Profesorado de Inglés- Semipresencial.

Didáctica Especial del Inglés Nivel Primario.

Subject: English.

School/ Institute: Eci School of English.

Treinee:

Class: 40’

Teacher: Mariel Dullka.

Age of students: 13/14 years old.

N° of students: 12.

Background: Local English Academy/ Private Academy.

Students background: Ss have English twice a week.

Level: Beginners.

Book:

Teaching points:

-Language function: Expressing ability.

-Linguistic exponent: She/he can…

-Lexical ítems: Ride a horse, run, skateboard, fly a kite, jump, etc / modal verb ‘can’ affirmative form

Previous knowledge: Action verbs. I like… / I don’t like… , addition of -ing to the action verbs.

Aim: By the end of the class Ss will be able to express themselves what is she or he capable to do, using action verbs and the modal ‘CAN’.

Anticipated Problems:

 Some activities may be easier or difficult than we expected.

 Ss may ask for new vocabulary about actions and can cause confusion of words/vocabulary in the class.
 Classroom equipment may fail (the computer may not work, The internet may fall, we can forget computer charger, the flashcards we need may be used for
other T, etc)

Possible solutions:

 Have extra activities in case our planned activitie finished before we expected. Or maybe we have to reduce the complex of exercises for those activities that
result difficult for Ss.

 Review the vocabulary we know and add three or five new easy daily words to the list of action verbs they know.
 Check the equipment before start each class. Have another resources for the class such as; powerpoints, online videos/exercises, flashcards, games, etc.
 STAGES AIMS ACTIVITIES AIDS/RESOURCES TIMING
TECHNIQUES/STRATEGIES

-Review action verbs through -T will make action mimics while Ss must
Warm up/ Lead TPR out mimics making them saying say the word of the action using the 8’
in Watch and say. the words. vocabulary they have lernt before.
Listen and make. Gestures, body actions,
-Introduce the modal ‘CAN’ -Once Ss have reviewd the vocabulary they mask, language study.
using action verbs. will play a game named ‘Crocodile’ using a
crocodile mask. T will procede to explain
the game and shows Ss how to play it using
an example. The T explains Ss they have to
makes two lines confronting themselves,
then the T tells them they have to say a
sentence aloud using an action verb and
cross to the other side while performing the
action while T makes the mimic of the
crocodile with his/her arms trying to cath
Ss.
For example; a SSS should say ‘I can jump’
and cross to the other said jumping avoiding
to be catched by the T; once the Ss cross
his/her side so it is time to the other Ss. If
the T catches the Ss so it wil be a crocodile
together with the T.

The T will make a review of the previous

Global Make Ss recognize words about vocabulary asking Ss to repeat the word Lannguage focus, 8’
Presentation Writing. vocabulary. after she or he say it, then T will stick flashcards, board, stick.
Listen and make. flashcards about actions on the board and
Listen and repeat. Make Ss participate and make the she or he will write the name of the
the class more dynamic. actions without order. Then the SSS te T
choose will stand up and stick the action
next to the correct word.
 The T will stick a poster of a park on the
Detailed Speaking. Recongize the verb actions by board. The T will stick figures of kids doing Poster, illustrations, 10’
presentation Listening. seen the figures. different action while she/he is saying a figures, language
sentence using de modal CAN. For example; vocabulary,
Introduce the modal CAN the T will say ‘He can fly a kite’ ‘she can ride gestures ,board.
making Ss unnderstand it is a horse’, then the T will procedure to stick
used to show ability. the figure with the boy flying a kite and the
girl ridinng a horse on the poster.
Be Ss able to recognize the By doing this the T introduces the meaning
modal CAN by themselves. of the modal verb CAN to the Ss; if it is
necessary the T will clarify the meaning.
After the explanation, T will write some
Controlled Speaking. Ss be able to differentiate action sentences on the board using CAN. After Board, markers, 8’
presentation verbs without showing them that, T will procede to read the sentences; flashcards, notebooks,
Writing. pictures. then Ss must indicate the correct picture pen.
Develop Ss writting skills. which indicates the correct action verb.
Then SS must write sentences using action
verbs and the modal CAN in their notebooks

Free practice Speaking. Make Ss feel confident to S S will interchange sentences using Cards, lannguage focus, 6’
Listening. produce the language focus by action verbs with the new knowledge they group work.
themselves and make them feel have lerned; the modal ‘CAN ’. Creating as
courage to produce speech. this way a dialogue between them.