2011.

AO DEL CAUDILLO VICENTE GUERRERO ESCUELA NORMAL DE TENANCINGO

SECONDARY BACHELORS DEGREE IN FOREIGN LANGUAGE (ENGLISH)

LESSON PLAN
TO DEVELOP FROM 26THTO 30TH JANUARY SECONDARY SCHOOL: LIC. ADOLFO LPEZ MATEOS PLACE: IXTAPAN DE LA SAL, MEXICO. HEAD TEACHER: GUADALUPE MEDINA ARANDA TRAINEE TEACHER: TOBIT ISRAEL AVILAZ SEGURA

FOREIGN LAGUAGE (ENGLISH)

1st GRADE

GROUP A

UNIT

Places and Buildings

UNIT PURPOSE
The purpose of this unit is to enable students to describe the place where they or other people live, and to ask the way/give directions.

ENGLISH LESSON PLAN March 26th DATE: ___________ TIME: __________ MAIN AIM:________________ class, students will be able identify some directions on their city. 50 minutes By the end of this _________________________________________________________________________ Carrying out certain transactions SOCIAL PRACTICE 5.2: _________________________________________________________________________________________________________________ Asking the way and giving directions FUNCTION OF THE LANGUAGE: _________________________________________________________________________________________________________ PERFORMANCE EVIDENCE Students can recognize and understand quotidian texts (public signs, notices, advertisements, maps, travel brochures, letters/e-mails and conversations) in order to use them purposefully (locate places, give directions and details about places and buildings). Can use knowledge of the world and clues (illustrations, titles, captions, maps, signs) to make predictions about texts. Can identify some details (characteristics/location of places, directions to get to a place) in order to follow directions, establish the logical order of instructions for getting to a certain place, complete/ expand a gapped text/map and/or to respond to a conversation. STRATEGIC COMPETENCE Students can use some verbal and/or non-verbal information to ease and enrich communication. Can rely on gestures, facial expressions and visual context. Can rely on background noise, tone of voice. Can make pauses appropriately when speaking. SAMPLE PRODUCTIONS (Excuse me,) Wheres the library/the cinema/?; Its on the corner (of Morelos and Zapata)/on Roosevelt Street/...; Where can I find a post office/buy a stamp/?; How can I get to the park/the library/?; Go along this street/Atlanta Road/...; Turn right/left into Hidalgo Avenue; Go past the church/the mall/; Is there a telephone/an Italian restaurant/ around here/near your house/...?; (Yes,) Theres one/Its opposite the pharmacy/next to the subway station/; No, there isnt. (But theres one/a Japanese restaurant/... on Lincoln street/in the town centre/...) REFLEXION ON LANGUAGE Students notice: the difference in use between indefinite (a, an) and definite (the) articles (e.g. Is there a bank near here? Yes The bank is in front of, etc.) the relation between indefinite articles (a, an) and nouns/adjectives beginning with consonant and vowel sounds (e.g. a pharmacy, an Italian restaurant, etc.)

ACTIVITIES Call the role. Write of the date. Review of places.

PROCEDURE Getting the list of students and to name each one by its name. Writing the date on the whiteboard in order to students know what day are we/they working. Sticking some flash cards of places in order to students has a flashback about several places or buildings. The trainee teacher will explain whit a few words the topic for today. Explaining to the students how to make the question to obtain an answer about the location. In order to assimilate the made question and practicing the topic of today, the trainee teacher will motivate to the students to repeat many times the previous question.

MATERIALS

List sheet. Markers and whiteboard Flashcards of buildings

Introducing the main topic. Learning the buildings (church, library, bank, etc.) Formulation of the basic questions (Where is the?; its ...). Understanding and assimilation of the question. Practice in the classroom, learning by using speaking.

ASSESSMENT: If the students get a good pronunciation and the expected learning the purpose of the lesson have been achieved.

NOTES: the written exercises in the next sheet are group materials..

Linguistic Content.

