Professional Documents
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Planes de Clase
Planes de Clase
FACULTAD DE HUMANIDADES Y
CIENCIAS DE LA EDUCACIN
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 25-04-14
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.
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.
Sub Aim 2: To choose the correct article a or an for describing each picture.
Activities to achieve the aim
- 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.
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.
Closures: To
use an/a and mention five things (each student has to tell 5 examples by using a and an) .
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 )
an
an
4. ................. apple a day keeps the doctor away
a
an
2.There is ................. beautiful garden in front of my house.
an
a
an
Italian teacher?
math teacher.
umbrella.
Irish actress?
American actress.
nurse.
doctor.
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
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.
Mentors Signature
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.
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.
Purpose
Evaluation
Diario de Campo
Tema: Countries and Nationalities.
Fecha: 21/04/14
Question about what happened during a lesson by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
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.
Mentors Signature
Institution Seal
Sub Aim 1: - To apply the main rules of regular and irregular verbs by using the present simple.
Activities to achieve the aim
-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.
Evaluation
-To recognize the regular and irregular verbs
and use them in real situations that happens in
present.
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.
Activities to achieve the aim
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)
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.
2.- Cul fue el principal logro de la leccin?
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
FACULTAD DE HUMANIDADES Y
CIENCIAS DE LA EDUCACIN
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 25-04-14
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.
ANTICIPATED PROBLEMS (the Learners):
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.
Sub aim 1: To distinguish the uses of possessives adjectives according to each subject pronoun in plural and singular.
Activities to achieve the aim
-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.
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.
Closures: To finish the class by talking about Simpsons family by describing all the members with the correct possessive
adjective.
Diario de Campo
Tema: Possesives Adjetives.
Fecha: 26/04/14
1.- Explic usted algo diferente que de costumbre?
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
5.- La leccin de hoy despert inters por la materia?
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 .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 27-04-14
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.
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.
Purpose
Evaluation
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.
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
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 07-07-14
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?
Purpose
- To introduce feelings and how we
can use them.
Evaluation
- To identify each feeling and mention
not least 10 feelings.
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?
Activities of the aim
- 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.
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).
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
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
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 12-07-14
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.
Sub aim 1 : To distinguish adverbs of frequency by using frequency expressions in real situations.
Activities to achieve the aim
-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.
Sub Aim 2: To choose the correct adverb of frequency in order to indicate peoples actions.
Activities to achieve the aim
-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.
Activities of the aim
- 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.
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
Worksheets
order
go we spring in.
..
2.-Stay hotel a usually we in.
..
3. - plane sometimes by go we.
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________________
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 21-04-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students dont be familiar with new vocabulary.
Students may get confused with the use of each
adjective.
Mentors Signature
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).
Sub Aim 2: To establish the differences between each adjective (this, that, these and those).
Activities to achieve the aim
-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
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.
Clousures: To practice the demonstrative adjectives in short descriptions by applying all the explanation during the class.
Type the plural form in the boxes below and change the verb form.
For example:
This car is new.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 40 minutes
DATE: 16-06-14
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
ANTICIPATED PROBLEMS (the Learners):
Students might be confused whit the correct use
of: How much, how many, some and any.
Purpose
-- To review the exercises orally.
Evaluation
- To fill the gaps of flash cards correctly.
Sub Aim 2: To identify the correct use and the differences of How much and How many
Purpose
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).
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.
3.- Los estudiantes fueron desafiados por la leccin?
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.
4.- Cmo puedo ayudar a mis estudiantes?
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.
6.- La leccin de hoy despert inters por la materia?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
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!
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 16-06-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the use of each
preposition.
Students dont understand the new vocabulary in
the lesson for doing the activities.
Purpose
Evaluation
- To practice how to use frequency adverbs - To combine frequency adverbs and the present
in sentences.
simple in sentences.
Sub Aim 2: To
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.
Activities to achieve the aim
- 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
Evaluation
Diario de Campo
Tema: Prepositions of time.
Fecha: 16/06/14
1.- Explico usted algo diferente que de costumbre?
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.
2.- Qu clase de decisiones empleo usted?
Adapt la mitad de la clase para realizar ejercicios gramaticales y la otra mitad para realizar actividades de manera individual.
3.- Los estudiantes fueron desafiados por la leccin?
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.
4.- Cmo puedo ayudar a mis estudiantes?
Aclarando y respondiendo cualquier duda acerca de la explicacin, etc., dndoles varios ejemplos, etc.
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.
6.- La leccin de hoy despert inters por la materia?
Despert inters y bastante curiosidad por parte de los estudiantes, realmente fue un desafo para ellos comprender el tema.
Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 17-06-14
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.
ANTICIPATED PROBLEMS (the Learners):
-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.
Institution Seal
Sub Aim 1: To practice the auxiliary do and does in negative and positive questions.
