ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1

Unit 3 - Task 3: Design of a lesson plan and the
materials to be used
Appendixes
LESSON PLAN FORM
Name: Nancy Snchez
Jaramillo

Institution: I.E Escuela

Normal Superior Sagrado
Corazn

City: Aranzazu

Date: 16th /09/2016

Time: 90 mins

Length: 90 mins

Grade: 0
Transition
(preschool)

Level: Beg /Elem/Pre-int

CEF level: A0/ A1/ A2

Age: 5-6

Communicative purpose of the lesson: What will learners be better able to do by

the end of the lesson?

The student names, recognizes and indicates vocabulary related to family

What skills: (speaking, listening, reading, writing) will you practice?

What language (grammar, vocabulary, functional expressions) will you focus on?

To give students speaking answering each one to the question that

corresponds to him.

Listening and sing songs related with the family.

Learning vocabulary related with the family.

Reply to functional expressions: please pay attention, how do you say ___ in
English?, sit down, please.

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used
Standard(s): Copy here the appropriate standards from the National standards
booklet (note the competence Nos.)
Grados 1 a 3 de primaria, nivel principiante:

Identifico palabras relacionadas entre s sobre temas que me son familiares.

1,2

Respondo brevemente
y
dnde,
si
mis amigos o mi colegio. 1

a las preguntas
se
refieren

qu,
a

quin,
mi

cundo
familia,

Topic: What the lesson is about (e.g. Shopping)

The family

Materials:
worksheets:

Writing the family relationship that has each member of the family according
to the picture.

Class profile (50 - 75 words) Describe your students (For how long have your
students been learning English? What are the things that interest them? etc.)
The group of children have between 5 and 6 years old The students were in a
Family Welfare nursery, it is a public entity, and there they did not have an English
teacher. Students have been learning English this year with me, I teach them all
subjects including English. The preschool group is a group show great interest in
learning, they love the activities performed through games but also manual work.
How this lesson will meet their needs? What do the students know in order to cope
with your lesson? How is this lesson connected to the previous one and to the
next? (50-75 words)

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used

It is important for children to recognize the pronunciation of each family member

according to their kinship, as children listen to their favorite programs vocabulary
related with family.
This lesson is related to the previous one, because each member of the family has
different tastes, among them, their favorite colors. And this lesson is related to the
following because the students will be taught a song related to the family.
Personal aims: What aspects of your own teaching will you develop in this lesson?

To use varied strategies that students like so they can have a better
learning.
Dynamizing the class

Stages in the process of learning a topic

Appropriation of the subject to teach students

Connection to other subjects in the school curriculum (e.g. Social studies)

Social

Complete Sections A, B, C & D as appropriate, depending if you are focusing

on grammar, function, vocabulary and/or skills in your lesson
A. Skills lessons
Complete this section if your lesson is to develop reading, listening, speaking or
writing
Skill to develop

Listening

Speaking

Type of text (e.g. dialogue in a shop)

To listen to the songs

To listen and repeat the pronunciation of the vocabulary taught.

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used

Speaking with each members their family.

B. Vocabulary: Complete notes below on you will focus on

Vocabulary item (note
spelling and pronunciation)
Mother

/m/

How will you clarify meaning?

Flash cards -photo

Father /f/

Flash cards -photo

Baby /beb/

Flash cards -photo

Sister /sst/

Flash cards -photo

Brother /br/

Flash cards -photo

Grandfather /rnf/

Flash cards -photo

Grandmother /rnm/

Flash cards -photo

C. Language Analysis page: Complete this section if you are focusing on

grammar or function

Not working the grammar functions with transition children

D. Anticipated problems. Complete this section for all lessons:

Anticipated problems

Planned solutions

Include problems of: Meaning, Form,

Pron, Management

The students have been taught

the incorrect pronunciation of
mother.

To take advantage of this moment

to teach the students the correct
pronunciation of some words.

The children will be confused

To

give

clear

and

simple

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used
about the instructions that will be
given in English.

instructions on each activity.

To verify if students understand

the given instruction.

SELF EVALUATION FORM

(Please complete all parts of this form after teaching your lesson)
1. Were your lesson aims achieved?
What evidence can I show to prove this?
I think that the vocabulary taught in this lesson is very close to children, they
associate this vocabulary with the feelings of affection they have for their parents,
so it was a very easy lesson for them.
2. Were your personal aims achieved?
What evidence can I show to prove this?
Personal achievements were achieved, I think that with the children should use a
lot of visual material to achieve the objectives that the teacher proposes.
3. Which stages and activities went well? Why did they go well?

Give evidence!

Warm up: The children had to explode a bomb and answer a question.

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used
Practice:
Each student had the opportunity to present the members of his family to his
classmates, saying in english who was each person?

4. Which stages and activities did not go as well as they could have? Why not?
Give evidence!
I consider that all the stages of the lesson had an excellent development by the variety
of strategies. This lesson was very playful for children.
5. What areas in your teaching would you like to work on in future lessons?
I would like to read stories with children in English or teach them simple tongue twisters.
6. How can I learn about the areas which I want to improve?
I must continue practicing the pronunciation, so I attend English classes on Saturdays in
Cambridge.

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used
Assignment 2: LESSON PLAN. PROCEDURE
Stage, Timing,
interaction
e.g. T-SS, S-S, S

T-SS

Procedure & Instructions

What the Teacher SAYS & DOES

The following actions will be

worked through flash cards, you
will do the action that is indicated
by repeating the pronunciation of
the teacher: red, sleep, smell

Game: explodes the bomb,

responds and wins: by turns the
students went out to explode the
bomb, the student who will
explode the bomb and answer
the question won a candy.

Warm-Up
(30 mins)

What is your favorite color?

How many brothers you have?
What is your mother's name?
What is your father's name?
What is your sister's name?

What the Students SAY & DO

Stage aim
The Aim of the Stage

The students responded to

the instruction accompanied
by the action.

The students exploded the

bombs, with the help of the
teacher they answered the
questions.

To revise vocabulary
worked

ESCUELA DE CIENCIAS DE LA EDUCACIN

551024 Pedagogical practicum 1
Unit 3 - Task 3: Design of a lesson plan and the
materials to be used

Presentation
T-SS
(20 mins)

Practice:

The flash cards were shown so

that the children repeated the
pronunciation of each member of
the family.

My family, my great treasure:

each child presented his or her
family members to the family
members,
answering
the
question: who is he / she?

T-SS
(40 mins)

Lests listen and answer:

Finger
Family(daddy
finger)
https://www.youtube.com/watch?
v=D0Jgi4zpMhM&spfreload=10

The students placed the name

that corresponded to each
member of the family in the
image that was on the board and
then they transcribed in the
worksheet.

The students repeated the

pronunciation.

The students responded: it is

my father ...

Learning the members of

the family

To
practice
pronunciation
of
family.

To relate the image with

the name in English.

the
the