Lesson

Rationale
Observacin
Reflexiones

Second class
LESSON PLAN
TEACHERS: Mara Guadalupe Garca Melndez, Mara del Rosario
Roque Hernndez, Eduardo Aguilar.
DATE: August 21, 2015.
GRADE:
TOPIC(S): Demonstrative pronouns, indefinite articles, Alphabet.
SKILL(S): Speaking, listening, wiring.
GENERAL OBJECTIVE:

STAGE

PROCEDURE/STEPS
-

To relate the topic of

the class by
watching a video.

Warm up.

To identify the use

and grammar of
demonstrative
pronouns.

To demonstrate their
comprehension
about demonstrative
pronouns by making
a drawing and a
sentence using the
demonstrative
pronouns.

LEVEL: beginners.
AGE(S): 19TIME: 50 minutes.
Context: Personal objects

Students will demonstrate their comprehension a

indefinite articles, and the sounds of the alphabet
Ss already know the verb to be, some vocabulary
- Students may have problems with the use o
- Students may not understand what the teac
- Teacher will correct them if they make mist

ASSUMPTIONS
ANTICIPATED PROBLEMS/POSSIBLE
SOLUTIONS:

SPECIFIC
OBJECTIVE

SCHOOL: UAA

Activity 1.

Activity 2.

TIME

Teacher will show a

video related to
personal objects.
Teacher will ask them to
pay attention to the
objects that appear in
the video.

5 minutes

Teacher will explain

the demonstrative
pronouns, the use
and the grammar.
Teacher will give
some examples using
realia.

10 minutes.

Teacher will ask

students to think
about objects that
they have in their
room.
Teacher will ask
students to make a
drawing and write a
sentence for each
one of them using
the demonstrative

10 minutes.

MATE

Vid

Rea
Boa

Boa

Activity 3.
To identify the use of
the indefinite
articles.

To practice the use of

the indefinite
articles.

Activity 4.

To choose the correct

letters of the
alphabet to write the
words which the
teacher will dictate.

Activity 5

To show their
understanding of the
sounds of the
alphabet.

Closing

pronouns.
Teacher will ask
some students to
share some of their
sentences.
Teacher will explain the
use of the indefinite
articles.
Teacher will exemplify
the indefinite articles
using the sentences of
the students from the
previous activity.
Teacher will show some
images and ask
students to make a
sentence using the
indefinite articles and
the image.
Teacher will ask some
students to share their
sentences.
Teacher will present the
alphabet and the
pronunciation of its
letters.
Teacher will ask
students to repeat the
sounds so that they can
practice.
Teacher will spell
different words and the
students will have to
write them down.
Teacher will ask
students to share the
words they wrote from
the previous activity.
Teacher will solve
doubts about
pronunciation from the
letter of the alphabet.

10 minutes.
-

Boa

10 minutes.

Pieces of p
contains th
of the fruit

5 minutes

Screen

5 minutes

RATIONAL (21/08)
This a 50 minutes English class for beginners at UAA in which the general objective is that
Ss demonstrate their comprehension about demonstrative pronouns, indefinite articles, and
the sounds of the alphabet talking about personal object and using their speaking and
listening skills. We think that they already know the verb to be so there is not necessary to
explain the topic and include some exercises that involves the use of verb to be. We also
think that they may have problems at the moment of speak and that they are not going to
understand what we say so we are going to give them confidence to speak developing a
good rapport with them and we are going to try to speak slow and make body language and
gesture and if they do not understand we may use Spanish. As a warm up we are going to
put a video on the screen so they can realize what the topic of the day will be about this
activity will last 5 minutes and we are going to use the screen and laptop. Then we are
going to explain the use of demonstrative pronouns and then give them some examples
using realia this is going to last 10 minutes we are going to use realia and board. Students

acquire vocabulary most effectively not through passive experiences, but through lots of
opportunities to become actively involved in their learning. Fisher, D., & Frey, N. (2015).
We consider that realia is a very effective way of teaching and involving the Ss in their own
learning because it is easier for them to remember the vocabulary because they can touch
the object. Then we are going to have an activity in which Ss will practice demonstratives
adjectives by making a drawing and then making a sentence using a demonstratives
pronoun. For this activity they have to think about and object in their room make the
drawing and then share it. Classrooms that effectively promote vocabulary learning start
with a positive climate in which students are actively involved in word learning and are
encouraged to make personal connections with new vocabulary they encounter. Fisher, D.,
& Frey, N. (2015). It is important that they make personal connection with the new
vocabulary so they can remember all the vocabulary. This is going to last 10 minutes and
we are using the board, then they are going to practice the indefinite articles making some
sentences about that picture. Then we are going to show the alphabet on the screen and
make them to repeat, this is going to be a brief activity because we consider that even
though they are first level they already know the alphabet. If the student knows the letter,
there is no need to teach it. Neal, J., & Ehlert, D. (2007). So this activity is going to be a
review. Then we are going to spell some words and they will have to write them down so
we can know if they get the sounds. To conclude they are going to share their words and we
are going to solve doubts.

