Planes de Clase

UNIVERSIDAD MAYOR DE SAN SIMN
FACULTAD DE HUMANIDADES Y
CIENCIAS DE LA EDUCACIN
CARRERA DE LINGSTICA APLICADA
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
TRAINEERS NAME: Iriarte Ferrufino Melany.
LEVEL: Beginners
MENTOR'S NAME: Mgr.Leonila Valdez
TIME: 90 minutes
PLACE: Engineer of computing-UMSS.
DATE: 25-04-14
MAIN AIM(S): To describe pictures by using

indefinite articles a /an.
SUB AIM(S):
- To use a/an in specifics cases and exceptions.
- To choose the correct article a or an by describing each picture.
- To discuss each picture using simple sentences with the verb to be.
LEARNING OUTCOMES: students will know the

differences between a / an , and they will be able to
describe the pictures correctly using simple sentences.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the 4 rules or
exceptions that exist for use of articles.
PERSONAL AIMS(S) To take control and attention of

the class with visual contact.
POSSIBLE SOLUTIONS TO THESE PROBLEMS:

-the best way to solve these problems is that students practice orally if the word
sounds like a vowel or consonant in the phonetic sound.
AIDS: Whiteboard, markers and pictures.
Language input (if relevant) What is it?

COMMENTS
THE LESSON
COMMENTS
ON THEON
LESSON
PLAN PLAN:
Mentors Signature
Institution Seal
Traineers Name: Iriarte Ferrufino Melany
Mentors Name: Mgr:Leonila Valdez.
Sub Aim 1: To recognize the rules of a/an in specifics cases and exceptions.
Activities to achieve the aim
-To present the main rules and spesil
cases by using indefinite articles a/an .
Purpose
-To choose the correct indefinite article.
A /an
Evaluation
-Teacher uttered only the name of the drawing and
students will identify if they have to use a or an.
- To introduce different pictures for

showing them the differences.
- To give students vocabulary about the
subject ,so they can use it orally.
Sub Aim 2: To choose the correct article a or an for describing each picture.
- To indicate that students currently
use a or an.
-Correctly describe the drawings
- Practice with a classmate
pronunciation
Purpose
Evaluation
- To use indefinite articles to describe -To write simple sentences using indefinite
adequately the drawings.
articles.
Sub Aim 3: To discuss each picture using simple sentences.

-To identify in a phonetic way if the
word begins with a vowel or a
consonant for applying the rules.
-To give students examples and
how they should use the items
describing the pictures with simple
sentences.
Purpose
Evaluation
-To practice communication without -Students should create basic and simple
fear as students work in pairs.
sentences using a and an.
-Students at the end of the class will come out
in front and will share their final work.
-To oversee the final work of students

and if they understood the items
correctly and when to use them.
Closures: To
use an/a and mention five things (each student has to tell 5 examples by using a and an) .
Universidad Mayor de San Simn.

Facultad de ciencias y tecnologa.
Carrera de Ingeniera en Sistemas e Informtica.
Diario de Campo
Tema: The indefinite articles a/an.
Fecha: 25/04/14
1.- Explic usted algo diferente que de costumbre?
En esta leccin, expliqu las reglas principales de los artculos indefinidos a/an y luego continu con los ejemplos correspondientes, as que no
hubo nada diferente.
2.- Qu clase de estrategias emple usted?
Apliqu ms actividades orales que escritas, primeramente utilice algunos dibujos y describ los mismos utilizando los artculos indefinidos, y
luego guie a los estudiantes para que puedan hacerlo de la misma manera.
Tom en cuenta el nmero de estudiantes para as llevar el material necesario para la leccin.
3.- Los estudiantes fueron desafiados por la leccin?
Desde luego que s, ya que tuvieron que analizar las reglas gramaticales del uso del a/an y pronunciacin fontica, especialmente para aquellas
palabras que comienzan con h u: honest/hospital / university/United States.
4.- Cmo puedo ayudar a mis estudiantes?
Aclarando dudas sobre la leccin, explicacin, etc., llevando distintos tipos de material para cada leccin y desde luego, que llame la atencin
de los estudiantes (colorido- creativo) para motivarlos.
5.- La leccin de hoy despert inters por la materia?
Si les gusto bastante las imgenes, describieron los dibujos usando de manera correcta los artculos a/an , hubo algunas dudas pero se aclar en
el momento.
Question about what happened during a lesson
by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
Worksheets
Indefinite articles: a / an
a + consonant sounds ( b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t,v,w, x,y,z)
an + vowel sounds ( a, e, i, o, u )
A. Check the right answer.
1.There ............... egg in the fridge.
an
an
4. ................. apple a day keeps the doctor away
a
an
2.There is ................. beautiful garden in front of my house.
an
5.There is .................. TV in my bedroom.

a
a
an
3.There is ................ computer in our classroom.
Adapted by Melany Irirate Ferrufino
B. Fill in the blanks with a or an:
1. Maria: Is Serena Williams
Lucy: No, she's
Spanish tennis player?
American tennis player.
2. Samantha: Is your father
Victoria: No, my father is
Italian teacher?
math teacher.
3. Amy: Is it raining now, Mum?

Mother: Yeah. You should take
umbrella.
4. Melissa: Is Camron Diaz
Amy: No, she's
Irish actress?
American actress.
5. Sandra: Is your mother
Ruth: No, she's
nurse.
doctor.
Adapted by Melany Irirate Ferrufino
Oral practice Flash Cards a or an
Adapted by Melany Iriarte Ferrufino

LESSON PLANNING
TRAINEERS NAME: Iriarte Ferrufino

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
MAIN AIM(S): To describe Countries and

nationalities by using the verb to be, and wh
in affirmative,negative, interrogative(wh).
SUB AIM(S:
- To introduce the subject with a video.
- To do sentences in negative/positive and interrogative form.
-To use verb to be, possessives adjectives and wh questions in order
to identify each country and the respective nationality. What is the
nationality for China? The nationality is Chinese.
LEARNING OUTCOMES: Students will know

Nationalities and Countries around the world, and
they will be able to describe at least 5 nationalities
using wh questions and the verb to be.
Students may get confused with the nationality of
each country and the correct use of verb to be an
wh questions..
PERSONAL AIMS(S) To take control and

attention of the class with visual contact.
Language input (if relevant)

- To reinforce the theme ask students orally nationals of a particular country
to remember what it viewed the video (What is the nationality of England?
is..)
AIDS: Whiteboard, video and markers,notebook.
Mentors Signature
Traineers Name: Irirate Ferrufino Melany
Sub Aim 1: To introduce the subject with a video.

Purpose
-To present Countries and nationalities with a -To enjoy the lesson by learning with
video.
the video.
-students have to identify that for each
country there is a nationality.
Evaluation
-To practice recalling orally memory
nationality of a particular country
only naming it.
-To show peoples nationalities.
Sub Aim 2: To do sentences in negative/positive and interrogative form.

Purpose
-To write five sentences in negative and positive -To distinguish the positive, the
form.
negative and interrogative form by
using the verb to be.
-To change the sentences in interrogative form
by using the verb to be.
-To read 2 sentences in negative, two in positive
and two in interrogative form.
Evaluation
- Students have to read at least 10
sentences.
-Every student has to choose just
three countries and they have to
write on the board simple sentences
in negative /positive and negative
form.
Sub Aim 3: To use verb to be, possessive adjectives and wh questions in order to classify each country and
the respective nationality. What is the nationality for China?, the nationality is Chinese.

-To give many examples by using wh
questions and verb to be in answers.
- To check previously the possessive
adjective for applying them in sentences
and questions.
-To prepare an oral presentation as an
example how they can use wh,
possessive adjective according to each
person and verb to be.
Purpose
Evaluation
-To know the importance to describe the

nationality of a person using wh
questions possessives adjectives and
verb to be.
-To discuss in front of class, their

simple sentences (question-answer)
using all the information and
examples that they saw before.
-To listen the oral presentation of their

classmates.
What is the nationality of yukomo?
Closures: To do the final activity question answer in groups of two.
his nationality is Japanese.

Where is he from?
He is from Japan

Diario de Campo
Tema: Countries and Nationalities.
Fecha: 21/04/14
1.- Qu clase de interaccin profesor-estudiante sucedi?

