UNIVERSIDAD DE LA AMAZONIA

EDUCATION SCIENCES FACULTY

ENGLISH LANGUAGE TEACHING PROGRAM
TEACHING PRACTICE I

LESSON PLAN FORM Nº _ 8___

I. DESCRIPTION

I.E.: Instituto Técnico Industrial. LEVEL 6 C

DATE: November 20th / 2018 HOUR: From 9:20 to 10:20 a.m
NUMBER OF STUDENTS: 37
November 22nd / 2018 From 7:50 to 10:20 a.m
S-T´S NAME:
Luis Miguel Murcia Urrego

C-T´S NAME: Olga Lucia Mateus

GRAMMAR TOPIC: Family members vocabulary, Possessive form, pronouns, adjectives
CONTEXTUALIZE TOPIC: He is my mother’s husband

SUGGESTED PERFORMANCE INDICATORS

KNOW DO BE LEARN
1. Identifies information 1. Provides orally and in 1. Values my own
related to the particular writing information cultural identity.
characteristics of some about countries, 2. Respect customs
countries such as: food, celebrations and and traditions of
clothing and customs. others.
celebrations. 2. Uses simple sentences to
2. Recognizes vocabulary express information
related to food, about countries, food,
celebrations, countries clothes and celebrations
and nationalities.
AIMS
MAIN AIMS: To clarify students doubts in terms of pronouns, and yes/no answers.
To Expand students vocabulary in terms of family members, and the use of adjectives to describe them.
To Expand students’ knowledge in terms of possessive Saxon.
 PERSONAL AIMS: -To teach grammar topics through different activities in order to help students to describe the basic
characteristics of people, places in their city and other parts of the world by using simple sentences.
-To promote respect and tolarance within the classroom.
-To create a good atmosphere with both the students and the cooperating teacher.

ANTICIPATED PROBLEMS
To find a restless student inside the classroom who could generate influence in the well behaved of other students. The lack of materials like
English dictionary during the class.
II. MATERIALS: Board, markers, speakers, worksheets, computer, video beam, flashcards.

III. PROCEDURES

INTERACTION
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
PATTERNS
The following activities will take place in the 1 hour class of
Thursday on November20th, 2018 (9:20 - 10:20 AM) Escritura: Describe las
características básicas de
personas, lugares y cosas.
In this order of ideas, the Student teacher (S-T) will start the (MEN, 2016, p. 15)
class by greeting and asking Students (Ss) to answer after his
salute. After that, the S-T will deliver the worksheet that Ss
were doing the past class in order to correct the answers, and Escucha: Comprendo una Student teacher- 20’
PRE clarify doubts. For this, the S-T will ask Ss to paste the descripción oral sobre una Student
worksheet on their notebooks. Then, the S-T will ask any Ss situación, persona, lugar u
for the right answers in order to write them on the board. In objeto. 1, 2 (MEN, 2006, p.
this order of ideas, Ss will correct the answers on their 22)
notebooks. The S-T will be available to clarify any doubt.

After that, the S-T will deliver a vocabulary worksheet (Annex Escucha: Comprendo y sigo
1) that contains a family tree, and 12 sentences to complete instrucciones puntuales
using the family members vocabulary and the possessive cuando éstas se presentan Student- Student 15’
Saxon (Jane is my mother, I am her ... Jhon is Jane's. ..). The en forma clara y con Teacher
activity will be individually, and at the end, the S-T will give vocabulario conocido. 1, 2,
feedback. 3 (MEN, 2006, p. 22)
After so, The S-T will ask Ss to think about their family
members, and then on their notebooks, classify them by using
the family members’ vocabulary (grandfather, sister, aunt,
mother, grandmother). After that, the S-T will tell Ss to design Lectura: Identifico el signifi
their own family tree by taking into account the family tree of cado adecuado de las
the previous worksheet (annex 1). For this, Ss should design it palabras en el diccionario Student-Student 35’
on their notebooks. Once they make it, they should form según el contexto. 1, 2
sentences; Ss can use the previous worksheet as a guide to (MEN, 2006, p. 22)
build up the sentences. Consequently, the S-T will ask Ss to
bring 1/8 of cardboard the next class; additionally, the S-T will
ask them to bring drawings or printed photos of their family in
order to paste them in the family tree.

If there is not enough time for any step in this activity, Ss can
continue the next class.
 The following activities will take place in the 2 hour class of
Tuesday on November 22nd, 2018 (7:50 - 10:20 AM)

WHILE
The Student teacher (S-T) will start the class by greeting and Student-Student 15’
asking Students (Ss) to answer after his salute. The S-T will
start the class by letting Ss to finish designing the family tree,
or forming the sentences. For this, the Ss will have 15 minutes
to finish it. While the ones who are ready can continue with the
final step.

Once Ss have finished the draft, the S-T will ask them to make
it on the piece of cardboard they brought. Therefore, Ss will
draw the family tree connections, and then they will paste the
drawings or the printed photos on it. After so, Ss will write
down the sentences, they created and they will decorate the Student-Student 40’
family tree. Then, the S-T will ask some Ss to pass in front of
the class and show their family tree; in addition, they should
read the sentences they wrote. At the end, the S-T will collect
the drawings. After finishing the previous activity, the S-T will
show Ss his family tree. For this, the S-T will use the video
beam and will display a power point presentation that contains
the family tree, basic personal information and sentences that
emphasize the use of family members’ vocabulary.

After finishing the presentation, the S-T will tell Ss that there Student teacher- 5’
will be a quiz about the presentation after the break; then, the Student
S-T will let Ss go out to the break, 5’ minutes earlier.
 POST

PLAN B
 If the Video Beam does not work for the S-T family tree, the S-T will bring printed photos and will paste it on the board.
 If Ss cannot complete the worksheet (Annex1), the S-T will help them by asking and writing the answers on the board.
 If Ss cannot draw the family tree, S-T will bring a printed sample of a family tree.

REFERENCES
Ministerio de Educación Nacional, MEN. (2016), Suggested curriculum structure from 6th to 11th grade, Bogotá D.C, Colombia.
Ministerio de Educación, MEN., (2006), estándares básicos de competencias en lenguas, Bogotá D.C, Colombia.
BIBLIOGRAPHYMinisterio de Educación, MEN. (2016). Way to go 6. Bogota D.C: Richmond Colombia. Retrieved from
www.colombiaaprende.edu.co
Busyteacher. (2012, October 13). Pinterest . Retrieved from https://busyteacher.org/uploads/posts/2012-10/1350931625_family-members-
simpsons.png
 EMMATHOMAS. (2014). FluentU. Retrieved from FluentU English Educator Blog: https://www.fluentu.com/blog/educator-english/esl-
family-lesson-plan/

IV. METHOD, EVALUATION AND STRATEGIES

METHOD ASSESSMENT TEACHING STRATEGIES

The identification of the different use of Experiential learning (Doing my own
Direct Instruction (when S-t explains what adjectives, possessives, family vocabulary family tree)
Ss must do in each activity)
Monitor the use and acquisition of Worksheet strategy allows reinforcing of
Content-Based Instruction vocabulary through activities and student’s learning in the topic.
worksheets.
Meaningful learning
Check and socialize vocabulary Modeling strategy. S-t explains how to do
Differentiated instruction(Target different worksheets with classmates and the the activity.
senses within the lesson) teacher.
Teamwork strategy. (Teams, couples…)
Socialize the answers of worksheets,
quizzes and exams. Checking understanding of instructions
(Asking a student to repeat the instruction
in the mother tongue.)