Professional Documents
Culture Documents
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Unit: This is me!
Lesson plan 1
Date: June, Thursday 11th
Time: 90 minutes
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Lesson plan 2
Motivation (7 minutes)
• The teacher will create some stories with the students in which they are
the professionals. He will do this in English and Spanish. E.g. Molina
works with ...trabaja con Pato laguna, so he is a ____Students’answer:
model____.
• Pair work with the module: students will do a word search about
professions.
• The teacher will check if everybody found the 22 answers. And will ask
them to answer, he will just be a guide.
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Lesson plan 3
Date: June 12th second period
Time: 45 minutes
Motivation:
• The teacher will ask students to tell him some professions in English
seen last class.
Development
• Students will finish working with the last part of professions of the
module, they will do the crossword. In which they have the hints wich are
pictures of the profession
Conclusion
• Students will answer the module questions to see if they are right or not.
Some students will come to the whiteboard to check the answers
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Lesson Plan 4
• The teacher will check last class vocabulary, countries and nationalities,
professions and to be, asking the students for some complex vocabulary.
The teacher will ask students if they understood everything, if there are some
doubts, or if they need to practice something more, etc.
He will explain the test they will have next class. Giving them some examples.
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Reading activity questions (they do not appear on the module)
Text Nº 1
Text Nº 2
Text Nº 3
Text Nº4
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Lesson plan 5
• The teacher will check some vocabulary they learnt throughout the unit.
An also some structures they had to remember.
Test:
Post-test (5 minutes)
• The teacher will take all the tests back, and he will allow students to
come back to their origial seats and see if check their answers with their
modules.
• The teacher will ask students if it was to hard or to easy, and check some
students’ doubts.
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Lesson plan 6
• The teacher will grade the tests and then deliver them to students. He
will trespass them to the school book.
• The teacher will check the test along with his students
• The teacher will talk to students about the unit the module, the good and
bad things about the module, etc.
• He will ask for feedback
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Lesson Plan 7
Date: June 25th
Time: 90 minutes
Motivation (5 minutes):
• While
The teacher along with the students will write the sentences on the
whiteboard using all the personal pronouns, and making the difference
between ser and estar.
• Post:
Module work: Students will do the first pages of exercises of the module
given.
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Also the teacher will ask students some vocabulary of places and buildings:
How do you say______Spanish word_____?
Lesson Plan 8
Date: June 26th, first period
Time: 45 minutes,
Motivation (5 minutes):
• Remember previous learnt vocabulary: places and buildings of the city.
• The classroom will be organized as a big circle, in which students will
look to each other
• Pre:
o The teacher will show students some flashcards about places of
the city.
o Students will repeat after the teacher.
• While:
o Students will be given the flashcards previously presented.
o The teacher will make students to stand up and show their
pictures one by one. As the one that stands up has a picture of a
place of the city, the teacher will say: e.g. where is Mr. Romero
(the one standing up)? And students will have to answer: He is at
the Airport (as that is the picture the student has).
o The teacher will check phonetics: Th = [θ][ ð], for the to make the
difference between words like “the” and “thanks” “theater”.
Students will pronounce it all at the same time and one by one as
well.
o Module work: Students will work in pairs and will do the word
search that appears in the module.
Conclusion (5 minutes):
The teacher will check if the structure of to be was learnt and practiced
enough and he will answer students doubts.
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Lesson Plan 9
Date: June 26th, second period.
Time: 45 minutes
Motivation (5 minutes):
• The teacher will make some students to create sentences using their
classmates’ last names: e.g. Mr. Soto is at the hospital.
• Post:
o Students will have to say the full answer: using pronouns and to
be while they found a correct picture.
o Module work, students will do a crossword.
Conclusion (5 minutes):
• Students will be asked if they can create some sentences using famous
people's names.
• The teacher will ask students if they are clear or not, and he will answer
questions.
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Lesson plan 10
Students will be asked which places of the city they have already learnt:
• How do you say ____Spanish word___?
• Students will start working on the module they were given last class.
• The teacher will check the answers for the activity they had to do before
about places of the city from the module.
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Lesson plan 11
• Students will be asked to say some sentences they learnt last class:
For example: Who knows how to say en el hospital? En el aeropuerto? En la
estación de policía?, etc.
Pair work:
• Students will do the word search found on the module. Here students will
have to find 18 words related to places of the city, such as: Fire station,
bar, disco, bakery, hotel, school, etc. Answers will be checked on the
whiteboard.
• Second part of the module: Students will have to do a crossword where
they will also find places of the city with a hint given which is a picture of
the corresponding place.
• Third part: Students will have to do exercises with simple present to be,
in affirmative, interrogative and negative in “yes or no” answers. At the
same time they will be taught how to write those sentences (grammar)
• The teacher will check the answers with the students on the whiteboard
and going to the students’ seats. The teacher will have to check students’
doubts.
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Lesson Plan 12
Motivation (5 minutes):
• Students will identify the places making exercises and they will be taken
pictures to consolidate the structures of “I am/ you are/he is/etc. at the
hospital, school”, etc.
Consolidation (5 minutes):
• The teacher will check with the students all the doubts they have and if
they acquired the vocabulary required.
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Lesson plan 13
Unit: This is me!
Time: 90 minutes
Date: July 09th
• Students will be asked if they remember the places they visited last
class.
• The teacher will ask students if the trip was meaningful for them.
• The teacher will check if there are doubts and will announce next quiz
which will be next class, and he will review some contents.
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Lesson plan 14
Date: July 23rd
Level: 1º level of high school
Time: 1:30
This class will be divided into two periods, one for reviewing the unit, and the
second one for a ppt test.