La interaccin fue Teacher-Student/Student-Student primeramente los estudiantes vieron el video, asimilaron la informacin y el contenido del
mismo, despus realizamos pequeas conversaciones donde yo les preguntaba de manera oral la nacionalidad de un pas y ellos me respondieron
de acuerdo al video ya que captaron muy bien la informacin (interaccin positiva-activa).
2.- Tuviste algunos problemas al ensear esta leccin?
No tuve ningn problema, la leccin no era tan gramatical y poda explotar la misma con material extra para una mejor comprensin de los
estudiantes.
3.- Qu es lo que realmente aprendieron los estudiantes de la leccin?
Aprendieron a identificar Nacionalidades de los distintos pases, completaron una lista y al mismo tiempo se guiaron con la misma, les sirvi de
mucho ver y escuchar el video para mejorar pronunciacin. Practicaron pregunta respuesta al principio conmigo y para finalizar la clase ya
realizaron sus propias preguntas y trabajaron de a 2(un estudiante preguntaba y el otro responda).
4.- Cul fue el principal logro de la leccin?
.Como emplear las wh en preguntas, los adjetivos posesivos, y el verbo to be para preguntar y responder el pas y la nacionalidad de
una determinada persona.
5.- Cules fueron los materiales que usaste para la enseanza de la leccin? Cun efectivos fueron?
Utilice los siguientes materiales: VIDEO sobre la leccin, fotocopias a color referente a pas- nacionalidad.
Question about what happened during a lesson by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
MAIN AIM(S): To explain The present simple of

irregular and regular verbs by using pictures
about actions that people do at the moment.
SUB AIM(S:
- To apply the main rules of regular and irregular verbs by using the present
simple.
-To conjugate verbs for each subject pronoun.
-To describe pictures by using present simple of regular and irregular verbs.
LEARNING OUTCOMES: Students at the end of

the class will be able to describe a picture using
lots of verbs in present simple.
Students may get confused: by doing the
conjugation of verbs , the correct use of rules, and
exceptions to describe pictures.


-To reinforce the topic whit a chart of verbs if it is necessary.
- To give them another small explanation with examples.
AIDS: whiteboard, pictures, pencils, notebooks.
Mentors Signature
Institution Seal
Sub Aim 1: - To apply the main rules of regular and irregular verbs by using the present simple.
-To present Present simple of regular and
irregular verbs to all class.
Purpose
To know the importance to use the present
simple of regular and irregular verbs.
-To explain the main rules and exceptions by

using a small chart of verbs.
Evaluation
-To recognize the regular and irregular verbs
and use them in real situations that happens in
present.
-To indicate the correct use of verbs at the

moment to describe each picture.
Sub Aim 2: To conjugate verbs for each subject pronoun.

-To give all students lots of regular and
irregular verbs.
-To conjugate all verbs with all subject
pronouns on the board.
-To correct mistakes in verbs conjugation.
Purpose
-To show students the differences with
regular and irregular verbs and the use of
s just for the third person and the rules
that they have to apply for most of them.
Evaluation
-To practice the ability of students for doing
correctly the conjugation for all verbs on the
board.
Sub Aim 4: To describe pictures by using present simple tense of regular and irregular verbs.
Purpose
-To give students many pictures to indicate what -To use the present simple of verbs for
do people do?
describing pictures correctly.
-To describe people using all verbs that they
conjugate before.
To practice the activity in pairs.
Closures: To relate the last activity with the purpose to practice descriptions in an oral way
Evaluation
- To choose two pictures for doing the
description in pairs.(One student is going to
hold one picture and he or she will describe
according to the first explanation that teacher
did at the beginning of the class, and the
other student will argue more sentences for
helping her or his partner)

Carrera de Ingeniera en Sistemas e Informtica.}
Diario de Campo
Tema: Present simple of regular and irregular verbs.
Fecha: 21/04/14
1.- Se alej de su plan de clase? Si as fuere, Por qu? Los cambios reforzados mejoraron o no la leccin?
No me aleje de mi plan de clase, ya que realiz con anticipacin los planes de clase e implemento material a la leccin del libro para una mejor
comprensin del tema.
Que los estudiantes conjugaron de manera correcta los verbos para posteriormente describir diferentes imgenes utilizando el presente simple.
3.- Qu es lo que realmente cree que los estudiantes aprendieron con esta leccin?
Aprendieron a aplicar y reconocer las reglas principales de los verbos tanto regulares como irregulares y a utilizarlos de manera correcta de
acuerdo al sujeto.
4.- Hubo alguna contradiccin en mi enseanza?
No, simplemente hubo varias argumentaciones sobre la leccin que en todo caso, apoyaron mi explicacin.
5.- Me prepar lo suficiente para esta leccin?
Si, explique el presente simple con sus respectivas reglas, emplee ejemplos precisos lleve material acorde a la leccin y utilice un vocabulario
simple para que los estudiantes comprendan la explicacin.
6.- Ensear con el mismo material la prxima vez?
No, para cada leccin preparo un material distinto al anterior, con el fin de no aburrir a mis estudiantes y siempre sorprenderlos con algo nuevo.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
Adapted by
Melany Iriarte
Ferrufino

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 25-04-14
MAIN AIM(S): To apply possessive adjectives by

describing flash cards and classroom objects
orally.
SUB AIM(S:
- To distinguish the uses of possessives adjectives according to each subject
pronoun in plural and singular.
- To present each item in order correctly.
- To use the correct possessive in the photocopies by filling the gaps of
Simpsons family .
SUBJECT CONTEXT
Students will be to use possessive adjectives
orally to practice what they learned in class.
Students might have problems when using the first ,second
third person possessive in singular or plural at the
time to describe the objects of the class.

Language input (if relevant) Whose pencil is

COMMENTS ON THE LESSON PLAN
this?

-To reinforce the topic giving a lots of examples
AIDS: whiteboard, flash cards, classroom objects and markers.
Sub aim 1: To distinguish the uses of possessives adjectives according to each subject pronoun in plural and singular.
-To introduce possessive adjectives with some
examples.
- To write some sentences according to each
subject pronoun in plural and singular.
Purpose
- To use each possessive adjective in a
clear and coherent way, according to each
student who owns the object.
Evaluation
-To write sentences using many possessive
adjectives in singular and plural.
-To use the possessive question Whose notebook

is it? For using classrooms objects.
Sub Aim 2: To use each item in order correctly.

-To recognize each adjective and how to use it for
describing objects and flash cards.
-To emphasize the questions in singular
Whose..is it? And plural Whose are these?
- Each student will use the question whoseis it?
Or whose are.. these? will depend if the object
will be in plural or singular.
Purpose
Evaluation
-To practice orally in front of class by using - To practice orally in pairs one student is going
possessive adjectives.
to ask and the other is going to answer
(question answers).
Sub Aim 3: - To write the correct possessive in the photocopies by filling the gaps of family Simpson.
.
Activities of the aim
- To give additional vocabulary by filling the gaps
in the exercises.
Purpose
-To consolidate the explanation of
possessive adjectives.
Evaluation
-To fill the gaps in the exercises about Simpson
s family correctly.
- To fill the gaps in the exercises about Simpson

s family in groups of 3.
-To read the exercises and correct them together
in the classroom.
Closures: To finish the class by talking about Simpsons family by describing all the members with the correct possessive
adjective.

Carrera de Ingeniera de Sistemas.
Diario de Campo
Tema: Possesives Adjetives.
Fecha: 26/04/14
Prcticamente toda la explicacin estuvo enfocada en la leccin de los adjetivos posesivos, as que no hubo explicacin fuera del tema o que no
concordase con el mismo.
2.- Todos los estudiantes estuvieron implicados durante la explicacin?
Desde luego, los estudiantes estuvieron atentos a la explicacin por qu les dije que despus cada uno me dara un ejemplo usando un adjetivo
posesivo de manera oral.
3.- Los estudiantes participaron durante la clase?
Desde luego que s, al principio practicaron con oraciones simples usando pregunta respuesta en parejas para luego consolidar la explicacin
llenando los espacios en blanco de la familia Simpson.
4.- Enseo a todos los estudiantes de la clase?
Claro, la explicacin que realizo de cada leccin, es para toda la clase, empleo un timbre de voz no muy alto ni bajo de manera regular con el fin
de que todos los estudiantes puedan escucharme tanto en la primera fila como en la ltima. Tambin en mi clase cada estudiante participa ya sea
de manera voluntaria o de acuerdo a la lista
Si bastante, la clase estuvo dinmica, realizaron actividades grupales y el material que lleve de la familia Simpson los motivo a emplear y
reconocer de mejor manera los posesivos ya con las imgenes de estos conocidos personajes.
Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 27-04-14
MAIN AIM(S): To describe daily routines by using

present simple of verbs and time.
SUB AIM(S:
- To identify the importance by talking about .daily routines
-To put in the correct order the words in each paper by making a colash.
- To write a paragraph about students daily routine.
LEARNING OUTCOMES: Students will be able to

describe their daily routine using simple present of
verbs and time.
Students may get confused by using the correct
verb, time at moment to describe their routines.


