Mdd 2 & 3

Assessment N° 2
MDD 2 & 3
Gary Torres
Professional Practicum

STANDARDS MDD 2 & 3
Learning aims and Lesson planning
Considering it is teacher’s r responsibility to plan the learning units and every single
lesson it’s going to be implemented in the school, prove this competences through the
following tasks:
Task 1: Unit and Lesson planning.
Orientaciones:
a) Elabore sus planificaciones de acuerdo al formato que usted consideró
pertinente usar.
a) Explicite: objetivo principal, resultado(s) de aprendizaje, actividades
principales según etapas de la clase, tiempo. Explicite las adaptaciones
para estudiantes con NEE.
b) Indique la intervención docente para el apoyo y conducción de las
actividades (instrucciones, ICQs, CCQs etc.)
c) Incluya los recursos utilizados (prototipos de c/u)
UNIT PLAN FORMAT
STUDENT - TEACHER’S NAME: Gary Torres
SCHOOL: Colegio Concepción Chiguayante
LEVEL: 2° medio
NAME OF UNIT: Tomorrow’s World
TOPIC: Future & Technology
AIM(S):
AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK
LESSON
1
At the end of the
lesson students
will be able to
create a new
mobile app using
technological
vocabulary
Speaking
Listening
Lead in
-T shows pictures so Ss
predict the topic.
-Ss play a game.
Presentation
-T makes Ss watch a video
and then to give opinions
about it.
-T models the words to the
Ss and asks them to repeat
after her/him.
Practice
-Ss work on their books and
a worksheet that T
previously gave away.
Production
Computer
Projector
Markers
Textbook

- T asks Ss to create a new
mobile app.
-After checking the activity,
T AsksCCQs.
LESSON
2
At the end of the
lesson students
will be able to
speculate and
predict possible
events in the
future.
Listening
Speaking
Lead in
- T introduces the topic by
ask some questions about the
future.
Presentation
-T introduces the topic by
modeling the language and
giving examples and writing
them on the whiteboard.
-T explains when modal
verbs are used.
Practice
T makes Ss work in the book
and in a worksheet.
Production
- T explains Ss the last
activity in which they have
to complete with their own
ideas.
-T checks the activity.
Computer
Projector
Markers
Textbook
T asks Ss to
bring material
for next class
to create a
poster. (
photos, colour
paper,
scissors, glue,
glitter, etc)
LESSON
3
By the end of the
lesson Students will
be able to create a
poster and a message
for future
generations.
Speaking Preparation
-T explains that Ss will
make a poster for future
generations in which you will
include stuff that you like and
a message.
Task development
Ss do the poster and T
monitors the activity and
clarifies doubts.
Post task
- Ss present their posters in
front of the class.
-T evaluates the presentation
and poster.
-T comments on Ss
performance.
Computer
Projector
Markers

LESSON
4
Students will be
able to understand
a text about
technology and
future life.
Reading Lead in
-T elicits the name of some
sci-fi films and write them
on the board.
-Ss discuss what aspects of
life in the future these films
show.
Pre-reading
- T shows some pictures and
asks some questions
- Ss guess the topic.
While reading
-T asks Ss to read the text
and to do activity number 2
in page 47 from the
textbook.
-Ss read, T follows the
reading.
- T asks the Ss to complete
a vocabulary builder
activity.
Post-reading
-T asks the students to work
in pairs and make
predictions about the world
in fifty years’ time.
Computer
Projector
Markers
Textbook
LESSON
5
At the end of the
lesson students
will be able to
create a dialogue
making,
suggesting and
declining plans.
Speaking,
Reading
Lead in
-T asks Ss for activities
young prople do at the
weekends.
- Ss answer and read the aim.
Presentation
-T shows Ss some pictures
of activities done by young
people.
-T shows the expressions
used to make plans, and to
accept and reject invitations.
- T shows a video and Ss
take notes.
Practice
-T makes Ss work on their
book.
Computer
Projector
Markers
Textbook

-T explains the next activity
in which Ss have to create a
dialogue.
Production
- Ss present their dialogue
and T evaluates.

Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN
Class: 2° medio
School: Colegio Concepción Chiguayante
Date of lesson:
22-08-14
Time of lesson:
8 am
Length of
lesson:
90 min.
Student-Teacher’s
name:
Gary Torres
Main Aim:
At the end of the lesson students will be able to create a new mobile app using technological vocabulary.
Exponent(s):
 Data storage, web cam, social networking website, laptop, computer, USB, password,
username, autocomplete, Internet browser, podcast, Wi-Fi.
 I found a Wi-Fi hotspot in the supermarket//My laptop has a built-in webcam//Connect
the data storage to the USB port//I’ve got an app to make video calls and share files at
the same time.
Assumed Knowledge:
Simple present tense
Simple past tense
Target Language:
 Data storage, web cam, social networking website, laptop, computer, USB, password, username, autocomplete, Internet browser,
podcast, Wi-Fi.
 This app is useful for: making calls, listening to music, sharing photos, looking for Wi-Fi hotspots.
 It has a/ You need Wi-Fi to use it/ You can connect it to your laptop.
Anticipated Problems
 Students may get confused with cellphone and mobile. (Explain that one is British and the other
is American).

Aids
Marker
Projector
Computer

Adapted from University of Sussex
Stages
Procedure
What I am going to do
What I am going to say
Instructions, CCQs, Feedback,etc
Skill
Time
(min)
Interaction
T-Ss;Ss-Ss;etc
LEAD-IN
(warm up)
PRESENTATION
The Teacher starts the class greeting
the group and introducing the theme.
The teacher shows a ppt with some
pictures and asks Ss to predict the
topic
The Ss predict the topic
The T introduces a game
Ss play the game
The T shows a video about the
importance of technology in our lives.
Ss watch the video
T asks for Ss opinions
Ss discuss about the video
T models the words to the Ss and asks
them to repeat after her/him.
Good morning Students, how are
you today?” today we will start with
a new topic.
Students, look at these pictures. And
tell me what you are thinking this
lesson is going to be about?
Now you will play a little game that
you are familiar with. You are going
to be divided into groups. I’m going
to name a category and you have to
come up with elements related to the
category.
Okey let’s play
Now we are going to watch a video
and then we will discuss about it.
Ss pay attention to the video
What do you think of this video?
What could you see? Is technology
that important to us?
Okey, repeat after me.
Listening
Speaking
Speaking
15 min
20 min
T-Ss
Ss-Ss
T-Ss

PRACTICE
PRODUCTION
Ss repeat the words.
T asks Ss to complete the activity on
the book (page 44)
Ss do the activities
T Checks the activity.
T makes Ss create a new mobile app
using the vocabulary the just learnt.
T checks the activity.
T asks CCQ’s
Now let’s work, open your book on
page 44. You are going to do
exercise 2, 4 and 6.
Ok let’s check.
Now, you will have to create a
mobile app using the vocabulary we
have seen, it has to be something
creative so use your imagination.
You will have 15 min. to do it, then
we will check. Work in groups of 4.
Alright, who is going to be the first
group to present their app?
Ok, what did we do today?
Can I upload files to podcast?
Do I use autocomplete to make a
video call?
Is facebook a social networking site?
Reading
Listening
Listening
Speaking
20 min
30 min
Ss-Ss
Ss-Ss
T-Ss
POST LESSON COMMENTS:
Once every group presented, Teacher gives feedback on pronunciation and grammar without facing the group which made
mistakes.

TOMORROW’S
WORLD
Teachers: Gabriela Quezada & Gary Torres

Look at these pictures

Lesson Aim
•At the end of the lesson SWBAT express and
use vocabulary about technology in
tomorrow’s world.

Let´s watch a video and
discuss
• A life without technology

Instructions
1. Open your
book on page
44.
2. Do exercises 2
and 6.