What time is it?; Whats the time?; Its (a) quarter to three/half past eleven/; Its nine thirty/oclock/ Its one, two, threeten,fifteentwelve, twenty, thirty

Exercises.

The time 1. Hi John! How are you? 2. Hi Mike! Im fine thanks! 1. Hey John! What time is it? 2. Its eight oclock, why? 1. Because Im going to see to Melina at quarter to nine in the movies. 2. Oh. I see. Then see you soon. 1. Ok. Bye 2. Bye.

ENGLISH LESSON PLAN 50 minutes By the end of this class, students will be able to understand the question about the time DATE: ___________ TIME: __________ MAIN AIM: _________________________________________________________________________ March 27TH _________________________________________________________________________ and give a logical answer according to their daily life. SOCIAL PRACTICE 5.2.: ___________________________________________________________________________________________________ Carrying out certain transactions FUNCTION OF THE LANGUAGE: ____________________________________________________________________________________________ Asking the way and giving directions PERFORMANCE EVIDENCE STRATEGIC COMPETENCE SAMPLE PRODUCTIONS REFLEXION ON LANGUAGE Students can recognize and Students can use some verbal (Excuse me,) Wheres the Students notice: understand academic texts (academic and/or non-verbal information to library/the cinema/?; Its on the that the pronoun it may refer articles and encyclopedias) in order to ease and enrich communication. corner (of Morelos and Zapata)/on to animals/objects share with the rest of the class the Can make pauses appropriately Roosevelt Street/...; Where can I find (e.g. My dog is fat. It eats a lot) information understood. when speaking. a post office/buy a stamp/?; How changes in spelling at the end Students can use language Students can recognize when can I get to the park/the library/?; of verbs in third creatively and appropriately by confused and cope with not being Go along this street/Atlanta Road/...; person singular (e.g. studystudies, choosing lexis, phrases and able to understand parts of Turn right/left into brushbrushes, makemakes, etc.) grammatical resources in order to written/oral texts. Hidalgo Avenue; Go past the in present simple produce short, relevant texts Can tolerate ambiguity. church/the mall/; Is there a some typical collocations (letter/e-mail, conversation) Can wonder if a given text makes telephone/an Italian restaurant/ related to everyday activities (e.g. regarding daily life. sense. around here/near your house/...?; take a shower, have lunch, do (my) Can follow a structured model of Students can give/take the (Yes,) Theres one/Its opposite the homework, etc.) spoken/written language to describe floor sensitively in verbal and/or non- pharmacy/next to the subway that some prepositions everyday activities. verbal ways. station/; No, there isnt. (But theres indicate time and collocate Can use knowledge of the world to Can initiate a conversation one/a Japanese restaurant/... on differently (at + clock times, in + parts anticipate type of information appropriately. Lincoln street/in the town centre/...) of the day, required, expected ways of Students can give/take the on + days of the week) interaction and possible language floor sensitively in verbal and/or non that some linking devices needed when asking and telling the verbal ways. indicate sequence (later, then, after time, and when talking about Can initiate a conversation that) and use such language features everyday activities. appropriately. appropriately. Can produce some fixed expressions with appropriate intonation when asking about time and frequency of activities. Can pronounce intelligibly individual words (numbers) when telling the time.

ACTIVITIES

PROCEDURE

MATERIALS

Call the role. Write of date. Review the question about time. Learning some verbs about daily life (wake up, take a shower, have breakfast, have lunch, have dinner, go to bed) Formulation of basic sentences about daily routines including the time. Understanding and assimilation of the sentences. Practice in the classroom, learning by using speaking.

Getting the list of students and to name each one by name. Writing the date on the whiteboard in order to students know what day are we\they working. Sticking some pictures in order to students obtain new vocabulary about daily routines. The trainee teacher will stick a wall chart in order to expose to students to a written text. Explaining to the students how to make the sentences to express a daily routine and the time in which the action is made. In order to assimilate the made question and practicing the topic of today, the trainee teacher will make that the students repeat many times the previous question.

List sheet. Markers and whiteboard Flashcards of daily routines. Wall chart

ASSESSMENT: if the students learn some daily routines phrases the main porpoise for this class will be achieve.

