Planes de Clases de Prácticas

ENGLISH TEACHING PROGRAM
TEACHING PRACTICE
FORMAL PLANNER
GENERAL UNIT INFORMATION
Pre-service teacher’s name Yenifer Bravo Lopez
Name of the school/institution Tomas Santos Educational Institution
Cooperating teacher’s name Gennis Navarro Bervel
Grade(s) 7°1, 7°2 and 7°3 Number of students 22, 23 and 24
Unit .
Topic: Past tense (was-were)
1. To be- uso
2. Affirmative Prayers
3. Negative sentences
4. Interrogative sentences
Colombian National Standards
1. Use the verb To be (was-were) in the past tense.

2. Identify the correct structures of the was and were.
3. Create affirmative, negative, and interrogative sentences with was and were.
4. Exchange information in the past form of the verb To be through questions and answers.
Established goals for the unit/ Bloom’s Taxonomy
 Identify the past form of the verb Tor be (was and were) to do exercises where its oral and written form is applied.
 Use the verb To be in the past tense to talk about past actions.
At the end of the unit, students will know At the end of unit, students will be able to
1. Identify with which pronouns was used and with which were. 1. Identify the personal pronouns and correct form of the verb To be in the past tense.
2. Determine how was and were is used in affirmative sentences. 2. Manage the past tense of was and were.
3. Determine the role of was and were in negative sentences 3. Use the was and were in short dialogues.
4. Ask interrogative questions using was and were. 4. Use the correct structure of the was and were in the different structures.
Assessment/evaluation criteria
PERFORMANCE
EVALUATION CRITERIA
Cognitive Competence Job Competency Competencia ciudadana
SUPERIOR: Satisfactorily Identifies the basic SUPERIOR: Easily produces oral or written SUPERIOR: Always become The evaluation shall be carried out in the following ways:
texts, in which he gives to aware of your duties and Go on

structure
responsibilities Integral
of the simple past tense. Know information about your past HIGH: Become aware of your Systematics
HIGH: activities. duties and responsibilities Flexible
ALTO: Produces oral or written texts, in BASIC: Sometimes he Interpretive

Identify the basic structure
becomes aware of his duties Participatory
of the simple past tense which he discloses information about his
and responsibilities. Training.
BASIC: Sometimes Identify the basic past activities.
LOW: It is difficult for him to The student will be graded taking into account the assessment scale of the institution in the
BASIC: Sometimes
structure become aware of his duties development of activities such as:
Produces oral or written texts, in which he
of the simple past tense and responsibilities. Oral and written assessment
LOW: It is difficult. Identify

discloses information about his past
the basic structure Image interpretation
activities. Word composition
of simple past tense.
LOW: Has difficulty producing oral or written Class participation
texts, in which he discloses information
about his past activities. In-class activities
Exam performance
Discipline and good
behaviour
LESSON 1
Date
Established goals for the lesson/ Bloom’s Taxonomy
Identificar la forma del pasado del verbo To be (was y were) para hacer ejercicios donde se aplique su forma.
At the end of the lesson, students will know At the end of lesson, students will be able to
 Identificar con que pronombres se utiliza was y con cuales were. Identify personal pronouns and correct verb form To be in the past tense.
Stages of the lesson Procedure Resources Time
For the beginning of this activity students will be asked some questions in  Panel 20 minutos
order to know what their previous knowledge is.  Markers
Warm-up activity
Opening To introduce us to the subject to be treated principally,  panel

35 minutos
Introducing the lesson.  Markers
the due explanation of this is made, doubts and others
are clarified, the proper grammatical structures, their
use, and others are explained.
 Work Guide
Development
In this part of the lesson, students
will:
1.
Work on activities to
 Notebooks
practice the language (input).

1. In this first activity, students must practice with the past
 Pencil
forms of the verb To be.
2.
Use their knowledge  Draft 30 minutes
1) For the second activity students will choose am/is/are or
in activities or situations that
was /were.
 Panel
require use of language (output).
3.
 Markers
Assessment and
evaluation of the activities; based
on the ones established in the unit.
Closure
 Notebooks
Ending the lesson. As an activity to perform at home, students will complete the sentences  Pencil
5 minutes
State the homework that will be with was and were and choose the image corresponding to the sentence.  Markers
assigned to the students.  Panel
Bibliography (If applicable)
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Was_or_were/
Practice_with_the_past_forms_of_the_verb_to_be_mc1592354ar
Was_Were_tt3026882jc
Was_were_ec3027022sd
https://monzon-3-6th-primary.webnode.es/verb-to-be-past-simple/
COMMENTS FROM THE TUTOR
LESSON 2
Date
Use the verb To be in Past tense to talk about past actions.
1. Determine how was and were is used in affirmative sentences. Manage the Past Tense of was and were.
For the beginning of this activity a small debate will be held with the  Classroom 20 minutos
students in order to clarify if they know how to create sentences in an
affirmative way using was and were.