-To give a short description using daily routines as an example.
AIDS: whiteboard, markers, pens, notebook.

Sub aim 1: To identify the importance by talking about .daily routines

-To present Daily routines with one
example by identifying the present simple
of verbs and time.
Purpose
- To know the importance of daily
routines
Evaluation
-To circle the verbs in the paragraph and
the time.
- To write a short paragraph by using the
dates of Pattys daily routine.
- To give a list of certain verbs by describing

daily routines.
-To show them a short paragraph as an
example.
Sub Aim 2: To put in the correct order the words in each paper by making a colash.
-To work in groups of four for doing the
activity.
-To read the words that there is in each
paper for making the colash correctly.
-To sneak each paper on the board .
Purpose
Evaluation
-To develop a dynamic and

- To review the different colash of each
cooperative activity about the lesson. group on the board , the group who will
put in the correct order the words by
making the colash correctly will win
candies .
Sub Aim 3: To write a paragraph about their daily routine

- To work individually for doing the activity.
-To write a short description no more ten
lines.
-To describe their daily routine by using
present simple of certain verbs and time.
Purpose
-To develop students written
comprehension.
Evaluation
-To share the daily routines description in
front of the class orally.
To review the correct use of verb and the
time in students description.
Closures: To do work groups one student is going to read his/her daily routine, then another student is going to ask
him/her using the two questions: What do you do first in the day?/ what do you do next in the day.

Carrera de Ingeniera de Sistemas.
Diario de Campo
Tema: Daily routines .
Fecha: 27/04/14
1.- Cules fueron los materiales que usaste par esta leccin? Resultaron ser efectivos?
Realice 5 descripciones de diversos personajes en papeles de colores, para luego cortarlos en pedazos , di a cada grupo una descripcin de
manera desordenada y cada grupo deba leer y pegar los papeles en el pizarrn para formar el prrafo de manera correcta.
2.- Tuviste algn problema con la leccin?
Realmente no , disfrute explicar rutinas diarias el tema no fue para nada gramatical sino ms bien dinmico y se poda explotar bastante y realice
distintas actividades para que la clase estuviera activa.
3.- Ocurri algo inesperado durante la clase?
Bueno, cuando di la orden de que cada estudiante deba realizar su propia rutina, se pusieron un poco tmidos porque al parecer la mayora
venia sin desayunar a la clase ya que la clase de ingls es la madrugada, y que los fines de semana dorman hasta las 11, cosas as, sin
embargo fueron sinceros cuando realizaron su descripcin, hubo risas cuando cada uno ley su rutina al final de la clase.
4.- cul fue la tcnica que uso
durante el desarrollo de la clase?
Se us la tcnica del aprendizaje cooperativo.

Hubo varios logros como ser: reconocer y utilizar determinados verbos para describir una rutina diaria, trabajar en grupos de manera conjunta
para realizar la actividad de formar el prrafo en el pizarrn, hablar y escribir sobre su propia rutina.
Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms
Describe what is Pedros daily routine.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 07-07-14
MAIN AIM(S): To use the verb to be for describing

some pictures about feelings.
SUB AIM(S:
- To mention feelings in the correct order alphabetic.
- To complete the exercises by using the verb to be in the photocopies.
- To discuss short dialogues by asking what is the matter/ with you?
LEARNING OUTCOMES: Students will be able to

use feelings for describing a certain mood.
Students may get confused recognizing and
describing certain mood using the verb to be and
questions.

Language input (if relevant) : What is the

matter? / what is the matter with you?.

-To give some examples and review the correct name of each feeling.
AIDS: whiteboard. Pictures, markers.
Sub aim 1: To mention feelings in the correct order alphabetic.

-To present feelings with funny pictures
with all class.
Purpose
- To introduce feelings and how we
can use them.
Evaluation
- To identify each feeling and mention
not least 10 feelings.
- To give students an alphabetic list about

feelings.
-To read it by recognizing certain moods.
Sub Aim 2: To complete the exercises by using the verb to be in the photocopies.
Purpose
-To read the exercises in the photocopies and -To conjugate the verb to be for
complete with the correct verb to be.
subject pronouns according to
exercises in the photocopies.
-To compare the answers with a classmate.
- To read loudly the exercises for checking
the correct answer.
Evaluation
- To do correctly the exercises for
comparing the answers with a partner.
Sub Aim 3: To discuss short dialogues by asking what is the matter/ with you?
- To write a short dialogues by using
certain mood.
- To use the question What is the matter
/with you? And for answering the verb to
be.
- To read descriptions and identify mistakes
in the dialogues if there is.
Closures: to discuss by reading the dialogues about feelings.
Purpose
-To talk and practice the mood.
Evaluation
- To work in pairs for discussing about the
mood , it will be interactive.(one student
is going to ask what is the matter with
you? And the other is going to answer him
or her using the verb to be).

Diario de Campo
Tema: Feelings.
Fecha: 07/07/14
1.- Cmo se dio el desarrollo de la leccin?
Al comienzo se present la leccin con caritas divertidas sobre los sentimientos, luego se les dio una lista a los estudiantes en la cual pudieron apreciar la
primera palabra de cada sentimiento de acuerdo al alfabeto, luego realizaron dilogos y lo autocorrigieron.
2.- Qu materiales empleo para la enseanza de la leccin? Ayudo al proceso de enseanza?
Realice caritas divertidas muy coloridas sobre los sentimientos los recorte y lleve a la clase, alcanzo para todos los estudiantes, luego imprime el alfabeto acerca
de los sentimientos, hice en un palelografo una descripcin usando el verbo to be y los sentimientos como ejemplo para mostrar a los estudiantes y desde luego
explicar la misma, les sirvi de mucho ya que viendo eso hicieron sus propios dilogos.
3.- Hubo alguna reaccin negativa o positiva por parte de los estudiantes?
Si hubo reacciones positivas les gusto las caritas que realice , las fotocopias ya que todo fue impreso a colores, las actividades que realizaron durante los 60 min
de la clase,etc , ninguna negativa.
4.- Si, volvera a ensear la leccin lo hara de la misma manera o cambiara algo?
No enseara de la misma manera con los materiales que lleve , talvez hubiera llevado un video de apoyo al tema pero las actividades el dinamismo con el que
guie la clase eso s que no lo cambiaria.
Definitivamente el inters y la motivacin de los estudiantes estuvo presente toda la clase.
Write sentences with these feelings b y using the verb to be in negative or positive form
I
am Happy
You
He
She
They
we
Elaborated by Melany Iriarte Ferrufino

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 12-07-14
MAIN AIM(S): To recognize Adverbs of

frequency in questions and answers by using
frequency expressions for doing personal
descriptions.
SUB AIM(S:
- To distinguish adverbs of frequency by using frequency expressions in real
situations.
- To choose the correct adverb of frequency in order to indicate peoples
actions.
- To differentiate the use of adverbs of frequency in questions and answers.
SUBJECT CONTEXT: Students will be able to use

correctly the adverbs of frequency for describing
peoples actions in real situations.
Students might have problems when using each
adverb of frequency combined with frequency
expressions for answers and questions.


-To show them the differences by giving a lot of examples.
AIDS: whiteboard, markers, photocopies.
Sub aim 1 : To distinguish adverbs of frequency by using frequency expressions in real situations.
-To introduce Adverbs of frequency to all
class giving them some sentences and
rules for use each one.
- To apply the uses and rules of each
adverb of frequency with frequency
expressions.
Purpose
- To Know the importance of adverbs
in sentences and question and
expressions of frequency just for
answers.
Evaluation
-To put the words in the correct order to
make sentences.
-To write the words for making sentences

for understanding the subject.
Sub Aim 2: To choose the correct adverb of frequency in order to indicate peoples actions.
-To choose correctly each adverb of
frequency for describing peoples actions.
-To describe adequately peoples actions.
-To understand the correct position of
adverbs for making a short paragraph.
Purpose
-To identify the order of adverbs by
describing peoples actions.
Evaluation
- T o do short paragraphs by using
adverbs of frequency for describing
students personal actions.
Sub Aim 3: To differentiate the use of adverbs of frequency in questions and answers.
- To understand the order for making
questions and answers.
-To use frequency expressions at moment
to answers the questions.
Purpose
-To practice an oral conversation
using adverbs and expressions of
frequency.
Evaluation
-To use question - answers.
-To correct mistakes if there is.
Closures: Students will practice frequency expressions , by using the questions : what they do? How often do they watch
TV? And for answers of frequency: every day, every night, twice a month, etc.

Diario de Campo
Tema: Adverbs of Frequency
Fecha: 12/07/14.
1.- Qu partes de la leccin fueron las ms satisfactorias?
Cuando los estudiantes identificaron que adverbios de frecuencia utilizaran para describir sus propias acciones.
2.- Qu partes de la leccin fueron las menos satisfactorias?
No hubo ninguna parte de la leccin que no se entendi, ya que los estudiantes hicieron los ejercicios y las actividades de manera correcta.
3.- Qu les gusto a los estudiantes acerca de la leccin?
Desde luego, fue describir sus propias experiencias trabajando de a 2, usando los adverbios de frecuencia y las expresiones de frecuencia,
adecundolo en pregunta respuesta (oral).
4.- Cmo puedo mejorar mi enseanza de lenguas?
Comunicndome con mis estudiantes de manera sencilla, es decir usando un lxico entendible y adecundolo desde luego al nivel del curso.
5.- Enseara usted la leccin diferente si la enseara otra vez?
El mtodo de enseanza no la cambiara, pero tal vez incluira algn juego para cerrar la leccin de manera dinmica y divertida
6.- Qu satisfaccin me otorga la enseanza de lenguas?
La satisfaccin es enorme y positiva, porque tienes esa responsabilidad de ensear la cultura y transmitir la lengua de manera adecuada y desde
luego a expresarse en la misma.
Worksheets
Put the words in the correct

1. - always France to
order
to make sentences, and circle the adverb of frequency.
go we spring in.
..
2.-Stay hotel a usually we in.
..
3. - plane sometimes by go we.
4.-children with never our us come.
5.-We restaurant go a often evenings Friday to on.

..
Here is a chart of frequency adverbs. The percentages show approximately how often
something happens.
Always 100%
Almost always 9599%
Usually 9099%
Frequently 8090%
Often 6080%
Sometimes 50%
Occasionally 3040%
Seldom 510%
Rarely 110%
Almost never 15%
Never 0%
englishforeveryone.org Name________________
Date________________
Practice using Frequency Adverbs

Directions: Rewrite each sentence on the line. Use the percentages to decide which adverb to use. Then, decide whether the adverb comes before or after
the verb.
Example: Selma catches the 9:15 bus to town. (8090%)
Selma frequently catches the 9:15 bus to town.
11.. We watch the news at 6:00. (100%)
_______________________________________________________________
22.. My wife drives me to work. (50%)
_______________________________________________________________
33.. Our neighbors son goes to football practice after school. (9599%)
_______________________________________________________________
44.. My mom leaves her keys on the kitchen table. (80-90%)
_______________________________________________________________
55.. The baby is hungry when he wakes up. (100%)
_______________________________________________________________
66.. The planes take off on time. (9099%)
_______________________________________________________________
77.. The school bus is here by 7:30 a.m. (510%)
_______________________________________________________________
88.. I go shopping after work. (3040%)
_______________________________________________________________
99.. The kids are ready when the school bus arrives. (110%)
1100.. I am happy when it rains. (0%)_______________________________________________________________

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
MAIN AIM(S): To practice demonstrative

adjectives: this, these, that and those, using
classrooms objects.
SUB AIM(S:
- To mention classrooms objects by using demonstrative adjectives.
- To establish the differences between each adjective (this, that, these and
those) in exercises.
-To use demonstratives adjectives for indicating objects in the class.
SUBJECT CONTEXT :
Students will be able to use demonstrative
adjectives not for only signaling objects in class,
furthermore in other contexts.
Students dont be familiar with new vocabulary.
Students may get confused with the use of each
adjective.


- To give some examples and establish the differences of each one.
- To reinforce the theme ask students orally of a particular object using one
adjective demonstrative.
AIDS: Whiteboard, markers, some object of class and pictures.

Traineers Name: Irirate Ferrufino Melany
Mentors Signature
Sub Aim 1: To mention classrooms objects by using demonstrative adjectives.

Purpose
-To introduce the subject by showing different - To practice each adjective in context
pictures to make the students feel confident in the classroom.
class.
Evaluation
-To name of a particular object in
class using a demonstrative
adjective (this, that. These or those).
-To give students a list about classrooms

objects.
-To use the demonstrative adjectives signaling
each object of classroom.
.
Sub Aim 2: To establish the differences between each adjective (this, that, these and those).
-To recognize the differences between this,
that, these, those.
-To complete the exercises in photocopies by
using demonstratives adjectives.
-To read the exercises and correct it.
Purpose
-To differentiate the use of each
demonstrative adjective in singular
and plural.
Evaluation
- To do simple descriptions using the
four demonstratives adjectives.
Sub Aim 3: To use demonstratives adjectives for indicating objects in the class

-To give some examples with that, this,
theseand those.
-To reinforce the topic and practicing
speaking in class.
Purpose
-To apply all the cases for using
demonstratives adjectives.
Evaluation
-To discuss in front of class, teacher
will show them a picture or an
object and students have to use
adequately the correct adjective for
describing it.
-To evaluate the learning process.
Clousures: To practice the demonstrative adjectives in short descriptions by applying all the explanation during the class.

Diario de Campo
Tema: Demonstrative adjectives: this, these, that and those
Fecha: 21/04/14
No me aleje de mi plan de clase en ningn momento, por ello realizo con anticipacin los planes de clase e implemento todo lo que se puede explotar y
desarrollar con la leccin para una mejor comprensin del tema.
Que los estudiantes identifiquen los adjetivos demostrativos de manera correcta gracias a los ejemplos, objetos e imgenes.
Aprendieron a identificar los objetos de clase, imgenes si estaban cerca o lejos para usar el adjetivo demostrativo de manera correcta, tambin practicaron
pronunciacin, nmero (singular-plural), etc.
No hubo ningn tipo de contradiccin en la enseanza del tema.
5.- Me prepare lo suficiente para esta leccin?
Si, expliqu las diferencias a travs de imgenes use los objetos de clase para complementar a la explicacin lleve material extra para los estudiantes, los cuales
trabajaron de manera grupal e individual para esta leccin.
6.- Enseare con el mismo material la prxima vez?
Podra ser ,pero para cada clase el material es diferente de acuerdo a la leccin que se avanzara.
This - These, That - Those
Type the plural form in the boxes below and change the verb form.
For example:
This car is new.
These cars are new.
That girl goes to my school.
Those girls go to my school.
1.
This orange is very nice.
2.
That student writes well.
3.
That house is near the beach.
4.
This book belongs to George.
5.
That dog barks all night.
6.
That computer is old.
7.
This lesson is very difficult.
8.
That person sings badly.
9.
This exercise is easy.
10.
This man works at my shop.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 40 minutes
DATE: 16-06-14
MAIN AIM(S): To recognize the Countable and

Uncountable nouns by using flash cards of food.
SUB AIM(S):
-To distinguish the Countable and Uncountable nouns.
- To identify the correct use and the differences of How much and How
many/ Some and Any.
- To use how much, how many/some and any in a practice orally.
SUBJECT CONTEXT:
students will be able to recognize countable and
uncountable nouns using how much, how many,
some and any
Students might be confused whit the correct use
of: How much, how many, some and any.


- To give them some examples.
- To explain in a clear way in which cases, they have to use How
much, how many, some and any.
AIDS: Whiteboard, markers, photocopies and flash cards.
Language input (if relevant) What is it?

COMMENTS
THE LESSON
COMMENTS
ON THEON
LESSON
PLAN PLAN:
Mentors Signature
Institution Seal
Sub Aim 1: To distinguish the Countable and Uncountable nouns.

- To look each flash card and tell if it is a
countable or uncountable noun.
Purpose
-- To review the exercises orally.
Evaluation
- To fill the gaps of flash cards correctly.
- To write in the gaps some or any

according to each flash card.
-To read the answers of the activity for all
the class.
Sub Aim 2: To identify the correct use and the differences of How much and How many
Purpose
- To differentiate. How much and how

- To analyze the use of How much and
many by giving students some examples. how many
- To give students a list for recognizing
countable and uncountable nouns.
- To write some examples using how
much, how many.
Sub Aim 3: To use how much, how many/some and any in a practice orally.
Evaluation
- To practice How much and How many in questions
and sentences.
Purpose
- To use there is /there are /some and any - To practice orally the description of
for describing flash cards of countable
each flash card.
and uncountable nouns.
- To describe the flash cards correctly by
applying how much how many in
questions and for answers some and any.
Evaluation
-To use there is and there are some and any in
answers.
-To evaluate in pairs: one student is going to ask to his
or her partner by using how much ,how many ,and the
other student is going to answer him or her by using
there is ,there are /some, any (using flash cards).
- To work in pairs for doing the last oral

activity.
Closures: To practice the differences of Countable and uncountable nouns by seeing flash cards about food and doing reflective exercises.