NOTES: the written exercises in the next sheet are group materials.

Linguistic Content.

What time do you?; Wake up, have breakfast. I Wake up, have breakfast ;at 10:00 am..;

Exercises.

My daily routine 1. I wake up at 6:00 oclock. 2. I have breakfast at 6:30 a.m. 3. I go to school at 6:45 a.m. 4. I leave school at 1:10 p.m. 5. I have lunch at 3:00 oclock 6. I have a shower at 6:30 p.m. 7. I have dinner at 8:30 p.m. 8. I go to bed at 10:00 p.m. oclock

ENGLISH LESSON PLAN DATE: ___________ JAN. 20TH By the end of this class, students will be able to understand an oral text and answer a MAIN AIM: _________________________________________________________________________ ____________________________________________________________________________ test applied by the trainee teacher SOCIAL PRACTICE 4.1.: ___________________________________________________________________________________________________ Giving and obtaining factual information of a personal and non-personal kind FUNCTION OF THE LANGUAGE: ____________________________________________________________________________________________ Asking and telling the time 50 minutes TIME: __________ PERFORMANCE EVIDENCE Students can recognize and understand academic texts (academic articles and encyclopedias) in order to share with the rest of the class the information understood. Can identify the purpose for writing, intended audience and type of text required (letter/e-mail) when writing a description of everyday activities; and generate ideas in an organized fashion, with the help of the teacher, using background knowledge. Can produce individual sentences in preparation to write a letter/e-mail describing everyday activities, and join them later using some linking devices (later, then, after that) to make the text coherent. Can concentrate separately on content or form, with the help of the teacher, peers or a similar text, to make adequate corrections on a first draft and produce a final version of a letter/e-mail. Can use capitalization appropriately when completing/expanding/creating a letter/e-mail. STRATEGIC COMPETENCE Students can use some verbal and/or non-verbal information to ease and enrich communication. Can make pauses appropriately when speaking. Students can recognize when confused and cope with not being able to understand parts of written/oral texts. Can tolerate ambiguity. Can wonder if a given text makes sense. Students can give/take the floor sensitively in verbal and/or nonverbal ways. Can initiate a conversation appropriately. Students can give/take the floor sensitively in verbal and/or nonverbal ways. Can initiate a conversation appropriately. SAMPLE PRODUCTIONS (Excuse me,) Wheres the library/the cinema/?; Its on the corner (of Morelos and Zapata)/on Roosevelt Street/...; Where can I find a post office/buy a stamp/?; How can I get to the park/the library/?; Go along this street/Atlanta Road/...; Turn right/left into Hidalgo Avenue; Go past the church/the mall/; Is there a telephone/an Italian restaurant/ around here/near your house/...?; (Yes,) Theres one/Its opposite the pharmacy/next to the subway station/; No, there isnt. (But theres one/a Japanese restaurant/... on Lincoln street/in the town centre/...) REFLEXION ON LANGUAGE Students notice: that the pronoun it may refer to animals/objects (e.g. My dog is fat. It eats a lot) changes in spelling at the end of verbs in third person singular (e.g. studystudies, brushbrushes, makemakes, etc.) in present simple some typical collocations related to everyday activities (e.g. take a shower, have lunch, do (my) homework, etc.) that some prepositions indicate time and collocate differently (at + clock times, in + parts of the day, on + days of the week) that some linking devices indicate sequence (later, then, after that) and use such language features appropriately.

ACTIVITIES Call the role. Write of date. Review of the numbers.

PROCEDURE Getting the list of students and to name each one by name. Writing the date on the whiteboard in order to students know what day are we\they working. Sticking some numbers in order to students has a flashback about several numbers. Sticking some pictures in order to students obtain new vocabulary about daily routines. Sharing out handouts whit exercises about the time and daily routines. In order to students put in practice the knowledge obtained in the previous classes, the trainee teacher will use a clock to mark different times or hours, and these hours will be written in the handouts that the trainee teacher shared out previously.

