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Unit :

Level
Date:
Length
Pre-service Teacher
th
General
November 17
60 min
Daniela Melipilln Figueroa
English 1 year
Michael Ruiz Troncoso.
Aims: Students will be able to describe pictures from a power point presentation about normal situations.
Learning Outcome: Students will be able to produce sentences describing a daily activity in an objective and oral way.
Ref Planes y Programas: OF CMO, AE
Aids
Assumed knowledge:
- Simple Present.
- Simple Past.
- Present Continuous.
- Idiomatic future.
- Use of some and any.
- Vocabulary related to indoors and outdoors environments.

Stages

Procedure

Instructions

What am I going to do ?
What are students going to do?

What am I going to say?

Visual support:
Power Point.

Time
Objectives

Interaction
T-Ss;Ss-Ss;etc

(min)

Pre

While

T will greet the Ss

Good morning everyone, How


are you today?

To motivate the students to 1min


make them feel part of the
class.

T- Ss

T will introduce the main idea making


about the activities that they usually do.

How was your weekend? What


did you do? What are you going
to do later?

To elicit previous
knowledge.

2min

T-Ss

T will show them the name of the main


topic in a power point presentation. And
he will ask to the students about what
they think the class is going to be about.

Do you have an oral exam


tomorrow? Now, that I showed
the topic of the class (Describing
Photos) What do you think the
class is going to be about?

To engage the students,


making them know that
the aim of the class is
going to be focus on their
test.

3min

T-Ss

Teacher will show the students slides


that are going to show different topics
that they already learnt and the way to
use it. Giving short activities for each
one.

We will work on how we can use


the topics that we have learnt
along the semester, to describe
images orally.

To introduce the activity


that we are going to do, in
order that they know the
objective of the tasks.

1min

Teacher will show a slide with the use of


there is/there are and will explain the
difference between these and the
importance of it, in a situation like an
exam.

First of all, if you are in an exam,


describing a picture you will
focus on the whole images, and
then in the parts, for this you
could use there are to name
more than one thing and there
is to name just one thing. Who
does know the equivalent of this
word in Spanish?

To give them strategies to 4min


separate ideas in the exam,
describing the object one
by one.

T-Ss

Teacher will show a photo with a myriad What do you see in this picture?
of objects. In groups they will tell the
Are there any trees? Or is there
teacher what are they looking at, using
only one?
there are and there is

To apply the grammatical 6min


form of the same topic, but
as a question. And also to
check if they understood
the use of there are and
there is.

T-Ss
Ss-T

To know if they
4min
understood using this
methodology.
Presentation/Practice at the
same time. It helps to save
time in the class if they
did, but if not it is helpful
to teach them separately.

T-Ss

To realize if the students


are following the class.

6min

S-S

If we are going to describe


To introduce the topic of
anything we need something very the adjectives in order to
particular, to give my
use these in the exam.
appreciation about something.
Someone clever in this
classroom? (Adjectives) we use
it to describe anything: qualities,
physical descriptions, etc.

4min

T-Ss

You did an excellent work.

Teacher will show a slide with the use of


prepositions of place and will explain
the difference between every one of
these and the importance of it, in a
situation like an exam.

Now that you know how to focus


on the objects of an image, you
have to know how to say the
order of each one. If I ask you for
example Where is the carpet?
What would you answer to me?
Well, these are the preposition of
place; these words are going to
help you to organize the object in
an image. According to this, you
again, Where is the carpet? (On
the floor) Very good!

Teacher will give them an oral activity to Now lets describe in pairs, the
work in pairs, while he is monitoring.
picture following these two
topics, Which are? (There are/
There is & Prepositions of place)

Teacher will show a slide with


Adjectives and will explain the use of
these and the importance of it when they
have to describe.

Post

Teacher will give them an oral activity


where they will have to describe the
classmates besides their using an
adjective.

Taking advantage that you are


sitting in order, every one of you
will describe the partner besides
you with an adjective. And so on.
You, Could you tell me what are
you going to do?

To know if the understood 3min


the use of adjective, and
the activity (in this case
using CCQs) and to
analyze if they get on each
other or not.

S-S

T will provide pictures and ask the


students to work in groups and they will
have to describe these in order to apply
what was taught in this class. Teacher
will be monitoring.

In groups and using what you


already know, you will have to
describe the next images. Please,
if one of you makes a mistake,
your partner can help you. I will
be here to clarify your doubts.
You, What are you going to use at
first? (there is or there are)

To know if the students


understood the lesson and
if they are able to apply
the knowledge.

T-Ss
Ss-Ss

As I told you, please focus on the


whole image and then in the
parts, or in the little parts and
then in the whole. BUT not make
a mix up, because it is going to
turn out confusing for you.

To provides them
strategies in order to
success without getting
confused.

Now we are going to do the


same, but speaking to the whole
class although describing the
same pictures.

To let them know what


10min
added one group that
another did not. And to
check their own sentences.

Teacher will provide some strategies, to


organize the development of an activity
like this.

T will ask each group to share their


answers with the whole class to make
comments and to see the differences and
similarities they all have.

15min

1min
T-Ss

T-Ss
Ss-Ss