Post-stage (5 minutes):
The test is a ppt presentation, in which students will have to answer the next
questions:
• Where are you?
o They will have to answer with their reality (school)
• Where is he?
o 3 different answers shown disorganized
• Where is she?
o 3 different answers shown disorganized
• Where are they?
o 3 different answers shown disorganized.
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Lesson plan 15
Introduction (5 minutes)
• Students will be told that the class will be a review of the semester unit.
• Students will be asked the contents they learnt throughout the semester.
• The contents seen in the last units are: Countries, Nationalities, Places of
the city, pronouns and to be in interrogative, negative and affirmative.
• Students will be asked some of the vocabulary they learnt in unit I, as
well as in unit II.
• The teacher will show the flashcards that were shown at the beginning of
the unit.
While-stage
• Students will be asked the meaning and they will do a class work with the
flashcards, asking each other about the content of the learnt units.
• They will also write on their notebooks the new exercises the teacher will
give them.
• They will answer written and spoken questions.
Post-stage
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• The students will be asked doubts and questions before the test to check
what is necessary.
Lesson plan 16
Introduction:
• Test: this test is called “level test” which summarizes the whole semester
content.
Closing
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Lesson plan 17
Introduction (5 minutes):
Pre-stage:
While-stage:
Post-stage:
• The teacher will write more questions on the whiteboard. These
questions must be answered by students, and they will be asked to
answer the teacher’s questions.
Closing (5minutes):
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Lesson plan 18
Introduction (7 minutes):
The teacher will check last class content (first period), and he will make a
brainstorming about the “there is” and “there are” structures, using classroom
objects, house furniture, etc.
Pre-stage:
While-stage:
• The teacher will show students some flashcards of fruits, which will go
from number one (two times) to number ten.
• Then the teacher will write the fruits on the whiteboard.
• Students will spell (guided by the teacher) some fruits, and they will
learn the pronunciation.
• Then the teacher will deliver the flashcards to students and they will
create answers for the next question (checked last class):
o How many fruits are there in that picture?
• The students will be asked to create possible answers for the above
question.
Post-stage:
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• Most of the students will be asked to answer the question, and then they
will interchange the flashcards and ask to each other.
Closing (8 minutes):
Students will be asked some doubts, and the teacher will ask some students will
be asked to create sentences they learnt
Unit Plans
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PLANIFICACIÓN UNIDAD DIDÁCTICA
Unidad 16 hrs.
Unidad II, This is me! (Núcleo) 1 medio F
de Curso
Tiempo Aprendizaje
Objetivo
Aprendizajes
3. Solicitar y entregar información
Fundamental • Iniciar y responder saludos,
oralmente y por escrito; desarrollar presentaciones, despedidas,
Esperados
diálogos simples relacionados con invitaciones, preguntas y/o
los textos de lectura o su vida manifestar preferencias,
personal y escribir oraciones acuerdos, o demostrar
sintácticamente correctas y comprensión de textos orales
Comunicativamente apropiadas. de mayor longitud.
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Objetivo de aprendizaje de la unidad:
Solicitar y entregar información oralmente y por escrito con respecto a saludar, presentarse, despedirse, dar
y buscar información.
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• Fluidez, dicción, entonación comunidad (a través de la
perseverancia, rigor y
creatividad)
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• Traducen oraciones (ejercicios escritos).
Unidad (Núcleo) Unidad III There is one banana! Curs 1 medio F Tiempo 10 hrs
de Aprendizaje o
Aprendizajes
Objetivo
Comprender e interpretar textos escritos simples, auténticos Completar y/o redactar frases u oraciones para
o adaptados; obtener información general o específica y Esperados resolver tareas destinadas a demostrar comprensión
Fundamental demostrar su comprensión, en castellano si fuera necesario. auditiva y lectora.
Solicitar y entregar información oralmente y por escrito; Iniciar y responder preguntas y demostrar
desarrollar diálogos simples relacionados con los textos de compresión de textos orales de mayor longitud.
lectura o su vida personal y escribir oraciones
sintácticamente correctas y comunicativamente apropiadas.
Objetivo de aprendizaje de la unidad: Comprender e interpretar textos escritos simples, auténticos o adaptados, tales como aquellos
de tipo descriptivo y de longitud creciente.
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Contenidos del aprendizaje
• Wh- question: How many and how COMPRENSION LECTORA Desarrollo del Pensamiento:
much. • localización de información general y • Desarrollo de las habilidades de
específica en una serie de textos de interpretación, análisis y síntesis y el
• Simple present: There is and there are mayor extensión. conjunto de habilidades
(neg. and aff.) comunicativas.
COMPRENSION AUDITIVA Y ESCRITA
• Vocabulary of fruits and vegetables
• Completar y/o redactar frases u Crecimiento y autoafirmación personal:
• Vocabulary of the classroom oraciones para resolver tareas • la comprensión de esta lengua
destinadas a demostrar extranjera expande en forma importante
comprensión auditiva y lectora. las posibilidades de conocer la realidad,
utilizar información e interesarse por
COMPRENSION ORAL ello.
• Formulación de preguntas y
respuestas solicitando o dando
información, usando oraciones y/o
frases modelos con pronunciación y
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entonación apropiada.
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LOS ALUMNOS Y ALUMNAS:
• Flashcards • one written test using ppt
• Completación de oraciones. • whiteboard presentation
• Practican en pares • Photocopies • one test filling in the
• Ejercicios de la pizarra y del cuaderno blanks and matching
• Markers
• Fill in the blanks • students participation in
• Technological class, being this orally or
• Translations
devices written
• Guessing games
• Pens
• Class games, asking each other
• notebooks
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