Diario de Campo
Tema: The Countable and Uncountable nouns.
Fecha:16/06/14
1.- Explico usted algo diferente que de costumbre?
En esta leccin no se explic nada diferente, porque era muy gramatical y necesitaba ejemplos, material,etc.
2.- Qu clase de decisiones empleo usted?
Adaptar la mayor parte de los ejercicios y actividades de manera oral e interactiva para que los estudiantes identifiquen las diferencias de los nombres contables y
no contables.
Desde luego que s, ya que tuvieron que identificar si usaban ; many, much,some or any en los ejercicios para describir las imgenes de los contables y no
contables en food.
Aclarando y respondiendo cualquier duda acerca de la explicacin, etc., dndoles varios ejemplos con el objetivo de explicar de manera clara y comprensiva la
leccin y motivndolos con juegos dinmicos, canciones, videos.
5.- Cules son mis limitaciones actualmente?
Hasta el momento no se present ninguna limitacin en el proceso de enseanza aprendizaje del idioma ingles en la carrera de Sistemas.
Despert inters y motivacin en los estudiantes, uno de los aspectos fundamentales en el proceso de enseanza es motivar a los estudiantes con material extra
para el apoyo de la leccin y con juegos dinmicos, lo que hace que ellos gusten el aprender una lengua de manera activa y no as pasivamente.
You have to fill in the blanks with some, any, much and many
Did the teacher give us any homework? - Yes, but not much .
2. Nick never does work. He is a very lazy boy.
3. Could you lend me fifty dollars? - No, I haven't got money.
4. She has had as ..success as her brother.
5. I bought some bread, but I didn't buy .butter. I forgot!
6. She is a warm and friendly girl. She has so friends.
7. I've got any .interesting things to tell you. Let's meet at seven o'clock and I'll tell you everything.
8. How lessons do you have on Mondays? - Only three, mum.
9. Kate was very afraid of ghosts when she was little girl.
10. I didn't see. white cats in the garden, only the black one.
11. dogs can be dangerous. Watch out!

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 16-06-14
MAIN AIM(S): To apply the present simple in

exercises by using prepositions of time (in, on,
at)and frequency adverbs .
SUB AIM(S):
- To use frequency adverbs in some exercises.
- To identify the main rules of prepositions of time : in, on and at.
- To practice the present simple and prepositions by filling the gaps in
books exercises.
SUBJECT CONTEXT:
Students will be able to recognize the prepositions
by using frequency adverbs.
Students might be confused with the use of each
preposition.
Students dont understand the new vocabulary in
the lesson for doing the activities.


- To give them some examples about the uses of each frequency
adverbs.
- To explain in a way clear in which cases, they have to use the
prepositions in, on and at.
AIDS: Whiteboard, markers, photocopies.

COMMENTS
THE LESSON
COMMENTS
ON THEON
LESSON
PLAN PLAN:
Mentors Signature
Institution Seal
Sub Aim 1: To use frequency adverbs in some exercises.

-To write some examples about the uses
of frequency adverbs by recognizing the
main rules in sentences.
Purpose
Evaluation
- To practice how to use frequency adverbs - To combine frequency adverbs and the present
in sentences.
simple in sentences.
- To give many examples by using the

present simple and frequency adverbs in
photocopies.
-Students have to use the frequency
adverbs and the present simple by writing
sentences.
Sub Aim 2: To
identify the main rules of prepositions of time: in, on and at.

- To recognize the uses and the
differences among: in, on, at.
- To apply the principal rules of
prepositions by filling the spaces in the
book.
-To give examples with each preposition.
Purpose
- To remember how we can use the
prepositions in, on, at in a written and
oral activity.
Evaluation
- To use the frequency adverbs and present simple in
sentences.
Sub Aim 3: To practice the present simple and prepositions by filling the gaps in the photocopies.
- To complete the sentences about the
present simple and frequency adverbs.
- To fill the gaps in the photocopy with
prepositions of time : in, on, at.
Purpose
- To practice the present simple and

-To use body language for representing some
prepositions with frequency adverbs in a prepositions.
written activity.
-To read the answers for sharing it with all

the classroom.
Closures: To complete the spaces in the photocopies adequately.
Evaluation

Diario de Campo
Tema: Prepositions of time.
Fecha: 16/06/14
Algunas veces si lo hago para una mejor comprensin del tema, etc. pero en esta leccin no porque era muy gramatical y necesitaba ejemplos,
material y guiar la clase de manera adecuada.
Adapt la mitad de la clase para realizar ejercicios gramaticales y la otra mitad para realizar actividades de manera individual.
Si bastante, ya que esta leccin no fue muy comprensible para ellos por el hecho de que en la misma tuve que recordarles como deberan usar los
adverbios de frecuencia, las preposiciones de tiempo y el presente simple de manera conjunta.
Aclarando y respondiendo cualquier duda acerca de la explicacin, etc., dndoles varios ejemplos, etc.
Despert inters y bastante curiosidad por parte de los estudiantes, realmente fue un desafo para ellos comprender el tema.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 17-06-14
MAIN AIM(S): To apply the auxiliary Do and

Does in negative and positive form by doing
sentences and questions.
SUB AIM(S):
- To write the auxiliary do and does in negative and positive questions.
- To put in the correct order the words by making questions and
answers.
- To do questions by asking about student s information.
SUBJECT CONTEXT:
-Students will be able to complete the exercises
about information questions by using do or do in
the book.
-Students might be confused in which cases they
have to use do or does.
-Students might not understand the writing
practice in the book.
-Students might not make correctly the activity
about the information questions.


- To give them some examples of do and does in questions.
- Teacher will make examples for each exercise.
- Teacher will make examples of how they have to change the
information questions.
AIDS: Whiteboard, markers, photocopies, book, color papers.

COMMENTS
THE LESSON
COMMENTS
ON THEON
LESSON
PLAN PLAN:
Mentors Signature
Institution Seal
Sub Aim 1: To practice the auxiliary do and does in negative and positive questions.
Purpose
-To introduce the subject by giving them

- To practice the auxiliary do and does in
examples about the uses of auxiliaries do questions.
and does in sentences and questions.
Evaluation
- To change the questions for making positive and
negative answers.
-To write many sentences by using the

auxiliary do and does.
- To complete the exercises with the
correct auxiliary do/does.
Sub Aim 2: To
put in the correct order the words by making questions and answers.

-To give students color papers, in each
paper there will be one word.
-To read the paper and to put in the
correct order for making the questions.
- To find the correct answer in color
papers for each question.
Purpose
Evaluation
- To remember how to use the auxiliary

- To sneak on the board all the words for making
do and does in questions and they are
questions with their respective answer.
going to learn how is formed the question.
-To review sentences according questions.
Sub Aim 3: To do questions by asking about student s information.

- To practice the structure of information
questions in writing activity and they have
to read their answers
Purpose
-To choose one students for asking his
or her information by using the auxiliary
do/does.
- To work in pairs for doing the last

activity.
-To read the questions that they do for all
class.
Closures: To finish the class by doing oral activities.
Evaluation
- To use the correct form of information questions with
do and does.

Diario de Campo
Tema: The auxiliary Do and Does.
Fecha: 28/07/14
1.- Cul fue el principal objetivo de la leccin?
Que los estudiantes puedan reconocer los auxiliares Do y Does de acuerdo al sujeto y posteriormente realizar preguntas para obtener una informacin
determinada sobre alguien.
2.- Cul(es) fueron los principales logros de la leccin?
La explicacin fue precisa con ejemplos sencillos, enfatizando los ejercicios de manera positiva y negativa, los estudiantes comprendieron las consignas para
realizar las distintas actividades durante al clase. La misma estuvo dinmica y motivada con ejercicios de manera oral y escrito.
Si, durante toda la clase realizando ejercicios, participando de manera activa, dando ejemplos propios sobre la leccin, etc.
Aclarando posibles dudas durante o despus de la clase, dndoles trabajos prcticos para la casa, y realizando la mayor parte de la clase ejercicios.
Definitivamente el inters y la motivacin de los estudiantes estuvo presente toda la clase por el manejo y la dinmica , las actividades que se realiz para
fortalecer la comprensin del tema.
'Do' or 'Does' worksheet

Fill each space with either do or does.
1. _____ Grant live with his mother?
2. _____ you learn Japanese?
3. _____ Martin and Clive ride their bikes to school?
4. _____ they work at home or in an office?
5. _____ Sharon's parrot live in a cage?
6. _____ you play the guitar?
7. _____ Billy wear white shirts?
8. _____ your teacher think you're a good student?

