MUESTRA DE DESEMPEÑO DOCENTE 3

Classes Plan

Astrid Guerra Azócar

English Teaching Experince IV

María Belén Quezada C.

Concepción, 2019
 TASK 1: DESIGNMENT

1. Thematic Unit: “Feeling and opinions”

2. Unit Aim:
 By the end of the unit, students will be able to acquire new vocabulary
and functions that allow them to make references to their feelings and
opinions.
3. Attitudinal Aim(s):
 Manifestar una actitud positive frente a sí mismo y sus capacidades
para aprender y usar el idioma, valorando a la vez los logros de los
demás. (OA A)
 Demostrar interés por el aprendizaje continuo e independiente como
parte de un proyecto personal y para contribuir a la sociedad. (OA C)

Date Lesson Aim Main activities Teacher’s Role Resources

Ss will be able - Ss identify familiar and - T shows the - Flashcards

to give unfamiliar emotions and/or vocabulary on a PPT
Lesson examples feelings. (10 min.) and asks the Ss to - Worksheet
1 using repeat the
vocabulary - Ss describe different pronunciation.
90 min feelings (20 min.)
related to
feelings and - T shows different
(11.06) - Ss write sentences using emotions
emotions, and the
the vocabulary learnt. (15 students must join the
written.
min.) emotion with the
corresponding emoji.
- Ss write down their
currently mood and justify - T corrects Ss’
their response. (10 min.) mistakes on the board
as they write down the
sentences on the
board.

Ss will be able -Ss identify important - T asks Ss about - Video

to classify information about the video. unknown vocabulary
Lesson expression (15 min.) from the video. - Ss’ book
2 from a video
text, orally. - T explain the new
90 min expressions heard in
the video and give
(13.06) -Ss summarize what they examples related to
heard in two or three main her favourite movie.
ideas. (10 min.)
- T asks Ss to express
-Ss express opinions their own impression
regarding to the ideas heard about the topic using
in the video. (15 min.) the new expressions.

Ss will be able - Ss match vocabulary of - T explains and - Video

to identify the topic to the
Lesson vocabulary correspondent definition.
3 related to (10 min.)
movies, orally.
90 min - T and Ss talk about
movies they know and
(18.06)
classify them in different
genres. (10 min.)
- Ss watch a video with a
ranking of movies and fill in they can fill it in with
a chart with the required
information. (15 min.)
- Ss answer questions
about the video.
- T explains final project to
students.
models the activity
(PPT). - Worksheet
- T presents different
movie genres and
asks the Ss to think
about examples.
- T explains the chart
to the Ss in order that
the information from
the video.
- T checks Ss’
answers.
- T explains final
project to students.

Ss will be able - Ss work in pairs. - T shows a model for - Ss work in

to create a - Ss create a Prezi their presentation and the
Lesson Prezi or Power presentation following the answers doubts about computer
4 Point format given by the teacher. it. room.
presentation - Ss should include:
90 min
describing  Name of the movie.
(20.06) their favorite  Genre.
movie in  Name of the director.
writing.  What is the movie
about? (Brief
description).
 Main characters.
 Why is this your
favorite movie?
 What did you feel
when you see this
movie for the first
time?
 In your opinion, why
should the teacher
see this movie?
 TASK 2: FOUNDATION
As can be seen in the planning of the unit, the students were presented
with a set of vocabulary directly related to the main theme of the unit and with the
aim of providing a main base for the theme of the unit. Then, the students
developed a reading with a series of questions, which focused directly on the
central theme of the class. This, with the purpose that they will face an activity in
which they could see the previously learned vocabulary, and also use it in
activities related to reading.

For the next topic it was decided to carry out activities in which the students
classify the types of films, with the objective that they use their prior knowledge,
mostly from their first language, so that the topic may be more related to their
tastes and interests. For this reason, students will be asked to think about their
favorite films, so that they can later carry out the activities with their choices.
Then, to deepen the topics, comprehension of auditory texts is made, so that they
are exposed to the use of the learned vocabulary, and also use it during the
activities and to share their answers.

Finally, the unit will be evaluated through practical work in which students
present their favorite movie. It is decided to carry out this evaluation in order to
focus the work on their personal interests, involving a research work on
something that catches their attention. In addition, ICT resources, such as Prezi
or PPT, were included to motivate students with software that are well-known to
them. Finally, thanks to the resources offered by the establishment, the students
were taken to the computer room to begin their work.
 TASK 3: REFLECTION
During the planning of the activities, I resorted to resources available on
the internet and to the literature seen at the university; however, as I got to know
the students, I realized that I would not call them attention or lacked prior
knowledge to develop the activities. I decided to plan with activities that involved
the students by using their knowledge of the first language or what they might
know about social networks or television. However, I also prepared activities,
outside of official planning, that could be more complex, to use when I was
realizing that students could do them. As a negative aspect, I think this limited
me as a teacher to deepen the contents less and perform activities a little easier,
and the students to demand more personally. However, I must emphasize that
the students have been able to participate a little more actively than we expected,
and carry out the activities mostly. Also, I think I've been able to make sure that
the content we see, although it could be a bit more superficial, understand it and
can connect it with those that come.

On the other hand, I think that the elaboration of the resources was what
was easier for me. First, because of the clarity, I had of the activities I wanted to
do, and second, because of the availability of resources offered by the school.

Regarding the students who require a little more support, I have dedicated
myself to work in a more personal way with them while the others are doing the
activities. In addition, I think it is important to constantly approach all students to
systematically provide feedback to their process, but I think I should do this with
greater attention to those students who participate in the PIE program.