. LENGTH OF LESSON: REASON FOR THE DIFFERENCE BETWEEN TIMES 1 AND 2
Six hours. 15- Minute, Break. First day.
15- Minute, Break. Second day
NUMBER OF STUDENTS: 15 Age: 12-15 STUDENTS’ CEFR LEVEL: A1
LESSON AIM
To teach the students to discuss and illustrate in a negative, affirmative and interrogative in a present continuous form, about the type of weather, like for example the weather in the city of Bogotá.
Explain and improve our abilities for the different type of contents.
The students will be able to ask what someone else likes and respond with their personal authentic likes and dislikes using the vocabulary describing vacationing at the beach for food, for sports, animals. Etc.
To practise our speaking skills
GUIDING CONTENTS For the first topic the lesson will resolve, asking in a negative, affirmative and interrogative in a present continuous form about and describing the weather. Observe a daily television or newspaper
weather forecast and identify the types of information that are presented in the forecast. Develop an understanding of weather being a description of the atmospheric conditions and that various indicators give us a total description of weather.
For the second topic lesson will resolve to practise asking questions about likes and dislikes, the student will be able to recognize and use the vocabulary associated with vacationing at the beach. The student will be able to express like and dislikes in first, second, and third person conjugations.
LEARNING OBJECTIVE(S) By the end of this lesson, the learners will be better able: Linguistic objective: to understand the present continuous form in a negative, affirmative, and interrogative tense to use it "How's the weather In Bogotá? Functional Objective: to talk about the different weather, in a different cities or countries. Linguistic objective To practice questions forms and short answers to talk about like and dislikes in their daily lives. Functional Objective will be required to find out the likes and dislikes (about the beach) of their families.
VOCABULARY TAUGHT
(New words, phrases and sentences)
What’s the weather like? sunny, rainy, windy, cloudy, snowy, foggy, hot, cold, look outside I Don't Like Cheese, I like pizza cheese, chocolate, rice, French fries, strawberries, bread, ice cream, grapes, pasta, pizza, beans s this a slice of bread? Is this a bowl of fruit? Is this a sandwich? Is this a slice of bread or a bowl of fruit? Is this a hamburger or a sandwich? Is the bread in the refrigerator or on the counter?
Is there a slice of pizza on the counter? Is the box on the counter cookies or cereal? What is on the top shelf of the refrigerator? Where is the bowl of eggs? How many cartons of milk are inside the refrigerator door?
SEQUENCING Previous class we explain the structure of present simple, and present continuous, With basic examples of the students in front of their daily lives. In this class we are going to explain the present continuous in affirmative, negative and interrogatives form also the students must Understand basic information about weather, we are going to show some post, flashcards and photocopies to explain the different type of weather, we are going to take as example Bogotá and some other cities of Colombia. In the next class we are going to connect the las topic with this productive teaching activity, students ask questions about likes and dislikes and reply using degrees of feeling. Students work in pairs (A and B) and ask each other questions about likes and dislikes. Each time a student replies they use one of the degrees of feeling on their worksheet.
ASSUMED KNOWLEDGE Learners are already able to: should also understand in a negative, affirmative and interrogative in a present continuous form, also they learn a new vocabulary from the type of weather Students have to talk to their partners about the weather on different days to successfully complete their weekly forecast. Students should take turns asking and answering questions. The structure of the question for this activity would be “How’s the weather on Monday?” while the sentence structure could be “It’s sunny.” or “On Monday, it’s sunny.”
2. Students will be able to ask and tell what people eat and drink for breakfast and lunch. Students, with a partner, discuss the things they eat/drink and which they don't eat/drink. Teacher provides an outline
of such a discussion written on the board or overhead transparency or Powerpoint slide:
3. Do you eat/drink…? 4. Yes, I eat/drink… 5. How often? 6. Every day…once in a while…all the time…never
ANTICIPATED DIFFICULTIES ANTICIPATED SOLUTIONS
2. There are not speaker to listen the activities
1. Practice teachers will carry a speaker
PROCEDURE MATERIALS
REQUIRED
AIM KIND OF INTERACTION
DURATION
8. Lead-in activity, song “wake up”
9. Explanation given by teacher about present simple.
10. look a video:
(https://www.youtube.com/watch?v=0qwZ8UUQfQw)
and repeat the sentences.
11. Know some verbs in present using flash cards.
Laptop
Board,
markers
Laptop and
Speakers
Flash cards
To involve
them in the
topic.
To introduce
the topic.
To give them
some verbs to
improve their
knowledge
Teacher/Students
Teacher/Students
Teacher/Students
Teacher/Students
Students/Students
10 minutes
40 minutes
20 minutes
20 minutes
20 minutes
12. After they will take a flashcard, and they’ll put on the
whiteboard and then they’ll write a sentence
according the picture, using present simple.
13. Development of Unit 2 about present simple, book
Murphy R. English Grammar in use. 2012 4-ed
14. Feedback of the last activity.
Game: in pairs they can play in a photocopy: with different
pictures about daily routines, then they’ll have to practice: -
What do he/she do at: 7:00 o’clock?
Markets and
whiteboard
Photocopies
Markets and
whiteboard
photocopies,
and gambling
chips.
To practice the
present simple
and different
verbs and
expressions.
To remember
the uses and
conjugation
the verb to-be
and present
simple.
To practice the
new
vocabulary
learned in
class.