English Pedagogy
Teaching Practice
LESSON PLAN
Class: 2 high school
Date of lesson:
26-08-14
Time of lesson:
8 am
Length of
lesson:
90’
Student-Teacher’s
name:
Gary Torres
Main Aim:
At the end of the lesson students will be able to speculate and predict possible events in the future.
Exponent(s):
 If I drive fast I might have an accident, If you don’t study you will get a bad mark.
 If we don’t eat we will probably will die, I may become a superstar if I sing on Tv.
 If tonight is cloudy, it probably won’t be sunny tomorrow.
Assumed Knowledge:
Weather
Global warming
Simple present
Target Language: If clause+ main clause If clause: If + subject +simple present+ complemet
If clause: If I go to the gym Main clause: Subject + will/might/may/could + main verb+complement
Main clause: I may get healthy.
Anticipated Problems
Ss can get confused since could is mainly used for talking about the past.(Explain that it can also
be used for talking about future events such as in the example: If it doesn’t rain tomorrow, we
could have a barbecue)
Aids
Projector
Computer

Stages
Procedure
Skill
Time
(min)
Interaction
T-Ss;Ss-Ss;etc
LEAD-IN
(warm up)
PRESENTATION
T introduces the topic by ask some
questions.
Ss talk.
T makes Ss read the aim of the lesson.
T introduces the topic by modeling the
language and giving examples and
writing them on the whiteboard.
T explains when modal verbs are used.
T goes back to his examples on the
board and explains.
Imagine it’s year 2040, what
developments do you expect to see
in mobiles, tvs and computers?
Ss read the aim.
I think if mobiles keep growing they
might become robots and I believe
that Tv’s will disappear if computers
make people’s lives better.
In first conditional we usually use
the modal verb ‘will’ when we want
to talk about events that are going to
happen for sure; then we have
‘probably will’ for a lower
percentage of probability; then we
have ‘may or could’, which indicate
50% of probability; with a lower
probability we have might and
finally we have ‘probably won’t or
won’t’.
In my first example I am not sure
what is going to happen so I used
might. In my second example I am
sure of what is going to happen so I
used will.
Speaking
Reading
Listening
Listening
Listening
10 min
20 min
T-Ss
Ss-Ss
T-Ss
T-Ss
T-Ss

PRACTICE
PRODUCTION
T asks CCQs
T makes Ss work in the book.
T checks exercises 4 and 5.
T gives away a worksheet.
T explains Ss the last activity.
T checks the activity
T and Ss make an overview of the
reviewed contents.
Which words do we use to talk
about possibility in the future?
Do they have the same meaning?
How do we make a positive
prediction?
How do we make a negative
prediction?
Let’s work now, open your books on
page 45 and do exercises 4 and 5.
Work in pairs.
Work on this worksheet now. Read
the instructions carefully.
In the last exercise you will have to
complete the sentences with your
own ideas of what you think
will/may/could/might happen.
Let’s check!
What did we do today? What did we
learn? When do we use might? Can
we use will when we are not sure of
what is going to happen in the
future? Which can we use if not?
Listening
Speaking
Reading
Reading
Speaking
Speaking
Listening
20 min
30 min
T-Ss
Ss-Ss
T-Ss

POST LESSON COMMENTS:
Teacher takes the last 10 minutes to introduce the activity they will be doing next class in which they need materials such as pictures of
their family, favourite music bands, favourite food and things they like to create a poster for future generations.
Slide 1

0% 100%
won’t > probably won’t > may/might/could > will probably > will
EXAMPLES
1. There are lots of clouds, I think it will rain tomorrow.

LET’S CHECK!
1. Which words do we use to talk about possibility in the future?
2. Do they have the same meaning?
3. How do we make a positive prediction?
4. How do we make a negative prediction?

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE
Lesson plan:# Level:
2° medio
Date:
Time:
11.30 am
Length:
90 min.
Teacher:
Gary Torres
Aims: By the end of the lesson Students will be able to create a poster and a message for
future generations.
Assumed Knowledge:
First conditional, simple past, simple present.
Family.
Anticipated problems:
…and solutions:
Aids:
Projector
Computer
Markers
STAGE OF LESSON
and procedure
PURPOSE
What I’m going to say
Interaction
SKILL(S)
DEVELOPED
Time
PREPARATION STAGE
T greets Ss.
T explains what Ss will be
doing during the lesson.
Good morning class, How are you
doing today?
Do you remember what I told you
we were doing today?
As explained last class, today you
are going in pairs to make a poster
for future generations in which you
will include stuff that you like and
that you would like to share with
people from the future. This stuff
can be pictures of your family,
favourite music band, singer, food,
etc. You will have to include a brief
message in which you need to use
first conditional.
T-Ss
Listening
Listening
10
min

