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The document outlines a classroom vocabulary lesson plan that uses grammar translation and focuses on teaching verbs, pronouns, past simple tense, and vocabulary. It describes the methodology, materials, student-teacher interaction, vocabulary words, composition exercises, grammar lessons, objectives, student feelings, and techniques used. The lesson on verbs focuses on vocabulary, sentences, grammar, and objectives to understand past simple and vocabulary. The pronoun lesson covers pronouns, sentences, grammar, objectives to identify pronoun use, composition, and difficulties translating some pronouns. Students seemed comfortable, interested, and wanted to return to class again.

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Karina Garcia Mejia
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© Attribution Non-Commercial (BY-NC)
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Download as DOCX, PDF, TXT or read online on Scribd
8 views

Time

The document outlines a classroom vocabulary lesson plan that uses grammar translation and focuses on teaching verbs, pronouns, past simple tense, and vocabulary. It describes the methodology, materials, student-teacher interaction, vocabulary words, composition exercises, grammar lessons, objectives, student feelings, and techniques used. The lesson on verbs focuses on vocabulary, sentences, grammar, and objectives to understand past simple and vocabulary. The pronoun lesson covers pronouns, sentences, grammar, objectives to identify pronoun use, composition, and difficulties translating some pronouns. Students seemed comfortable, interested, and wanted to return to class again.

Uploaded by

Karina Garcia Mejia
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TIME 9:00 10:00 AM

APROACH VOCABULARY OF THE SCHOOL

METHODOLOGY LIST OF THE VERBS TEXT EXERSICES

METHOD GRAMMAR TRASNLATION

METERIEL MARQUETS BOARD THE TEXT THE SENTENCES

INTERACTION TEACHER-STUDENTS

VOCAVULARY DESK, STUDENTS, TABLE, PENCIL, WINDOW, BOARS, TEACHES, DOOR, COLORS, BAGS, BOOK, NOTEBOOK,CHAIR, PEN,

USED WORD IN SENTENCES PENCIL BOARD BAG SHARPENER BOOK

COMPOSITION I LOST MY______ THE TEACHER SAY_____________ I KEEP MY BOOK IN THE_______ I BUY A NEW _______ OPEN YOUR _____ON THE PAGE 34 ERRORS THEY HAVE ERROS IN THE GRAMATICAL WHEN THEY WROTE: WINDOW-WIDOU BOOK-BUC

SKILLS READING WRIRING

GRAMAR TEACHIG PRESENT SIMPLE

ROLE OF L1 USE TO: NATIVE LANGUAJE

EVOLUTION
STUDENTS LEARNED QUICKLY YOU COULD SAY THAT THE EVOLUTION WAS SATISFACTORY

OBJETIVES THE STUDENTS UNDERTAND THE PAST SIMPLE AND LEAR VOCABULARY

STUDENTS FELINGS STUDENTS WERE COMFORTABLE AND INTERESTED ADDITION TO PARTICIPATING

TECHNIQUES MEMORISATION READING FIILIN

TIME 10:00 11:00 AM

APROACH THE PRONOUNS

METODOLOGI LIST OF PRONOUS SENTENCES

METHOD GRAMMAR TRASNLATION

METERIEL MARQUETS BOARD LIS OF THE PRONOUNS THE SENTENCES

INTERACTION TEACHER-STUDENTS STUDENTS-STUDENTS

VOCAVULARY I YOU HE SHE IT WE THEY YOU

USED WORD IN SENTENCES I YOU HE SHE IT WE THEY YOU OBJETIVES STUDENTS MUST KNOW AND IDENTIFY THE USE OF PRONOUNS

COMPOSITION ____ ARE MY BEST FRIEND ____ IS A DOCTOR ____ IS MY BROTHER ____ AM A STUDENT ____ IS A POLICE

SKILLS WRITIN

GRAMAR TEACHIG THE PRONOUNS

ROLE OF L1 USED TO: NATIVE LANGUAJE

EVOLUTION
STUDENTS IN THIS CLASS MUST SHOW RESPECT TO LEARNING WITH GREATER USE OF PRONOUNS

ERRORS STUDENTS SHOWED DIFFICULTIES IN TRANSLATING: HE- SHE YOU- YOUR

STUDENTS FELINGS STUDENTS MUST SHOW MORE PARTICIPATORY AND ALERT FOR Activities

TECHNIQUES MEMORISATION

One day i prepared to go to my first day of school so keep in my book buy back pack sharpener new and ready to get classroom, when the teacher said, look all the whiteboard and wrote your name there later I realized I had lost my pencil and no longer had to write with. The teacher said after opening his book on page 34 and quickly borrowed a pencil so

order k to meet new people I felt very happy because now I have really wanted to come back again

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