domingo, 15 de enero de 2012
PLANEACIONES SEGUNDA JORNADA
ESCUELA NORMAL SUPERIOR DEL ESTADO DE PUEBLA
LICENCIATURA EN EDUCACION SECUNDARIA CON ESPECIALIDAD ENLENGUA EXTRANJERA (INGLÉS)
LESSON PLAN
| Unit Purpose Unit 2: Actions in progressThe purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking |
Social Practice: Giving and obtaining factual information of a personal and non-personal kind.
Describing what people are doing at the moment of speaking
Performance Evidence | ||||||
Students can recognize how to determine what a person is doing | ||||||
Reflection on the Language | Strategic Competence | |||||
Students can recognize: · That the continuous structure indicates actions that are in progress at the moment of speaking | Students can use some verbal and/or non-verbal information to ease and enrich communication. · Can rely on gestures, facial expressions and visual context | |||||
Unit Focus Teacher should create meaningful context for presentations, it is important to remember that the present continuous is used when the interlocutor cannot see what someone else is doing. | ||||||
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Activity | Objective | Interaction & Time | P r o c e d u r e | Material | Notes | |
Warm up | The students will get involved with the topic they will use in the main activity | T <->S’ss 3 min. | The teacher will ask the students to tell him about what are some of their relatives doing at that moment | Voice | | |
Set up | The teacher will arrange the classroom in order to make it effective to obtain the attention and prepare the topic | S’ss 2min. | The teacher will ask the students to make a semi circle in front of the board giving space among each other. | Voice | | |
Pre activity | The teacher will help the students to infer the new vocabulary hat he will be using in the main activity | T -> S’ss 5 min. | The teacher will elicit the students to guess the meaning by the context of a few complicate words and he will try to explain it by gestures | Voice and body language | | |
Main Activity | Introduce the text through a text with the language functions | T -> S’ss 20min. | The teacher will give the students a reading that will basically include the language function, the whole group will read it, then together try to find and understand the meaning of some difficult words of the text | Worksheet | | |
Low challenge | The students will use the new language function | S,S,S 15 min. | The students will write down a text using the new language function acquired | Notebook | | |
Wrap up | The teacher will evaluate the work that students did in order to evaluate their comprehension | S,S,S 5 min. | The teacher will check the production that the students did and solve doubts or correct mistakes | | | |
Homework | | | The teacher will ask the students to bring a picture of one member of their family. | | | |
Israel Castro Meneses Practicante | _____________________ Carlos Gonzalez Flores Responsable de práctica | ____________________________ Yolanda Cruz Martinez Profesora del grupo | _____________________ Manuel Angel Giron Vasquez Director |
ESCUELA NORMAL SUPERIOR DEL ESTADO DE PUEBLA
LICENCIATURA EN EDUCACION SECUNDARIA CON ESPECIALIDAD ENLENGUA EXTRANJERA (INGLÉS)
LESSON PLAN
| Unit Purpose Unit 4: Actions in progress The purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking |
Social Practice: Giving and obtaining factual information of a personal and non-personal kind.
Asking and answering questions about personal possessions
Performance Evidence | ||||||
Students can Recognize and understand quotidian text in order to determine people’s possessions | ||||||
Reflection on the Language | Strategic Competence | |||||
Students notice: · The implication of physical proximity or distance when using demonstrative pronouns | Students can use some verbal and/or non-verbal information to ease and enrich communication. · Can rely on gestures, facial expressions and visual context | |||||
Unit Focus Present possessive adjectives and demonstratives | ||||||
| ||||||
Activity | Objective | Interaction & Time | P r o c e d u r e | Material | Notes | |
Warm up | The students will get involved with the topic they will use in the main activity | T <->S’ss 3 min. | The teacher will ask the students to tell him about what are some of their possessions and also give some examples | Voice | | |
Set up | The teacher will arrange the classroom in order to make it effective to obtain the attention and prepare the topic | S’ss 2min. | The teacher will ask the students to make a semi circle in front of the board giving space among each other. | Voice | | |
Pre activity | The teacher will help the students to infer the new vocabulary hat he will be using in the main activity | T -> S’ss 5 min. | The teacher will elicit the students to guess the meaning by the context of a few complicate words and he will try to explain it by gestures | Voice and body language | | |
Main Activity | Introduce the topic through a video with the language functions | T -> S’ss 20min. | The teacher will show to the students a video that will basically include the language function, the whole group will watch it, then together interact with the video | Projector | | |
Low challenge | The students will use the new language function | S,S,S 15 min. | The students will produce a short example describing what they have in their backpacks and point out some of their classmates possessions | Notebook | | |
Wrap up | The teacher will evaluate the work that students did in order to evaluate their comprehension | S,S,S 5 min. | The teacher will check the production that the students did and solve doubts or correct mistakes | | | |
________________________ Israel Castro Meneses Practicante | _____________________ Carlos Gonzalez Flores Responsable de práctica | ____________________________ Yolanda Cruz Martinez Profesora del grupo | _____________________ Manuel Angel Giron Vasquez Director |
ESCUELA NORMAL SUPERIOR DEL ESTADO DE PUEBLA
LICENCIATURA EN EDUCACION SECUNDARIA CON ESPECIALIDAD ENLENGUA EXTRANJERA (INGLÉS)
LESSON PLAN
| Unit Purpose Unit 2: Actions in progressThe purpose of this unit is to enable students to give and obtain information about possessions and to describe actions that are in progress at the moment of speaking |
Social Practice: Giving and obtaining factual information of a personal and non-personal kind.
Describing what people are doing at the moment of speaking
Students can Recognize and understand quotidian text in order to determine people’s possessions
Performance Evidence | ||||||
Students can recognize how to determine what a person is doing, Students can Recognize and understand quotidian text in order to determine people’s possessions | ||||||
Reflection on the Language | Strategic Competence | |||||
Students can recognize: · Identify a person, determine what is doing · The implication of physical proximity or distance when using demonstrative pronouns | Students can use some verbal and/or non-verbal information to ease and enrich communication. · Can rely on gestures, facial expressions and visual context | |||||
Unit Focus Teacher should create meaningful context for presentations, it is important to remember that the present continuous is used when the interlocutor cannot see what someone else is doing. | ||||||
| ||||||
Activity | Objective | Interaction & Time | P r o c e d u r e | Material | Notes | |
Warm up | The students will get involved with the topic they will use in the main activity | T <->S’ss 3 min. | The teacher will ask the students to tell him about what are some of their relatives doing at that moment | Voice | | |
Set up | The teacher will arrange the classroom in order to make it effective to obtain the attention and prepare the topic | S’ss 2min. | The teacher will ask the students to make a semi circle in front of the board giving space among each other. | Voice | | |
Pre activity | The teacher will help the students to infer the new vocabulary that he will be using in the main activity | T -> S’ss 5 min. | The teacher will elicit the students to guess the meaning by the context of a few complicate words and he will try to explain it by gestures | Voice and body language | | |
Main Activity | The students will practice the new acquired knowledge | T -> S’ss 20min. | The students will apply the knew knowledge just acquired by giveng examples and data about the person the picture of the person they bring | | | |
Wrap up | The teacher will evaluate the work that students did in order to evaluate their comprehension | S,S,S 5 min. | The teacher will check the production that the students did and solve doubts or correct mistakes | | | |
Israel Castro Meneses Practicante | _____________________ Carlos Gonzalez Flores Responsable de práctica | ____________________________ Yolanda Cruz Martinez Profesora del grupo | _____________________ Manuel Angel Giron Vasquez Director |
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