“2022. Año del Quincentenario de Toluca, Capital del Estado de México.

ESCUELA NORMAL DE ATLACOMULCO

“PROFESORA EVANGELINA ALCÁNTARA DÍAZ”

LICENCIATURA EN ENSEÑANZA Y APRENDIZAJE DEL INGLÉS EN

EDUCACIÓN SECUNDARIA (LEAIES)

PROFESSIONAL PRACTICE AND SCHOOL LIFE

SECONDARY SCHOOL: OFIC. NO. 0089 “MAESTRO PEDRO LEÓN”

CCT: 15EES0162C
LOCATION: NICOLAS BRAVO OTE. No. 103 COLONIA CENTRO. IXTLAHUACA,
MÉX
PRINCIPAL OF THE SECONDARY SCHOOL: MTRA. IRMA MARTINEZ JUAN
MENTOR TEACHER: MTRA. JESSICA CRUZ FIGUEROA
TRAINEE TEACHER: MANUEL ALEJANDRO SÁNCHEZ ESTRADA
4TH GRADE GROUP: II
ACADEMIC YEAR: 2022 - 2023

ATLACOMULCO, MEX. SEPTEMBER, 2022.

THEORETICAL BACKGROUND

Foreign languages have been in constant change; s, as Gimbretière (1994) says, they have become functional
goods that constitute an indispensable communication tool both in the world of work and in the world of leisure.
In these two worlds, communication is basically oral as in most communicative exchanges. Learners are aware
of the importance of oral communication and their interest is easy to detect by simply asking them, on the first
day of class - as is usually done - what they need or why they want to learn LE. In general, adults make it a
priority to learn to communicate orally.
In the same way, the use of "shwa" in the teaching of English in linguistics will allow the student to have a
better pronunciation of English words in the students. The objective of this project with the use of linguistic
sources, has with main focus on improving the pronunciation of the student in terms of the different words that
contain the sound "shwa", so that the students at the end of the course will be able to identify and produce the
appropriate sounds of the words.

“”

GENERAL INFORMATION
UNIT INFORMATION
SECONDARY
Unit: 1 SCHOOL: OFIC. NO. 0089 “MAESTRO PEDRO LEÓN”
LOCATION:
Product: IXTLAHUACA, MÉX.
Travel itinerary
Social PracticeOF
PRINCIPAL of the
THElanguage: on a travel MTRA.
Agree SCHOOL:
SECONDARY IRMA
itinerary with MARTINEZ JUAN
others
Specific competency: Family and community:
MENTOR TEACHER: MTRA. JESSICA CRUZ FIGUEROA Exchanges associated with the environment
TRAINING GRADES AND GROUPS: 1st A, E & F 2nd “E” “F”
TRAINEE TEACHER: Manuel Alejandro Sanchez Estrada

ACTIONS FOR THE INTERVENTION PROJECT

ACTION OBJECTIVES STRATEGIES ASSESSMENT/ LEARNING
CRITERIA OF PROJECT
SUCESS
Action 1 Students use the Teacher gives different ideas Students will gain
The use of personal information to about personal information vocabulary and also
ludic present themselves and, likes and dislikes to be able to construct
activities and the student be students using ads and ideas that will be
able to write the images to represent the written in the project
information in a project ideas The vocabulary that
Action 2 Through this The material given by the Students will learn the the student will
The use of technique, students teacher and the students name of each learn through the
Authentic will be able to repeat identify the different parts of transport through a activities will help
Material words and use spelling the topic different way of them to create their
to identify letter knowing the meaning. final proyect.
sounds.
Action 3 Through this technique Students will set an itinerary Students will be able
Following students will be able to which will contain specific to use the vocabulary
instructions learn vocabulary on schedules, and this will obtained in their daily
how to tell time and reinforce the use of how to life or at the time of
also practice their say the vocabulary. planning a plan.
pronunciation and
spelling.
WEEK 1: 19 AL 23 DE SEPTIEMBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