Purpose
Evaluation
- To change the questions for making positive and
negative answers.
Sub Aim 2: To
put in the correct order the words by making questions and answers.
Purpose
Evaluation
Purpose
-To choose one students for asking his
or her information by using the auxiliary
do/does.
Evaluation
- To use the correct form of information questions with
do and does.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 1-07-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the correct use
of: will and going to.
Mentors Signature
Institution Seal
Sub Aim 1: To use the main rules of will and going to in sentences.
Purpose
-- To review the sentences orally.
Evaluation
- To practice future simple by doing positive sentences.
Sub Aim 2: To apply the future simple by filling the gaps in exercises.
Purpose
- To analyze the use of will and going
to.
Evaluation
- To fill the gaps in exercises.
Purpose
- To practice Saras schedule orally.
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
1.- Explico usted algo diferente que de costumbre?
Algunas veces si lo hago para una mejor comprensin del tema, etc. pero en esta leccin no porque era muy gramatical y necesitaba ejemplos.
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.
3.- Los estudiantes fueron desafiados por la leccin?
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.
4.- Cmo puedo ayudar a mis estudiantes?
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.
6.- La leccin de hoy despert inters por la materia?
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.
Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
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
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 14-07-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the correct use
,structure of er than more than / the est the
most.
Mentors Signature
Mentors Name: Mgr:Leonila Valdez.
Sub Aim 1: -To comprehend the use of comparative form (er than/more than) and the superlative form (the est/ the most) in sentences.
Activities to achieve the aim
- 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.
Sub Aim 2: To listen and complete exercises in the book by filling the gaps.
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).
Purpose
- To consolidate teachers explanation.
Evaluation
-To evaluate students sentences orally.
Diario de Campo
Tema: The comparative and superlative form.
Fecha:14 /07/14
1.- Explic usted algo diferente que de costumbre?
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.
3.- Los estudiantes fueron desafiados por la leccin?
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.
4.- Cmo puedo ayudar a mis estudiantes?
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.
5.- La leccin de hoy despert inters por la materia?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 15-07-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the correct use of
present continuous form (s+verb to be+ verb ing).
Purpose
- To practice the rules of present
continuous by adding ing in verbs.
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 .
Sub Aim 2: To apply the present continuous in exercises (photocopies) and activities (book).
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?.
Purpose
- To practice oral comprehension.
Evaluation
-To evaluate students descriptions orally.
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
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, 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.
2.- Cul fue el principal logro de la leccin?
Que los estudiantes asimilen el presente continuo a travs de oraciones y preguntas.
3.- Qu es lo que realmente cree que los estudiantes aprendieron con esta leccin?
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.
4.- Hubo alguna contradiccin en mi enseanza?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 04-08-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the correct use
of:
(+)Have got the (-) havent got/ (?) Have you
got..?
(+)Have to the (-)has not to/the (?)Do you have .?
Sub Aim 1: To analyze the main rules of have got/have to in negative and positive sentences.
Activities to achieve the aim
- 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.
Sub Aim 2: To use have got and have to in sentences and questions.
Activities to achieve the aim
- 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.
Purpose
- To consolidate the explanation.
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.
3.- Qu es lo que realmente cree que los estudiantes aprendieron con esta leccin?
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.
5.- Qu partes de la leccin fueron las ms satisfactorias?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
Worksheets
Have got - affirmative
Work in groups
See the
classmate
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 05-08-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the main uses of
modal verbs at moment to applying in sentences
and in a written activity.
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.
Purpose
Evaluation
- To choose one envelop for analyzing the - To distinguish the main uses of each
contents.
modal verb for doing the activity.
Sub Aim 3: To
Purpose
- To emphasize modals for giving
advice.
Evaluation
-Students will read their advices for each picture by
using modals in a correct way.
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.
4.- Qu partes de la leccin fueron las menos satisfactorias?
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.
5.- Qu partes de la leccin fueron las ms satisfactorias?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .
See the different pictures and write one advice for each one
FACULTAD DE HUMANIDADES Y
CIENCIAS DE LA EDUCACIN
A LA ENSEANZA DE LENGUAS
LESSON PLANNING
LEVEL: Beginners
TIME: 90 minutes
DATE: 11-08-14
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.
ANTICIPATED PROBLEMS (the Learners):
Students might be confused with the correct use of
each type of preposition.
Students could have problems at the moment to
describe the map.
Mentors Signature
Sub Aim 1: To distinguish the uses between prepositions of place and prepositions for giving directions.
Activities to achieve the aim
- 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.
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
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.
4.- Qu partes de la leccin fueron las menos satisfactorias?
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.
5.- Qu partes de la leccin fueron las ms satisfactorias?
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.
Questions by Richards, Jack C y Lockart Charles (1995) Reflective teaching in second language classrooms .