UNIVERSIDAD TECNOLÓGICA DE PEREIRA

Licenciatura en Lengua Inglesa

Guided Teaching Practicum
GENERAL PLANNING INFORMATION

INSTITUTION: Branch:
Institución educativa Suroriental Principal
NAME OF THE PRACTITIONER:

GRADE & GROUP: ROOM: 9

1st grade
TIME TABLE: LEVEL OF LEARNERS (CEF)
Mondays: 2:30-3:30 A1
Thursdays: 2:30
Fridays: 2:30-3:30
NUMBER OF LEARNERS: 38 AVERAGE AGE OF LEARNERS: 6 to
7 years old.
GENERAL DESCRIPTION OF THE CLASSROOM: The classroom is located on
the second floor of the school, it has 2 windows on one of the walls and it has one
door. The type of chairs is individual School table armchair and the classroom is
small for the amount of students. The resources they have include 1 video beam,
1 whiteboard and a computer laboratory that does not have enough computers for
the number of students.

PROFILE OF THE LEARNERS:

The students belong to the low-middle socioeconomic status. In general terms,
they are very active during the class, they like to share ideas with the teacher and
 their partners when they are asked to do a task. But some of them need to be
monitored during the class, because they might have either disruptive behaviour
or they do not do the task.
GENERAL OBSERVATIONS:
-Although the group likes to participate when questions are made, they need a
way to control participation and decrease the noise at classroom.
-It is necessary to monitor specifically some students that may have disruptive
behaviour or that will avoid the task.
-It is necessary to change the sitting arrangement in order to have a better
distribution of the space within the classroom.

LESSON PLAN

Date of the class: Class Number:

March 14th of 2016 4
AIM:
At the end of the lesson the learners will be able to identify written and spoken form of 5
different emotions (happy, sad, angry, scared & confused) that will be presented during this
and the two other sessions of the week.

Estándares Básicos de Competencias (MEN):

Estándar General: Comprendo el lenguaje básico sobre mi familia,amigos, juegos y lugares

conocidos, si me hablan despacio y con pronunciación clara.

Estándares Específicos

Listening:
-Demuestro comprensión de preguntas sencillas sobre mí,mi familia y mi entorno.
Speaking:
-Expreso mis sentimientos y estados de animo
Reading
-Relaciono ilustraciones con oraciones simples.
Writing:
-Copio y transcribo palabras que comprendo y que uso en el salón de clase.

Indicadores de logro:
Listening:
Responde de manera verbal o escrita a preguntas realizadas en una estructura sencilla sobre
temáticas tratadas en clase.
Speaking: Identifica y expresa diferentes sentimientos y estados de animo.
Reading: relaciona ilustraciones con oraciones simples
Writing: Copia y transcribe palabras que comprende y que uso en el salón de clase.
Assumed Knowledge: Numbers from 1 to 10, colors, greetings and farewell forms and
emotions in their L1.
Materials: flashcards, songs, colors, handouts, speakers, board, tape.

PROCEDURE ANTICIPATED COMMENTS

DAY/STAGE/ TEACHER AND LEARNER ACTIVITY PROBLEMS AND
ACTIVITY/TIME PLANNED
SOLUTIONS
Warm up
● In order to prepare students for the
Sing the Hello English class both teachers will play Technological
song. the song Hello! by super simple problems:
songs, which they will sing and use
(2:30-2:35) -Use the board,
body language while the students
sing and imitate their actions. sing the songs
a capella.
Song : Hello! | Super Simple Songs
● https://www.youtube.com/watch? Lack of
v=tVlcKp3bWH8 attention:
-Ask students
● Teachers will draw a big circle on the to stand up and
Study
board and they will add mouth and stretch their
Introducing eyes according to the emotion they bodies.
emotions want to introduce. Then they will ask -Use a song.
the student to identify the emotion, as
(2:35-2:45) -Change the
it is assumed that they answer on
their L1, teachers will also show activity.
some flashcard with the emotion and
Some
the written form as well. students do
Activate not have
colors or
Coloring ● Teachers will paste 3 faces on the pencils:
shapes board (happy,sad angry) and will
show different situations and students -Tell them to
(2:45 - 2:55) borrow one.
will identify emotions.

