Universidad Catlica de la Ssma Concepcin

Facultad de Educacin
English Teaching Program
Teaching Practice
Topic: People and places
That are popular among
Youngsters.

Class: 9th grade

School: Colegio Montaner

Private Subsidize School

Student-Teacher: Guido Ignacio Riquelme Ponce

Unit Aim: At the end of the unit students will be able to apply information about people and places that are popular among youngsters to prepare an oral
presentation about a famous person they admire.
Attitudinal Aim(s): The students uses the communicative abilities to express ideas, feelings and experiences in a coherent manner.
The student shows self-confidence and a positive attitude toward life.
Date

Class
Length

Lesson Aim(s)
Learning Outcome(s)

Language Content

Main Activities

Assessment

Resources

May 20th

90 minutes

At the end of the lesson

students will be able to
give reasons to do or not
to do something in
written.

Conjunctions: Because
and because of.

Presentation: T explains to Ss how

Because/Because of are used.
T presents a PPT in which examples are
provided.
Practice: T gives Ss a worksheet with fill-inthe-blank, scrambled sentences, and making
up sentences.
T checks answers and gives general
feedback.
Production: Ss get in pairs and they will be
given different situations, and they will have
to discuss and decide what are they going to
do and give reasons of their decision in
written.
At the end of the lesson T asks Ss one
question related with the lesson. Ss discuss
in pairs to find the answer, while T observes
and checks for misunderstandings.

Formative
assessment:
Think- pare
share.

Image
projector.
Worksheets.
PPT.

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin
English Teaching Program
Teaching Practice
May 22nd

90 minutes

At the end of the lesson

students will be able to
express preference by
giving reasons, orally.

S + would + rather
S + would + prefer

May 27th

90 minutes

At the end of the lesson

students will be able to
discriminate specific
information out of a
written text.

Adjectives for physical

appearance and
psychological
description.

Presentation: T explains to Ss how Would

rather/Would prefer are used.
T presents a PPT in which examples are
provided.
Practice: T gives Ss a worksheet with fill-inthe-blank, paraphrasing, and scrambled
sentences.
T checks answers and gives general
feedback.
Production: Ss get in groups of 4. They will
have to choose a topic, which are going to
be indicated in the whiteboard, and make up
a short dialogue in which each students
speak at least four (4) times. Each students
must use would rather/prefer at least 2
times.
T uses a rating scale to mark the students
performance.
Pre-reading: T activate previous knowledge
in Ss.
T asks to Ss to name adjective to describe
people, trying to identifying if they describe
people physically or psychologically.
Ss make inferences about the text.
While-reading: Ss read the text. Ss check
their inferences. SS identify the adjective in
the text.
T gives Ss a worksheet with different
activities. (Re-arranging the order of events,
matching terms, making up sentences)
Post-reading: Ss work on their own
describing themselves in written.
T give Ss a checklist for them to selfevaluate.

Summative
assessment:
Performance
task. (*)
Rating scale.

Image
projector.
PPT.
Worksheets.
Rating scale.

Formative
assessment:
Selfassessment.
Checklist.

Printed text.
Worksheets.
Checklist.

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin
English Teaching Program
Teaching Practice
May 29th

90 minutes

At the end of the lesson

students will be able to
will be able to understand
the explicit information
from a spoken text about
peoples description.

Adjectives for physical

appearance and
psychological
description.

June 3rd

90 minutes

At the end of the lesson

students will be able to
produce a short
description of a fictional
character describing
physical appearance and
psychological description.

Adjectives for physical

appearance and
psychological
description.

Pre-listening: T activate previous knowledge

in Ss.
T shows Ss a PPT in which pictures related
with the listening are shown. Ss try to guess
what the listening is going to be about.
While- listening: Ss listen the passage for the
first time to check their guessing.
T gives Ss the worksheet. (Tick from a list, rearrange the order of events, and chain
game)
T checks answers and gives general
feedback.
Post- listening: T asks Ss to create a role play
in groups of 4 in which they mimic a
situation where description is needed.
At the end of the lesson the teacher asks a
set of questions for the students to answer,
this answer is the students exit ticket.
Presentation: T activates the knowledge in
Ss.
T presents a PPT providing examples of very
short stories where adjective were used to
describe physical appearance and
psychological description.
Practice: T gives Ss a worksheet with fill-inthe-blank, scrambled sentences and making
up new sentences.
T checks answers and gives general
feedback.
Production: In pairs, Ss will create a
character and in written they will have to
describe it physically and psychologically.
T uses a rating scale to mark the students
performance.

Formative
assessment:
Exit ticket.

Image
projector.
PPT.
Speakers.
Laptop.
Worksheet.

Summative
assessment:
Performance
task. (*)
Rating scale.

Image
projector.
PPT.
Worksheet.
Rating Scale.

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin
English Teaching Program
Teaching Practice
June 5th

90 minutes

At the end of the lesson

students will be able
extract ideas from a
spoken text about
description of places.

Adjectives for
describing places.

June 10th

90 minutes

At the end of the lesson

students will be able to
make a poster about a
place, written.

Adjectives for
describing places.

Pre-listening: T shows a PPT in which

different places are shown. T asks Ss to use
different word that could be used to
describe those places. T writes down in the
white board the adjectives used by the
students. Ss try to guess what the listening is
going to be about.
While- listening: Ss listen the passage for the
first time to check their guessing.
T gives Ss the worksheet (Fill in the gaps, rearrange the order of events, half-dialogue). T
checks answers and gives general feedback.
Post- listening: T asks Ss to work in groups
and create a radio program in which they
will talk about places they know.
At the end of the lesson T asks Ss one
question related with the lesson. Ss discuss
in pairs to find the answer, while T observes
and checks for misunderstandings.
Pre-task: T shows Ss a poster about
Coyhaique, and present some features of the
poster.
Ss listen an audio where Coyhaique is
described. They try to catch up adjective. T
checks if there is any doubt before going to
the next stage.
Task: Ss are asked to create a poster about a
place they like (known for them or a place
they like to know) using materials which
were asked the previous class.
Post-task: Ss present their posters in front of
the class.
T gives general feedback, and clarifies
misunderstandings.
T uses a rubric to check the presentations.

Formative
assessment:
Think- pare
share.

Image
projector.
PPT.
Speakers.
Laptop.
Worksheet.

Formative
assessment:
Rubric

Poster.
Laptop.
Speakers.
Rubric.

Universidad Catlica de la Ssma Concepcin

Facultad de Educacin
English Teaching Program
Teaching Practice
June 12th

90 minutes

At the end of the lesson

students will be able to
make presentation about
a famous person they
admire, orally.

Adjectives for
describing places.
Adjectives for physical
appearance and
psychological
description.
Express preference
and reasoning.

(*) Both performance tasks are going to be averaged in order to obtain one mark.

Pre-task: T shows Ss a radio program about

Summative
a famous person. Ss identify different topic
assessment:
that are issued in the audio (Place of birth,
Rubric
description of the place of birth, physical and
psychological description, etc.).
Task: Ss are asked to create a presentation
on a PPT about a famous person they
admire. In the presentation must be
included the topics issued in the audio that
was previously heard.
Post-task: Ss deliver their presentation in
front of the class.
T gives general feedback, and clarifies
misunderstandings.
T uses a rubric to check the presentations.

Laptop.
Speakers.
Rubric.
Computer
lab.