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UNIVERSIDAD DE LA AMAZONIA

EDUCATION SCIENCES FACULTY


ENGLISH LANGUAGE TEACHING PROGRAM
TEACHING PRACTICE I

LESSON PLAN FORM Nº __1__


I. DESCRIPTION

I.E.: INSTITUCION EDUCATIVA JORGE ELIECER GAITAN LEVEL: 7-6/ 7-8


HOUR: Monday 6:00 to 7:00 a.m.
Wednesday 6:00 to 8:00 a.m.
DATE: September 9th,11th,13th ,2019 Monday 7:00 to 8:00 a.m.
NUMBER OF STUDENTS: XX
Friday 10:20 to 12:00 p.m.

S-T´S NAME: Kelly Andrea Montenegro & Alexander Quiroga


C-T´S NAME: Gustavo Herrera
GRAMMAR TOPIC: Verb to be, present simple
CONTEXTUALIZE TOPIC: Introducing myself

SUGGESTED PERFORMANCE INDICATORS Fill the following chart using the suggested English curriculum.

KNOW DO BE
Identifies expressions and words related to Prepares a list of simple sentences about Interiorizes the importance of personal
recreational activities and the frequency of personal information activities and their information.
them. corresponding level with the help of the
teacher and classmates.
AIMS
MAIN AIMS:

To encourage English learning through different activities.


To motivate students to use language.

PERSONAL AIMS:
To create a good environment in the classroom.
To involve all students in different kind of activities.

ANTICIPATED PROBLEMS POSSIBLE SOLUTION


It is probable that in the school there is no electricity and consequently, The teacher will allow the corresponding solutions in terms of a
student-teacher could not use technological aids or those are not working. plan b in a case of the lack of electricity and technological tools.
Also, problems of behavior in the classroom, the number of the students Also, teacher will allow the student to give possible solutions and
and difficulties in English to understand could interrupt the development benefits for students.
of the different activities.

II. MATERIALS: Board, markers, photocopies, computer


III. PROCEDURES
INTERACTION
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
PATTERNS

Session 1. (1 hour) .

Greeting time
The teacher is going to greet the student and
explain what she is doing here. Listen: I understand related short and
PRE simple messages with my
Warming Up surroundings and my personal and
academic interests. Teacher-whole
The teacher will divide the students into four groups group
A, B, C and D, and the board into four parts too with
the respective letters, then the students will organize
four lines according with the letter given in a piece Listen: I understand an oral
of paper. Consequently, the teacher will explain the description about a situation, person,
activity; she will write on the board the word place or object.
“school”, so the first student of each group will
write a word according to the last letter of the word
“school” and each student must follow the same
sequence. The students will have 3 minutes; the
group with more words will obtain some candies.
Conversation: I answer with short
After warming up, the teacher will develop an phrases to simple questions on topics
activity to know the students’ personal information. they are familiar to me.
The teacher will carry a balloon and she is going to student-student
organize the students in a circle. Then, the teacher
is going to give an example of the activity; she is
going to say her name and the hobby while she is
hitting the balloon in the air. When she finishes her
personal information, she is going to throw the
balloon to any student and he or she is going to say
her or his personal information as the teacher did
until finishing with the last student.

Session 2 (Two hours)

The teacher will greet the students and ask them


how they are, and the teacher will call attendance.
Writing: I use appropriate
vocabulary to give coherence to my
Pre teacher-students
First, the teachers greet the students. Next, the writings.
teachers play a song (Green eyes- Coldplay) and
give to the students some papers with the lyrics
and finally, they try to follow the song and
familiarize with the words ( in this case the words
that students have to find are related to modals
verbs as a review of their knowledge).

Now, the teachers and the students reach an


agreement for the rules of the classes. First, the
teachers paste the tittle poster with the words
“Rules of the class” on one side of the classroom.
Second, the teachers propose the rules (Ask for teacher-students
the word, five-minute break, no phones, respect
and do not make, and responsibility) and discuss
them with the students. To do that, the teachers
While have already designed the posters with their
respective draw, and once there have been an
agreement, the teachers ask a student to add the
name of the rule to the poster. Finally, these
posters are placed behind the tittle poster.

The teachers bring a bag with some papers in it,


these papers contain different names of topics
such as professions, numbers, colors, emotions,
nationalities, greetings, commands, school Teacher-whole
supplies, housework, places in the school, sports, group
Post family members, pets, likes and dislikes days of
the week, months, seasons, clothes. In this sense,
the teachers ask the students to make a circle.
After that, the teachers ask each student to choose
a paper from the bag. Then, each student is
supposed to say a word related to the
contextualized topic. For example, if the students
pick the topic Sports from the bag, he/she might
say “basketball” to the class. Thus, the teachers
study the students’ English knowledge during the
class.

PLAN B
As a plan b in case it is not electricity when teacher play the song she/he is going to do a Bingo.
This compelling 'Wh' question words game, students play bingo by racing to make questions from question words. The class is divided into
groups of four. Each student is given a bingo card containing question words. Each group is also given a set of topic cards, which they shuffle and
place face down in a pile on the desk. Students take it in turns to pick up a topic card and read the topic to the group, e.g. hobbies and free time.
The other group members then race to make a question relating to the topic using one of the question words on their bingo card. The first student
to ask a suitable question to the student holding the card wins, e.g. 'What is your favourite hobby?' The student holding the card then answers the
question and the other student crosses off the question word from their bingo card with a pencil. The next student then picks up a topic card and
the process is repeated. The first student to cross off all the question words on their bingo card wins the game and shouts 'bingo'. Several rounds
can be played with students erasing the crosses from their bingo cards before a new game begins.

IV. REFERENCES
Suggested Curriculum (2016) P. 44-45
MEN. Guía 22. P22-23.
Song https://www.youtube.com/watch?v=0pAzuNtsc6M
Bingo https://www.teach-this.com/grammar-activities-worksheets/question-words-structure
V. METHOD, EVALUATION AND STRATEGIES

METHOD ASSESSMENT TEACHING STRATEGIES


The total physical response method is Ask students to reflect on what they have  Discussion
reflected in the warming up. learned in previous classes to participate in  Cooperative learning
Role playing: the students should the activities related to categories such as  Interactive games
understand the context of sentences and sports, professions, and so on.
then perform it with a classmate.

Note: Dear student-teacher, per each class you will teach during your Teaching Practice II course, you have to fill a format like this. Each one
must be sending to your Practice Assessor every Sunday before you will apply your Lesson Plan.

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