UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN              FACULTAD DE EDUCACIÓN              DEPARTAMENTO DE LENGUAS   ...
UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN          FACULTAD DE EDUCACIÓN          DEPARTAMENTO DE LENGUAS          P...
UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN          FACULTAD DE EDUCACIÓN          DEPARTAMENTO DE LENGUAS          P...
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Class planning - May 31

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Class planning - May 31

  1. 1. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL CLASS PLAN Z: May 31, 2012.Teacher’s name: Polet Méndez Morales Level: NB3Unit 5: Please sit down.Previous knowledge requiredPresent Simple Tense.Keywords: Sit down, Stand up, Listen, Draw, Paint. OBJECTIVES CONTENTSConceptual: Conceptual: • Acquire vocabulary and structures • Vocabulary related to talk about your related to talk about your school. school. (Classroom rules) • Structure: Imperatives (affirmative and negative).Procedural: • Phonetic: Pronunciation of short • To prepare a poster with classroom forms. (Don’t) rules. Procedural:Attitude: • Developing reading • To value cooperative work and to comprehension. respect each other. • Developing written skills. Attitude: • Cooperative work. ACTIVITIES ASSESSMENT
  2. 2. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONAL STUDENTS TEACHER Type of assessment (process/formative –Warm up: Warm up: product/summative): • Students play • Teacher plays “Simon says” in “Simons says” in • Both process and product. order to order the students understand can understand Assessment activity: instructions. instructions in English. • Creation of a poster. Pre: Assessment tool:Pre: • Teacher elicits • Students comment comments about • Revision of texbooks and notebooks. about the game the game. they have just • Teacher presents Indicators: played. the key words. • They work on key words: They will • Teacher plays a recording with a • Process: 1. Students demonstrate match the word conversation. comprehension of the text. / 2. They with its picture. answer the activities on the book. • Students listen to While: the conversation. • Teacher asks the • Product: 1. Students write a posterWhile: students to read following the proper pattern.. / 2. Proper • Students read the the conversation in conversation in page 28. use of target vocabulary. page 28. • Teacher helps the • Students students to recognize the recognize the purpose of the purpose of the text. text. • Students work in • Teacher asks to pages 28 and 29 work with their in their books. books in page 28 • They know the use and 29. of imperatives. • Teacher monitors • They work in a the developing of worksheet. the activities. • Teacher presents the use of imperatives. • Teacher gives a worksheet. • Teacher monitors the developing of the worksheet. Post:Post: • Teacher presents a • Students create a list with rules. poster to • Teacher monitors demonstrate their the creation of a comprehension of poster. imperatives. They • Teacher leads write classroom students to present rules. their posters to the • They present their class. posters to the class. Systematizing/closing:
  3. 3. UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN DEPARTAMENTO DE LENGUAS PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS PRACTICA PROFESIONALResources: • Human resources: Students and teacher. • Material resources: Makers, whiteboard, radio, class audio Cd, textbook and dictionaries.

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