3-11-2016

MDD 3
Prctica profesional

Nombre: Mara Jos Acua Contreras

Profesor(a): Angie Fuentealba

Universidad Catlica de la Santsima Concepcin

English Pedagogy Programme

Unit :
Issues

Green Level: 7th grade

Date: 09/09/2016 Length: 45 minutes

Student- Teacher:
Contreras

Maria Jose Acua

School: Colegio
Espiritu Santo
Aims: SWAT UNDERSTAND A TEXT ABOUT THE EFECTS OF GLOBAL WARMING.
Ref Planes y Programas: OF CMO, AE
Assumed knowledge: Demostrar comprensin de ideas generales e informacin explcita en textos adaptados y
autnticos simples, en formato impreso o digital, acerca de temas variados (como experiencias personales, temas de
otras asignaturas, del contexto inmediato, de actualidad e inters global o de otras culturas) y que contienen las
funciones del ao.
Anticipated Problems Students might have vocabulary questions
key vocabulary from the text

LESSON PLAN SDL

..and solutions the teacher provides with the

Aids:
Data
projector
Reading
worksheet

Stages

Activities

Strategies

What the teacher is going to do

to do

Pre-reading

Time
(min)

What students are going

Teacher greets the students

Students greet teacher back

5 min

Teacher starts introducing the

class with a warm up activity
asking S.s to create sentences
based on images provided by the
teacher

Students think about the

images about the impact of Previewing,
global warming and share with predicting
the rest of the class.

10
min

Teacher provides
vocabulary.

with

S.s
discuss
with
their
key classmates and then with the
rest of the class.

Teacher then reminds students S.s take

the reading strategies to be used vocabulary
as skimming, scanning and
highlighting.

notes

T.
delivers
the
reading
worksheets about the effect of S.s
receive
global warming
worksheet.

the

on

key

reading
Scanning

20min

While-reading

T. reads the instructions and

students read out loud sing S.s follow the instructions and
popcorn
then follow the reading using Skimming
popcorn (one student reads
until the point and then says
the name of another student to Guessing
word
read until the next period.)
meaning in context
T. then summarizes the main
elements of each paragraph.

S.s reflect on the questions.

T. asks students to reflect about

the text and share their
reflections with the rest of the
class.
Post-reading

Understanding main
ideas
10
min
Understanding
specific ideas

S.s follow the instructions and

reflect on the answers.

T. reads out loud the instructions

of the alternative questions of the
text and clarify for vocabulary
questions.
S.s answer the questions out
loud.
T. asks for the answers at
random.

10
min
S.s share their reflections and
examples with the rest of the
T. sums up the class by asking class.
students
their
personal
reflections about the text, and
examples of how to help to
reduce the global warming.

Unit: Green Issues

School: Colegio Espiritu Santo
Class: 7th grade
Number of SS: 40 students

Date of lesson:
09/ 09/2016

Time
8:15

of

lesson: Length of lesson: Student-Teachers nam

90 minutes
Mara
Jos
Acu
Contreras

Main Aim: SWAT EXPRESS CONDITIONS ABOUT ENVIROMENT PROBLEMS OF THE MAN VIDEO IN WRITTEN FORM

Exponent(s): If we pollute water, fish die

Target Language: (Linguistics items and their use, meaning, form)

IF simple present + SUBJECT+ will, going to, might, may (plus the base form of a verb)

Assumed Knowledge: Vocabulary rela

with the unit

Anticipated Problems Ss might not know some of the vocabulary of the text Aids:
...and Solutions teacher provides with key words from the text
PPT
Global warming reading worksheets

Adapted from University of Sussex PPP

Stages

LEAD-IN

Procedure
What I am going to do

What I am going to say

Skill
Instructions, CCQs, Feedback,
etc.

Time
(min)

Interaction
T-Ss;SsSs;etc

Teacher greetings students.

Good afternoon students. First Listenin

of all, we will start with the g
angelus

10 min

T-Ss

10 min

Ss-Ss

Valentina can you come

forward please? Thank you
Now you can have a seat.

PRESENTATIO
N

Teacher introduces the topic of As you know we have been

the lesson.
working with environmental
issues during this unit.
Today we will talk about cause
and result. For example, take a
minute to think about this:
Teacher asks students to reflect
on some questions.
What happens if you do Speakin
g
not study for a test?
What happens if flowers
dont get any water?
What happens if we
keep contributing to the
Teacher asks students for the
global warming?
answers.
X student, so what happens in
the first question?

X students, and in the second

question?, and what about the
third?
Teacher explains the topic.

Teacher
examples.

provides

15 min
Exactly you see, that is what a
cause and effect relation is.
So we will say that the cause:
Is the reason for something to
happen, and the effect or
with result, is what happened.
When we put these two
elements we can create a
conditional sentence.
If+
simple
present
+
SUBJECT+ will, going to,
might, may (plus the base form
of a verb)

T-Ss

10 min
Writing

In order to create this

sentences we will use some
words to helps us
First:
Could and
couldnt
which is the negative form: 1)
We use could to talk about a
Teacher models some examples possibility in the past, as we
of modal verbs.
can see in the next examples.
Then, should and shouldnt:
We
use should and shouldn't to
give advice or suggestion to
someone.
T-Ss
PRACTICE

And finally: Must and mustnt :

to show that we are certain
something is true, or to
Teacher shows students a video express a strong obligation.
about the effect of the man on
the earth.
So which is the difference Listenin
between must and should?
g
Perfect.

10min

Teacher asks students to reflect So now we are going to

on the video.
practice watching a video call
the man
This video shows the effect
that the man has on the earth
PRODUCTION

Teacher provides
instructions.

with

What do you think about the

the video?
Is it shocking?

20 min
Writing

Teacher
examples.

provides

with
Now, we will create sentences
based on the video to express
cause and effect.
For example: If we polluted the
potable water, we will have to
find an alternative source.

Teacher monitors students.

Ss-Ss

5 min
Ok you can work in pairs and
you will have 15 minutes to
create the sentences, you can
work in pair.
T-Ss

Teacher asks for examples.

Ok ladies 5 minutes left

Speakin
I will walk through your seats; g
in case you have questions.

Teachers closes the lesson.

Ok time is up
Now we will
answers.

share

out

X students, can you read one

of your sentences?
So to sum up, X what Is the
meaning of should?
X ss., what is the meaning of
could?

And finally X ss. Must is used

for
recommendations
or
obligations?
Perfect!
Ok girls that is all for this
class.

Lesson Plan: Level: 7th grade

Date: 23/09/2016
Time: 8:15
TBL
Aims: SWAT APPLY THE VOCABULARY FROM THE UNIT IN A POSTER
WITH ADVICES FOR ENVIROMENTAL PROBLEMS.

Length:
90 Teacher: Mara Jos Acua
min
Contreras
Assumed Knowledge:
Lexical Sets about: environmental problems,
green life.
Anticipated problems:
and solutions:
Aids:
Students may feel unmotivated by Tell students the importance of the PPT
the topic
topic and that they can choose on The man video
their own on a topic
Students may not complete the
task on time
Provide them more time to complete
the task
STAGE OF LESSON
and procedure

PURPOSE/STRATEGIES

I.
PREPARATION
STAGE
Teacher
starts
the
lesson
by
eliciting
previous vocabulary by
showing pictures to the
students, the she asks
students to gather into
the groups previously
arranged
and
start

Modeling
Personalizing

What Im going to say

Interactio
n

Good morning everybody, so today T-S

we have no time to waste because
as I told last class our green project
will start today. First of all, we will go
through some pictures and I want
you to tell me the first word that
comes to your mind. Perfect so I
now please gather in groups with
your materials and I will display the
instructions on the board.

SKILL
(S) Time
DEVELOPED
ListeningReadingSpeaking

20
min

working, after students

are in groups teacher
shows students with
examples
of
poster
about
environmental
problems.

1. Choose one of the following

problems:
CLIMATE CHANGE,
GLOBAL
WARMING,
AIR
POLLUTION,
WATER
POLLUTION, LIGHT POLLUTION,
DEFORESTATION, OZONE LAYER
DEPLETION.
2.Create a poster
3. Include all of the following
information in your project:

BRIEF
INFORMATION
ABOUT THE ENVIROMENTAL
PROBLEM

AT LEAST 6 SENTENCES
WITH
ADVICES,
RECOMMENDATIONS
AND
SOLUTIONS
FOR
YOUR
ENVIROMENTAL PROBLEM. (Use
the modal verbs, expressions and
vocabulary related with the unit)

IMAGES, CUTS.
Now please look at the board here
are some examples of poster about
environmental problems you can
use them as inspiration.
Now lets take a look at the rubric
for next class presentation.

STAGE OF LESSON
PURPOSE/STRATEGIES
and procedure
II.
TASK
DEVELOPMENT
STAGE
TASK
Students are asked to
create a poster in Personalizing
groups
about
an

What Im going to say

Interactio
n

Now, using as an inspiration from

the poster that we saw, start
creating your own posters related to S-S
the environmental problems that
you chose. You will have the two
periods to work and organize your

SKILL
(S) Time
DEVELOPED

Writing
Speaking
Reading

50
min

environmental
problems
that
the
choose
the
class
before, the poster
need to include a brief
explanation of their
topic, and at least 6
sentences
using,
modal verbs( should,
must,
could),
vocabulary
and
expressions from the
unit.
PLANNING
REPORT

AND

STAGE OF LESSON
and procedure
III. POST TASK STAGE
ANALYSIS
PRACTICE

oral presentations for next class. If

you have any questions raise your
hand and now lets start working.

PURPOSE/STRATEGIES

What Im going to say

Interactio
n

SKILL
(S) Time
DEVELOPED

AND
Reporting

Students report them

with their groups and
practice to report it
next class orally by
explaining
the
meaning the elements
on the poster they
designed.

Times up! Now I will take a look at T S

each posters. Remember that the S T
class progress will be also S - S
considered.
Very good! Now some tips for your
oral presentation. Remember to
keep a good tone of voice and pay
attention to your intonation. In the
rubric the body language also has
points so remember to use your
visual aids.
That is all for now. See you next
class

Speaking

20
min

Mdd 3
Tarea 1: Disee cada una de las sesiones de clases estipuladas en la matriz metas de aprendizaje

Tarea 2: Fundamente considerando referentes didcticos y de contexto, y porque su propuesta de planes de clases
(actividades de aprendizaje, intervencin docente y de recursos) permite abordar en forma coherente, significativa y
suficiente el logro de las metas de aprendizaje.
El fundamento de la planificacin de la unidad en general y ms en especfico de las planificaciones de clases, se realiz en
base a los referentes didcticos citados en los planes y programas. Fue diseada involucrando de manera progresiva
diferentes niveles de la taxonoma partiendo desde el entender y comprender los principales conceptos de la unidad como
(environment,

plastic, glass, metal, second hand; factory, outdoors, countryside, wildfire, earthquake, forest, lake, sea, pollution, temperature,

smog, waste, cut down, destroy, contaminate, natural resources, protect, save, pollute, global problems, garbage, plant trees, trash, litter ) , hasta

el ser capaces de aplicar los contenidos abracados en la unidad a travs de un poster explicativo que incluyera tanto
vocabulario , como expresiones, contenidos y adems consejos o propuestas de soluciones para problemticas ambientales
actuales. El propsito de esta planificacin y propuestas de evaluacin a travs de una prueba escrita y la exposicin de la

unidad, era plantear de manera coherente y significativa para los alumnos y que se sintieran como agentes de cambio
dentro de su ambiente planteando propuestas que pudieran aplicar de manera concreta en sus vidas diarias.

Tarea 3: Reflexione en torno al proceso que sigui para planificar las clases, identificando sus fortalezas,
debilidades y desafos para su puesta en accin.
En cuanto al proceso de planificacin fue desarrollado partiendo de un desglose de contenidos a travs de una pauta que
incluyera las fechas y contenidos a abarcar en cada sesin. Mis fortalezas fueron que al tener una planificacin previa me
sirvi a modo de gua para desarrollar la unidad de manera coherente. Mis debilidades las encontr al disear materiales
que involucraran de manera conjunta a los alumnos considerando sus necesidades especficas y estilos de aprendizaje,
puesto que con un curso de 40 alumnas es difcil mantener a la totalidad de los estudiantes involucrados en la clase. Mi
desafo fue encontrar una forma de solucionar esta problemtica lo cual hice creando actividades que fueran variadas y que
involucraran las 4 habilidades de la lengua de manera aleatoria y los que tuvieran como meta involucrar todos los estilos de
aprendizaje.