Warm-up activity
To introduce ourselves to the subject to be treated
mainly the proper explanation of this is made and the
correct way to create affirmative sentences is copied in
the notebook.
 panel
 Markers
Opening
 Work Guide 35 minutos
Introducing the lesson.
 Notebooks
 pencil
Development
 Notebooks
will:
4.
 Pencil

1. For the first activity students must fill in with the correct
 Draft
form of the verb using was and were.
5.
Use their knowledge  Panel 30 minutes
2. In the second activity enclose in a circle the correct answer
was or were.
 Markers
6.
 Guides
Assessment and
 Colbon
Closure  Notebooks
Ending the lesson. As an activity to perform at home, students will complete the sentences
 Pencil 5 minutes
State the homework that will be by choosing was or were.
assigned to the students.
 Draft
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Was_or_were/Was-
were_yv12584pj
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Was_or_were/Was_-
_Were_ym1438306sn
Was_Were_bn1137845he

LESSON 3
Date
Identify the past form of the verb To be was and were to do exercises where its form is applied.
1. The function they fulfill was and were in negative sentences. Use the correct structure of the was and were.

For the warm-up of this activity we will make a game called tingo tango,  Panel 20 minutes
which consists of passing an object for each student, while the teacher is  Markers
singing the game and whoever has the object must respond that he
Warm-up activity remembers from the previous class and based on that open the topic to
be treated.
In this part the proper explanation of the subject
will be made and doubts and concerns will be
answered, examples will be made to verify that if
they understood and understood the subject to
continue with the activities.

 Panel
Opening  Markers
35 minutes
Introducing the lesson.  Notebooks
 Pencil
Development
will:
7.
1. For the first activity, students should add wasn"t or weren"t  Panel
8. in the blank space of the sentences.  Markers
Use their knowledge 30 minutes
2. For the second activity they must add the not and was or  Notebooks
were as appropriate.  pencil
9.
Assessment and
………..Closure
Ending the lesson. As an activity to be developed at home, students shouldchoose the  Notebooks
5 minutes
State the homework that will be correct form of the simple negative past tense of the verb To be.  Pencil
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Was_or_were/Was_-
_were_negative_and_interrogative_qa2658360by
https://www.superprof.es/apuntes/idiomas/ingles/gramatica-inglesa/verbs/exercises-to-be-simple-past-
negative.html
Was_and_were_ym1705178ns

LESSON 4
Date
Use the verb To be in the past tense to talk about past actions.
Ask interrogative questions using was and were. Use the correct structure was when asking questions.
For theslowing of this activity the students will carry out the activity called Aula de clases 20 minutes
"question of the day" which consists of discussing a question, but in this
case the idea will be that the students try to correctly formulate a
Warm-up activity question using was or were.
In this space, after having had to deal with how to ask
questions, the correct steps of how to ask questions
using was or were.
 Panel
Opening  Markers
35 minutes
Introducing the lesson.  Notebooks
 pencil
Development
will:
10.
1. In the first activity, students must rewrite sentences in the  Panel
11. negative form.  Markers
2. As a second activity they must give short answers to the  Notebooks
questions posed.  pencil
12.
Assessment and
Closure
 Notebooks
Ending the lesson. As an activity to develop at home, they should put the words in the correct  Pencil
5 minutes
State the homework that will be order to ask the questions.  Panel
assigned to the students.  Markers

Practice_with_the_past_forms_of_the_verb_to_be_mc1592354ar
5th_Grade_Test_Unit_7_-_Was_and_Were_Questions_xu1245623aa

TEACHING PRACTICE
FORMAL PLANNER
Unit .
Topic: vocabulary
1. Most used words in English
2. Most used verbs in English
3. Ways to greet
4. Vocabulary for questions
1. Express ideas, sensations, feelings and emotions.

2. Select and identify the most used verbs to communicate.
3. Propose new ways of greeting.
1. Build dialogues where he uses expressions related to feelings, emotions, etc.

