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I.

GENERAL INFORMATION:

1.
2.
3.
4.
5.
6.
7.

University:
Area:
Date:
Class Duration:
Number of student:
Tutors name:
Trainees name:

National University of Cajamarca


English
December 6th,2015
45 minutes
16

Lic. Luz Znico


Rodriguez Rios, Tania Liseth
Chugnas Chavz, Yuli

II.

DIDACTIC UNIT:

III.

CLASS TITLE:

IV.

EXPECTED LEARNING:

Environmental
problems

AREA CAPACITY

Text Production

V.
VI.

VI.

EXPECTED LEARNING

Write a post giving suggestions to save the planet with accuracy


and fluency.

Education in moral values or ethical formation. It builds judgment in a reflexive form with
a positive attitude for the different culture such as ideological and philosophical.

CROSSCURRICULAR CONTENT:
ATTITUDES:
INDICATOR
Consider people
Demonstrate agreement and
optimism in your own homework.

INSTRUMENT

Observation

METHOD:

ECLECTIC. The use of two methods: Direct Method will be considered.

National University of Cajamarca


VIII.
EXPECTED
LEARNING
TEXT PRODUCTION

Write a post
giving
suggestions to
save the
planet.

KNOWLEDGE

Pronunciatio
n:
Expression
s according

to
the
context
that allow
improving
pronunciati
on
and
intonation.
Non
verbal

resources:
Gestures
and body
languages

.
Grammar:
Verb
tense:
present
simple

LEARNING ORGANIZATION

SEQUENCE OF ACTIVITIES

Vocabulary:
Verbs

about
solutions
to save the

planet.

Specialty of English

STRATEGIES
AND
TECHNIQUES

INDICATORS
TEXT PRODUCTION

EVALUATION
TECHNIQUES

TIME

INSTRUMENTS

INPUT
The teacher introduces
herself and establishes some
Flashcard
behavior rules.
s
Teacher shows some
pictures to students can identify
what the topic of the class is. Then
teacher sticks the title and students
repeat it.
Students complete the Word
cards
first exercise writing the correct
verb in each phrase. Then they
repeat each one after the teacher.
Students match each
phrase with the correct picture.
PROCESS

Students
read
some Wallpape
rs
sentences and complete them with
should and shouldnt and with
some words.
Teacher checks their answers
with some volunteers.
Students practice in pairs a
dialogue about some solutions to Markers
save the planet.

20

Observati
on
o Observati
on guide.

Write a post
giving
suggestions
to save the Inquiry
planet with
accuracy and
fluency.

15

o Board.
Practice
exercises

Teaching English - High school

Tania Rodriguez &


Yuli Chvez

10

National University of Cajamarca


should
and

shouldnt.

Specialty of English

OUTPUT
Students read a post about
how to save the planet and
complete it with should and
shouldnt.

Teaching English - High school

Tania Rodriguez &


Yuli Chvez

National University of Cajamarca


Specialty of English

1. Complete the phrases with the correct verb and match with the picture.
2.

3.

4.
5.
6.

7.
8.
9.

10.
11.
12.

13.

1. .........................

.......... animals.

16.
4. .......

14.

2. .........................

......

.......... rubbish into the bin.

15.

......

3...........................

....... rechargeable batteries

......
......
......

Teaching English - High school


Tania Rodriguez & Yuli Chvez

National University of Cajamarca


Specialty of English
...

ca

wa

ns

ter

an

an

pa

en

pe

er

r.

gy.

17.

18.
6. .......

5. .......

......

......

......

......

......

......

......

....

......

bo

tre

ttl

es.

es,

Teaching English - High school


Tania Rodriguez & Yuli Chvez

National University of Cajamarca


Specialty of English
19.

Complete with should and shouldnt. Then use the words from the
box to write what you should or shouldnt do instead.
20.
21.
22.

in the bin / on both sides / shopping bags / ride a bike

23.
24.
25.
26.
27.
28.
29.

30.
31.
32.

33.

Work in pairs and talk about


possible manners to
the
Youplanet.
should
save
Use
protect
animals.
the phrases in the
You shouldnt
box.
waste water.

What should I do to
save the planet?

34.
35.
36.
37.
38.
39.
40.

Throw
away
rubbish into the
river.
Recycle
bottles,
cans and paper.
Use plastic bags.
Use rechargeable
batteries.
Plant more trees.
Switch
on the
lights during the

National University of Cajamarca


Specialty of English
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.

