Licenciatura en Lenguas Extranjeras

Anexo C: Formato de Planeación de Clases

Name of student teacher: Yulieth Madera Chalá

School/Institution: Institución Educativa Heriberto Garcia Garrido

Cooperating teacher:

University teacher: Dianeth Zabaleta González

Grade: 4 Number of students: 31

Unit: 1 Topic: Do and Make

Estándar (es):

ESCUCHA: Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal.

LECTURA: Identifico palabras relacionadas entre sí sobre temas que me son familiares.

ESCRITURA: Demostrar conocimientos de las estructuras básicas del inglés.

MONÓLOGOS: Uso gestos y movimientos corporales para hacerme entender mejor.

CONVERSACIÓN: Participó activamente en juegos de palabras y ronda. Expreso e indico necesidades básicas relacionadas con el aula. Refuerzo con gesto lo que digo
para hacerme entender

Derecho(s) Básico(s) de Aprendizaje:

- Participates in a short conversation where he/she provides his/her name, age and basic information to professors, friends and acquaintances.

- Understands instructions related to class, school, and community activities and expresses them in oral and written form to evidence his/her understanding

Eje Temático Módulo (Opcional):

Meta (s) Módulo (Opcional):

Enfoque (s) /Principios (Opcional):

Stage 1: Desired Results

Established goals:
- Students can identify when and how to use Do and Make

- Students have the ability to express intentions with Do and Make correctly.

Pre-requisite knowledge:
-Personal pronouns
-Verb to be
-Vocabulary related actions, activities and jobs.

Students will know: Students will be able to:

Class #1 (26 Sep) Class #1 (26 Sep)

Identify the vocabulary that has been taught in class: Expressions, action - Identify the three forma that we can use Do and their times.
and activities. (Do homework- do a job- do the dishes- do housework- do - Write about what they do in their free time.
exercise) and the three form (Affirmative- Negative and Interrogative) - Ask and answer questions related to the activities you do.

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Class #2 (3 October) Class #2 (3 October)

Identify situations where “make” is used in the sense of “manufacture”, - Identify the expressions with which we can use Make.
“elaborate” or “create”. It is used for activities in which something that can - Complete sentences using Make.
be touched, a physical object, is created.

Stage 2: Assessment/Homework

Assessment/ Evidence of Learning Homework:

Class #1/2 Class #1 /2

At the end of the class, the teacher will give the students a worksheet where the The teacher will provide an activity where the students will organize, and
students will choose the correct sentences using do or make. according to the text produce the sentences to write the correct verbs.
or de image.

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UNIT DEVELOPMENT

Established goal (s):

-Students can identify when and how to use Do and Make

-Students have the ability to express intentions with Do and Make correctly

Pre-requisite knowledge:
-Personal pronouns

-Verb to be
-Vocabulary related actions, activities and jobs.

Students will know: Students will be able to:

Class #1 (26 sep) Class #1 (26 Sep)

-Grammar structure with the correct three form about do (I do/ She does – I don’t/ do not – She doesn’t/ does not – Do - Identify the three forma that we can use Do and their times.
I..?/ Does she..?) - Write about what they do in their free time.
- Ask and answer questions related to the activities you do.

Class #2 (3 october) Class #2 (3 October)

-practice expression with make, like: to make a mistake-to make a change-to make a choice-to make a decision-to make - Identify the expressions with which we can use Make.
a-to make a promise-to make a-to make a fortune-to make a-to make a list-to make a noise-to make the bed-to make - Complete sentences using Make.
breakfast- to make breakfast- to make lunch- to make dinner- to make a phone call- to make an appointment (at the
doctor’s)

Learning plan

Stage of lesson Procedure Type of interaction (T- Resources Time

S/S-S)

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Motivation Phase T-S/ST No source needed 5 minutes

Class #1 (26 sep) 10 min

The teacher will ask some students related to the topic to give them an idea about what the
class will be about
Class #2 (3 october)
The teacher teaches small dynamics to the children where they can express actions and
expressions where they identify when do and Make should be used in Spanish.

Input T-S/ST Flashcards (A) 15

phase Class #1/2 minutes

To present the topic the teacher will show the students some flashcards with the vocabulary to be
learned, the students will relate the image with the name of the activities according to the topic
that correspond develop this class.

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Procedure Phase: Class #1/2 T-S Flashcards 15 minutes

a)Focus/Working activities T-S Notebooks 10 minutes
b)Transfer/ The students are going to take notes about the vocabulary presented by the teacher. S-S Pencils 20
Application activities S-T/T-S no source needed minutes
c)Assessment Opportunities The students are going to learn how to write and pronounce the activities and notebooks
d) Homework (if included in this phase) expressions learned in the class. Students will carry out grammar activities where they a worksheet

complete with the correct verb.

Interaction exercise:

The students are going to ask some classmates about what activities they can do
themselves and what their parents help them make. At the end of the class, the teacher is
going to give the student feedback and suggestions about the activity.

The teacher will provide an activity where the students will organize the sentences to write the
correct sentence. the teacher will ask the students what skills we would like to do when they
grow up.

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Closing Class #1/2 T-S no source needed 5 minutes

Phase The teacher will offer feedback if necessary and will ask the students to fill the attendance form at
Homework (if included in this phase) end of the class.

Reinforcement activities for students with

difficulties (if detected)

Questions taken from Cambridge University

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ANEXOS

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