 Understand and write small texts in English.
1. Communicate in a more fluid and clear way. 1. Hold conversations with basic vocabularies.
2. Identify which are the most used verbs to communicate. 2. Pronounce correctly the most used verbs in English.
3. Greet correctly in English. 3. Greet and say goodbye in English.
 Respond with short sentences to questions about familiar topics. 4. Use common phrases to answer questions.
DESEMPEÑO
CRITERIOS DE EVALUACIÓN
Cognitive Competence Job Competency Citizen competence

structure
of the simple past tense. Know information about your past
HIGH: Become aware of your Systematics
HIGH: activities.
duties and responsibilities Flexible
Identify the basic structure ALTO: Produces oral or written texts, in
BASIC: Sometimes he Interpretive
BASIC: Sometimes Identify the basic past activities. and responsibilities. Training.
BASIC: Sometimes LOW: It is difficult for him to The student will be graded taking into account the assessment scale of the institution in the
structure
Produces oral or written texts, in which he become aware of his duties development of activities such as:
of the simple past tense
discloses information about his past and responsibilities. Oral and written assessment
LOW: It is difficult. Identify the basic structure
activities. Image interpretation
LOW: Has difficulty producing oral or written Word composition
Class participation
about his past activities.

In-class activities
Exam performance
Discipline and good
behaviour
LESSON 5
Date
Construye diàlogos donde usa expresiones relacionadas con sentimientos, emociones, etc.
 Communicate more smoothly and clearly Hold conversations with basic vocabularies.
For the warm-up of this class we will carry out an activity called "Air  Block sheets 20 minutes
Word" which consists of reviewing the vocabulary, therefore students  pencil
must make a list of words they have learned during previous cases.
Warm-up activity
At this point of the class, the development of the topic,
explanation and clarification of doubts will be carried
out.
1. Panel
Opening 2. Markers
35 minutes
Introducing the lesson. 3. Notebooks
4. pencil
Development
will:
13.
Work on activities to 1. In this first activity, students must complete a crossword
1. Guides
14.
puzzle indicating the correct expression in English.
2. Notebooks
Use their knowledge 2. In the second activity they must translate the sentences that 30 minutes
3. Pencil
in activities or situations that are presented and after this relate them to the
4. Draft
corresponding image.
15.
Assessment and
Closure
Ending the lesson. As an activity to develop in casa should mark the correct answer as  Guides
5 minutes
State the homework that will be appropriate to the image.  Pencil
https://www.recursosep.com/2020/10/20/crucigrama-con-vocabulario-de-las-emociones-en-ingles/
https://pin.it/6Xkfkcm
https://pin.it/4rTnaAb

LESSON 6
Date
Understand and write small texts in English.
At the end of the lesson, students will know At th. end of lesson, students will be able to
Identify which verbs are most used to communicate. Pronounce correctly the most used verbs in English.
To introduce us to this clasand we will carry out an activity called 1. Panel 20 minutes
"Pictionary" which consists of one of the students going out to the board 2. Markers
to represent in a drawing an action that corresponds to the theme to be 3. Classroom

Warm-up activity developed in the class.
In this space we will carry out the development of the
topic, its respective explanation which consists of
describing, identifying and learning which are the most
used verbs in English.
1. Panel
Opening 2. Notebooks
35 minutes
Introducing the lesson. 3. Pencil
4. Markers
Development
will:
16.
1. For the first activity students must fill in the blanks with the 1. Panel
17. given verbs. 2. Markers
2. In the second activity they must drag the correct verb into 3. Notebooks
the sentences. 4. pencil
18.
Assessment and
Closure
Ending the lesson.
As an activity to develop students should complete the sentences with the
1. Notebooks
given verbs.As an activity to develop students should complete the 5 minutes
State the homework that will be 2. Pencil
sentences with the given verbs.
https://es.liveworksheets.com/yx627351ek
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Verbs/
Presente_simples_verbos_em_ingl%C3%AAs_tp1238136mf
https://pin.it/5LH0UVI
http://inglesguapo.blogspot.com/2015/04/ejercicio-dei-ngles-para-aprender.html?m=1

LESSON 7
Date
He builds logos where he uses expressions related tofeelings, emotions, etc.
Greet correctly in English. Greet and say goodbye in English.
For the warm-up of this activity we will perform an activity called "hot Classroom 20 minutes
potato" which is that we will encourage one of the students to practice a
small greeting and another randomly chosen classmate must respond to

Warm-up activity the greeting of his classmate.
In this space we will develop the explanation of the
respective topic, we will make examples we will clarify
doubts.
1. Panel
Opening 2. Markers
35 minutes
Introducing the lesson. 3. Pencil
4. Markers
Development
will:
19.
1. In the first activity, students should look for a series of 1. Guides
20. words about greetings in English. 2. Pencil
2. For the second activity they must complete two small 3. Draft
conversations in English using the greetings. 4. Notebooks
21.
Assessment and
Closure
Ending the lesson. As anactfor the house, students should organize a dialogue or
Classroom 5 minutes
State the homework that will be conversation in pairs to present it in the next classes.
https://didactalia.net/comunidad/materialeducativo/recurso/ejercicios-de-ingles-con-el-vocabulario-de-los/5b8e73aa-
acfa-4b96-88eb-afa232ee89e3
https://wordwall.net/es/resource/19855350/saludos-y-despedidas-en-ingles
https://www.aprenderinglesrapidoyfacil.com/2015/10/27/ejercicio-saludos-y-despedidas/

LESSON 8
Date
Understand and write small texts in English.
Respond with short sentences to familiar topics. Use common phrases to answer questions.
As a warm-up activity, an activity called "category game" will be carried 1. Panel 20 minutes
out, which consists of dividing the board and on one side the teacher will 2. Markers
ask some questions and on the other side the students must try to answer
Warm-up activity them or clarify what is being asked.
To follow up on the class, in this space you will give the

introduction to the topic and its due explanation, which
consists of learning the corresponding steps to ask questions in
English.
1. Panel
2. Notebooks
Opening
3. Pencil 35 minutes
4. Markers
5. Classroom
Development
will:
22.
1. In the first activity to be developed, students must fill in the 1. Guides
23. blanks as appropriate with the "wh quiestions" 2. Pencil
2. In the second activity they must choose the correct question 3. Drafts
word. 4. Classroom
24.
Assessment and
Closure
Ending the lesson. As an activity to develop in the house they must decipher the questions
5 minutes
State the homework that will be posed.
https://pin.it/5ik6IO3
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Wh_Questions/
Wh_Questions_Worksheet_qc794265us
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Wh_questions/
Question_words_using_was_-_were_fs3074049no
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Wh_questions/
Information_questions_re1344170ab

TEACHING PRACTICE
FORMAL PLANNER
Unit .
Topic: Modals can y can’t
1. Skills
2. Permission to ban
3. Requests
4. Odds
1. Identify the ways of using can and can't

2. Make sentences using the verb can and can't
3. Elaborate expressions and others using can and can't
1. Demonstrate fluency and clarity when expressing themselves, describing or asking for a request or permission.
 Elaborate texts in the past tense using can and can't.
1. Use the correct structure of the dog and can't 1. Form sentences with can and can't to express possibilities
2. Use the dog and can't to ask or deny permissions 2. Express yourself easily to ask for permissions using can and can't
3. Express requests with short words 3. Respond to requests in English
 Recognize and express their skills properly using the dog and can't. 4. Use can and can't to talk about your skills.
DESEMPEÑO
EVALUATION CRITERIA
Cognitive Competence Job Competency Citizen competence

structure
of the simple past tense. Know information about your past
HIGH: Become aware of your Systematics
HIGH: activities.
duties and responsibilities Flexible
Identify the basic structure ALTO: Produces oral or written texts, in
BASIC: Sometimes he Interpretive
BASIC: Sometimes Identify the basic past activities. and responsibilities. Training.
BASIC: Sometimes
structure LOW: It is difficult for him to The student will be graded taking into account the assessment scale of the institution in the
Produces oral or written texts, in which he become aware of his duties development of activities such as:
of the simple past tense
discloses information about his past and responsibilities. Oral and written assessment
LOW: It is difficult. Identify the basic structure
activities. Image interpretation
LOW: Has difficulty producing oral or written Word composition
Class participation
about his past activities.

