Lesson Plan - Inglés - "Fruits and Vegetables" - Primer Grado - Descargar
LESSON
PLAN
I.
GENERAL INFORMATION
1.1.Educative Institution : I.E.
Planetatareas.blogspot.com
1.2.Year of instruction : 1st
1.3.Component : Oral and written
1.4.Theme : “Fruits and Vegetables”
1.5.Time : 90 minutes
1.6.Number of students : 30
1.7.Trainee : Est.
1.8.Trainer :
II.
METHODOLOGICAL
STRATEGIES
2.1.
Method: Communicative Method
2.1.1.
Techniques : Role play,
Dialogues,
2.1.2.
Materials : Board,
markers, Lyrics, pictures.
Teacher, students, trainer.
2.2.
Evaluation: co-evaluation, oral tests, revision of the presented free
song.
III.
EXPECTED OUTCOMES
Describes the members of
his/her family
Identifies the
adjectives in the sentences
3.1. Transversal content : Nutritius
Culture
3.2. Fundamental capacities : Critical
and creative thought.
3.3. Area capacities :
3.3.1. Oral expression and comprehension
Formules questions and answers in a
dialogue
3.1.2
Comprehension
of texts:
Discriminates and
selects info to ask and answer abouth healthy food.
3.3.3. Attitude to the area
Values and Attitudes
§
Technology : He/she appreciates
the use of appropriate technologies to improve his/her English level.
§ Respect : He/she respects and values
different ideas, languages and cultures of others.
IV.
BASIC CONTENT
4.1.
Grammar :
Do and does
4.2.
Lexical items :
Grapes, Candy, Avocado, Healthy,
etc
4.3.
Previous knowledge : Verb “to be” Personal pronouns. The article, present simple and regular used
verbs.
BIBLIOGRAPHY
·
Workbook:
ENGLISH SECONDARY 1st. Santillana Editorial
V.
METHODOLOGICAL
STRATEGIES
1.
Situation to get
previous knowledge. (10 minutes)
-
Motivation towards the
topic: The
teacher will start presenting himself and then he will write the date on the
board. And soon will show to the class some pictures of fruits and vegetables,
and then, will make some descriptions to the class.
Hi everybody, good morning and welcome to the class.
Ok, let’s see, first, please anybody can tell me the date? (With a quick read
and some repetition process, the teacher writes the date on the board.
Afterwards the T had introduced himself the teacher will stick on the wall some
pictures of healthy food, and ask some complementary questions to the class.
(Peach, Strawberry, Broccoli, Avocado)
Ok, the topic of this class is related to a very
important subject, and it’s necessary for us to know that we must eat this kind
food every day because it is good for our body.
In order to help the students to get into the topic,
the teacher will stick the pictures of those fruits and vegetables on the wall
and write the name of the class: Fruits
and Vegetables.
-
The teacher sticks
pictures on the wall: The teacher in order to start the development of the
topic will stick some pictures on the wall.
2. Situation to elaborate new knowledge (50 minutes)
The Teacher presents the vocabulary to the class with pictures
·
Ice Cream
·
Orange
·
Lollipop
·
Lettuce
·
Candy
·
Grapes
Then the teacher presents a dialogue, in order to help St to internalize
the new knowledge:
This is Paul and this is
Ana, and they a re talking about healthy food
P Ana! My sister and I are
into a diet.
A Gee, why? What do
you eat?
P Hmm, I eat a lot of oranges
and avocados too
A And what does your sister
sonsume?
P She eats grapes and she
doesn’t eat candies.
After reading this paragraph, the teacher will ask to some students to
read it, one more time or twice. After that, the T will write on the board the
follow question:
What do you do, in order
to stay healthy?
I drink water and I don’t drink sodas.
Sara doesn’t eat any
junk food.
My family don’t eat any
meat.
-
Grammar focus: The dialogue is concentrated on Do and Does
-
Learning in a Context: This situation will
represent the basic part of the class, because the teacher will ask to the
students for their active participation.
Now students, please,
pay attention to me (the T will write on the board Do and Does) and explain
that we use do and does as auxiliary verbs.
3. Situation
to incorporate learning to life (20 minutes)
-
Exercises: Texts
Production: In this part the teacher using his authority into the class, ask their
students to come to the board to realize some examples to the class.
4. Situation to evaluate
-
The process of evaluation will be constant and mainly oral, the correct
pronunciation of the words and the right use of the tenses will be also
important. The student has to be able to achieve the outcomes, and then be able
to approve the course.
VI.
EVALUATION CHART
CONTENT
|
CAPACITY OF THE AREA
|
INDICATOR
|
INSTRUMENT
|
HOW DO YOU LOOK LIKE?
|
TEXT
COMPREHENSION
|
·
He/she expresses ideas using do and does.
|
Dialogue
|
ATTITUDE
TO THE AREA
|
Values and Attitudes
§ Friendship :
he/she works in a fraternal environment.