MATERIALS

List sheet. Markers and whiteboard Flashcards of numbers. Flashcards of daily routines. Clock Handouts

Review of the verbs of daily routines. Use of the clock related with daily routines. Sharing out handouts. Use of the activities roulette.

ASSESSMENT: if students learn how to relate the use of the clock and the daily routines the main purpose of this class will be achieve

NOTES: the material used in other sessions will be used for this session too.

Linguistic Content.
What time is it?; Whats the time?; Its (a) quarter to three/half past eleven/; Its nine thirty/oclock/ Its one, two, threeten,fifteentwelve, twenty, thirty What time do you?; Wake up, have breakfast. I Wake up, have breakfast ;at 10:00 am..;

EXERCISES

BIBLIOGRAPHY
SEP. Educacin bsica. Secundaria programas de estudio 2006. Lengua extranjera ingls, primera edicin, 2006. Reimpresin, 2009. Editora Xalaco, S.A. de C.V, Mxico.

WEB SITES
http://elt.oup.com/student/incredibleenglish/level3/dictionary/unit8?cc=global&selLanguage=en http://www.saberingles.com.ar/exercises/index1.html http://www.toolsforeducators.com/

2011. AO DEL CAUDILLO VICENTE GUERRERO

Presentacin

Propsito Contenidos de Enseanza

Estrategias de Enseanza Procedimientos y recursos para evaluar el aprendizaje de los alumnos Capacidad de percepcin e interpretacin de los sucesos en el aula

Engargolado: utiliza pastas transparentes, hojas tamao carta, tipo de letra (arial 12) y la orientacin de la hoja horizontal. Portada: presenta cartulaoficial (encabezados oficiales, nombre de la escuela, lugar de ubicacin, asignatura, grado y grupo de prctica, nombre del docente titular del grupo, nombre del maestro en formacin inicial, periodo de trabajo) Organizacin de la asignatura: incluye el bloque, el tema y subtema, propsitos, aprendizajes esperados, competencias, actividades y evaluacin Disea actividades que propician una formacin cientfica bsica para potenciar el desarrollo cognitivo, afectivo, valoral y social en los estudiantes de Educacin Secundaria. Genera la exploracin de conocimientos para favorecer a la comprensin de los conceptos, procesos, principios y lgicas explicativas de la ciencia y su aplicacin a diversos fenmenos comunes. Contempla diversas estrategias, basadas en el enfoque por competencias. (Conceptual, procedimental y actitudinal); tiene habilidad para disear estrategias genricas que incidan en los aprendizajes esperados Disea instrumentos de evaluacin congruentes con el nivel, asignatura, tema, contexto y cantidad de alumnos atendiendo a las formas de enseanza.

Propone actividades que atiendan las caractersticas particulares de los alumnos y del grupo, que incentiven al alumno a poner atencin en clase y a comprender las temticas abordadas. Responde a los propsitos educativos sealados en la secuencia didctica del plan de clase. Incluye en la planeacin y presenta material didctico legible y recursos a utilizar, adecuados a los intereses, necesidades y caractersticas del grupo de adolescentes que atiende. Tenancingo, Mxico., a __________de_________________________de 2011 FIRMA DE AUTORIZACIN

Material Didctico

SECOND PRACTICE WEEK FOR JANUARY 16TH TO JANUARY 20TH

TOBIT ISRAEL AVILEZ SEGURA

ADVISOR

Vo. Bo

HEAD TEACHER OF OBSERVATION PRACTICE

PROFRA. MARIA DE LOS NGELES ALONSO MIRANDA

PROFRA. MARIA DE LOS ANGELES ALONSO MIRANDA

VICE PRINCIPAL

PRINCIPAL OF NORMAL DE TENANCINGO

Vo .Bo

PROF. JORGE MIRANDA ARCE

HEAD ENGLISH TEACHER ___________________________________ PROFRA. GUADALUPE PINEDA ARANDA

PRINCIPAL OF SECONDARY SCHOOL

PROFR. JUAN LPEZ AGULAR