Students/Students
Teacher/Students
Students/Students
50 minutes
20 minutes
30 minutes
HOMEWORK:
*Develop workshop *Bring dictionaries start with the new lesson in a web
page web: www.duolingo.com
N.B.: Attach copies of the materials to be used in the lesson. __ok__
REVISED BY: _______________________
Facultad de Ciencias de la Educación Licenciatura en Lengua Castellana, Inglés y Francés
English Pedagogical Practicum
LESSON PLAN N. __8-9__
Teachers’ names: Carlos Alfonso Pulgarín Trujillo. – Adriana Rocío Velásquez Vega. __________________________________________________________________________________________________________
DATE LESSON IS TAUGHT: October 31st and November
7th of 2015
LOCATION OF LESSON: COLEGIO CARLOS FEDERICI
1. TIME ALLOTTED: 2. LENGTH OF
LESSON:
REASON FOR THE DIFFERENCE BETWEEN TIMES 1 AND 2
Four hours. Three and a half hours. 20 minute, Break.
NUMBER OF STUDENTS: 15 Age: 12-15 STUDENTS’ CEFR LEVEL: A1
LESSON AIM
To teach the students the correct way of conducting conversations by using demonstrative
pronouns, (Students will be able to describe the main interesting places of their locality)
To improve our grammar skill
´´Final exam´´ We will evaluate the skills of the students, during the whole student cycle
To improve the model of the structure for the final exam.
GUIDING CONTENTS
To introduce Demonstrative pronouns.
To Show the students how to form questions and answer by using demonstrative pronouns,
describe briefly the neighbourhood and the members of the family.
Final exam
The skills that will be assessed to the students listening, speaking, writing, reading grammar
and vocabulary help to show the student strengths and weaknesses.
LEARNING
OBJECTIVE(S)
Linguistic Objective: To understand the demonstrative pronouns, gives to the students sentences
and asks them to chance the statements into questions.
Functional Objective: To describe their locality their neighborhood, and some of the family
members.
VOCABULARY
TAUGHT
(New words, phrases and
sentences)
near in distance or time (this, these)
far in distance or time (that, those)
near • far ⇒
singular ☺ this that
plural ☺☺☺ these those
Here are some examples with demonstrative pronouns, followed by an illustration:
This tastes good.
Have you seen this?
These are bad times.
Do you like these?
That is beautiful.
Look at that!
Those were the days!
Can you see those?
This is heavier than that.
These are bigger than those.
SEQUENCING
During the last lesson we had to make some changes in our planning of class, we have to practice
our song for the final presentation call ´´jingle bells´´ This presentation is for our closing for the
final cycle, and also by the arrival of Christmas. A feedback was made with the students for the
preparation of the final exam. For next class as a Halloween day we want to tell to the students a
short story about why we celebrate the day of Halloween? And then we are going to start to
introduce our last topic for lesson plan, the demonstrative pronouns. Examples will be given to
students and the more important that the students will make a brief description of the places more
important in their neighbourhood and also for all the family members. The next class for the final
exam all topics will be assessed so that students can achieve and move to the next level of the
course.
ASSUMED
KNOWLEDGE
Learners are already able to… express different examples using the demonstrative pronouns.
ANTICIPATED DIFFICULTIES ANTICIPATED SOLUTIONS
1. The students didn’t study the structures worked in class. 1. The teacher will do a review of the last topic for practicing and
remembering.
PROCEDURE MATERIALS
REQUIRED
AIM KIND OF
INTERACTION
DURATION
1. The students will practice the song: ´´jingle
bells´´
2. The students will do an exposition about the
weather, it is their homework. (Speaking time)
Speaker
Poster
To practice a
song about
Christmas
To express
aspects about the
weather, clothes
and sports.
Students/Teacher
Teacher/Students
Teacher/Students
5 minutes
20 minutes
3. Teacher asks students using the Total Physical
Response method (TPR) ‘What is this?’ pointing
to the pen she/he holds, and ‘What is that?’
pointing to the pencil a student holds. Alternate
between the two forms several times.
4. Teacher writes the singular forms on the board
and explains when to use each one.
(This indicates something close to the speaker)
(That indicates something away from the
speaker)
5. After practicing the singular forms, the teacher
introduces the plural forms These and Those-
pointing to different class objects.
6. Students practice the rule by constructing
sentences in both forms.
7. Activity Students practice the demonstrative
pronouns forms in pairs: student (A) asks a
Marker and
whiteboard.
Board
Elements of the
classroom
Notebook, pen
Human resource
To understand
the difference
between this,
that, these and
those.
To explain the
difference
between singular
and plural.
To write
examples about
demonstrative
pronouns.
To practice the
importance to
listen and adapt
the ear in a
simple context.
To read and do a
comprehension
of short text.
Teacher/Students
Teacher/Students
Teacher/Students
Students/Teacher
Students/ Students
20 minutes
30 minutes
5 minutes
10 minutes
20 minutes
20 minutes
question using this/these or that/those, student
(B) answers the question, and vice versa.
8. Final exam (Second session)
Reading comprehension 1
Reading comprehension 2
Grammar and vocabulary,g
Writing section: to describe different
pictures.
Speaking section: In pairs talk about:
the weather in some cities and
countries.
Listening section: Listen to the
description of the following images and
fill in the gaps according to the
information you hear.
Photocopy and
pens.
Human resource
Laptop and USB
To write using
the simple
present and
present
continuous
according
different
pictures.
To use the simple
present and the
present
continuous for
talking about
different
vocabulary as
weather, sports,
clothes.
To practice the
importance to
listen and adapt
the ear in a
simple context.
Students/ Teacher
Students/ Teacher
Students/ Teacher
Teacher/Students
20 minutes
20 minutes
20 minutes
20 minutes
20 minutes
20 minutes
1. HOMEWORK: To practice the song: ´´jingle bells´´
N.B.: Attach copies of the materials to be used in the lesson.
REVISED BY: _______________________
SEATING ARRANGEMENT
EXAM: Lines (indvidual work)
- Reading
- Writing
- Grammar and vocabulary
- Listening
First session:
Cooperative learning