-Take some
Study extra colors
● Teachers will do a matching activity and pencils to
matching with the 3 faces (happy, sad, angry) class.
emotions and used in the previous activity and will
situations associate them with other flashcards
with situations that are going to be
(2:55-3:05) shown.

Engage
● A song will be presented to have
Stretch and students attention again and to make
attention span them to stretch.
(3:05 -3:10)
Song: If You're Happy | Super Simple Songs

● https://www.youtube.com/watch?
Activate v=l4WNrvVjiTw

● Teachers will deliver a handout with 3

(3:10-3-15) faces that represents some emotions,
 (happy,sad,angry) and students will
be asked to color them and write the
name of each emotion. As an
example some flashcards related to
the emotions will be pasted on the
board with the names.

Check the ● Teachers will check and grade the

homework homework that was assigned last
class.
(3:15-3:25)

● Students and teachers will sing the

song to wrap up the session, and
Wrap up then they will say goodbye to each
other.
Sing the
Song: Bye Bye Goodbye | Goodbye Song for
goodbye song
Kids | Super Simple Songs
(3:25-3:30)
● https://www.youtube.com/watch?
v=PraN5ZoSjiY
EXTRA-CLASS WORK, ANNOUNCEMENTS, THINGS TO CONSIDER: Students will be
assigned to write the name of each emotion under the face that represents it. This homework
will be checked and graded on the next session.

Carolina Parra Morales

REFLECTION SESSION
At the beginning of the English session students were motivated and enjoyed the warm up
activity because they were singing and following teachers movements; during the activity about
guessing emotions students were participating and identifying them in the different situations
that were presented with the use of flashcards. In the activity where the students were asked to
color faces related to the emotions most of the students followed instructions and teachers
monitored the process. However, some other students were distracted during the explanation
so, they were not following instructions about the way in which the faces needed to be color
and teachers explained again and monitor the process. Taking into account the aspects that
did not go well it is important to monitor students process while they are doing different
activities in order to provide feedback and raise students motivation towards the English
session and prevent disruptive behavior.

What went well?

I general terms, the results obtained during the English session were positive because
students where participating and showed interests towards the activities proposed, students
enjoyed learning the vocabulary related to feeling as they were saying the name of each one
and asking questions when they had doubts and the responses during the activate stage were
positive.

How do you know that?

During the presentation of vocabulary related to feeling students were raising their hands and
saying the name of each emotion, they were concentrate and asking the teachers when they
had doubts.

What didn’t go that well?

Some students were not paying attention during the explanation of the activity about coloring
and writing the name of different emotions, Taking into account the aspects that did not go well
it is important to monitor students process while they are doing different activities in order to
provide feedback and raise students motivation towards the English session and prevent
disruptive behavior.

What would you do different next time?

Taking into account the aspects that did not go well it is important to monitor students process
while they are doing different activities in order to provide feedback and raise students
motivation towards the English session and prevent disruptive behavior.
Natalia Gómez Arcila
REFLECTION SESSION:
In general terms, students were very receptive towards the topic of the class, they were
following instructions and at the beginning of the class they were participating actively and in a
more organized way. Students behaved better than in previous sessions and they enjoyed the
activity of coloring while their were reinforcing emotions and practicing colors. Time
management was not so accurate during this session, so it is necessary to look for strategies
to reduce the amount of time we use specially to check the homework. For future sessions, it is
important to use strategies for time management and the checking of homework.
What went well?

Students were very receptive during the entire class, they were very engaged with the class
and they were constantly asking for monitoring or showing off with what they are learning.

How do you know that?

Students were participating on the board, they answered questions about emotions, they
guessed the emotions we were explaining as well as they were also asking to the teachers if
their answers were right, also some students were correcting other while the class took place.

What didn’t go that well?

Time management was not so accurate since we spent a lot of time in one of the activities and
in the explaining the assignment that it was impossible to check the previous homework.

What would you do different next time?

I think it would be necessary to look for a strategy to check and assign homework that does not
consume a big amount of time, like dividing the group for grading ans assigning or asking
students to give as their notebooks, so we can paste and grade the homework at the end of
the class.
In service teacher sign: