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Universidad Catlica de la Santsima Concepcin

English Pedagogy
Teaching Practice

School

Class:
N of SS:

Date:

Time:

Aim:
At the end of this lesson, students will be able to give their
personal information and describe a place, orally and in written.

Length:

Pre service Teacher: Javiera Barrueto

Assumed knowledge:
How to tell their age (I am/not I have), their likes or dislikes and some
adjectives that can describe themselves.

Learning Outcome:
REF to Planes y Programas

Exponent: My name is Javiera. I am 21 years old and I am studying


English at the university.

Target Language:
Use: - Present Simple could be used to meet new students in an
educational trip, asking about their habits.
Meaning: The use of the present simple tense is to give personal
information about yourself and express likes and dislikes.
Form: the use of verbs in present simple tenses with the 1st (I) and 2nd
(you) person of singular, and the 1st (you), 2nd (we) , and 3rd (they)
person of plural, is in its infinitive form without any variation (eat, love
hate). The use of verbs in present simple tenses with the 3rd person of
singular (he, she, it), is in its infinitive form + s. The components to
build a whole present simple sentence are: Subject+ verb+
complement+ adverbial phrase.
Anticipated problems:
- Ss could not know how to tell their age.
- Ss could mispronunce some verbs or do not know
how to express interests.

..and Solution
T makes Ss to repeat by drilling
until they pronounce the words
properly.

Aids:
Whiteboard
Markers
Worsheet
Pictures
Ppt

Stages

PROCEDURE (What T and SS are going to Time


do)
(min)

What Im going to say

T gives Ss a word search about food.

Try to find some familiar words.

LEAD IN
T asks Ss about the last class.

6 min

T writes the aims of the class.

What do you remember about the last class?


Students, what do you think we are going to talk about in this
lesson?

T shows a slide about her personal information.


T makes Ss try to predict what the lesson is
going to be about.
T asks if Ss think personal information is useful

PRESENTATION
T checks predictions made by Ss carefully.
T tells the aim of the lesson.

Students, after this lesson you will be able to know how to


express your personal information. Here in the university is
very useful when you are meeting someone else.

T pre-teaches vocabulary for the following


activities.

Now, we are going to see the different parts of personal


information.

T reads her personal information and explaing


every part of it.

10 min

PRACTICE
T projects on the whiteboard two different slides
with pictures and descriptions. Ss have to
decide which descripton correspond to each
picture.

8 min

T shows different images of beautiful places.


T asks Ss to use the words on the ppt to
describe each picture.

10 min

T checks if Ss got the correct answers by


CCQs.

Look at picures. You have to match or decide which


personal information correspond to each picture.

Now we are going to see images about different places.


Using the words on the ppt and tell me one word for each
picture.

So, what it is a bautiful place?

PRODUCTION
T asks Ss to write a paragraph presenting
themselves.
T gives Ss a worksheet to help them to do the
exercise.

20 min

Now you have to write a paragraph presenting yourself and


draw the pleace where do you live or your dream place and
describe it in words.
You have 10 minutes.
Would you like to share your information with the class?

T provides Ss some vocabulary in a worksheet.


T asks Ss what they learn today.

What do you learn today?

School

Class:
N of SS:

Date:

Time:

Aim:
At the end of this lesson, students will be able to describe things
that are close to them, orally and written.

Length:

Pre service Teacher: Javiera Barrueto

Assumed knowledge:
Some words that they usually use when they are speaking or
writing.

Learning Outcome:
REF to Planes y Programas

Exponent: There is one pencil on the table.

Target Language:
Use: - Present Simple and use of There is/There are could be used to
explain things that are around them and they want to express, in order
to answer possible questions or ask for information.
Meaning: The use of the present simple tense is to give information.
The use of there is/there are to ask or specify where is a person or an
object.
Form: the use of verbs in present simple tenses with the 1st (I) and 2nd
(you) person of singular, and the 1st (you), 2nd (we) , and 3rd (they)
person of plural, is in its infinitive form without any variation. The use of
verbs in present simple tenses with the 3rd person of singular (he, she,
it), is in its infinitive form + s. the use of there is/there are: there, is (in
the case of singular things), are (in the case of plural things). The
components to build a whole present simple sentence are: Subject+
verb+ complement+ adverbial phrase. In the case of there is there+
is+ a/an+ person/object+where
Anticipated problems:
- Ss could omit the final sound s at the end
of the verbs in the 3rd person of singular (he, she, it).
-

Ss could mispronunce some words or thay can


make differences between something that is plural
or singular.

..and Solution

Aids:

T makes Ss to repeat by drilling until Whiteboard


they pronounce the verbs properly. Markers
Worsheet
Pictures
Ppt
Real objects

Stages

LEAD IN

PROCEDURE (What T and SS are going to Time


do)
(min)

What Im going to say

T shows a picture about materials in a


classroom on a table.

What do I have on my desk?


There are two apples and three markers.
There is a book.

3 min
T asks students to talk about what they have on
their desk.

What do you have on your desks?


Students, what do you think we are going to talk about in
this lesson?

T makes Ss try to predict what the lesson is


going to be about.

T checks predictions made by Ss carefully.


PRESENTATION

8 min

Students, after this lesson you will be able to


know how to express things that are around you.

T tells the aim of the lesson.


Now, what we are going to do is to learn some words
that will be useful to express what it is near from you.

T pre-teaches vocabulary for the following


activities.
T projects on the whiteboard a ppt with different
images, where Ss can see materials and real
objects that are in showing in singular and plural
ways.

PRACTICE

T gives on paper explaining a worksheet that Ss


have to do. Ss have different pictures related to
things or people that are around them, they
have to put them in order according to what they
see. Later, Ss have to compare their answers in
pairs.
T checks if Ss got the correct answers by
CCQs.

5 min

7 min

Look at the images. You have to get what these things


are plural or singular.

Now, on your papers you can see different pictures of


3 different situations related to things that are in
the classroom, you have to put them in order with numbers,
according to what do you think. Then get in pairs and
compare your answers.

So, what do we have on the table number one?

PRODUCTION

T explains the following item from the


worksheet. Ss have to pay attention to the
details in a general picture, in order to be able to
specify six different elements that they
recognize. Later, T checks the answers.

8 min

T puts in the classroom different objects that Ss


should write on a piece of paper, giving the
specification.

12 min

T chooses some Ss at random to read theirs.

Students, now you have to pay attention to this three general


pictures. You have to identify six elements that you
recognize and write it down in a piece of paper. Try to be
very careful, the idea is that your partner can find what you
are descrbing.

Students, now you are going to write what things are in the
classroom, you have to name it and specify if they are
singular or plural and where are they. You have 10 minutes
to do it.

Would you like to share your descriptions with the class?