References

Fisher, D., & Frey, N. (2015). Meaningful Vocabulary Learning. Educational Leadership,
72(6), 77-78. Retrieved from
http://web.a.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=e2cee343-39cd-4822-b5771377bab6e262%40sessionmgr4001&vid=1&hid=4207

Neal, J., & Ehlert, D. (2007). Alphabet Recognition Made Simple. Intervention In School &
Clinic, 42(4), 243-247. Retrieved from
http://web.a.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=d33c7090-efa9-4b81-bd47-2a1913af853c
%40sessionmgr4002&vid=1&hid=4207

Reflection (27/08)
This time I felt a little bit less nervous than the last class, but still
nervous. I got frustrated because one of my students guess the topic
and I ask her again what was the topic, so the students that were late

know and she did not say it. Then I started to get more and more
nervous. At the end of the presentations I made I mistake and I realize
during the class, I ask one of my classmates and she said it was right
so I trust her.

After feedback
My classmates said that my activity was good and the power
point presentation too. I will continue trying to be enthusiastic
and to monitor. For the next class I am going to focus in error
correction, because when I corrected them I sounded rude.
Also I think I should put more attention of what they say and
not expect too much from them.

TEAM TEACHING OBSERVATION SHEET

TEACHER NAME:
Eduardo Aguilar
Good aspects:

DATE: August 27, 2015

OBSERVER: Ana Gabriela

Valles Rodrguez.

The presentation you used was excellent,

You had a really god attitude, you were enthusiastic.
Good use of voice.
Very good to prize students with phrases like very
good when participating.
Good movements and use of language.
Good to ask students guess the topic.
Excellent use of the game Simon says! I liked

Aspects to improve:

Final comments
Use of language

Be careful with the spelling of some words in your

presentations. E.g. nationalities start with upper case.
When speaking to students try to be looking at them
and not at the screen.
Be careful when correcting students. Try not to say
NO. It would be better you make students to reflect
their answers with phrases like you sure? etc.
Ask students to write the vocabulary first, if they are
going to use it later.
GOOD

Reflection as observer
From my observation in this class I can say that I liked the class, but I think it went out of
control at the end. However the participation of my classmate was good. I like the use of
Simon says to introduced vocabulary, especially it was very good to use if for verbs. I
noticed that sometimes we expect too much from students regarding to their attitude.
However, if this does not happen, there is no problem. Also, we need to be careful when
correcting students because sometimes we do not even notice how we do it. Finally, we
need double check our material before present it just to be sure there is no mistakes or
wrong information.

Third class
LESSON PLAN 3
TEACHERS:
Eduardo Aguilar.
Daniel Cardona.
Ana Gabriela Valles Rodrguez.
DATE: Septe mber 2, 2015.
GRADE: First G rade
TOPIC(S): A ffirmati ve and ne gati ve contractions of v e rb to

SCHOOL: Universidad Au

LEVEL: Be ginners
AGE(S): 19-23 y e ars old
TIME: 55 minutes

be/Yes/no questions
SKILL(S): Gra m ma r & Speakin g
GENERAL OBJECTIVE:
ASSUMPTIONS:
ANTICIPATED PROBLEMS:
POSSIBLE SOLUTIONS:
SPECIFIC
OBJECTIVE
Students will infer
the topic.

Students
reco gnize
a ffirmati ve
ne gati ve
contractions
v e rb to be.

Ss. will identif y the use of contractions of

Students ha ve prior kno wled ge of v e rb t
to occupations.
Students mi g ht ha v e trouble creatin g and
Teacher will g uide students throu gh e xa m

STAGE

PROCEDURE/STEPS

War m Up

1.
Teacher
will
greet 5 minutes
students.
2. Teacher will sho w students
a presentation with pictures
of fa mous people.
3. Tr. will ask about the
profession of the person.
4. Ss will
answer
the
question.
1. Teacher will m ake a chart 15
on the board with the v e rb to mi nutes
be
conju gated,
the
a ffirmati ve contraction of it,
and the ne gati ve as w ell.

will Presentation
and
of

Students
will Acti vit y I
appl y the use of

TIME

2.
Teacher
will
e xplain
a ffirmati ve contractions of
v e rb to be for each pronoun
on Teacher
the board.
3.
will gi v e students
a ne gati ve contraction fro m
the v e rb to be in a piece of
paper.
4. Ss. will pass to the front to
locate
the
contraction
accordin g to the pronoun.
5. Teacher and students will
check.
6. Teacher will e x plain that
contractions are used to gi ve
short ans wers to questions
usin g v e rb to be.
1. Students will answer an 15
exercise fro m the book, pa ge mi nutes
13 as a w h ole group.

