LESSON PLAN - LEVEL: HIGH SCHOOL GRADE : 11TH CONTENT TWO

EDUCATIONAL INSTITUTION: COMPLEJO EDUCATIVO OFELIA HERRERA

OFFICIAL TEACHER: SUSANA MADRID CARPINTERO. PRE-SERVICE TEACHER: KEVIN WILFREDO GARAY ROMERO.
CONTENT PRESENTATION: “INTRODUCCTIONS: VERB TO BE AND PERSONAL PRONOUNS”.
COMPETENCIES PRESENTATION: LISTENING SPEAKING READING AND WRITING.
OBJECTIVE PRESENTATION: To use basic structures about the to be verb in simple present tense through the development of examples and short
conversations in order to be able to introduce oneself.
CONCEPTUAL CONTENT PROCEDURES CONTENT ATTITUDINAL CONTENT ACHIEVEMENT INDICATOR

- Introduccions. - Introducing oneself. - Interacting politely and  Respectfully introduces

- Personal pronouns with respect when oneself.
- Verb to be. introducing oneself and
.
others.

DIDACTIC SEQUENCE EVALUATION CRITERIA.

TIME TYPE CLASS ACTIVITIES
 Beginning activities - What to evaluate?
 Content presentation 2 minutes Pre-evaluation.
2 minutes 1- The agenda 1- The previous knowledge.
 Competencies presentation
3 minutes
 Reflection presentation 3 minutes presentation.  Find out if students know the
 Activation of previous knowledge personal pronouns and the usage
 Warm up activity. 5 minutes 2- A warm-up activity. of verb to be.
 Development activities Ongoing-evaluation.
 Presenting the class in a bilingual text handout 3- The personal 2- Individual performance
 Acquisition of the personal pronouns. pronouns  active participation
 Oral production. acquisition. 3- Team-work.
-The teacher reads the “personal pronouns” out  Personal  Students must work
loud. 30 minutes pronouns. cooperatively.
-Students repeat. The teacher  Solve exercises in group.
 Oral production. models the  Level of concentration (Students
Singing “the personal pronouns song” pronunciation pay attetion to explanation)
 Acquisition of the verb to be. and asks
-The teacher reads “the conjugation of the verb to students to Post-evaluación.
be” out loud. repeat after 4- Homework presentation
10 minutes him.  Must be complete neat and nice
-Students repeat.
 Text production. Students write their own  Responsibility/Behavior Attitud
30 minutes
4- The verb to be toward the oral production.
 sentences. acquisition. Oral Production.
 Matching the pronoun to the corresponding  Conjugation  Student’s performance (Produces
conjugation of the verb to be of the verb to sounds accurately)
 Complete the sentences exercise. be in simple Text Reproduction.
Students complete the sentences with the correct 10 minutes  Written Work.
present.
form of the verb to be. The teacher How to evaluate?
 Main classroom oral language production. models the Wrtten evaluations.
5 minutes Students complete all tasks.
Development of a short communicative pronunciation
situation. and asks  Write the cojugation of the verb
-Reading practice activity: students to to be per each pronoun.
10 minutes
By using a written small talk related to the repeat after  Write their own small talk
content the teacher reads it. / Students repeat. him.
 Students read the small talk in pairs and then they Oral evaluations..
rewrite it but this time to develop it, they write in it 15 minute 5- Text producction.  Participate in the warm up
their own information. activity.
 Closing activities 6- Matching exercise.  Perform presented to be in
 Written language production. simple present.
Students present the work they´ve done in their 7- Complete sentences.  Produce the vocabulary
hand- outs/ work booklets. succesfully.
 Work socialization 8- Oral production  Performance the small talk
 Evaluation Development of Succesfully.
 Homework a small talk.
-The teacher assigns students to write short 20 minutes Students produce the
sentences using the verb to be in simple present. language orally by
reading a short
conversation in pairs.

9- Text production.
Students by using the
5 minutes
conversation pattern,
write a short
conversation.
15 minutes
15 minutes (work socialization )
RESOURCES REFERENCES
 A whiteboard
 Markers MINED ENGLISH SYLLABUS:
 A bilingual handout or work booklet.  Internet websites.
 A chart.
 Pictures.  Mr fuentes´ knowledge and experience
 Flashcards. about/with the language.
 Speaker.
 tape