LEAD IN T presents himself to the T takes attendance T takes attendance
class and then takes
attendance T explains the project that T asks to ss the
will be built during each information seen in the
T asks to ss Do they know
week last classes
the correct way to introduce
themselves in English?
DEVELOPMENT T gives the vocabulary to T asks to ss the vocabulary T uses a ball to play “hot
introduce the class seen in the last class potato” and asks to ss
• Name T presents the alphabet to personal information
• Occupation ss and explains the sounds T gives information about
• Age SS repeat the alphabet, the construction of the
• Family, then identify the words and project
brothers, the images in the alphabet T gives an example the
sisters, siblings T gives the instructions to project
• Free time ss and then ss write their SS select the personal
• Age names and try to spell it in information and then write
 Meet pairs in their project to build a
 Where T randomly selects a student part of it
T explains the activity and and asks their name to spell it T checks the vocabulary
divides the group in pairs T provides the worksheet to and helps to ss in their
T provides the worksheet ss and then they answer it project
and the questions to ss T and ss review the T monitors and reviews
SS ask to their partners worksheet and then share each work on his list
the basic questions given the answers
by the teacher T gives the instructions and
SS share their personal the ss choose a partner to
information and answer do the activity and practice
the worksheet the conversation seen in
the last activity

CLOSURE T randomly selects a T checks the worksheets T gives feedback according

student and asks him/her while listens each to the topic
for his/her information conversation T resolves the student’s
T asks if there are any T gives feedback according to doubts
doubts about the topic seen the topic
in the class T resolves the student’s
T and ss review and doubts
practice the vocabulary T gives information to the
next class and the materials
that will be use it
ASSESSMENT Participations the answers Participations and A preview of the project
completed worksheet completed
Notes Notes
MATERIALS Worksheets Alphabet Board
Flashcards Worksheet Markers
12 Project

OBSERVATIONS

WEEK 2: 26 AL 30 DE SEPTIEMBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

LEAD IN T takes attendance
T writes on the board a list of
adjectives and asks Ss to classify
them into 2 categories: beach
and mountains.
T writes on the board a text
about a tourist spot and asks Ss
to underline the comments and
arguments about the place.
T shows a picture of a
tourist spot and asks Ss
to answer the following
questions:
 Would you like to
 Here are some adjectives:
warmer, sandy, rocky, sunny,
shady, crowded, cooler,
secluded, dry, humid & fresh.
T tells Ss that there are many
factors affecting how someone
spends time his/her time during
traveling. These are pros and
cons.
DEVELOPMENT T writes on the board a list of
factors of travel destinations
and asks Ss to identify if they
are pros (P) or cons (C).
1. Popular places ___
2. Tropical weather ___
3. Hotels all inclusive ___
4. Regional restaurants ___
5. Totally connected to
nature ___
6. Travel guide ___
7. Public services ___
CLOSURE T asks a volunteer from each
team to come to the front of the
class and explain which travel
destination is the best for them
and why.
ASSESSMENT Answers to the questionnaire on
notebook
MATERIALS Board
Markers
Questionnaire
OBSERVATIONS
WEEK 3: 3 AL 7 DE OCTUBRE DE 2022
LESSON 1
LEAD IN T starts the class by giving
feedback to the students.
T says out loud the different
means of transportation and
the Ss draw a picture
alluding to transportation at
visit there?
 What do you
know about this
place?
 What would you
like to do there?
T teaches to Ss expressions to T gives information
describe opinions (I think, I about the construction
believe, etc.), to express of the project
sequence (Firstly, secondly, and
T gives an example the
finally), and to show contrast
(but and however). project
T gives Ss examples. SS select the personal
information and then
In pairs, Ss choose another write in their project to
tourist spot and write a short build a part of it
text to express their opinions T checks the
using what they have learned.
vocabulary and helps to
ss in their project
T monitors and reviews
each work on his list
Volunteers come to the front of T checks the advance of
the class and read aloud their the project and gives
comments, arguments and feedback
conclusions.
Register of the teams Participation
Project
Board Markers
Markers Board
LESSON 2 LESSON 3
T starts the class by saying in T to start the class with them
Spanish the vocabulary seen. game Simon says
Ss give feedback Simon Says…
- Stand up
T gives the Ss annex 4) and - Sit down
explains the activities - Make a circle
- Talk
 the same time, giving only 2 - Jump
minutes for each drawing. - Laugh
- Clap your hands
T says out loud how to say it - March
in English and how to spell it. - Raise your hands

Ss at the same time repeat

Answers: j, e, I, f, h, g, d, c, b,
a
a) 7:30
b) 9:55
c) 12:59
d) 3:15
e) 8:45
f) 10:50
g) 2:45
h) 3:45
i) 12:00
j) 2:55

DEVELOPMENT T introduces the students to T gives 7- 10 minutes to T asks the ss to make 3

the topic of "Telling the Time"
and asks if they know how to
tell the time correctly in
Spanish.
T starts the class with basic
vocabulary for telling the
time:
- What time is it? - ¿Que
hora es?
- Hour – Hora
- Minute – Minuto
- O'clock - En punto
- Half Past – Y media
- Quarter Past – Cuarto
pasado
- Quarter To -Cuarto para
T writes its meaning in
English
T draws on the board
annex 3)
answer each section of the
worksheet
T asks students to participate
by answering the exercises
Ss correct their mistakes
clocks in their notebook and
says 3 hours of the day.
- 3: 00
- 5:45
- 12:15
SS have to put the hands of
the clock according to the
corresponding time.
T asks the students why it is
important to make an
itinerary.
T gives an example of a 2-
day itinerary in mural format.
Appendix 5)

T uses "going to" and

transportation vocabulary
Ss copy it in their notebook. with times in their itinerary.

Ss are grouped in pairs and

CLOSURE T and Ss repeat how to
pronounce each one and
continue with the spelling of
each one.
T grades by lines the
worksheet pasted in the
notebooks
make an itinerary to present
in an upcoming class.
T reviews progress of the
draft itinerary
LANGUAGE VOCABULARY
FOCUS Telling the time:
- What time is it? - ¿Que
hora es?
- Hour – Hora
- Minute – Minuto
- O'clock - En punto
- Half Past – Y media
- Quarter Past – Cuarto
pasado
- Quarter To -Cuarto para
ASSESMENT Students notes
MATERIALS Notebooks
Board
Markers
WEEK 3: 10 AL 14 DE OCTUBRE DE 2022
LESSON 1
BEGINNING T begins with the warm-up,
playing hours change.
Ss have to choose if they
are going to be 3: 00, 5:00 or
12:00, when the T says out
loud 3:00 change places, the
Ss who choose 3:00 have to
stand up and change, and
when T say hours change all
the Ss have to change
places.
DEVELOPMENT T starts the class by
checking if everyone has
brought their itinerary or has
to finish it.
T gives an extra example of
the itinerary
VOCABULARY VOCABULARY
1. It’s three o’clock. Simon Says…
2. It’s a quarter past eight. - Stand up
3. It’s ten thirty. - Sit down
4. It’s five to five. - Make a circle
5. It’s nine tewenty five. - Talk
6. It’s twenty-five to eleven. - Jump
7. It’s two to two. - Laugh
8. It’s eleven twenty-five. - Clap your hands
9. It’s five past eight. - March
10. It’s twelve thirty-five. - Raise your hands
3 hours of the day.
- 3: 00
- 5:45
- 12:15
Worksheet answered by each Itinerary progress (written)
student
Notebooks
Worksheet
Board
Markers
LESSON 2 LESSON 3
T begins the class by asking T gives a feedback of
how students are feeling today. everything seen during the 3
-How do you feel today? weeks.
-Happy, sad, so so, etc … T explains that the project
T asks students to make an- will be present in groups of 5
emoji in their notebook of how
they feel.
T reminds Ss the order of T divide the class in teams of
participation. 5 and then ss present the
Ss participate sharing their final project to their classmates
product. T gives an example how to
present the project
T monitors the activity and
helps ss with the
 pronunciation
CLOSURE T give an order of Finish all presentations T solves students' doubts
participations Ss will be evaluated with the
rubric and on going
assessment
2 1

STRUCTURE The students made an itinerary Students have a deficiency

following the examples shown
by the teacher and it also has a
coherent structure which
allows the understanding of
the activities.
VOCABULARY Correct use of vocabulary
Uses a large part of the
vocabulary seen during the
sessions.
in the coherence of the
itinerary since it does not
have a correct order.
Vocabulary deficiency
Does not have a wide use
of the vocabulary seen in
the sessions.

CORRECT USE OF GOING TO Uses the going to with the The sentence you make is
correct structure and therefore not coherent because it
has a coherent sentence. does not follow the
following structure

DESIGN Uses materials that allow a It has deficiencies in the

creative design to the itinerary. design and lacks materials
Uses colors and images related that allow a better
to what is being talked about. visualization of the work.

LANGUAGE VOCABULARY VOCABULARY AND

FOCUS - 3: 00 SPEAKING
- 5:00 - Transports
- 12:00 - Time
- Use of going to
ASSESMENT Final itinerary Oral presentation
MATERIALS Notes Notebooks Board
Itinerary Itinerary Markers
Markers

SECOND GRADE

WEEK 1: 19 AL 23 DE SEPTIEMBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

LEAD IN T will begin the class T will begin the class by T reviews the topics previously
by contextualizing contextualizing personal seen.
personal information. T chooses Ss at random and
information. Ss take notes about the topic asks personal information
Ss take notes about T resolves student’s doubts (Name, Age, Favourite color,
the topic about the topic and asks for etc.)
T resolves student’s any questions. Ss will respond to the
doubts about the teacher.
topic and asks for
any questions.

DEVELOPMENT T reads and gives T introduces the class playing T reads and gives general
general instructions “personal information song” instructions to answer the
to answer the https://youtu.be/c1QspozYoak following exercise.
following exercise. Ss will answer the exercise and
Ss will answer the Ss listen and repeat the song. the answers will be shared to
exercise and the the group
answers will be
 shared to the
group.
CLOSURE T chooses students T organizes the group in teams T introduces the activity and
at random and asks of 5-6 members. remember to the students
about about T gives instructions to the some important aspects to a
students' personal activity. consider.
information. T plays an example of how Ss Teams begin to go one by one
Ss practice how to must present a “Personal in order of list, to make their
respond a personal Information song presentation.
information presentation”
https://youtu.be/xMNana9y98
questions.
Q
Ss create a “personal
information song
presentation”

ASSESSMENT Oral participation Class notes , Sing the song Oral participation
Worksheet Worksheet
MATERIALS Worksheet Laptop Worksheet
vocabulary Canon Markers
Markers Notebook Board
Board Markers
Board
OBSERVATIONS

WEEK 2: 26 AL 30 DE SEPTIEMBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

LEAD IN T introduces the class with T reviews the topic T introduces the class
the topic VERB TO BE previously seen and solve contextualized to ss
Ss take notes about the some doubts. with personal
topic. Ss can express their doubts
experiences.
T resolves student’s doubts to be solved.
about the topic and asks for T present an example
any questions.
text of a personal
experience. APPENDIX

Ss participate to read
aloud the text.
DEVELOPMENT T reads and gives general T reads and gives general T explains plays audio
instructions to answer the instructions to answer the about a conversation
following exercise. following exercise. life experiences
Ss will answer the exercise Ss will identify verb to be in https://youtu.be/4P-Ur8oAFz4
and the answers will be the text and underline it.
Ss will answer the quiz. Ss must write a small
shared to the group.
 Answers will be shared to the
text about the life
group. experiences presented
in the text.
CLOSURE T sings HOT POTATO SONG to T beggins to read the text. T chooses ss at random
play and choose a student. T throws the ball to take to read the text that
T says a personal pronoun to participation they realized.
the student selected. Ss participate continue
Ss responde with the form of reading the text. Ss must read to the
verb To Be that corresponds group the text to
to this personal pronoun. practice.
ASSESSMENT Oral participation Oral participation Oral participation
Worksheet Text
Quiz Text
MATERIALS Board Board Laptop Canon
Markers Markers
Worksheets Notebook
OBSERVATIONS

WEEK 3: 3 AL 7 DE OCTUBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

LEAD IN T takes attendance
T introduce the topic with
the question: How can
you describe actions in
the present tense?
T takes attendance T take attendance
T asks for any doubts about
T asks if they consider that
the last topic seen in the
verbs are the same in the class
past tense and how to
describe an action in past

DEVELOPMENT T explains the structure of
the present simple
T writes examples on the
board of the affirmative,
negative and question
forms.
SS copy each example on
their notebook
T distributes a worksheet
to ss and then they solve
it
T introduces the class and T explains the instructions
explains the activity and the to create the product and
rules of the regular and divides the class in groups
irregular verbs of 3 to create a
T distributes the chart list of conversation
the regular and irregular SS write a conversation in
verbs their groups according to
T explains the sounds of the personal experiences
regular verbs with end -ed,
T selects randomly selects
and write examples on the
a group to present their
board
conversation
 T and ss discuss the Ss copy the examples on their SS present the
activity and share their notebooks conversation to the group
results with the class T chooses students at random
and asks some examples
about the regular and
irregular verbs

CLOSURE T resolves student’s Students checks their answers T gives feedback according
in pairs and socialize the
doubts about the topic to the conversation
concepts
and asks for any T and students discuss the written during the class
questions answers and then correct the T resolves some doubts in
T gives information about activity the class
T clarifies any doubts and
the next class practice the vocabulary
ASSESMENT Participations Worksheet answered by each Conversation written
student
Worksheet answered Participation
MATERIALS Notebooks Notebooks Conversation written in their
Board Worksheet notebooks
Markers Board

WEEK 3: 10 AL 14 DE OCTUBRE DE 2022

LESSON 1 LESSON 2 LESSON 3

BEGINNING T take attendance T asks Ss what sport they like
T ask to ss how to express doing and writes their
the ideas when you enjoy to responses on the board. T
do something? uses the verb -ing form. Next,
T asks Ss what they hate to
do. T writes Ss’ responses on
the board using to-
infinitive form.
T introduces that they can use
like, hate, love and prefer with
an -ing form or with a to-
infinitive form.
T highlights that the -ing form
emphasizes the action or
experience and the to-
infinitive form expresses
habits or preferences.
DEVELOPMENT T explains and gives Ss complete
a conversation using -ing verb
T writes a question on the
board, “Do you prefer
watching TV or surfing on
Facebook?” Then, T starts a
whole-class discussion. T
introduces questions in
present tense using the
auxiliary do. For example:
Do you like sports shows?
Does Mario like TV shows?
Does Gloria love Facebook?
Do you like posting on
Facebook?
T lets Ss infer the rules to
form questions
Ss select a partner and then
they made some questions
 examples about the likes form. about likes and dislikes
and dislikes T gives Ss examples of Ss create a conversation in
changing verb in to- their notebooks to learn
Teacher uses the game
infinitive form to -ing form. more about the tastes of the
“hot potato” to engage T uses the following verbs: other person
students dance, drive, skate, ride, run, T and ss discuss the likes and
SS participate in class and swim, do & go. dislikes topic and fix the
share their likes and Ss write 2 sentences on the
grammar
dislikes according to food notebook using the -ing
and sports activities
Ss write 5 positive
sentences and 5 negative
sentences
T distributes a worksheet
to reinforce the
knowledge to ss and then
they answer it
CLOSURE T gives feedback to ss and T asks Ss to summarize the T asks Ss to summarize the
discusses with ss their rules for changing verbs into - rules for making questions
results ing form and how they use using the auxiliary do.
Ss share their opinion and them. Ss should write
express the ideas seen in
examples on the board or
class
their notebooks.

ASSESMENT Sentences Answered worksheet Oral participation

Conversation
Worksheet Examples on their
Participations notebooks
Oral participation
MATERIALS Board Board
Markers Board
Markers
Markers
Didactic material
APPENDIX 1 & 2
APPENDIX 3
APPENDIX 4:

APPENDIX 5:
APPENDIX 6:
APPENDIX 7:
Sharon

My name is Sharon, and I am 25 years old. I am American, and I am a doctor. My favorite food is
Indian, and my favorite movies are action movies. I am married and have one child. I love my family
and enjoy spending time with them. I work hard but also like to relax and have fun. I am happy with my
life.

Fred

My name is Fred, and I am 16 years old. I am American and a student. I am unmarried and enjoy
playing sports and listening to music. I like to think of myself as a friendly person, and I enjoy spending
time with my friends. My favorite type of music is rock, and my favorite sport is basketball. I feel happy
when I can help others, and my favorite thing to do is to hang out with my friends.

John

John is a 42-year-old American. He is a doctor, and he is married to Jane. John and Jane have two
children, ages seven and nine. John enjoys reading history books, playing basketball, and spending
time with Jane and their children. He loves his job and feels very fortunate to be able to help his
patients daily. His favorite book is The Last Thunder in the Forest, and his favorite actor is Tom Hanks.
John is a kind and caring person who always puts others first. He’s a trustworthy guy.

Mary

Mary is a 92-year-old woman who was born on October 1, 1926. She is retired and has 4 children, 2
boys, and 2 girls. She is a grandmother. She has 4 grandsons. Her grandsons are quite intelligent, and
they make her life happy. Her favorite tv program is Antiques Roadshow. One of her favorite things to
do is go on walks with her friends. Mary has a lot of friends, and she adores spending time with them.
She also likes to knit and crochet, which she does quite well. Overall, Mary is a very active and happy
person.
APPENDIX 8:

My last holiday
My last holiday was a five-day trip to Prague in the Czech Republic. I know Prague well
because I lived there when I was at university, more than ten years ago.
Instead of staying in a hotel, I stayed with one of my old friends. It was so much fun, and a
little bit like my old life. I wanted to do all the same things I did in my university days, so I
visited the university. It has changed a lot and looks more modern. I also went to the
supermarket near my old house. I loved seeing all the different foods. I was really happy
to find my favourite cheese and chocolate biscuits but they were a bit more expensive
than I remember!
We did some touristy things too. We walked up beautiful Petrin Hill and around the castle.
The views of the city are amazing up there. We walked across the historic Charles Bridge.
My friend's flat is very near the TV Tower so we saw the famous baby statues climbing up
it. Those things haven't changed, of course.

APPENDIX 9
APPENDIX 10
APPENDIX 11

APPENDIX 12