Centro de Estudios Regionales de Panamá

Higher Technician Focused on English Teaching for Teachers of General Basic Education

Group X (A, B, C)
1:00 – 3:00 p.m

Class Planning
FINAL PROJECT

By Ana Mendieta
– I.D. 4-751-1577

Professor: Henry G. De León R.

May 27, 2021

 FINAL PROJECT

I. As you are going to be a teacher you must practice your knowledge and your skills so create your own class
planning; it must have the annual, bimonthly and weekly plan with the objectives, the activities and the
evaluation. Read carefully all the module before to start; follow all the specifications and suggestions.

1. Make a diagnostic of the level group. 2. Select the topic. 3. Establish the general objective. 4. Select the content.
4.1. Establish the specific objectives. 4.2. Establish didactic resources. 5. Learning evaluation.
 REPÚBLICA DE PANAMÁ
MINISTRY OF EDUCATION
PLANNING OF HIGH SCHOOL EDUCATION
FELIX OLIVARES CONTRERAS HIGH SCHOOL

Subject: English School Period: 2021 Teacher: Ana Mendieta

Date: March to December Level: 8th Groups: A, B, C, D, E
Trimester: I II III

COMPETENCES:
-Students describe simple processes, gives purposes and talk about future and past events in real life situations.

Sub- Competences: SWBS to

1- Express purpose. 2- Write predictions about people in the class. 3- Talk about future possibilities. 4- Talk about daily
routines. 5- Express opinions. 6- Describe jobs and occupations. 7- Read more efficiently by using skimming and
scanning techniques. 8- Define words found in the textbook. 9- Ask and answer WH- questions in different contexts.
CONTENTS
CONCEPTS LANGUAGE ATTITUDE COMPETENCES PROGRESS/ SUGGESTED
SKILLS ACHIEVEMENT ASSESSMENT
INDICATORS ACTIVITIES
UNIT 4: -WH-questions -Active -Asks and answers -Properly make WH-questions in -Pair work.
participation simple questions to class.
Lesson 1: -Simple present in class. their classmates -Small group work.
The passive using WH- -Recognizes and correctly uses
characters -Classroom question form. the verb + infinitive form to -Board games.
seem to -Infinitive of clean and answer WH-questions in an oral
speak purpose. (Verb organized. -Recognizes and way. -Role play.
+ infinitive) uses the infinitive -Individual written
-Vocabulary: - of purpose: ´´verb -Finds and underlines small work.
 Jobs and Assignments + infinitive´´. pieces of information from the -Pronunciation
occupations are handed- reading ´´The Wallace and exercises.
in on time. -Communicates Gromit Story´´ in few minutes
-´´I think…´´ simple ideas using using scanning technique. -Reading exercises.
and ´´because´´ -Punctuality simple present
to express of students. passive. -Understands the main idea of -Grammar
opinion. ´´The Wallace and Gromit Story exercises.
- -Describe jobs and ´´ using skimming technique.
-Pronunciation Assignments occupations in an -Home-take
of words found and activities oral or written -Changes sentences from active assignments.
in Topic 1. are neat and way. voice into passive voice with a
clear. minimum of errors. -Oral quizzes.
-Uses the word
-Pays careful ´´because´´ to -Participates in oral activity -Workbook
attention to express opinion in where each group explain a exercises from
intonation a written and oral recipe using simple present pages 104-105.
and stress of way. passive.
words.
-Able to scan and -Recognizes and lists the most
skim a short common jobs and occupations in
reading. Panama.

-Express their opinions in a role-

play about their future jobs and
occupations.

-Proper pronunciation of words

provided in Section 1.
-First -Shows -Completes -Correctly answers questions -Songs and fill-in
Lesson 2: If conditional respect to the sentences with ``if made by the teacher or the blanks
you say you teacher and clause´´ in written classmates. worksheets with
´re sorry… -Simple future classmates. and oral way. -Makes an attempt to complete the if-clause.
tense. sentences written on the board.
-Shows -Makes WH- -Reading, listening
-Adjectives that
describe feelings enthusiasm questions and -Corrects his/her classmates and discussion of
and behavior. when signing includes the first when working on the board or in the dialogue on
songs in conditional. small groups. page 48 of the
-Third person class. textbook.
singular. -Talks about future -Relates pictures with phrases
-Works in an possibilities using which use the first conditional. -Board activity:
-Vocabulary organized the first completing
school life. way. conditional. -Answers questions and writes sentences using the
answers about future plans of ´´if clause´´ and
-Follows -Defines common his/her classmates as proposed in discussing the
directions. words in a written page 49. answers.
or oral way.
-Show -Uses adjectives to describe how -Matching pictures
preparation -Identifies the they feel if something happened which have the first
and stress of certain to them. conditional with
knowledge words in a phrases.
of the topic sentence. -Understands and is able to
in role plays. define words practiced in Unit 4 -Pronunciation
– Lesson 2 exercises.

-Role play about

fortune-telling.

-Written
assignment using
the first conditional
to label magazine
pictures and talk
about obligations at
home.

-Peer questionnaire
on page 49 of the
textbook.
 -Workbook
practices on page
106-107.
-Simple past -Works with -Writes short and -Is able to explain the difference -TPR game:
Lesson 3: passive. confidence. full-answers to between a sentence written in prepositions of
When was he questions in simple active voice and another in place.
born? -Stress in 3- -Expresses past passive. passive voice.
syllable words. empathy to -American
their -Uses the correct -Shows understanding of the Inspiration Quiz on
-Vocabulary classmates. form of the verb questions and attempts to page 50.
inventions. ´´to be´´ depending provide an answer when asked
-Uniform is on the subject. to. -Jeopardy game:
-Prepositions of properly Guess who
place. used. -Understands the -Makes punctual questions about invented/said this?
cases of use of the the topic when clarification is Example: for 100
-Talking about -Helps other simple past needed. points: The
past events. classmates to passive. Panamanian flag
understand -Follows directions of the was designed by:
-Making instructions. -Formulates professor when playing a TPR
predictions. a,b,c.
predictions of past game.
-Tries to use experiences using -Written activity:
English as the simple past -When writing questions or What projects were
much as passive. answers he/she properly uses the done by the
possible in -Properly uses verb to be and the past participle government during
class. prepositions of form of the verb. this year to
place in written improve our
and in informal -Actively participates in the economy?
conversations. classroom, provides examples, Example: A new
make corrections to their peers. hospital was built
-Recognizes and
labels the stressed -Pronounces words practiced in in Santiago.
syllable of 3- class with a minimum number of -Oral drills.
syllable words. errors.
 -Forty-seconds
presentation about
an
invention/discovery
using simple past
passive.

-Grammar practice
on wordbook,
pages: 108-109.

-Written activity on
51.
-Transitions of -Regularly -Writes short -Orders a series of steps in a -Small group work:
Lesson 4: time: first, then, assists to be process logical way. putting sentences in
Describing a next, after that, class. paragraphs. the right order.
process finally, etc. -Appropriately uses transitions
-Volunteers -Organizes events to describe a process. -Oral exposition
-Organization of for activities by steps or about daily routines
steps in a in the chronological -Uses the common phrases using transitions.
process. classroom. order. provided in class when working -Writing the
-Chronological with others. process of making
organization of -Is honest in -Makes questions -Successfully writes definitions a Word document,
events in a their or answers in of common words discussed in a Power Point
situation. homework simple present or class. presentation, or
and quizzes. simple past. how to prepare a
-Auxiliary ´´Did -Remembers to use auxiliary did traditional
´´ -Keeps the -Uses the correct when making questions about Panamanian dish.
classroom form of common the past and in short answers.
-Simple present clean and verbs in their base -Talking about
tense vs Simple his/her chair form or simple -Understands and uses relative events that
past tense. in order. past tense form. pronouns and adverbs in oral and occurred in the past
written activities. using transitions
-Daily -Waits for -Defines words and did.
 conversation the teacher from lesson 4.
phrases. inside of the -Activities from
classroom. -Completes workbook: pages
-Relative sentences using 110-111.
pronoun/adverbs relative pronouns
and adverbs. -Written Quizzes.
METHODOLOGY AND TECHNIQUES:
TPR, Inductive-deductive method, Audio-lingual method, individual work, group work, pair work, cooperative language
learning, questions/answers, brainstorming, dialogs, tests, skimming/scanning, tongue twisters, puzzles, clustering.
EVALUATION ACTIVITIES:
Diagnostic (oral tests), Formative: (Classroom: oral or written), Summative: (written and oral tests and projects)
CORRELATED COURSES:
Informatics, History, Geography, Biology.
BIBLIOGRAPHY: RESPONSIBLE SIGNATURES
Garton, Sprenger. Judy and Phillip Teacher Ana Mendieta
Prowse. ´´American Inspiration for Coordinator Diomedes Estribi
Teens 4´´; MacMillan, México DF, Director Rene Villareal
2019 Date March 5, 2021