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 1-07-14
MAIN AIM(S): To distinguish will /going to by

talking about future plans and actions.
SUB AIM(S):
-To use the main rules of will and going to in sentences.
-To apply the future simple by filling the gaps in exercises.
-To discuss about Saras schedule using future simple.
SUBJECT CONTEXT:
Students will be able to recognize the differences
between will and going to by filling the
exercises.
Students might be confused with the correct use
of: will and going to.

attention of the class with extra activities.

- To give them a lot of examples.
- To use the main rules for using will or going to in exercises.
- To clarify students questions and doubts.
AIDS: Whiteboard, markers, photocopies.
COMMENTS ON THE LESSON PLAN:

Mentors Signature
Institution Seal
Sub Aim 1: To use the main rules of will and going to in sentences.

- To understand teachers explanation
about future simple in sentences.
Purpose
-- To review the sentences orally.
Evaluation
- To practice future simple by doing positive sentences.
- To do ten sentences by using will and

going to.
-Students have to write the half of their
sentences in the board.
Sub Aim 2: To apply the future simple by filling the gaps in exercises.

- To give students photocopies for
practicing the future simple.
- To comprehend the new vocabulary in
exercises.
- To read the answer of each sentence.
Purpose
- To analyze the use of will and going
to.
Evaluation
- To fill the gaps in exercises.
Sub Aim 3: To discuss about Saras schedule using future simple.

- To describe Saras schedule by using
future simple.
Purpose
- To practice Saras schedule orally.
- To answers the questions about Saras

schedule.
-Students have to make a timetable of
their week.
Closures: To clarify doubts and answers possible questions about the subject.
Evaluation
-To evaluate students timetable by using the future
simple.

Diario de Campo
Tema: Will and Going to.
Fecha:23/04/14
Algunas veces si lo hago para una mejor comprensin del tema, etc. pero en esta leccin no porque era muy gramatical y necesitaba ejemplos.
Adaptar la mayor parte de los ejercicios y actividades de manera oral e interactiva para que los estudiantes identifiquen las diferencias de los
nombres contables y no contables.
Desde luego que s, ya que tuvieron que identificar si usaban many, much,some or any en los ejercicios para describir las imgenes de los
contables y no contables en food.
Aclarando y respondiendo cualquier duda acerca de la explicacin, etc., dndoles varios ejemplos con el objetivo de explicar de manera clara y
comprensiva la leccin y motivndolos con juegos dinmicos, canciones, videos.
Despert inters y motivacin en los estudiantes, uno de los aspectos fundamentales en el proceso de enseanza es motivar a los estudiantes con
material extra para el apoyo de la leccin y con juegos dinmicos, lo que hace que ellos gusten el aprender una lengua de manera activa y no as
pasivamente.
English exercise "Future : will or going to"
1. Why are you turning on the TV? (I/ watch) . the match.
2. Sarah called you one hour ago. Ok, (I/ call) her back.
3. Where are you going? (I/ watch) a movie at the cinema.
4. Be quiet please , the baby's sleeping! (you/ wake) him up.
5. Can you take me to the airport tomorrow? No problem (I/take) you at 9 pm.
6. I've decided to change the colour of my bedroom, What colour (you/ paint) it?
7. Sarah has been in hospital since Monday, (I/ visit) ..her tomorrow.
8. Oh, I haven't got money with me. Don't worry (I/ lend).. you 20 dollars.
9. I've got a headache, (I/ take) .an aspirin.
Will - Going to
Put the correct words into the sentences

will going
wont not going
1. Im _______________ to college today.
2. Im _______________ to college today because its
raining.
3. Hasan ________ be at work today. Hes sick.
4. Next week we are __________ on holiday.
5. I _____ see you next week. Take care.
6. Im _________ shopping tomorrow.
7. We are ________ shopping in Leeds at the weekend.
8. The doctor ______ see you at 5 oclock.
9. I ________help you paint your house.
10. I _______ see you next week because Im ________
on holiday.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 14-07-14
MAIN AIM(S): To recognize the differences

between the superlative and the comparative
form by using adjectives.
SUB AIM(S):
-To comprehend the use of comparative form (er than/more than) and
the superlative form (the est/ the most) in sentences.
-To listen and complete the exercises in the book by filling the gaps.
-To change comparative adjectives to superlative form in sentences.
SUBJECT CONTEXT:
Students will be able to recognize the differences
between the comparative and the superlative form
by doing exercises and activities in the book.
,structure of er than more than / the est the
most.


- To give them examples with the comparative form and the
superlative form.
- To use adjectives in sentences adequately.
- To explain them the main differences between the use, structure of
superlative and comparative form in some exercises.
AIDS: Whiteboard, markers, photocopies, book .

Mentors Signature
Sub Aim 1: -To comprehend the use of comparative form (er than/more than) and the superlative form (the est/ the most) in sentences.
- To comprehend teachers explanation
about comparatives and superlatives in
sentences.
Purpose
- To do 10 sentences in the comparative
and superlative form.
Evaluation
- To review and correct the sentences together.
- To recognize the differences between er

than- the est / the most and more than.
-Students have to write five sentences by
using adjectives in the comparative and
superlative form.
Sub Aim 2: To listen and complete exercises in the book by filling the gaps.

- To listen Joels conversation and
complete by filling the gaps with the
correct form of adjectives.
- To comprehend new vocabulary in the
listening activity.
- To read each answer according to Joels
conversation.
Purpose
- To recognize the adjectives in the
superlative and comparative form in Joel
s conversation.
Evaluation
- To write the correct form of superlative or maybe the
comparative form according to listening activity in the
book (check the answers).
Sub Aim 3: To change comparative adjectives to superlative form in sentences.

- To understand the sentences in the
photocopy.
Purpose
- To consolidate teachers explanation.
- To change the comparative adjective to

superlative form in sentences.
-Students have to read theirs answers.
Closures: To clarify possible doubts about the present continuous.

Evaluation
-To evaluate students sentences orally.
Diario de Campo
Tema: The comparative and superlative form.
Fecha:14 /07/14
No, en esta leccin me enfoque ms en la explicacin de la forma comparativa y superlativa usando adjetivos.
2.- Qu clase de decisiones emple usted?
Adapt la mitad de la clase con ejercicios de manera escrita, listening y la otra mitad de la clase la emplee para actividades de manera oral e
individual con el objetivo de que, los estudiantes identifiquen las diferencias de usar el comparativo y superlativo al momento de describir una
imagen.
Desde luego que s, ya que tuvieron que practicar bastante al principio con oraciones usando adjetivos de forma comparativa y superlativa, para
luego describir imgenes correctamente.
Aclarando y respondiendo cualquier duda acerca de la explicacin, volviendo a repetir la explicacin si es necesario, y desde luego dndoles
varios ejemplos para que posteriormente puedan resolver los ejercicios del texto por si solos.
Si bastante, ya que los estudiantes trabajaron durante la clase de manera individual, usando adjetivos comparativos y superlativos, tambin
realizaron una actividad de listening lo cual fue muy positivo y despert el inters y aprendizaje por la leccin.
English exercise "Comparative and superlative"
1. Canada is (big). than France.

2. The Amazon is (wide). than the Nile
3. Chile has a (small) population than China
4. He is the (good).. at maths.
5. This exam is the.. (easy).
6. You are (low) than your brother.
7. The film is (expensive) than the other.
8. Paris is the (cheerful). city in France during Christmas.
9. The school is (far) than the bank
10. She is the (excited) of these girls.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 15-07-14
MAIN AIM(S): To describe pictures and clothes by

using the present continuous.
SUB AIM(S):
-To use present continuous in some sentences.
-To apply the present continuous in some exercises.
-To describe clothes and pictures by using What are you wearing? in
an oral way.
SUBJECT CONTEXT:
Students will be able to use the present continuous
for describing clothes and pictures.
Students might be confused with the correct use of
present continuous form (s+verb to be+ verb ing).


- To give them examples with the uses and main rules of present
continuous.
- To practice the present continuous by describing pictures in the
book orally.
AIDS: Whiteboard, markers, pictures, book.

Mentors Signature
Sub Aim 1: To use present continuous in some sentences.

- To comprehend teachers explanation
about the form of present continuous.
Purpose
- To practice the rules of present
continuous by adding ing in verbs.
- To analyze the form of verbs in special

-To review and correct the verbs.
cases for applying the present continuous.
Evaluation
- Students have to read the verbs in Present
Continuous. After that they have to correct it if there will
be a possible mistake in the ing form of .
- To write some verbs in present

continuous on the board.
Sub Aim 2: To apply the present continuous in exercises (photocopies) and activities (book).

- To conjugate some verbs in present
continuous.
- To fill the gaps with the correct verb.
- To read each answer according to each
activity.
Purpose
- To practice present continuous.
- Students have to analyze the main rules
for applying the present continuous in
exercises and activities.
Evaluation
- Students have to conjugate the (verb to be +verb+
ing) according to each exercise- activity in the
photocopies.
Sub Aim 3: To describe clothes and pictures by using What are you wearing?.

- To introduce vocabulary about clothes.
Purpose
- To practice oral comprehension.
Evaluation
-To evaluate students descriptions orally.
-To describe each picture by using the

question what are people wearing in the
pictures?
- To do short descriptions about what are
people doing in the pictures? .By using
present continuous in verbs.
Closures: To ask each student what they are wearing? , and they will answer me using clothes by applying the present continuous.

Diario de Campo
Tema: Present simple continuous.
Fecha: 15/07/14
No me aleje de mi plan de clase, por ello realizo con anticipacin los planes de clase e implemento todo lo que se puede explotar y desarrollar con
la leccin para una mejor comprensin del tema.
Que los estudiantes asimilen el presente continuo a travs de oraciones y preguntas.
Aprendieron a describir imgenes del libro la unidad 11 del Head Way elementary, usaron el presente simple continuo para describir la ropa que
traan puesta, realizaron oraciones propias y tambin completaron ejercicios en el texto de manera adecuada.
No, hubo ninguna contradiccin en la enseanza del tema.
5.- Me prepar lo suficiente para esta leccin?
Si, explique el presente simple continuo con sus respectivas reglas, emplee ejemplos precisos y utilice un vocabulario simple para que los
estudiantes comprendan la explicacin y desde luego la leccin.
6.- Ensear con el mismo material la prxima vez?
No, para cada leccin preparo un material distinto al anterior, con el fin de no aburrir a mis estudiantes y siempre sorprenderlos con algo nuevo.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 04-08-14
MAIN AIM(S): To differentiate the uses of have

got/ have to by doing sentences and questions.
SUB AIM(S):
-To analyze the main rules of have got/have to in negative and positive
sentences.
-To use have got and have to in sentences and questions.
-To make an oral activity in pairs about the lesson.
SUBJECT CONTEXT:
Students will be able to use have got and have to
in sentences and questions.
of:
(+)Have got the (-) havent got/ (?) Have you
got..?
(+)Have to the (-)has not to/the (?)Do you have .?


- To give them examples with the uses and main rules of have got
and have to
- To practice the conjugation of each one.
- To distinguish the correct answer in multiple choice have to or
have got according to each exercise..
AIDS: Whiteboard, markers, color papers, book.

Mentors Signature
Sub Aim 1: To analyze the main rules of have got/have to in negative and positive sentences.
- To understand teachers explanation
about the negative/positive form of have
to and have got .
Purpose
- To practice have got and have to in
negative and positive form.
Evaluation
- To review the correct use of have/have got according
to pictures in different context.
-To add not for all the negative sentences.
-To conjugate the verbs have got and

have to by knowing the correct structure
in present simple for all the subjects.
-To know the context of each one:
- To analyze the form of verbs in special

cases for doing 10 sentences.
Have got (UK).

Have to (USA).
Both have the same

meaning and the
context ,the structure is different.
Sub Aim 2: To use have got and have to in sentences and questions.
- To apply the structure of have got for
making questions have you got? /or
has she got?
-To use Do or Does for making
questions with have to.
Do you have ?
Does she has.?
- To read each answer according to each
Purpose
- Students have to analyze the structure
of have got and have to by doing
questions.
Evaluation
- To do five questions with have got, and five with
have to by applying the structure correctly.
verb.
Sub Aim 3: -To distinguish the correct answer in multiple choice have to or have got according to each exercise.

- To give each student two color papers,
which will contain the exercises answers
in the data display.
Purpose
- To consolidate the explanation.
-To identify the correct answer in the

data display.
-To choose the best option in multiple
choice for each sentence or question
according the papers number.
Closures: To give teacher one sentence by using have got or have to.
Evaluation
-Teacher will circle with a marker the students option
on the board, after that teacher will choose one
student for review the answer and her or his will tell if
the exercise is correct or not why?.

Diario de Campo
Tema: Have got /have to
Fecha: 04/08/14
1.- Hubo alguna dificultad en la enseanza de esta leccin?
En la enseanza no hubo dificultad ya que me prepar e investigu lo suficiente para explicar y que los estudiantes puedan comprender las oraciones, como se
formaba las preguntas con have got and have to.
2.- Cules son las dificultades que se presentaron el proceso de aprendizaje?
Las dificultades que se presentaron fueron: que los estudiantes comprendieron la explicacin de las oraciones tanto positivas y negativas pero, al momento de
realizar las preguntas se olvidaron de usar el auxiliar do o does para have to. Sin embargo se aclar y se dio una breve explicacin.
Los estudiantes aprendieron a realizar oraciones en forma negativa y positiva utilizando el have to y el have got de la misma manera cambiaron las oraciones a
preguntas. Identificaron la respuesta correcta en seleccin mltiple al finalizar la clase, esa fue la ltima actividad.
4.- Cules fueron los materiales que use para la explicacin de este tema?
Los materiales que se emplearon fueron: marcadores de colores, data display, papel de colores recortados en pedacitos para que los estudiantes identificasen la
respuesta correcta para cada ejercicio de acuerdo al color, la pizarra.
La parte de seleccin mltiple por que los estudiantes analizaron la explicacin y puesta en prctica de anteriores ejercicios para realizar correctamente la ultima
actividad.
Worksheets
Have got - affirmative
4. My dog ________ big ears.
1. She ________ long hair.
5. They ________ black hair.
2. We ________ short hair.
Have got - questions
3. You ________ big eyes.
1. __________ Mark __________ a CD?
4. My dog ________ big ears.
2. __________ he __________ a watch?
5. They ________ black hair.
3. __________ Nina __________ a computer?
Have got - negative
4. __________ Linda __________ a book?
1. She ________ long hair.
5. __________ Peter and Lisa __________ videos?
2. We ________ short hair.
6. __________ they __________ bicycles?
3. You ________ big eyes.
Work in groups
See the
classmate
pictures and discuss with your

if you will use have or has got.

LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 05-08-14
MAIN AIM(S): To describe pictures by using

modal verbs of permission and modal verbs for
giving advices.
SUB AIM(S):
-To use modal verbs (permission, advice) in a writing worksheet.
-To recognize the modal verb for each sentence.
-To write advices by using some modal verbs according to pictures.
SUBJECT CONTEXT:
Students will be able to use modal verbs for giving
permission and advice.
Students might be confused with the main uses of
modal verbs at moment to applying in sentences
and in a written activity.


- To give them a list about modal verbs for recognizing the
examples and main uses of each one.
- To explain modals of permission(may,can,could) and modals for
giving advices (should, must) in a clear way.
- To explain with pictures and simple sentences
AIDS: Whiteboard, markers, pictures, book, data display.

Mentors Signature
Sub Aim 1: To use modal verbs (permission, advice) in a writing worksheet.

- To introduce modals of permission and
for giving advice in sentences.
Purpose
Evaluation
- To practice modals of permission / modals -Each student will read one exercise in chronological
for giving advices.
order with the objective that all students can participle.
-To give students a list about the main

uses and examples about modals.
- To complete the worksheet with the
correct modal verb.
Sub Aim 2: To recognize the modal verb for each sentence.

Purpose
Evaluation
- To choose one envelop for analyzing the - To distinguish the main uses of each
contents.
modal verb for doing the activity.
- To find the correct sentence for each main use just

seeing the papers on the board.
-To stick the little paper on the board that

will contain the main use of any modal
verb or one modal sentence.
-To review this activity the possible mistakes with all

students.
- To match the main use with the correct

sentence.
Sub Aim 3: To
write advices by using some modal verbs according to pictures.

- To use modals for giving advices:
should, shouldnt, must in a written
activity.
-To analyze pictures for giving advices.
Purpose
- To emphasize modals for giving
advice.
Evaluation
-Students will read their advices for each picture by
using modals in a correct way.
-To show students all the pictures by

using the data display
-To write two advices for each picture.
Closures: To fill the blanks in a short conversation by using modals of permission and modals for giving advice.