TEACHING PRACTICE
T shows a sample poster and
explains.
Remember that you will have to
present what you made in front of
the class. This is going to be
evaluated.
Here you can see an example of
what you will have to do.
These pictures represent what I
like, this is my family, my favourite
band and food, and this is my pet.
Now I will read my message.
TASK DEVELOPMENT STAGE
T asks if Ss have any doubts.
Ss work in pairs.
T monitors the activity and
goes around the classroom
making sure everyone is
working.
Have you got any doubts?
I will be around the classroom to
clarify your doubts and to help you
with your message.
T-Ss
Ss-Ss
Listening
Speaking
40
min
POST TASK STAGE
Ss present their posters in
front of the class.
T evaluates the presentation
and poster.
T comments on Ss
performance.
Ss-Ss
T-Ss
Speaking
Listening
40
min

TEACHING PRACTICE
Post lesson comments:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________________________________________________________________________________________

English Teaching Programme
Practice V
Unit :
Level Date
05-09-14
Length
90 min.
Student- Teacher
Gary Torres
Aims: Students will be able to understand a text about technology and future life.
Assumed knowledge ( Content, vocabulary, strategies)
Anticipated Problems …..and Solutions
Aids
Book Solutions
Projector
Computer
Stages
Procedure
What am I going to do ?
What are students going to do?
Instructions
What am I going to say?
Time
Objectives
(min)
Interaction
T-Ss;Ss-Ss;etc
Lead-in
Pre –
T elicits the name of some sci-fi films
and write them on the board.
Ss discuss what aspects of life in the
future these films show.
T shows some pictures related to future
life and asks Ss to describe them
T asks Ss to predict the topic
T asks Ss to discuss which they think is
most likely to come true.
Did you know the name of any
sci-fi film? Can you name them?
Discuss in pairs what aspects of
life in the future these films
show.
Look at the pictures and describe
them, what can you see?
What do you thing the reading is
going to be about?
Which of these pictures is most
likely to come true?
Elicit previous knowledge
Elicit previous knowledge
Activate previous
knowledge.
Activate previous
knowledge.
20 min

Stages
Procedure
What am I going to do ?
What are the students going to do?
Instructions
What am I going to say?
Objectives
(min)
Time
While
Post
T asks Ss to read the text and to do
activity number 2 from the textbook.
T cheks the activity.
T asks the Ss to read the text again and to
do activity number 3 from page 48.
T checks the activity.
T asks the Ss to complete a vocabulary
builder activity.
T asks Ss to complete sentences using
the phrases from the previous activity.
T asks the students to work in pairs and
make predictions about the world in fifty
years’ time.
Now you are going to read the
text and answer the questions
from the activity number 2.
You are going to read the text
again if it is necessary and then
match the paragraphs with the
corresponding predictions.
In the following activity you have
match the verbs and nouns to
make phrases from the text.
Know you have to complete the
sentences using the phrases from
the previous exercises.
In the last activity you will work
in pairs, and you will have to
make three predictions about the
world in fifty years’ time. These
words can help you: “buildings,
climate, computers, education,
entertainment, health, space,
transport and work. You will
have 10 minutes.
20 min
30 min

Do you know
any sci-fi film?
Slide 2
Do you know
any sci-fi film?
What aspects of life in
the future can you see
in these films?

Which of these is
more likely to
come true
Slide 10
AIM
At the end of the class students
will be able to understand a text
and make predictions about
future life.

Page 48
 Exercises 2 to 6.