MINISTRY OF EDUCATION
REGIONAL BOARD OF CHIRIQUÍ
FELIX OLIVARES CONTRERAS HIGH SCHOOL
DAVID-CHIRIQUÍ
TRIMESTRAL PLANNING

SUBJECT: English GRADE/GROUPS: Middle PROFESSOR: Ana THREE MONTH

 8th Grade (A, B, C,D, E) Mendieta PERIOD: Trimester 1st
ORGANIZATION AREA: OPERATIONAL PERIOD: TOTAL SESSIONS: 48 WORKING SESSIONS: 41
from March 5th to May 22th

General objectives:
1. To develop communicative skills in the English Language through meaningful interactions in/out of the classroom.
2. To apply previously taught to express their own ideas in a semi-controlled way.

CONTENT COMPETENCIES ACHIEVEMENT ASSESSMENT

AREAS INDICATORS EXPERIENCES
CONCEPTS PROCEDURES ATTITUDES
Grammar: -Examining the -Paying attention -Identifies different -Works in a -Gives evidence of
-Imperatives structures in a when it is tenses effectively. cooperative in or previous learning
variety of ways in required. out of class. experiences
-Prepositions of class. -Compares the through a
place. -Respecting pronunciation of -Complete ideas diagnostic test.
-Expressing their other’s ideas. /A/ and /U:/. based in an
-Obligation: own class orally exercise. -Shows
Modal verb and in writing. -Showing -Perform either understanding of
must/have to. punctuality. orally or in writing -Gathers topics taught by
-Past simple of the -Employing new some elements information for means of daily
-Turning in tasks taught in class. class task class activities in a
verb be. lexicon in context. on time. activities. formative way.
-Summarizes in
-Be going to -Getting involved -Working his /her own words -Displays a
in pronunciation -Supplies pertinent
cooperatively. short texts selected. bulletin board. comprehension of
Vocabulary: skills.
-Towns, physical -Be responsible. language material
-Fosters -Task about topics in different testing
appearance and the -Recognizing communicative of common
weather. culture tips. situations as a
abilities in formal interest. summative
and informal reinforcement.
Communication -Gathering settings in the -Develop listening
& Pronunciation: information in comprehension
-Student talking internet about intercultural aspects skills using
about your school holidays. of the language. audio/visual
and favorite devices.
lessons. -Creating a group -Talks about
final project about lessons you have in -Presents a speech
-/u:/ a selected topic. your school. or dramatization in
the Civics
-Describing a flash -Uses grammatical ceremony.
mobbing incident. structures to
express ideas.
-Giving a talk -Shows critical
about your holiday thinking about a
plan. variety of topics
covered.
Culture:
-A British home
and TV programs.

Miscellaneous:
-Earth day
-Shakespeare’s
day

TEACHING/LEARNING METHODS AND TECHNIQUES BIBILIOGRAPHY

RESOURCES
-Student’s textbook -TPR Hobbs, Martyn and Julia Keddle. Get
-Workbook -Listening graphic response Real Elementary 8. Panama: Educar
-Teacher’s Textbook -Listening / physical command (2008)
-CD-ROM -Listening / speaking
-DVD player -Listening / writing
-White board + makers + erasers -Communicative Approach
-Wall charts -Free interchanges
-Pictures -Semi-controlled strategies
-Flash cards -Controlled tasks
-Bulletin board -Task-based instruction
-Handouts (photocopied material) -Team work
-Laptop -Individual work