Diario de Campo
Tema: Modal verbs of permission and Modal verbs for giving advices
Fecha: 04/08/14
1.- Tuviste algn problema enseando esta leccin?
En esta leccin solo me enfoque explicando los modales de consejo y los de permiso, para no confundir a los estudiantes ya que si explicaba todos los verbos
modales se hubiese presentado una confusin total.
2.- Ocurri algo inusual, o algo fuera de lugar durante la clase?
No nada fuera de lo normal, aunque los estudiantes me pidieron que para el examen ponga los usos principales de cada verbo modal y ellos se memorizaran los
principales usos segn la lista de cada verbo modal y de esta manera seria ms fcil identificarlos.
3.- Qu tcnica empleo durante el desarrollo de la clase?
La tcnica de trabajo cooperativo.
Las menos satisfactorias fueron que les facilit una lista completa de modal verbs en la cual, estaban todos los verbos modales, y en la clase solo llevamos 2
tipos as que me preguntaron si iba a entrar lo dems al examen y les respond que no solamente lo que se haba visto y explicado en clase.
Las partes ms satisfactorias fueron que: practicaron los dos tipos de modal verbs en ejercicios, conversaciones, dibujos, etc. Realmente se haba logrado el
objetivo de la comprensin de la leccin en su totalidad.
See the different pictures and write one advice for each one
LESSON PLANNING

Melany.
LEVEL: Beginners
TIME: 90 minutes
DATE: 11-08-14
MAIN AIM(S): To describe a map by using two

types of prepositions: Place/ giving directions.
SUB AIM(S):
-To distinguish the uses between prepositions of place and prepositions
for giving directions.
-To identify the correct preposition according to each picture.
-To locate each place in the map by using preposition of place and
prepositions for giving directions.
SUBJECT CONTEXT:
Students will be able to use prepositions of place
and prepositions for giving directions in a map.
Student will recognize the main uses of
prepositions by doing the activities in the class.
Students might be confused with the correct use of
each type of preposition.
Students could have problems at the moment to
describe the map.
PERSONAL AIMS(S) To take control and attention

of the class with funny activities.

- To explain the two types of prepositions by using pictures and
simple sentences.
- To give student a chart about prepositions of place and
preposition for giving directions.
- To show them a clear example about the location of each place in
a map.
AIDS: Whiteboard, markers, pictures, book, data display.
Mentors Signature
Sub Aim 1: To distinguish the uses between prepositions of place and prepositions for giving directions.
- To explain this subject with pictures and
simple sentences.
Purpose
Evaluation
- To analyze the main uses of preposition of -To write the complete sentence on the board and circle
place and prepositions for giving directions. the preposition.
-To give students a chart about the two

types of prepositions: Place and for giving
directions.
-To recognize in the sentences if the preposition will be

of place or for giving direction.
- To put prepositions in the correct order

for making sentences.
Sub Aim 2: To identify the correct preposition according to each picture.

- To show students different pictures
about a naughty cat and Troll.
-To choose the correct preposition in the
chart for describing each picture.
- To use the question: where is the
cat/troll ?
Purpose
- To practice oral activity by using
prepositions.
Evaluation
- To work in pairs one student is going to ask by using
the question. Where is the cat/ troll? And the other
student will choose one preposition according to each
picture.
Sub Aim 3: To locate each place in the map by using preposition of place and prepositions for giving directions.
Purpose
Evaluation
- To show students a map for describing

the different places.
- To use the correct preposition

according the location of places.
-Students will describe the places by seeing the map.

They have to use the two types of prepositions.
-To use prepositions of place and

prepositions for giving directions.
-To consolidate the explanation.
-Teacher will ask students for any place for example
-To ask students where is the location of

any specific place.
Where is the Supermarket?

They will answer by using prepositions of place the
supermarket is behind the hospital and in front the
park.
And for using prepositions for giving directions will be:
Teacher: How can I go/arrive to the supermarket?
Students: You have to pass Santos Street, after that
you have to turn left and go ahead.
Closures: To practice prepositions of place /directions in an oral way.

Diario de Campo
Tema: Prepositions of place and Prepositions for giving directions.
Fecha: 11/08/14
1.- Tuviste algn problema enseando esta leccin?
No, me prepare muy bien porque eran en si dos lecciones que tena que explicar de manera clara con ejemplos y tambin lleve 3 actividades, se
podra decir 2 actividades simples y la ltima fue para analizar y aplicar las preposiciones de acuerdo a lo explicado en clase.
2.- Ocurri algo inusual, o algo fuera de lugar durante la clase?
Las imgenes motivaron bastante a los estudiantes lleve diferentes imgenes para que puedan describir la posicin de una gatito y un Trol , y a medida que
usaban las preposiciones correctas me contaron que algunos les gusta los gatos a otros no, y a la mayora les gusto el Trolsito.
3.- Qu tcnica empleo durante el desarrollo de la clase?
La tcnica de aprendizaje -cooperativo.
En realidad, les gusto las imgenes el material, como los guie con los ejercicios y las actividades extra, claro que al momento de realizar la ltima actividad
como que tuvieron miedo pero en s representaba un reto para ellos aplicar y recordar las preposiciones correctas, Sin embargo al final la mayor parte del curso
logro identificar los distintos lugares en el mapa. Los estudiantes que no podan usar las preposiciones adecuadas, trabajaron con un compaero para que
ambos se pudieran ayudar y de esta manera realizar la actividad.
Las partes ms satisfactorias fueron que: practicaron las preposiciones de lugar y las preposiciones de direccin de manera oral y escrita, el material ayudo
bastante a motivar a los estudiantes y apoyo a la explicacin y el desarrollo de la clase de manera satisfactoria.
Write sentences by using prepositions of place

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UNIVERSIDAD MAYOR DE SAN SIMN

CARRERA DE LINGSTICA APLICADA

TRAINEERS NAME: Iriarte Ferrufino Melany.

MENTOR'S NAME: Mgr.Leonila Valdez

PLACE: Engineer of computing-UMSS.

MAIN AIM(S): To describe pictures by using

LEARNING OUTCOMES: students will know the

PERSONAL AIMS(S) To take control and attention of

POSSIBLE SOLUTIONS TO THESE PROBLEMS:

AIDS: Whiteboard, markers and pictures.

Language input (if relevant) What is it?

Traineers Name: Iriarte Ferrufino Melany

Mentors Name: Mgr:Leonila Valdez.

- To introduce different pictures for

Sub Aim 3: To discuss each picture using simple sentences.

-To oversee the final work of students

Universidad Mayor de San Simn.

A. Check the right answer.

1.There ............... egg in the fridge.

5.There is .................. TV in my bedroom.

3.There is ................ computer in our classroom.

Adapted by Melany Irirate Ferrufino

B. Fill in the blanks with a or an:

1. Maria: Is Serena Williams

Lucy: No, she's

Spanish tennis player?

American tennis player.

2. Samantha: Is your father

Victoria: No, my father is

3. Amy: Is it raining now, Mum?

4. Melissa: Is Camron Diaz

Amy: No, she's

5. Sandra: Is your mother

Ruth: No, she's

Adapted by Melany Irirate Ferrufino

Oral practice Flash Cards a or an

Adapted by Melany Iriarte Ferrufino

Adapted by Melany Iriarte Ferrufino

UNIVERSIDAD MAYOR DE SAN SIMN

CARRERA DE LINGSTICA APLICADA

TRAINEERS NAME: Iriarte Ferrufino

MENTOR'S NAME: Mgr.Leonila Valdez

PLACE: Engineer of computing-UMSS.

MAIN AIM(S): To describe Countries and

LEARNING OUTCOMES: Students will know

PERSONAL AIMS(S) To take control and

Language input (if relevant)

POSSIBLE SOLUTIONS TO THESE PROBLEMS:

AIDS: Whiteboard, video and markers,notebook.

Traineers Name: Irirate Ferrufino Melany

Mentors Name: Mgr:Leonila Valdez.

Sub Aim 1: To introduce the subject with a video.

-To show peoples nationalities.

Sub Aim 2: To do sentences in negative/positive and interrogative form.

Activities to achieve the aim

-To know the importance to describe the

-To discuss in front of class, their

-To listen the oral presentation of their

What is the nationality of yukomo?

Closures: To do the final activity question answer in groups of two.

his nationality is Japanese.

Universidad Mayor de San Simn.

1.- Qu clase de interaccin profesor-estudiante sucedi?

Adapted by Melany Iriarte Ferrufino