LEARNING LESSON

Learning the use of the Simple Present of the verb TO BE.

I. INFORMATIONAL DATA:

I.1. EDUCATIVE INSTITUTION : IE. Sara A. Bulln

I.2. REA : Ingls
I.3. LEVEL : Secondary
I.4. SECTION : 2 D
I.5. TEACHER PRACTICIAN : Cajusol Jibaja Yesica
I.6. DATE : 15/05/17
I.7. DURATION : 90 minutes.
I.8.

II. EXPECTED LEARNING: Use personal pronouns, indefinite articles and occupations to write sentences with verb TO BE

III. CAPACITIES Y ATTITUDES

CAPACIDADES CONOCIMIENTOS ACTITUDES

Lxico:
PRODUCCIN DE TEXTOS - Vocabulario relacionado con las
- Participar activamente
Ocupaciones.
-Usa los Pronombres - El Artculo Indefinido A/AN. en el desarrollo de la
Personales Articulo - Pronombres Personales. clase.
Indefinido y Ocupaciones - Respetar las ideas y
para escribir oraciones Fontica: opiniones de sus
con el Verb to BE. - Entonacin y Pronunciacin de las compaeros de
palabras. clase.

Recursos No Verbales:
PROCESO COGNITIVO
- Los Gestos, La Mmica y las Expresiones
-Recepcin de informacin.
de la cara.
-Caracterizacin
-Reconocimiento Gramtica:
- El Presente Simple del Verb TO BE.

IV. DIDACTIC SECUENCE

MOMENTS ESTRATEGIES RESOURCES TIME
- The teacher greets at the students.

Motivation
- Then she asks them please stand up to make a dynamic. (annex 1)
- The teacher presents two flash cards at the students and asks:
Whats his / her occupation?
- The students look at the flash cards and answer. (annex 2) Dynamic

Previous knowledge Flashcards

- The teacher shows flashcards to remember the personal pronouns. (annex 3)
- Then ,she presents two flashcards about occupations and asks: (annex 4)
Whiteboard
Who are in these pictures?
Do you remember the indefinite articles?
Word cards
When do we use A or AN?
BEGINING -- With the help of her students, they remember the use of these articles.
-- In conclusion, she says we use : Sentence card
The article A before consonant sounds, and
The article AN before vowel sounds.
Which would be of today the topic? 20

- The students identity the topic.

Cognitive conflict
- The teacher asks at the students. (annex 5)
What can you see in this picture?
- A carpenter.
So, the teacher writes:
-He is a carpenter.
She reads the sentence and put emphasis in the word is
The teacher says at the students.
Today the topic is: The Verb TO BE.

- The teacher explains the forms and structure of the verb TO BE through a chart.
(annex 6). Summary
- The students pay attention at the teacher. chart
PROCESS - The students receive a summary about of the topic. (annex 6). Flashcards
- The teacher presents and sticks some occupations on the whiteboard. (annex 7).
Word cards
- She reads them in the correct way and the students repeat them, too.
- The teacher divides the class in groups and gives them sentences in disorder. Whiteboard
(annex 8). Big paper
- The students order these sentences using the correct structure of the verb TO BE in 60
affirmative form.
- The students repeat the intonation and pronunciation.
- The students create a new dialogue changing some information.

ENDING - -Finally, the students develop a short practice. (annex 9) Written 10

practice
V. EVALUATION

CRITERIA INDICATORS INSTRUMENT

Observation sheet
Text Production Use personal pronouns, indefinite articles and
occupations to write sentences with verb TO BE.

Areas attitudes Check list

Participate actively in the development of the
class.

Beaviors attitude Check list

Demonstrate respect for the ideas of their
partner.

VI. BIBLIOGRAPHY:
Santillana, 2008 English book. Secondary school. Primera Edicin: Febrero 2008.
Longman Dictionary Pocket.
Lexus Dictionary Polifuncional: espaol ingles / ingles espaol: - Montevideo, Rep. Oriental del Uruguay: Arquetipo grupo
editorial 2005-2006.

____________________________
Yessica Thalia Cajusol Jibaja
STUDENT PRACTICIAN
 ANNEX 01
The teacher makes a dynamic and the students participate actively. (annex 1)

Dynamic

I have a tick, tick tick

I have called to my doctor and he said me, move my hands

I have a tick, tick tick

I have called to my doctor and he said me move my feet

I have a tick, tick tick

I have called to my doctor and he said me move my head

I have a tick, tick tick

I have called to my doctor and he said me turn around

I have a tick, tick tick

I have called to my doctor and he said me please sit down

 ANNEX 02

The teacher presents two flash cards at the students and asks:
Whats his / her occupation?
And the students llook at the flash cards and answer.

Whats his occupation?

He is a doctor..

Whats her occupation?

He is an engineer

What is his
occupation?
He is a nurse.
 ANNEX 03
The topic is:

OCCUPATIONS AND ITS WORKPLACES

1. Match the occupations with its workplaces:

a) Pilot - A school.
b) Secretary - A hospital.
c) Teacher - An airport.
d) Chef - A restaurant.
e) Nurse - An office.
f) Policeman - A car.
g) Driver - A police station.

ANNEX 04

Then ,she presents three flashcards about occupations and asks: (annex 4)
Who are in these pictures?
Do you remember the indefinite articles?
When do we use A or AN?

-- With the help of her students, they remember the use of these articles.

-- In conclusion, she says we use :

The article A before consonant sounds, and
He is a police officer

He is an engineer
The article AN before vowel sounds.

ANNEX 05
The teacher asks at the students.
What can you see in this picture?

ANNEX 06
The teacher explains the forms and structure of the verb TO BE through a chart.
 SIMPLE PRESENT OF THE VERB TO BE

The verb TO BE has three forms AM IS ARE.

is are
am

I HE SHE IT YOU WE THEY

STRUCTURE:
S+ verb + C
(To be)
 Peter is a gardener.

FORMS:

AFFIRMATIVE FORM:

She is an electrician.
NEGATIVE FORM

She isnt an electrician.

INTERROGATIVE FORM:

Is she an electrician?

Yes, she is.

No, she isnt.

ANNEX 07

The teacher presents and sticks some occupations on the whiteboard. The students do 6 sentences.
 ANNEX 08
El profesor (a) divide la clase en grupos y les da oraciones en desorden, por lo tanto, los estudiantes ordenan las oraciones
usando la estructura correcta de THE VERB TO BE en la forma afirmativa.
 Sheila is an artist.

Paul and Peter are referees.

My father is a clown.

Teddy and Mario are policemen.

My brother is a farmer.

They are carpenters.

Roger is a famous reporter.

My dad is a taxi driver.