MATER

Video
Picture
Screen
Co m p u
PPP

Hando
Paper
Board
Marker

Book
Screen

Students will practice Acti vit y II

contractions in yes/no
questions.

Students will be
clari fied
about
questions.

Closin g

2. Students will answers

exercise 2 fro m the book.
3. Students and teacher will
check ans wers.
1. Teacher will di vide the 10
mi nutes
g roup into t wo teams.
2. Students will sit in a chair with
their back to the screen.
3. Teacher will put some pictures on
the screen and students will ask
questions such as is she a singer or
is he a doctor? And other
professions.
The rest of the team will answer the
questions using short answers with
contractions, so the person sit can
guess who the character is. They are
going to have the structure on a wall
chart so they can use it
1. Teacher will ask questions 5 minutes
to su m ma rize the lesson.
2. Teacher will answer an y
doubts.

Screen
PPP

Rationale
For the final activity we are going to make a game in which they are going to practice the
contractions and review some occupations. For this game we are going to divide the group
into two teams. Then we are going to ask them to sit in a chair with their back to the screen
and we are going to put some picture on the screen, they are going to ask questions such as
is she a singer or is he a doctor? The rest of the team is going to answer the questions using
yes/no questions so the person sit can guess who the character is. They are going to have
the structure on a wall chart so they can use it. For the closing we are going to give them a
candy. The traditional approach of teaching, with instructors standing at a podium in front
of the class before the students, imparting the wisdom of the collective years of their
education and experience, may not be the best method for all students to learn and retain
material. Weigel, F. K., & Bonica, M. (2014). We think that we should let our students
practice the language and not just give them all the grammatical rules, and a good way to
do it is with games, so that is why we decided to close the class doing this game so they can
put in practice what they learnt in the class.
Also to praise students is a good strategy for them to participate and use the language. For
example, according to B.F. Skinner (1920), there are three types of responses:
reinforcement, punishment, and neutral. In this case, we are focused on reinforcement that
is to prize students and give them something pleasant for a behavior to increase. We will
base on his theory of operant conditioning. So in this class, it is expected that when students
feel they are going to have a reward they will make a bigger effort when participating.
According to Banduras social learning theory (1977) humans can learn through imitation,
modeling, and observation. People learn from the observation of others outcomes.
According to him, there are necessary conditions for effective modeling: attention,
retention, reproduction, and motivation. In this class, students will have to pay attention to a
given pattern (contractions of verb to be in negative and positive form) ,and as the

formulation of questions is she..? and short answers: Yes, shes. This will come from a
teachers input, and students output.

References

Weigel, F. K., & Bonica, M. (2014). An Active Learning Approach to Bloom's Taxonomy: 2
Games, 2 Classrooms, 2 Methods. U.S. Army Medical Department Journal, 21-29.
Retrieved from
http://web.a.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=23a7b68c-7df9-4cf2-a7b63732129bff96%40sessionmgr4003&vid=1&hid=4112
McLeod, S. (2007). Simply psychology: Skinner operant conditioning. Retrieved from Saul
McLeod

Social Learning Theory (Bandura). (2007). In learning theories. Retireved from:

http://www.learning-theories.com/social-learning-theory-bandura.html

Name:

Eduardo Aguilar

Teaching
Aspects

Comments
NOTE: IN ORDER FOR THE CLASS TO BE
GRADED, BOTH TEACHING ASPECTS AND
LANGUAGE USE NEED TO BE PASSING GRADES.

Lesson
Plan

Seating
Arrangeme
nt

Use of
Materials

Use of
Voice

Questionin
g&
Eliciting

Instruction
s

Good/ Clear/ Understandable

Appropriate for the students to play

the game.

The presentation you had was good

because the images were clear and
the students could see them well.

Try to speak a little louder.

Good to ask them what guess

means but they didnt know and you
didnt tell them. For the next time
explain them if they dont know.

It was good idea to have the

instructions of the game written so
that you dont forget, but the slide
had too much information so it could
seem a little overwhelming for the
students.

Class: 3rd class

Date: September 02, 2015
Language Use
10 = 4

(3.5)9 (1 mistake)(3) 8(2-3 mistake

(2.5) 7(4-7 mistakes) (2)6(8+ mistak

Movement
s,
Gestures,
Eye
Contact

Use of
Board

Error
Correction

You were monitoring during the

performance of Gaby, I think you
should have let her do it herself
unless she asked you for help
because you were interrupting her
class for a while when she was trying
to check the answers of the exercise.

Good to do echo correction when the

students said the structure wrongly or
when they mispronounced a word.