58.
Complete Brendas post in Facebook about how to
save the planet using should and shouldnt.
Tani
a
Brenda
Hi, Im Brenda. My family and I help to save the planet. For that we 1.should do many
important activities during the week. On Monday my brother and I 2. .................................... walk
to school. On Tuesday when I clean my teeth, I 3. .................................... save water. On
Wednesday my father 4. .................................... put glass, paper and cans in different boxes.
Thursday is the day of energy so we

5.

.............................. switch on the lights and the TV during

the day. On Friday I 6. ....................................... recycle paper. Its a good idea to write on 2 sides
of a piece of paper. At the weekend my mother 7. ................................. use plastic bags when she
does the shopping and on Sunday we 8. ............................. protect animals.

59.
60.
61.
62.
63.

National University of Cajamarca


Specialty of English
64.
65.
66.
67.
68.
69. Now,

write a similar post giving your


own suggestions.

70.
10.

71.

13.
14.
shouldnt

Grammar
11.
point

72.

12.

73.
74.

1. Complete the phrases with the correct verb and match with the picture.
75.
5

76.

77.
78.
79.
80.
1

84.
85.
86.

81.

87.
88.

82.

89.

83.
90.

1.
animals.

91.

2.

rubbish into the bin.

National University of Cajamarca


Specialty of English
92.

bo

3.

ttl

rechargeable batteries

es,

93.

ca

4.

ns
an
wa

ter

pa

an

pe

r.

en

95.

er

6.

gy.

94.
5.

tre
es.

96.

2. Complete with should and shouldnt. Then use the words from the box

to write what you should or shouldnt do instead.


97.
98.
99.

in the bin / on both sides / shopping bags / ride a bike

100.
101.
102.
103.
104.

shouldnt

shouldnt
should use shopping
bags

should ride a

105.
3

4
3. Work
in pairs and talk about possible

manners to save the planet. Use the


phrases in the box.
106.
107.
shouldnt

What should I do to
should throw away rubbish in
save the planet?

shouldnt

108.
should write on both

109.
Students

answers.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.

125.
126.
127.
128.
129.
130.
131.

4. Complete Brendas post in Facebook about how to save the planet


using should and shouldnt.

Brenda
Hi, Im Brenda. My family and I help to save the planet. For that we 1.should do many
should
important activities during the week. On Monday my brother and I 2. ....................................
should
walk to school. On Tuesday when I clean my teeth, I 3. ....................................
save water. On
should
Wednesday my father 4. .................................... put glass, paper and cans in different boxes.
shouldnt
Thursday is the day of energy so we 5. ..............................
switch on the lights and the TV
should
during the day. On Friday I 6. .......................................
recycle paper. Its a good idea to write
shouldnt
on 2 sides of a piece of paper. At the weekend my mother 7. .................................
use plastic
should
bags when she does the shopping and on Sunday we 8. .............................
protect animals.

132.
5.

Now, write a similar post giving your


own suggestions.

133.

134. Students answers.


135.
136.
137.
138.

IX.

PHONETIC TRANSCRIPTION

139.
3

140.

VERBS:

1. Plant [ plnt ]
2. Planet [plnt]
3. Protect [ prtekt ]

4. Recycle [ risak()l ]
5. Save [ sev ]
6. Should [ d ]
7. Shouldnt [ d()nt ]
8. Throw away [ r we ]
9. Use [ juz ]
141.
142.

BIBLIOGRAPHY AND WEB PAGES

X.

MINEDU- Per, Diseo Curricular Nacional, Lima, Ministerio de


Educacin, 2009.

Harmer Jeremy (1998). How to Teach English. Pearson Education Limited


Pages (87-96).

Harmer Jeremy. The Practice of English Language Teaching. Longman.


Third Edition. Pages (284-296).

Spartt Mary, Pulverness Alan y Williams Melanie. The TKT Teaching

Knowledge Test Course. University of Cambridge ESOL Examinations. Pages


(34-36, 61-64, and 119-122).

Richards, Jack C. The Language Teaching Matrix. University of Auckland.


Cambridge University Press 1990, 9th printing 2005. Pages (67-85).

Pruett Said Terry. A Kaleidoscope of Models and Strategies for Teaching


English to Speakers of other languages. Teacher ideas press, an imprint of
Libraries Unlimited Westport, Connecticut London.

Cambridge Learners Dictionary. 2nd Edition. University of Cambridge


Press 2008.

143.

http://en.islcollective.com/worksheets

http://www.eslprintables.com/

http://www.teachingenglish.org.uk/articles/eliciting

http://www.tefl.net/teaching/teaching-tip_12.htm