UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA

FACULTAD DE IDIOMAS

ENSEÑANZA DE LENGUAS

4TO SEMESTRE

COMPETENCIA DOCENTE

“MICROTEACHING STAGE 2: LESSON PLAN”

PROFRA. MAR BRISA PEREZ MUNIZ

111

ALHEXIA CAROLINA UCARES MILLÁN

13/05/2020
Mexicali, BC.

Public (Age, Level, Number,
etc.)
Topic:
Previous Knowledge:
Overall aim and
competences to develop
Vocabulary
(needed vocabulary to
achieve the stated goal)
Procedure: ENGAGE – STUDY - ACTIVATE
ENGAGE
UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
FACULTAD DE IDIOMAS
LESSON PLANNING
UNISER 3rd semester
Multiage (18-50 years old)
33 students
Comparative and superlative adjectives
Descriptive adjectives (short, tall, big, cheap, etc.)
Objective 1: ​By the end of the lesson, the student will be able to give examples of superlative and comparative
adjectives.
Objective 2: ​By the end of the lesson, the student will be able to predict the conjugation of superlative and
comparative adjectives depending on the number of syllables.
Objective 3: ​By the end of the lesson, the student will be able to modify adjectives according to superlative and
comparative rules.
Speaking Listening Writing Reading
Descriptive adjectives they have learnt since 1st semester.
Interaction
Development Material timing T-Ss
Detailed description about the activities that will S-S
take place on the specific stage
The teacher starts a conversation about students Marker 10 T-Ss
measurable characteristics, askings questions as min
“how much do you heigh?”, “how old are you?”,
“how many times a day you smile?”, and so on.
Lesson Plan Template _ Competencia Docente
 UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
FACULTAD DE IDIOMAS
LESSON PLANNING

According to students’ answers, the teacher

writes on the whiteboard the names of the ones
who gave the minimum and maximum numbers.
Study The teacher gives the first two opposite examples Marker 15 T-Ss
given by students using descriptive sentences: the min
first two, comparing them according to their
characteristics (ex. Paula is taller than
Martha/Martha is shorter than Paula). Next,
teacher uses the same two answers but in
superlative sentences.

Immediately after, explains the grammar behind

each case and the rules for conjugating. The
teacher applies short and long adjectives to show
the difference of rules among them.

The teacher asks students how would an

adjective change to superlative and comparative
several times for them to practice. Also, asks
students to get in the front for practicing writing.

Activate The teacher asks students to get in teams of 5 Flipchart sheet 25 T-Ss
and 6. Markers, colors min S-S
Once the class is arranged in teams, the teacher and similar.
gives each team a flipchart sheet.
The teacher explains the instructions: each team
must design a product —draw it on the sheet—
to sell it to the group using superlative and
comparative adjectives. It can be an item or a
service of any branch. They have to convince the
group their product is better than the opposite
(from existent brands; ex. Pepsi, Gucci, etc).

Lesson Plan Template _ Competencia Docente

UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
FACULTAD DE IDIOMAS
LESSON PLANNING

Once the teams have finished, one by one get in

the front to present their product. The objective
will be only reached if the team uses correctly
superlative and comparative adjectives to
describe its product.

Lesson Plan Template _ Competencia Docente