Reflection (02/09)
This time I felt too nervous. This is something I would like to practice
during the whole semester because I think that this situation affects my
performance. I got frustrated because of the time and at the end I did
my whole activity. Also I reached my goal they practice the language I
thought that they would not be able to understand my instructions
because they were too long. At the end everything went good

After feedback
For the next time I will try to make my instructions briefer and I
will not interrupt my classmates when giving the class and I
think that it was good to correct my Ss this is an aspect in
which I improve.

4 class
Rationale
lesson
Reflection SEPT. 7 / MONDAY

In this class I felt pretty good, because I was confident with a

lil bit of nervousness but I think this is normal and we can take
advantage of this nervousness to give a good class.
Eventought I improvise the class I think I reached my
objective, I want to work more in my body language, because
my students sometimes do not understand what I say so I
have to say it with my body. I am not really patient when they
make a mistake or do not understand but I think that I am
improving in this aspect. Finally I would like to work more in
the way I articulate my mouth when I speak because
sometimes I think that my students do not understand not
because I do not pronounce the world correctly or because

they do not know, but because I do not open my mouth

correctly at the moment of speaking.
After receiving feedback
In this class I improvised and I felt very good with my
performance there are some aspects that I want to improve,
but I think that the volume of my voice are not one of those.
In my feedback my classmate said that I should improve it,
but the thing is that we have six students so it is not
necessary to speak very loud.

Name:

Eduardo Aguilar

Teaching
Aspects

Comments
NOTE: IN ORDER FOR THE CLASS TO BE
GRADED, BOTH TEACHING ASPECTS AND
LANGUAGE USE NEED TO BE PASSING GRADES.

Lesson
Plan

Clear
Seating
Arrangeme
nt

Use of
Materials

Use of
Voice

Questionin

Appropriate for the communication

among the students

The power point presentation was

very clear and useful. Also the cards
used for the memory game.

You were speaking very low. Try to

speak louder the next time.

Class:
Date:

4
Sep 7, 2015
Language Use
10 = 4

(3.5)9 (1 mistake)(3) 8(2-3 mistake

(2.5) 7(4-7 mistakes) (2)6(8+ mistak

g&
Eliciting

Instruction
s

Movement
s,
Gestures,
Eye
Contact
Use of
Board

Error
Correction

Most of the time you were eliciting the

students to provide the information
but you did it mostly in Spanish. Do it
in English because the students can
understand. Do not underestimate
them.

Try to be clearer for the next time, and

speak louder because that also
contributes to misunderstandings.

You looked very nervous and stressed,

try to feel more relax the next time.

It was very messy. Be more organized

the next time.

Observer
.
Teaching
Aspects

Carolina Medina
Comments
NOTE: IN ORDER FOR THE CLASS TO BE
GRADED, BOTH TEACHING ASPECTS AND
LANGUAGE USE NEED TO BE PASSING GRADES.

Lesson
Plan
Seating
Arrangeme
nt
Use of
Materials
Use of
Voice

Questionin
g&
Eliciting
Instruction
s
Movement
s,
Gestures,
Eye

Class:
Date:

Good Presentation

It was little low

try to improve it.

*
Try to give instructions in English.
*

Eduardo
Monday September 7, 20
Language Use
10 = 4

(3.5)9 (1 mistake)(3)8(2-3 mistakes

7(4-7 mistakes) (2)6(8+ mistak

God to associate words.

Use more English when speakin
Nice personality.

Contact
Use of
Board

Be careful with the orthography.

Error
Correction

It was good when you corrected the

mispronunciation.

5 class
LESSON PLAN
TEACHERS: Eduardo, Rocio
DATE: 14/09/15
GRADE: University
TOPIC(S): Family
SKILL(S): Listening, Writing, and Speaking
GENERAL OBJECTIVE:
ASSUMPTIONS
ANTICIPATED PROBLEMS/POSSIBLE
SOLUTIONS:
SPECIFIC OBJECTIVE

STAGE

SCHOOL: UAA
LEVEL: Beginners
TIME: 50 min

Students will provide information about their fam

Students already know the names given to famil
Students may struggle with the reading and poss
reading in the parts to make it easier to understa
PROCEDURE/STEPS

Warm-up
To recall previous
information about
family

5 min
1. Teacher will greet students
2. Teacher will ask students about
their family members.

Activity #1
To understand a
reading about family

TIME

1. Students will read a small list

about families. The reading
will be presented on the
screen with images to help

10 min

Scree

To relate given
information from audio
to completion activity
in book

Activity #2

To provide information
about activities they do
with their families

Activity #3

To show their
understanding of what
was taught

Closing

their understanding.
2. Students will complete an
activity in the book using the
information from the reading.
3. Students will check their
answers.
1. Teacher will play audio for
students.
2. Students will complete the
activity in the book by
placing Xs and checkmarks
in the corresponding
checkboxes.
1. Students will create three
sentences about activities
their family does.
2. Students will crumple papers
and have a snowball fight to
exchange ideas.
3. Students will collect
sentences and read them
outloud to the class. Each
student will guess who wrote
that specific description.
1. Teacher will ask students
about what was taught in
class.

