Facultad de Ciencias de la Educación

Licenciatura en Lengua Castellana, Inglés y Francés

LESSON PLAN

Julie Díaz., Laura Carvajal., GRADE Third

TEACHERS: Ingrid Bendek., Geraldine
Moreno, Alejandra Garzón. COURSE 301

CLASS N° 3 PERIOD 2019-2 Bimester

GENERAL SUBJECT OF THE CLASS

Colombia’s Landforms and descriptions.

OBJECTIVES TO BE DEVELOPED

- Communication​:Students will name landforms and bodies of water and use adjectives to describe them
using the correct pronunciation and appropriate spelling.
- Language:​ At the end of this lesson, students will describe landforms in Colombia using the correct
vocabulary and pronunciation.
- Learning/Culture​: By completing the activities, students will present different landforms according to the
region they chose in Colombia and describe their characteristics.

METHODOLOGY - CLASS ACTIVITIES

Guess what landform I'm

The T starts sessions showing
Ss a short video clip about
landforms from “​Landforms
of the Earth -with Quiz
Kindergarten Preschoolers
Kids”​
https://www.youtube.com/wat
ch?v=mw9YIFoDzww&t=9s
Ss are expected to repeat
landforms based on prompts
given in the video. ( Check
the landforms seen in the
vocabulary and skip the ones
you don’t use)
Next, the T elicits “ocean” and talking about?
ask Ss what other landforms they know. Elicit It’s similar to the game Guess
“river” and ask Ss what other landforms they
Who? But in our case the
know.
game is different, the will be
On the board paste flashcards with the
only a big board game, that
vocabulary words and have them name them.
Ask Ss what the difference is. include all the landforms
previously seen in class..
A short story involving landforms
Student A (RED TEAM)
Student B (BLUE TEAM)
The T will divide the class
into two groups, as teams;
The T creates a line of images in a specific order for
one team would be the red
creating a short story, on the board the teacher writes
color and the other the blue
her or his sentence to begin the story: ​One day a
color. Each participant in the
Polar bear is bored, so he decides to go on a trip, he
team has to guess what
likes to know the world, he goes first to an island to
get tan, and he sees that it is surrounded by water on landform is in the letter
all sides, so… ​Then T starts asking a St: ​What position of the opponent
happens in the next image?​ Ss have to use the team, describing it.
adjectives of the landform in the image and to T gives an example: Let’s
suppose that I’m in red team,
 Facultad de Ciencias de la Educación
Licenciatura en Lengua Castellana, Inglés y Francés

continue with the story, and so on until all in the
class have covered the line of images.
Ss will develop the worksheet planned for this
lesson
and I trying to guess the blue
ones, so I think in F position
the landform is a desert, but I
must say it with descriptions:
in F position there is a
landform very dry and sandy
with cactus growing in it?
The St that are in the blue
team should say if that is
correct or not, if that is
correct he or she must be say,
Yes, there is a desert. But if
is wrong should say, There
isn’t that landform, and give
a clue for the team with the
purpose that other person of
the red team try to guess it,
for example an adjective of
that landform: let’s suppose
we have in the blue F
position the ocean, so St
could say: It has a lot of salty
water. And so on, until one of
the teams has all the
landforms guessed.

The T uses attention

Ss may get distracted and/or
not pay careful attention.
Ss may have difficulties with
PROBLEMA
the vocabulary words and
ANTICIPADO
definitions.
Ss may mispronounce the
words.
signals, which are actions,
carried out by the T
and met with a reaction by
the students. They can be
verbal, nonverbal, or
musical/kinesthetic. For
example:
Verbal​.
Teacher: Hocus Pocus or
SOLUCIÓN
Teacher: 1–2–3 Eyes on
Me
Students: Time to Focus
Students: 1–2 Eyes on
You

Check pronunciation
T will check Ss speaking
skills and practice through
the different games
prepared.
 Facultad de Ciencias de la Educación
Licenciatura en Lengua Castellana, Inglés y Francés

OBSERVACIONES/COMENTARIOS DESPUÉS DE CLASE ​(ANOTACIONES SOBRE

SITUACIONES O ESTUDIANTES QUE LLAMARON LA ATENCIÓN O REQUIEREN REFLEXIÓN)

Ss seem to end up yelling for the sake of it. This suggests they do not understand what repetition is and how it
works. It is important, then, to have them get used to repeating following different moments. For instance,
first whole class; then, by rows or groups and finally, individually.

Fecha en la que desarrolló la clase: ​Octubre 9 de 2019