English Pedagogy
Teaching Practice
LESSON PLAN
Class: 2 medio
Date of lesson:
Time of lesson:
8 am
Length of
lesson:
90’
Student-Teacher’s
name:
Gary Torres
Main Aim:
At the end of the lesson students will be able to create a dialogue making, suggesting and declining plans.
Exponent(s):
• Shall we go to a pub or a restaurant? No I can’t
• How about going to the beach? No, I don’t want to
• What about cooking pretzels?
• Why don’t we/ you go camping some day?
• Great idea!
• Yes, that sounds fun.
• I’d love to.
• Yes, I’d be up for that.
• That’s a good idea.
Assumed Knowledge:
Places, holiday.
Target Language: A: Do you fancy going for a bike ride on Saturday morning?
B: Great, I’d love to
Anticipated Problems …..and Solutions
Aids
Projector
Markers
Computer

Stages
Procedure
Skill
Time
(min)
Interaction
T-Ss;Ss-Ss;etc
LEAD-IN
(warm up)
PRESENTATION
T greets Ss.
T asks Ss a question.
Ss comment.
T makes Ss read the aim.
T shows Ss some pictures of activities
done by young people. On each
picture T asks Ss who likes doing this
activity.
T shows the expressions used to make
plans, and to accept and reject
invitations.
T shows a video.
T checks what Ss wrote.
Good morning, how are you today?
I will start this lesson by asking you
this: What kind of activities do
young people typically do at the
weekend?
Ok, this is the aim of today’s lesson,
can somebody read it?
Look at this pictures and tell me
what they are.
Do you like doing this? Who does
this activity usually?
These are some expression used to
make plans. Can you read them?
accept invitations.
reject invitations.
Watch this video and take notes on
the tenses they use to make plans, to
accept and reject invitations.
What did you write? Let’s see.
Listening
Speaking
Reading
Speaking
Reading
Speaking
10 min
20 min
T-Ss
T-Ss

PRACTICE
PRODUCTION
T makes Ss work on their book.
T explains the next activity in which
Ss have to create a dialogue.
Ss present their dialogue and T
evaluates.
Let’s work on your book now, page
50, exercise 3.
Practice the dialogue in exercise two
with your partner replacing the
words in blue with other activities
from exercise 1 or your own ideas.
Now, you will have to come up with
a dialogue. Work in pairs.
Ask about your partner’s plans. Tell
your plans to your partner. Make
suggestions for activities you could
do together. Accept or decline the
suggestions. Agree on doing one
activity.
Reading
Speaking
15 min
30 min
Ss-Ss
Ss-Ss
T-Ss

•What kind of activities
do young people
typically do at the
weekend?
Slide 2
AIM
•At the end of the lesson students will be
able to make, decline and suggest plans

VOCABULARY
To do
schoolwork
Go bowling
Slide 4
Go ice skating Go for a pizza

Go for bike
ride
Go
skateboarding
Slide 6
Go to bed
early
Have a
barbecue

Have
lunch/dinner
with relatives
Meet
(somebody) for
a coffee
Slide 8
TENSES USED TO MAKE PLANS
* WILL
* GOING TO
* MAY or MIGHT
We use will for things we
decide to do as we are
speaking.
We use going to for things we
have already decided to do
something (intentions)
* PRESENT CONTINUOUS
If we are not sure.
For things we have already
agreed to do, usually with
somebody else (arrangements).

EXPRESSIONS TO MAKE
SUGGESTIONS
• Shall we go to a pub or a restaurant?
• How about going to the beach?
• What about cooking pretzels ?
• Why don’t we/ you go camping some day?
• Maybe you/we could wait a few more minutes
Slide 10
EXPRESSIONS TO ACCEPT
SUGGESTIONS
•Great idea!
• Yes, that sounds fun.
• I’d love to.
• Yes, I’d be up for that.
• That’s a good idea.

EXPRESSIONS FOR DECLINING
SUGGESTIONS
• Sorry, I can’t.
• I don’t really fancy
dancing with you.
• Sorry, I don’t want to.
Slide 12
•PAGE 50.
• Exercise 3
• Practice the dialogue in
exercise two replacing the
words in blue with other
activities from exercise 1 or
your own ideas.
•Work in pairs

CREATE A DIALOGUE
• Ask about your partenr’s plans.
• Tell your plans to your partner.
• Make suggestions for activities you could do together.
• Accept or decline the suggestions.
• Agree on doing one activity.