10 min

Audio

20 min

Paper

5 min

Rationale (14/09)

We decided to make the books activity with a ppp, because it was a bit too long
and confusing even for us. Images help us remember the meaning of words;
associate them appropriately; and remember what we have read, seen, and heard.
They are going to associate the information with the images that we are going to
use. Given the role played by emotions in daily interactions and communication,

one can expect that individuals recruit emotional cues in learning situations, in
particular when they have to learn new words. We also want to create emotion
when they see the images for example when they see the word mother and they
see the image of a kind woman they probably are going to relate that image with
her mom so it is going to be easier for them to learn the vocabulary, because it
actually has importance in their lives.

References
Clment, F., Bernard, S., Grandjean, D., & Sander, D. (2013). Emotional
expression

and vocabulary learning in adults and children. Cognition & Emotion,

27(3), 539-548. doi:10.1080/02699931.2012.724012

http://web.b.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=6ec7f738-5362-4f1e-9c05-b7ec3f8db59d%40sessionmgr112&vid=1&hid=102

Falter Thomas, A., & Lenox, J. (2014). Two Codes Are Greater than One:
Developing Students' Vocabularies with Images and Visualization. Illinois Reading
Council Journal, 43(1), 15-29.
http://web.b.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=2651a9b7-109c-484b-97a1-5377d244fe78%40sessionmgr112&vid=1&hid=102

Name:

Eduardo Aguilar

Teaching
Aspects

Comments
NOTE: IN ORDER FOR THE CLASS TO BE
GRADED, BOTH TEACHING ASPECTS AND
LANGUAGE USE NEED TO BE PASSING GRADES.

Lesson
Plan

Clear objectives and activities,

understandable

Class:
Date:

5
September 14, 2015
Language Use
10 = 4

(3.5)9 (1 mistake)(3) 8(2-3 mistake

(2.5) 7(4-7 mistakes) (2)6(8+ mistak

Seating
Arrangeme
nt

Use of
Materials

Use of
Voice

Questionin
g&
Eliciting

Appropriate for the communication

among the students

Good

When your confident your tone of

voice is nice and clear

Good to make the students participate

by asking them for examples

Instruction
s

Short, clear

Movement
s,
Gestures,
Eye
Contact

Appropriate. You walk and use the

space you dispose and it help you to
look more confident

Use of
Board

Clear, organized

Error
Correction

Name:

Good to correct mistakes from the

students

Eduardo

Class:
Date:

09/14/2015

Teaching
Aspects

Comments

Language Use
10 = 4

(3.5)9 (1 mistake)(3) 8(2-3 mistake

(2.5) 7(4-7 mistakes) (2)6(8+ mistak
Lesson
Plan
Seating
Arrangeme
nt

Use of
Materials

Use of
Voice

Questionin
g&
Eliciting
Instruction
s

Movement
s,
Gestures,
Eye
Contact

Use of
Board

Error
Correction

Good/ Understandable/ Organized

It was appropriate because it allowed

students to see not only the board but
also the tv, which you used.

Good to write the sentences you

needed on the board before the class.

Good use of voice, it was appropriate

for the amount of students.

Good to give short instructions, but if

you see they understood when you
gave them in English, try not to say
them in Spanish (students get lazy to
think).

When ss were working you were

walking in front of them, but you were
not giving assessment, maybe you
can go nearer them and see if they
have a question.

Good use of both boards, you wrote

the positive aspects on one board and
the negative aspects on the other
board.

-Good to explain the meaning of

siblings, and good to say when you
sisters and brothers.
-Try to have eye contact with all stude
and not only on the ones that you kno
they are more able to not understand
-Good to write on the board the
vocabulary students were asking.

REFLECTION SEPT. 14 / MONDAY

In this class we planned activities for 5 or more students but we only had
round three, but at the end everything work because I played with them
so that we could make the activities. The students were having a lot of fun
because they were laughing and when we finish the activity they wanted
to continue. We decided to make one of the readings in a brief way and
with images, because we think that this way is easier for them to catch all
the information and also because we can hold their attention with this kind
of presentations. I think that we did a good work as a team, our students
get all the information because they were participating. The environment
of the class was pretty good, because my classmate and I were joking
and the students were feeling comfortable to participate.

After feedback
Our idea to make the reading a ppp was pretty good, because
they got the information faster I am going to take into
consideration for my next classes to make this kind of activities
with readings that are too long. My classmate said that I was
more confident and I really like that she thinks that because I
am working on it.