In-class activities
Exam performance
Discipline and good
behaviour
LESSON 9
Date
Demonstrate fluency and clarity when expressing yourself, describing or asking for a request or permission.
Use the correct structure of the dog and the can't. Forms sentences with can and can't to express possibilities.
As a warm-up activity of this class, students will go to the computer room  20 munites
to watch a video on the topic addressed.
Warm-up activity
After having observed the video, everyone will return to
the classroom and give points of view and opinions
about what they managed to understand from the
video, and respectively doubts will be silenced and the
due explanation of the subject will be given.
1. Classroom
2. Notebooks
Opening
3. Pencil 35 minutes
4. Marker
5. Panel
Development
will:
25.
1. Guides

1. In this first activity students must use can or can't and the
2. Notebooks
verb of the image to complete the sentences.
26.
Use their knowledge 3. Markers 30 minutes
1) As a second activity they must answer the questions
in activities or situations that 4. Pencil
presented with short answers using can or can't.
27.
5. Panel
Assessment and
Closure
1. Guides
Ending the lesson. As an activity to develop at home, students should observe the images of 2. Pencil
5 minutes
State the homework that will be the guide and write sentences about what people can or cannot do. 3. Draft
assigned to the students. 4. Notebooks
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Can_or_can%27t/
Can_and_Can%27t_dj1598285ry
https://youtu.be/Sbmtu7NZfDE
Ability_can_y_can%27t_ru109089yp

LESSON 10
Date
Elaborar textos en tiempo pasado utilizando can y can’t.

Utilizar el can y can’t para pedir o negar permisos. Expresarse con facilidad para pedir permisos utilizando can y can’t.
Como actividad de calentamiento de esta clase con una dimanica llamada  Aula de clases 20 minutes
‘hot potato’ la cual consiste en que elegir un estudiantes al azar, para que
en este caso este elija una palabra relacionada con los permisos que suelen
Warm-up activity pedir o que les suelen negar a ellos y otro compañero debera responderle
segun su caso.
Depues de haber entendido y analizado la dinamica

seguidamente continuamos con la expllicación del tema,
sobre las formas debidas de pedir permisos y de negralos.
 Tablero
Opening  Marcadores
35 minutes
Introducing the lesson.  Cuadernos
 Lápiz
Development
will:
28.
1) En esta prime actividad a desarrollar los estudiantes deben, rellenar
 Tablero
29. los huecos en las oraciones con los verbos correspondientes.  Marcadores
2) En la segunda actividad deberan unir las preguntas con de la  Cuadernos
columna A con las respuestas de la columna B.  Lápiz
30.
Assessment and
Closure
 Cuadernos
Ending the lesson.

Como actividad a desarrollar en la casa, los estudiantes deberan formar
 Lápiz
preguntas utilizando las frases dadas para hacer una solicitud, ofrecer algo, 5 minutes
State the homework that will be
pedir permiso o hacer una invitación.
 Tablero
assigned to the students.  Marcadores
https://pin.it/or097DH
https://pin.it/37noyPl
https://www.ringteacher.com/materiales-didacticos/tiempos-verbales-ingles-modales/verbos-modales-de-permiso/

LESSON 11
Date
Desarrollar fluidez y claridad a la hora de expresarse, describir o pedir una petición o permiso.
Expresar peticiones con palabras cortas. Corresponder a peticiones en inglés.
Como actividad de calentamiento, se realizara una mesa redonda en el  Aula de clases 20 minutes
salon de clases y en pajeras los estudiantes deberan hacerse peticiones haci
mismo en español.
Warm-up activity
En este espacio de la clases despues de haber culminado

la dinamica anterior, se procede a explicar el tema, en
este caso a dar la debida forma de expresar una petición
y despues de analizado y entendido el tema, se vuelbe a
la dinamica anterior pero esta vez las peticiones seran
pedidas en ingles.  Tablero
35 minutes
 Lápiz
Development
will:
31.
 Cuadernos
practice the language (input). 1) En esta actividad los estudiantes deberan traducir con ayuda del  lápiz
32.
Use their knowledge diccionario las oraciones dadas y después de esto darán respuestas a  Marcadores 30 minutes
in activities or situations that dichas preguntas.  Tablero

33.
 Diccionarios de inglés.
Assessment and
Closure
Ending the lesson. Como actividad a desarrollar en la casa, los estudiantes deberan hacerse en  Cuadernos
5 minutes
State the homework that will be parejas para organizer una pequeña charla estableciendo peticiones.  lápiz
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Making_requests/
Peticiones_un1593750mo
https://kaironparticular.com/como-hacer-peticiones-en-ingles/
https://inglesnaturalmente.com/peticiones-en-ingles-will-can/