Task 2:
Base the decisions made at the moment of planning the lessons with methodological and
context references.
Orientaciones:
a) Planteamientos didácticos para la enseñanza y aprendizaje de inglés en su
nivel
b) Apoyos ofrecidos en función de las características de los estudiantes
c) Orientaciones que emergen de otros factores contextuales identificados en
el Estándar 1
Since this unit has a lot of new vocabulary items it was important to choose the most
suitable way of teaching. As explained in the previous MDD, this group of students has a
good level of English, they behave well and respect teachers and classmates, so in terms of
classroom management it is not difficult to have them quiet. This is positive because in most
schools this is a big issue.
When teaching vocabulary I tried to make them aware of the meaning of the words.
According to Lewis (1994) the term meaning in vocabulary is essential because if students
do not know the meaning of words they are learning, they are not going to be able to
participate in real conversations, or even in class. In my case there were lots of words students
already knew, for instance ‘usb’ or ‘username’, but there were some such as ‘podcast’ and
‘browser’ which they did not know.
On one hand he suggests that vocabulary is not precisely stored only as individual
words, but also as phrases and larger chunks, which can be retrieved from memory as a
whole, reducing in this way the difficulties at the moment of processing. On the other hand,
he states that learners who tend to learn individual words are going to need more effort and
time to memorize the word, understand its usage and finally using it to express themselves.
From this point of view, I tried to contextualise the new items by showing the words in
sentences and not only by themselves, so students had a clear idea of what the words meant.
Another issue which I think is relevant is the use of real materials and give real context
to the content being taught. The material used for the lessons should be real since the
beginning of the lesson. Learners need to be engaged to what they are going to learn as they
also expect attractive, meaningful, authentic and didactic material to get involved in the class,
Moras (2001).

According to Nation (2007) good lessons have included speaking and writing
activities. The teacher should design speaking and writing activities. This involves written
or spoken input in the activities that each piece of input contains about English words that
may be new to the learners.
Also, as expressed by the teacher, when teaching certain tenses it is useful to make
learners guess the structure used for the tense, instead of simply showing it on the whiteboard
or a slide. In this way they can reinforce autonomy in the process of learning and since they
are going to be the ones who ‘discover’ the structure, they will keep that information in their
memory for a longer period of time.
Task 3:
Reflect on the process followed for planning the lessons, highlighting strengths,
weaknesses and challenges.
Orientaciones
a) De las tareas desarrolladas, ¿qué le resultó más fácil: el diseño de la
planificación, la elaboración de materiales o la fundamentación de la
propuesta? ¿Por qué?
b) Que le resultó más difícil de planificar ¿Por qué se le presentaron esas
dificultades? ¿Como las enfrentó? Señale consecuencias positivas y
negativas de las acciones que tomó para enfrentar esas dificultades.

c) Si tuvo estudiantes con mayores necesidades de apoyo docente, ¿qué
facilidades y dificultades tuvo para la implementación de las actividades de
aprendizaje?
Task based lessons are personally the easiest for planning, since they are more
focused on students work that teachers work and also because learners like these sort of
activities in which they have to bring materials to the class and work with elements they like
such as music, food, technology, etc. In this way students feel really engaged to the lesson
and are able to work positively and without unnecessary distractions that can emerge in any
other type of lesson. Moreover, as they like what they are doing they keep that new
knowledge in their long term memory.
Teaching vocabulary was a bit more complex but still not difficult. Nowadays, learners
feel close to technology and since the unit has to do with technology and future, lessons are
easier to carry out in terms of engagement and context.
Planning a lesson is always a big challenge because the teacher does not know whether
the lesson will be successful or not, if students are going to be engaged or not, if the computer
or projector are going to work or not, and lots of other doubts can emerge. One of the hardest
lessons to plan are those who include tenses since there is a more complex structure in
comparison with other contents. I tried to follow teacher’s advice by not showing them the
structure explicitly, but let students find and realise the structure. Several examples in
sentences or audios are useful for this approach and if necessary double the amount of
activities and exercises to make sure learners understood.

References
Lewis, M. (1994). The Lexical Approach. Hove, England: Language Teaching Publications,
Volume 1, Number 2.
Moras, S. (2001). Teaching Vocabulary to advanced students: A Lexical Approach. Sao
carlos, Brazil.
Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1:
1-12.

Mdd 2 & 3

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