Director: Rene Villareal

Coordinator: Diomedes Estribi
Teacher: Ana Mendieta

REGIONAL BOARD OF CHIRIQUÍ

FELIX OLIVARES CONTRERAS HIGH SCHOOL
SECOND THREE-MONTH PERIOD
WEEKLY LESSON PLANNING
TEACHING SEQUENCE

Subject: ENGLISH Professor: Ana Mendieta

Three month period: II Level: 8th A, B, C, D, E
Weeks: 14 Week # 8: July 28th to August 1st 2021
 LEARNING ACHIEVEMENT ASSESSMENT
OBJECTIVES INDICATORS
Evidence Assessment criteria Assessment strategy
 Integrate and The student: Product-Based Form: Types of assessment:
develop Assessment: -Responsibility -Heteroevaluation
listening, 1. Performs Works in class -Topic domain
speaking, dialogues about listening activity about Assessment tools:
reading and restaurants and dialogues. Depth: -Exercise
writing skills complete the -Follows the -Copies and record for
with nutritional dialogue. instructions clearly. the listening activity.
habits by: -Works in collaborative
2. Takes a Quiz Product-Based integration to the Skills:
about countable Assessment: group. -Listening
 Be conscious of
and uncountable Quiz about countable -The students -Speaking
the influence
that good nouns, WH and uncountable nouns, demonstrate a good use -Reading
questions. WH questions. of English language by -Writing
nutritional eating
has in students’ listening and writing. -Vocabulary
life. -Grammar
Form: Grammar:
Grammar structure: -Knowledge -Countable and non-
-Countable and no development countable nouns.
countable nouns. -Adverb of frequency
-Likes and dislikes
-Adverb of frequency -Yes-no questions
-WH questions
-Likes and dislikes

-Yes-No questions

-WH questions
FORMATIVE ACTIVITIES (BASED ON ACHIEVEMENT INDICATORS)
 DAY 1

1. Opening stage activities (Introduction, warm-up, presentation or revision) (minutes: 10)

-Calling the role
-Praying ‘Our father’

2. Development stage activities (Presentation, discussion, practice) (minutes: 20)

-Work individually with the copies about food. (gave by the teacher)

3. Closing/closure stage activities (production, summary, follow-up, homework) (minutes:10)

-Practicing with flash cards WH questions.

DAY 2

1. Opening stage activities (Introduction, warm-up, presentation or revision) (minutes: 10)

-Calling the role
-Praying: ‘Our father’

2. Development stage activities (Presentation, discussion, practice) (minutes: 20)

-Listening activity about dialogues in a restaurant.

3. Closing/closure stage activities (production, summary, follow-up, homework) (minutes:10)

-Dynamic about reading and writing
DAY 3

1. Opening stage activities (Introduction, warm-up, presentation or revision) (minutes: 10)

-Calling the role
-Praying: ‘Our father’

2. Development stage activities (Presentation, discussion, practice) (minutes: 20)

-Exercise about WH questions and countable and no countable nouns.

3. Closing/closure stage activities (production, summary, follow-up, homework) (minutes:10)

-Practicing tongue twisters in the class.
Resources:
Notebook, English-Spanish dictionary, regalia, flashcards, handouts, and books.
Observations:
The students will start the new lesson this week on nutrition and food.
Bibliography:
Easy English Book 9, American inspiration for teens 3, Get Real 9, Hot Spot 3, My world 3, Word by Word picture
dictionary. Megatrends 3, Postcards 3, Awesome 3, Everything 3, Internet sources.
Signature:
Teacher: Ana Mendieta
Coordinador: Diomedes Estribi
Director: Rene Villareal

LESSON PLAN FORMAT

Date: March 2nd, 2021 Title of lesson plan: PREPOSITION LOCATION

Teacher: Ana Mendieta Time allocated: 45 MINUTES
Grade/Groups: 8th A, B, C, D, E
Learning Objectives (outcomes): COMPARE THE PREPOSITIONS OF LOCATION: ON, IN, AT, BETWEEN, NEXT
TO.
Warming-up Presentation Practice Production Closure and Follow-up
(anticipatory)  Input  Guided  Summary Assessment  Additional
 Information  Controlled  Supervised  Verification tasks
 Demonstration  Semi-  Application  Review  Expansion
  Familiarization controlled  Output  Extra-
 Free work
 Exploration  Report /
 Facilitation project
3 minutes 8 minutes 15 minutes 10 minutes See objective 5 minutes
Asking Physical Gap-filling activity Dialogue Bring a card
questions about demonstration of in small groups. work, paste
in, on, at preposition of pictures
location. Responding representing the
questions about meaning of
Getting of the location using preposition use.
meaning of preposition.
prepositional situation
in context.

II. Make your critical response about the module; write what you think about the subject, how you think this
course is going to help you in the future, and what things you learn with the material.

This module seems very practical and interesting to me.

I think it is important to have an idea of how to plan yearly, monthly and weekly because everything had an organization for
teaching English to students.
I am grateful to the module for the teaching that they have given me, I am sure it will help me in my future as a teacher if God
allows it.
Planning a class is a fundamental pillar because a good organization at the time of teaching, we have something that supports
the realization of them.