LESSON 12
Date
Elaborar textos en tiempo pasado utilizando can y can’t.
Reconocer y expresar sus habilidades adecuadamente utilizando el can y can’t. Utilizar can y can’t para hablar de sus habilidades.
Para el calentamiento de esta actividad los estudiantes se haran en grupo de  Aula de clases 20 minutes
tres y entre ellos se expresaran sus habilidades mas sobresalientes y luego
las compatiran con los demas compañeros de clases.
Warm-up activity
En este espacio se hara la debida explicación del tema, se

explicara la forma correcta de expresar sus habilidades y
se aclararan dudas e inquietudes.
 Tablero
Opening  Cuadernos
35 minutes
Introducing the lesson.  Marcadores
 lápiz
Development
will:
34.
Work on activities to 1) En esta actividad los estudiantes deberan buscar en el diccionario el  Diccionarios de inglés
35.
significado de los verbos dados y después deberan relacionar el
 Guías
Use their knowledge verbo con la imagen que corresponda. 30 minutes
2) En la siguiente actividad deberan completar el crucigrama con la
 lápiz
require use of language (output). habilidad que corresponda según la imagen.
 Borrador
36.
Assessment and
Closure
Ending the lesson.
Como actividad a desarrollar en la casa, los estudiantes deberan leer y
 Guías
analizar el dialogo expuesto y despues deberan completar los los dialogos 5 minutes
siguentes con los familiares de poly.
 lápiz
Habilidades_vq1321023jn
https://brainly.lat/tarea/54181996

TEACHING PRACTICE
FORMAL PLANNER
Name of the school/institution Institución Educativa Tomas Santos
Unit .
Topic: verbos regulares e irregulares
1)normas de verbos regulares
2)Normas de verbos irregulares
3)participio pasado de verbos regulares
4) participio pasado de verbos irregulares.
 Identificar los verbos regulares e irregulares, para crear oraciones en tiempo pasado simple
 Diferenciar las reglas gramaticales de los verbos regulares e irregulares
 Distingue e identifica la irregularidad de los verbos.
 Construye oraciones siguiendo las normas de los verbos regulares e irregulares
 Crear textos utilizando verbos regulares e irregulares en participio pasado.
 Crear oraciones cortas utilizando verbos regulares  Entender el proceso de conjugación de los verbos regulares
 Utilizar los verbos irregulares con frases en pasado simple  Identificar los diferentes tipos de verbos irregulares
 Expresar frases u oraciones aplicando el participio pasado  Construir oraciones utilizando los diferentes verbos regulares e irregulares en
 Interpretar frases cortas, las cuales incluyan verbos regulares e irregulares participio pasado
 Emplear correctamente el participio pasado.

en participio pasado.
DESEMPEÑO
CRITERIOS DE EVALUACIÓN
Competencia Cognitiva Competencia Laboral Competencia ciudadana
SUPERIOR: Satisfactoriamente Identifica la SUPERIOR: Produce facilmente textos orales SUPERIOR: Siempre toma La evaluación se llevará a cabo de forma:
conciencia de sus deberes y Continua

estructura básica o escritos, en los que da a
responsabilidades Integral
del tiempo pasado simple. conocer información sobre sus actividades
ALTO: Toma conciencia de sus Sistemática
ALTO: pasadas.
deberes y responsabilidades Flexible
Identifica la estructura básica ALTO: Produce textos orales o escritos, en
BASICO: Algunas veces toma Interpretativa
del tiempo pasado simple los que da a conocer información sobre sus conciencia de sus deberes y Participativa
BÁSICO: Algunas veces actividades pasadas. responsabilidades. Formativa.

Identifica la
BÁSICO: Algunas veces BAJO: se le dificulta tomar Se calificará al estudiante teniendo en cuenta la escala de valoración de la institución en el
estructura básica
conciencia de sus deberes y desarrollo de actividades como:
Produce textos orales o escritos, en los
del tiempo pasado simple que da a conocer información sobre sus responsabilidades. Evaluación oral y escrita
BAJO: Se le dificulta. identificar la estructura Interpretación de imágenes

actividades pasadas.
Composición de palabras
BAJO: Se le dificulta Producir textos orales o
bá sica del tiempo pasado simple.
Participación en clase
escritos, en los que da a conocer
información sobre sus actividades pasadas.

Actividades en clase
Desempeño en exámenes
Disciplina y buen
comportamiento
LESSON 13
Date
Construye oraciónes siguiendo las normas de los verbos regulares e irregualres.
 Crear oraciones cortas utilizando verbos regulares  Entender el proceso de conjugación de los verbos regulares
Para el calentamiento de esta actividad los estudiantes se realizaran una  Tablero 20 minutes
dinamica llamada ‘category game’ la cual consiste en que el professor  Marcadores
dividira el tablero con una linea la cual indicara que en un lado deberan ir
Warm-up activity verbos regulares y en la otra verbos irregulares de igual manera los
estaudiantes se dividaran en dos grupos grandes los cuales competieran
entre ellos.
En este espacio se llevara a cabo la respectiva

explicación del tema, en este caso las normas de los
 Cuadernos
verbos regulares y demas.
35 minutes
Introducing the lesson.  lápiz
 Tablero
Development
will:
37.
1) En esta primera actividad los estudiantes deben escribir la forma del
 Tablero
38. pasado de los verbos dados.  Marcadores
2) En la segunda actividad deberan poner los verbos entre paréntesis en  lápiz
tiempo pasado.  Cuadernos
39.
Assessment and
Closure
 Tablero
Ending the lesson. Como actividad a desarrollar en la casa, los estudiantes deberan crear 10  Marcadores
5 minutes
State the homework that will be oraciones en ingles en pasado utilizando verbos regulares.  lápiz
assigned to the students.  Cuadernos
https://es.liveworksheets.com/sp107006qz
https://www.ejerciciosinglesonline.com/regularverbsexercise/
https://www.claudiamacrea.es/es/2020/12/03/verbos-regulares-en-ingles/
LESSON 14
Date
Crear textos utilizando verbos regulares e irregulares en participio pasado.
Utilizar los verbos irregulares con frases en pasado simple. Identifica los diferentes tipos de verbos regulares.
Para el calentamiento de esta actividad los estudiantes realizaran un debate  Aula de clases 20 minutes
entre ellos sobre los verbos irregulares, sus estructuras y demas.
Warm-up activity
En este espacio se llevara a cabo la explicación del tema,

su formas, estructuras y reglas que estos conllevan.
 Tablero
35 minutes
 lápiz
Development
will:
40.
 Tablero

1) En esta actividad los estudiantes deberan escribir los siguientes
 Marcadores
verbos irregulares sumando su pasado simple y su pasado participio
41.
Use their knowledge  lápiz 30 minutes
2) En la segunda actividad deberan buscar en la sopa de letras los
verbos irregulares dados.
 Cuadernos
42.
 Guías
Assessment and
Closure
Ending the lesson. Como actividad a desarrollar en la casa, los estudiantes deberan crear 5  Cuadernos
5 minutes
State the homework that will be lraciones con verbos irregulares en pasado simple y 5 en participio pasasdo.  lápiz
https://www.claudiamacrea.es/es/2020/11/12/clasificacion-de-los-verbos-irregulares-en-ingles/
https://www.ejerciciosinglesonline.com/exercises-and-theory/grammar-exercises-and-theory/ejercicio-interactivo-
verbos-irregulares/

LESSON 14
Date
Construye oraciónes siguiendo las normas de los verbos regulares e irregulares.

Construer oraciónes utilizando los diferentes verbos regulares e irregulares en

Expresa frases u oraciónes aplicando el participio pasado.
participio pasado.
Para el calentamiento de esta actividad los estudiantes observaran un video  Sala informática 20 minutes
sobre los verbos iregulares en participio padaso.
Warm-up activity
En este espacui se aclararan dudas e inquietudes y

seguidamente se hace la debida explicación del tema, las
estructutas y formas que estos conllevan.
 Tablero
35 minutes
 lápiz
Development
will:
43.
 Guías

1) En esta primera actividad los estudiantes deben completar la tabla
 Tablero
con el participio pasado
44.
Use their knowledge  Marcadores 30 minutes
2) En la segunda actividad deben completar las oraciones con el
participio pasado de los verbos.
 Cuadernos
45.
 lápiz
Assessment and
Closure
Ending the lesson. Como actividad a desarrollar en la casa, los estudiantes deberan colocar la  Cuadernos
5 minutes
State the homework that will be forma correcta del participio pasado de en las oraciónes dadas.  lápiz
https://youtu.be/WPBFSL0aKmE
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Past_Participle/
Past_Participles_ig1942635rd

LESSON 16
Date
Crear textos utilizando verbos regulares e irregulares en participio pasado.
Identificar frases cortas, las cuales incluyan verbos regulares e irregulares en participio pasado. Emplear correctamente el participio pasasdo.
Para el calentamiento de esta actividad los estudiantes deberan realizaran  Hojas de block 20 minutes
una dinamica llamada ‘Air word’ la cual consiste en reapasar el vobularuo  lápiz
aprendido en este caso de los verbos regulares e irregulares en una y en una  Borrador
Warm-up activity hoja de block deberan clasificarlos.
En este espacio se lleva a cabo la explicacion de los

verbos regulares en participio pasado, sus estructuras y
pasos que estos conllevan para crear oraciones y demas.
 Tablero
Opening  cuadernos
35 minutes
Introducing the lesson.  lápiz
 marcadores
Development
will:  Guías
46.
1) En esta primera actividad los estudiantes deberan escribir la forma
 lápiz
47. de pasado de los verbos dados  Borrador
2) En la segunda actividad deben encontrar el participio pasado de los  Cuadernos
verbos expuestos.  Marcadores
48.
Assessment and  Tablero

Closure
Ending the lesson.
Como actividad a desarrollar en la casa, los estudiantes deberan escribir el
 Cuadernos
participio pasado de los verbos pasados dados y su significado en infinitive 5 minutes
en español.
 lápiz
https://es.liveworksheets.com/worksheets/es/Espa%C3%B1ol_como_Lengua_Extranjera_(ELE)/Participios/
Participios_regulares_e_irregulares_ql17564ij
https://www.google.com/search?q=ejercicios%20de%20pasado%20participio%20en
%20ingles&tbm=isch&client=ms-android-americamovil-co-revc&prmd=inv&hl=es-
419&sa=X&ved=0CBQQtI8BKABqFwoTCOCc_KXn2_0CFQAAAAAdAAAAABAg&biw=393&bih=767#imgrc=MYJ
deYT07KAFrM&lnspr=W10=
https://www.ejerciciosinglesonline.com/regularverbsexercise/

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ENGLISH TEACHING PROGRAM

GENERAL UNIT INFORMATION

Pre-service teacher’s name Yenifer Bravo Lopez

Name of the school/institution Tomas Santos Educational Institution

Cooperating teacher’s name Gennis Navarro Bervel

Grade(s) 7°1, 7°2 and 7°3 Number of students 22, 23 and 24

Colombian National Standards

1. Use the verb To be (was-were) in the past tense.

Established goals for the unit/ Bloom’s Taxonomy

texts, in which he gives to aware of your duties and Go on

HIGH: activities. duties and responsibilities Flexible

ALTO: Produces oral or written texts, in BASIC: Sometimes he Interpretive

LOW: It is difficult. Identify

texts, in which he discloses information

about his past activities. In-class activities

Discipline and good

Established goals for the lesson/ Bloom’s Taxonomy

Stages of the lesson Procedure Resources Time

order to know what their previous knowledge is.  Markers

Opening To introduce us to the subject to be treated principally,  panel

are clarified, the proper grammatical structures, their

use, and others are explained.

practice the language (input).

Bibliography (If applicable)

COMMENTS FROM THE TUTOR

Use the verb To be in Past tense to talk about past actions.

Stages of the lesson Procedure Resources Time

students in order to clarify if they know how to create sentences in an

affirmative way using was and were.

To introduce ourselves to the subject to be treated

mainly the proper explanation of this is made and the

correct way to create affirmative sentences is copied in

practice the language (input).

Bibliography (If applicable)

COMMENTS FROM THE TUTOR

Established goals for the lesson/ Bloom’s Taxonomy

Stages of the lesson Procedure Resources Time

In this part the proper explanation of the subject

will be made and doubts and concerns will be

answered, examples will be made to verify that if

they understood and understood the subject to

continue with the activities.

Bibliography (If applicable)

COMMENTS FROM THE TUTOR

Established goals for the lesson/ Bloom’s Taxonomy

Stages of the lesson Procedure Resources Time

"question of the day" which consists of discussing a question, but in this

questions, the correct steps of how to ask questions

using was or were.

Bibliography (If applicable)

COMMENTS FROM THE TUTOR

GENERAL UNIT INFORMATION

Pre-service teacher’s name Yenifer Bravo Lopez

Name of the school/institution Tomas Santos Educational Institution

Cooperating teacher’s name Gennis Navarro Bervel

Grade(s) 7°1, 7°2 and 7°3 Number of students 22, 23 and 24

Colombian National Standards

1. Express ideas, sensations, feelings and emotions.

Established goals for the unit/ Bloom’s Taxonomy

1. Build dialogues where he uses expressions related to feelings, emotions, etc.

3. Greet correctly in English. 3. Greet and say goodbye in English.

texts, in which he gives to aware of your duties and Go on