Class 6
LESSON PLAN
TEACHERS: Eduardo, Danny, and Rocio
DATE: 18/09/15
GRADE: University
TOPIC(S): Family
SKILL(S): Listening, Writing, and Speaking
GENERAL OBJECTIVE:
ASSUMPTIONS
ANTICIPATED PROBLEMS/POSSIBLE
SOLUTIONS:
SPECIFIC OBJECTIVE

STAGE

SCHOOL: UAA
LEVEL: Beginners
TIME: 50 min

Ss. Will use useful phrases correctly

Students have already been introduced to other
Students may not use the phrases correctly or in
provide examples and constantly monitor the stu
PROCEDURE/STEPS

Warm-up
To understand useful
phrases for positive
suggestions

MA

5 min
3. Teacher will greet students
4. Teacher will introduce useful
phrases with the help of
visual aids.

Activity #1
To use useful phrases in
order to complete a
book activity.

To act out useful

phrases in interactive
game

TIME

Activity #2

4. Students will fill in book

activity using useful
phrases (pg.20)
5. Students will then listen to
an audio that will provide
the correct answers.
Students will check
answers and correct any
mistakes.
3. Students will form two
teams.
4. The set of useful phrases
will be placed in a hat.
5. One student at a time will
come to the front and pick
out useful phrase from the
hat. He/she will then
proceed to mimic the
action for their team until

10 min

Screen

10 min

Audio,

6.

To identify the correct

use of dont in useful
phrases

Activity #3

4.

5.
To implement useful
phrases in a
conversation

Activity #4

2.

3.
To check students
understanding of the
topic

Closing

1.

2.

the team can guess the

useful phrase.
Students will have a limit
of one minute and will
receive a point if they
guess correctly.
Students will answer an
activity in the book where
they must cross out don
t wherever necessary.
They will listen to an audio
to check their answers.
Students will work in
pairs/teams to create a
short conversation by
using as many useful as
they can.
They will then perform the
conversation in front of the
group.
Teacher will ask students
to repeat useful phrases
along with their meaning
and/or use.
Teacher will answer
questions about topic.

10 min

10 min

5 min

Papers

Rationale 18.09
This time we decided to ask them to perform a real life situation using some of the
useful phrases they are going to learn in this way they will reinforce this new
vocabulary, because they are going to be using it in a real life situation. To be
effective, educators utilizing role-play must help learners set realistic goals and
know when and how to provide feedback to the learners in a way that allows a
deepening of skills and a promotion of self-awareness. The challenge is to do
this in a manner that does not cause too much anxiety for the learner. We are
going to try to make them practice creating an environment in which no one
judge mistakes but give positive feedback for their improvement. In a role-play,
students are provided with facts about a situation into which they are then
inserted for a brief, simulated interaction. The scenario may be fictional or
based on an actual incident. We are going to ask them to use this useful
phrases in a real life situation this activity is going to help, because they are
going to practice in a real situation so that they can use this phrases in the
future properly knowing how when and where to use it.

Brummel, B. J., Gunsalus, C. K., Anderson, K. L., & Loui, M. C. (2010).

Development of Role-Play Scenarios for Teaching Responsible Conduct of
Research. Science & Engineering Ethics, 16(3), 573-589. doi:10.1007/s11948-0109221-7 Retrieved from:
http://web.a.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=ec327dfe-ed89-473a-9c9c-56b6045350bd
%40sessionmgr4004&vid=1&hid=4106

Jackson, V. A., & Back, A. L. (2011). Teaching Communication Skills Using RolePlay: An Experience-Based Guide for Educators.Journal Of Palliative Medicine,
14(6), 775-780. doi:10.1089/jpm.2010.0493 retrieved from:
http://web.a.ebscohost.com.dibpxy.uaa.mx/ehost/pdfviewer/pdfviewer?
sid=c31ad0b9-d52f-49b0-98733ce7a4cef640%40sessionmgr4003&vid=1&hid=4106

Observer
:
Teaching
Aspects

Carolina Medina
Comments
NOTE: IN ORDER FOR THE CLASS TO BE
GRADED, BOTH TEACHING ASPECTS AND
LANGUAGE USE NEED TO BE PASSING GRADES.

Lesson
Plan
Seating
Arrangeme
nt
Use of
Materials

Use of
Voice

It was low, maybe you should try to

make some pitch changes.

Questionin
g&
Eliciting
Instruction
s

Movement
s,
Gestures,
Eye
Contact

Good presentation

It was good

Try to make them more concise;

however, you verify them, which was
very good.
Try to give instructions in English. Use
Spanish as your last resource. Goo out
your comfort zone.

Try to move to another place when

explaining the meaning, some
students were listening the answer

Class:
Date:

Eduardo
Friday September 18, 2015
Language Use
10 = 4

(3.5)9 (1 mistake)(3)8(2-3 mistakes) (2.5)

7(4-7 mistakes) (2)6(8+ mistakes)

*Good attitude at the beginning.