§ Respect :
he/she describes respectfully the body of his/her classmates
|
Self-Evaluation
Sheet
|
|
Oral
expression and comprehension
|
· Answer questions with do and does.
|
Self-Evaluation
Sheet
|
OBSERVATION SHEET: . Oral expression and
comprehension
Nº
|
Student’s Names
|
Answer questions with do and
does.
|
Total
|
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Pronunciation
|
Fluency
|
Vocabulary
|
Participation
|
20
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1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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20
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21
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22
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23
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24
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25
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26
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27
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28
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29
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30
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31
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32
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33
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34
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35
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FICHA
DE EVALUACIÓN DE CLASES REALES
I.
DATOS GENERALES
1.1 Institución Educativa:………………………………………………………………………………
1.2
Área…………………………………………………………...……………….………………...
1.3
Grado de
estudios………………………. Sección……………… Nº de alumnos……………….
1.4
Actividad
de aprendizaje………………………………………………………………………
1.5
Unidad…………………………
Tiempo...…….….. Hora...….……… Fecha.…………………….
1.6
Profesor
de aula…………………………………………………………………………………………
1.7
Práctica
Nº………………………………………………………………………………………………
1.8
Practicante………………………………………………………………………………………………
1.9
Profesor
de práctica………………………………………………………………………………
II. DESEMPEÑO DEL PRACTICANTE
Ponderación
|
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0
|
1
|
2
|
3
|
|
2.1 ASPECTOS PERSONALES
|
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1) Es respetuoso
|
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2) Es comunicativo
|
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3) Presentación personal adecuada
|
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4) Facilita un clima de confianza
|
||||
5) Es responsable y puntual
|
||||
PUNTUACIÓN PARCIAL
|
||||
2.2. PLANIFICACIÓN DE LA
PRÁCTICA
|
||||
1) Prevé la actividad a desarrollar.
|
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2) Uso correcto de materiales y recursos en la actividad.
|
||||
3) Uso debido del tiempo y espacio.
|
||||
4) Organiza el ambiente de acuerdo a su actividad.
|
||||
PUNTUACIÓN PARCIAL
|
||||
2.3 EJECUCIÓN DE LA PRÁCTICA
|
||||
2.3.1
DESARROLLO
|
||||
01) Recoge los saberes previos del alumno.
|
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02) Plantea conflictos cognitivos.
|
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03) Toma el error como oportunidad para enseñar el uso correcto del
idioma.
|
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04) Consolida y refuerza el aprendizaje en el momento práctico.
|
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05) Soluciona situaciones imprevistas.
|
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06) Brinda oportunidad a todos.
|
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07) Demuestra creatividad y autonomía.
|
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08) Brinda instrucciones y ejemplos claros y precisos.
|
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09) Crea un ambiente propicio para el aprendizaje.
|
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10) Crea
expectativa e interés.
|
||||
2.3.2 EVALUACIÓN
|
||||
1) Evalúa permanentemente.
|
||||
2) Promueve la autoevaluación y la co-evaluación.
|
||||
3) Utiliza instrumentos de evaluación.
|
||||
4) Utiliza corrección y retroalimentación.
|
||||
5) Aplica en forma correcta sus indicadores de evaluación.
|
||||
6) Evidencia logros en la enseñanza
|
||||
2.2.3
DOMINIO DEL IDIOMA EXTRANJERO
|
||||
1) Uso del idioma extranjero en el aula con propiedad y relevancia.
|
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2) Fluidez.
|
||||
3) Buena pronunciación.
|
||||
4) Uso adecuado de la gramática y amplitud de vocabulario.
|
||||
5) Naturalidad en la entonación al hablar.
|
||||
PUNTUACIÓN PARCIAL
|
||||
2.4 SUSTENTO TEÓRICO DE
|
||||
2.4.1
SUSTENTO TEÓRICO DE LA PRÁCTICA
|
||||
01) Fundamento teórico de los métodos empleados.
|
||||
02) Conocimiento de las técnicas en relación a los métodos.
|
||||
2.4.2
ACTITUD DEL PRACTICANTE ANTE LA SUPERVISIÓN
|
||||
01) Considera la evaluación del supervisor constructivamente.
|
||||
02) No teme a la crítica y además la busca.
|
||||
03) Es completamente
constructivo y cooperativo durante el proceso de su evaluación.
|
||||
PUNTUACIÓN PARCIAL
|
||||
PUNTUACION FINAL
|
||||
Se
aplica el art. 38º para las respectivas
calificaciones.
a. Excelente : 18–
20
b. Muy bueno : 15–
17
c.
Bueno : 12– 14
d. Regular : 11
e.
Malo : 07– 10
f.
Deficiente : 00 – 06
III. CUADRO RESÚMEN
ESCALA DE EVALUACIÓN
|
NOTA
|
2.1 Aspectos personales
|
|
2.2 Planificación de la práctica
|
|
2.3 Ejecución de la práctica
|
|
2.4 Sustento teórico de la práctica y actitud del
practicante
|
IV.
RECOMENDACIONES
…………………………………………………………………………………………………………………………………………………………………………………………………………………………
__________________ ___________________ ___________________
Director (a) de la I. E.
Docente de Aula Docente de Práctica
_________________
Estudiante Practicante
s
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