UNIVERSIDAD DE LA AMAZONIA
EDUCATION SCIENCES FACULTY
ENGLISH LANGUAGE TEACHING PROGRAM
TEACHING PRACTICE II
LESSON PLAN FORM Nº 07
I. DESCRIPTION
I.E.: Institución Educativa Juan XXIII Sede Antonio Ricaute. LEVEL: 6 02- 6-05
NUMBER OF STUDENTS: HOUR: On Monday from 6 to 7 a.m
6-05 = 38 DATE: From October 28th- to November 1st, 2019 Wednesday from 8:15-10:15 a.m
On Tuesday from 6 to 7 a.m and
6-02= 36 Thursday from 8:15 to 10:15 a.m.
S-T´S NAME: Katerin Rebolledo and Wilfer Moyano Cardozo
C-T´S NAME: Erinson Criollo.
GRAMMAR TOPIC: The Present simple
CONTEXTUALIZE TOPIC: Nationalities
SUGGESTED PERFORMANCE INDICATORS
KNOW DO BE LEARN
The students identify The students describe The students show with 21 Century Skills Shows
st
vocabulary related to his/her daily routine and his/her actions respect commitment about his/
body parts. hobbies. towards himself and his her learning as a process
The students recognize The students ask and fellows. for a lifetime.
words and expressions answer questions about
related to routines of body daily routines and
care and personal hobbies.
hygiene.
AIMS
MAIN AIMS:
1. The students make simple sentences using Nationalities.
2. The students Identify differences between the Nationalities
3. The students participate actively in all the class’ activities.
PERSONAL AIMS:
1. To motivate students to participate actively in class.
2. To carry out the class’ activities completely.
ANTICIPATED PROBLEMS:
A possible situation presented in the classroom can be the disorganized student's participation; for this, it is important to mention the respective
rules of participation the students already know, in order to avoid disturbing in class.
Those are:
1. To raise the hand and keep in silence to get a turn to participate.
2. To respect my partners’ contribution.
3. To participate in an organized way.
MATERIALS: Flash-cards, marker, board, worksheet, short tale.
II. PROCEDURES
INTERACTION
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
PATTERNS
1. The teacher opens the class asking the students 1. Organizes the 10
about their daily routine the previous day. There sequence of main minutes
Before will be three interventions about the question. The events in a simple Teacher-
students should have the ability to say short short story about Student
sentences using the present simple to talk about topics he/ she 25
their daily routine. already knows, by Students- minutes.
using pictures, Students.
2. After that, the teacher will apply a quiz about after reading or
present simple topic. This quiz is developed to listening to it.
spend between 20 to 30 minutes since the
organization of the students and so on.
3. Later, the teacher is going to show the students
some slideshow with different pictures that 10
represent a variety of nationalities. Those pictures Minutes
will show aspects such as people, customs, typical
foods, etc. The idea is that the students try to guess
which country those pictures below.
During 2. Produces a short, 20
1. In this fun teaching activity, students play games simple, oral or Minutes.
of bingo to practice countries and nationalities. written narrative
Each student is given a bingo card. Nationalities text that responds
are called out at random. If the students have the to the what, who,
corresponding country on their bingo card, they when, and where Teacher-
cross it out. When a student has crossed out all of an event or students.
nine countries, they shout 'Bingo'. When a anecdote.
student shouts 'Bingo', the student says the
countries on their card and the corresponding
nationalities. If the countries and nationalities
are correct, the student wins the round. If not, 3. Understands
the game continues. Several rounds are played general and
with students receiving a different bingo card specific 20
each time. As an alternative or extension, information in a Students- Minutes
students play the game amongst themselves in short narrative text students.
groups of five with group members taking it in about topics, that
turns to be the bingo caller. are familiar or of
personal interest.
2. Here is a useful worksheet activity to help MEN (2016)
students practice countries, nationalities and
flags. Each student is given a copy of the
worksheet. Working alone, students complete
each sentence on the worksheet by writing the
name of the country each nationality comes
from. When the students have finished, the
answers are checked with the class. Students
score one point for each correct country and one
point for each correct spelling. The students then
write the country they think each flag on the
worksheet belongs to, scoring one point for each
correct answer. The student with the most points
wins.
30
3. In this entertaining worksheet activity, students Minutes
find countries in a word search and then play a
game where they make sentences about the
countries. Each student is given a copy of the
worksheet. The students look for the 24
countries shown on the worksheet in the word
search and tick the words off as they go. When
the students have finished, the position of each
country in the word search is reviewed with the
class. Next, the students are divided into teams
of four. A country is called out at random from
the word search. The first student to put up their
hand and make an appropriate sentence about
the country scores a point for their team.
Students can make a sentence about anything
related to the country, such as the geographical
location, capital city, what the country is famous
for, what the country produces, etc. The game
continues until all the countries have been used.
The team with the most points at the end of the
game wins.
1. Now, there is space for the socialization about the Students 5
previous activities. The students participate Teacher- Minutes
actively in expressing how did they feel when
performing them.
PLAN B
In case extra time, the teacher proceeds to read short tale called “Kathy’s life”. After reading this tale, the teacher proceeds to ask questions to
students about it.
III. REFERENCES
Nicola Shapland, Assessment Fellow, Griffith Institute for Higher Education, (2011). Designing Effective Assessment, Assessment matters.
Retrieved from: https://app.griffith.edu.au/assessment-matters//.
Marcy Guddemi. & Betsy J. Case. (2004) Assessment report. Assessing Young Children. Pearson.
Ministerio de Educación Nacional (2016). Basic Learning Rights Of English Transition To Fifth Grade. Bogotá. Colombia.
Ministerio de Educación Nacional (2016). Suggested Curriculum Structure. Transition to primary. Bogotá. Colombia.
Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. Cambridge, UK:
Cambridge University Press.
IV. METHOD, EVALUATION, AND STRATEGIES
METHOD ASSESSMENT TEACHING STRATEGIES
For this assessment, the students are
Mixed Method. (TPR) (TBL) assessed according to their ability to work
in a group, create sequences, and their
creativity. Active learning.
ANNEXES