*You were nice with your students.
*Try to help your students, make them feel
more confident (Alans case)
*Excellent activity to practice useful phrases.

when it was supposed they had to

guess it.
Use of
Board

You did a mistake, but you corrected

it.

Error
Correction

Reflection

SEPT. 18 / FRIDAY

In this class I felt good with my performance I think everything

went good, but talking about my emotions I was a little bit
sick so I think this affect could affect my class I little bit
because I was not very enthusiastic with my students. In this
activity I had to encourage my students to participate I guess I
did not do it not only because I was sick, I did not do it
because I am not a very outgoing person and when in an
activity we need to use our body I do not feel very
comfortable, so in this case I did not encouraged Alan to
participate, because I know how it feels to be force to do
something that you do not like. I thought that they were not
going to get my instructions but they did and I did not have to

repeat them so hopefully this means that I am improving in

this aspect my instructions were brief and clear.
After Feedback
I used Spanish in this class, because that was something that
must be in Spanish it was important information and also my
voice was not very loud cause we have six students maybe in
a bigger group I should speak louder but not in this class. My
classmate said that I need to use more English and to speak
louder and I completely disagree with her feedback.

Class 7
LESSON PLAN I
TEACHERS:
Eduardo Aguilar.
Diana Muoz.
Ana Gabriela Valles Rodrguez.
DATE: Septe mber 23, 2015.
GRADE: First G rade
TOPIC(S): Habits
SKILL(S): Gra m ma r, and speakin g.

LEVEL: Be ginners
AGE(S): 19-23 y e ars old
TIME: 60 minutes

Students will interpret the use of Simple

interro gati ve state ments.
Students ha ve prior kno wled ge of v e rb to
Students mi g ht ha v e trouble creatin g and
Teacher will g uide students throu gh e xa m

GENERAL OBJECTIVE:
ASSUMPTIONS:
ANTICIPATED PROBLEMS:
POSSIBLE SOLUTIONS:
SPECIFIC
OBJECTIVE
Students will infer

SCHOOL: Universidad Au

STAGE

PROCEDURE/STEPS

War m Up

1.

Teacher

will

greet

TIME

MATER

5 minutes

Po werP

the topic.

students.
2. Teacher will sho w a PPP
with a fa mous character and
questions
usin g
simple
present.
3. Students will answer the
questions with w h at the y
know.
4. Teacher will m ake direct
questions to students about
habits the y m a y ha v e usin g
simple present structure and
students will answer.

Presen
Screen
Co m p u

Students
will Presentation
reco gnize
a ffirmati ve,
ne gati ve,
and
interro gati ve
structures
of
simple present.

1. Teacher will e xplain simple 10

present.
mi nutes
2. Teacher will tell students
that in simple present w e
use au xiliar y D O/DOES not.
3. Teacher will gi v e students
all
the
pronouns
and
students ha ve to locate the m
accordin g to the for m of the
au xiliar y the y correspond.

Board
Pieces
Marker

3. Teacher will e x plain that

au xiliaries are
used
for
ne gati ve and interro gati ve
sentences as w ell as in short
answers.

Students will use Acti vit y II

pre vious
infor mation
to
co m plete a task
and practice.

4.
Teacher
will
gi ve
e xa m ples.
1. Students will co m plete the 15
g ra m m a r exercise fro m the mi nutes
book.
2. Teacher will pla y the audio
to check the exercise.
3. O nce the exercise is
co mpleted,
students
will
m ake
a circle to
pla y
b ottle : A students will ask
one of the questions fro m

Book
Co m pt
A u dio
Bottle

Students
will
construct
positi ve,
Acti vit y III
ne gati ve,
and
interro gati ve
state ments usin g
simple
present
structure.

Closin g

the pre vious exercise to

another classmate as the
bottle indicates.
1. Teacher will ask students 17
to m ake a circle.
mi nutes
2. Teacher will ask students if
the y kno w a g a me called mi x
salad.
3. Teacher will e xplain the
ga me: The student that is
without chair will take a
piece a piece of paper
containin g a v e rb and an
object,
or
a
positi ve
state ment in simple present,
so the student will for mulate
a questions to an y of their
classmates or chan ge the
positi ve state ment into a
ne gati ve.
4. Students will answer a
short exercise for m the
w o rkbook.
1. Teacher will ask questions 3 minutes
to su m ma rize the lesson.
2. Teacher will answer an y
doubts.

Rationale
The underlying concepts of cognitivism involve how we think and gain knowledge.
Cognitivism involves examining learning, memory, problem solving skills, and
intelligence. Cognitive theorists may want to understand how problem solving changes
throughout childhood, how cultural differences affect the way we view our own academic
achievements, language development, and much more. (Feldman, Cognitivism).
In the warm up and the activities we planned, students were asked to practice the
new grammar and vocabulary by using at some points their previous knowledge of habits.
Therefore, they were meant to use in different ways the information, looking for them to
have a wider view of how they can use the new knowledge. According to Cognitivism, this
created a motivational climate within the classroom. There were two factors that were
critical to motivate students, value and effort. Students must understand that the work they
were performing is worthwhile. Value measured the importance of a student's work to
him/herself and others. Effort was the amount of time and energy students put into their
work.
This class is about Simple Present, focusing on the use of do and does for negative
statements. As learning strategy prior knowledge would be a key for students in this new
structure, due to the rules of Simple Present have been already explained (the use of s in
third person). Therefore this lesson plan is focused on integrate that background knowledge
with the new rules of the Simple Present.
We use the deductive approach in order to explicitly give students the new
information, due to it is one of the most important topics of the level and rules must be
learned correctly, for us it was important to avoid ambiguity.

References:
(n.d).Teachinglearningsources. Cognitivism. Retrieved from:
http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism

Name:

Eduardo

Teaching
Aspects

Comments

Class: 6
Date:
09/23/2015
Language Use
10 = 4

(3.5)9 (1 mistake)(3) 8(2-3 mistake

(2.5) 7(4-7 mistakes) (2)6(8+ mistak
Lesson
Plan

Well organized

Seating
Arrangeme
nt

Appropriate to develop your class in a

good way .

Use of
Materials

Creative power point presentation. It

was very nice and interesting.

Use of
Voice

Questionin
g&
Eliciting

Instruction
s

Good tone of voice. Sometimes you

voice went low, but it was okay you
caught students attention.
It was very good the way you handled
your participation. You were so patient
with Nelly at the moment to explain
the topic. It was excellent that you
dint use Spanish. You tried to explain
everything in English and the end she
got the idea.
Good instructions, they were short
and clear. It was excellent that you
made sure that students understood
what they had to do by asking them.

Movement
s,
Gestures,
Eye
Contact

Good that you were modeling what

students had to do, in that way they
got the idea easier
You were paying attention at students
doubts.

Use of
Board

Good to use the board in order to

explain the topic
Good to correct them at the moment
to create the questions

Error
Correction

Reflection (23/09)
This class I felt a Little bit nervous because I was unsure about the explanation of
the topic. I think it was good for me to give this part of the class because I think I
need to practice more in giving explanations. I tried to give several examples but I
think they did not get the topic very well because I did not put the grammatical
structure on the board, so for the next time I am going to give them the structure.
Also I felt that I was not really paying attention to my students they were asking me
some doubts but I was not able to solve them cause I did not even understand
what they were trying to say. This class I liked that I improve the aspect of the use
of English, because I used English most of the time.

After feedback
I still have some pronunciation mistakes I should practice more, my attitude was
good I try to make the topic clear and it was good to start with examples and then
give the explanation and then again continue with some examples.

Class 8
LESSON PLAN
TEACHER: Diana, Caro, Eduardo
DATE: September 30, 2015
GRADE:
TOPIC(S): Unit 3 & 4 review
SKILL(S): Speaking and writing
GENERAL OBJECTIVE:
ASSUMPTIONS
ANTICIPATED PROBLEMS/POSSIBLE
SOLUTIONS:
SPECIFIC
OBJECTIVE
To start the class,
ss will enlist
previous topics.
To review units 3
and 4, ss will play
a board game.

STAGE
Warm up

Activity

SCHOOL: UAA
LEVEL: beginners
AGE(S): young adults
TIME: 50 minutes
To review unit 3 and 4.
Ss already know units 3 and 4
Ss may have some problems with some topics
Trs will assess ss as needed
PROCEDURE/STEPS
Tr will greet ss. Tr will elicit for
previous information about
units 3 and 4.
Tr will show the board game and
will give instructions.
- This game has 5
categories: Family, object
pronoun, simple present,
verb +ing, likes and
dislikes. You are going to
throw the ball, depending
on the category, you will
either answer a question,
make sentences, act a
verb or draw.
- In the family category
you will take a question
and you will answer
focusing on the image in
tv. In the object pronouns
category you will take a
card in which will appear
a pronoun, you will tell
me which object pronoun
corresponds and will
write a sentence on the
board. In the simple

TIME

MA

5 minutes

40 minutes

board
tv

Students
answer
grammar
questions.

will
some

Conclusion

present category you will

take a verb and you will
take a card from the box
that will tell you if you
create an affirmative or
negative sentence or a
question. In the verbs
+ing category, you will
pick a verb, act it out,
and your team has to
guess it. In the likes and
dislikes category, you will
pick a phrase and you will
draw a face in the board,
your team has to guess
which phrase it belongs
to, and they will create a
sentence you will write
on the board.
Tr will elicit possible topic for
the exam, and will ask some
closing questions

Rationale pedirselo a la teacher

Observacin Checkar Itzel mary o chayo

5 minutes