Translated from Spanish to English - www.onlinedoctranslator.

com

Unidad 1 planes de

clase corregidos
ENGLISH TEACHING PROGRAM
PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM 1

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name CONSTANZA BARCO

Grade(s) Grade 6 Number of students 30

Topic: adjectives

Colombian National Standards

• I understand basic information about topics related to my daily activities and my environment.

• I understand questions and oral expressions that refer to me, my family, my friends and my environment.

• I understand short and simple messages related to my environment and my personal and academic interests.
• I understand and follow specific instructions when they are presented clearly and with familiar vocabulary.

• I can understand an oral description of a situation, person, place, or object.

Established goals for the unit

know the adjectives through different activities to make use of them

At the end of the unit, students will know At the end of unit, students will be able to

• recognize each of the adjectives

Adjectives • make use of adjectives
• identify and write the adjectives

Assessment/evaluation criteria

PARTICIPATION

IDENTIFYT THE ADJECTIVES IN THE CLASS

BEHAIVOR

CARRYING OUT ACTIVITIES

RESPONSIBILITY

FOLLOW-UP OF INSTRUCTIONS

LESSON ADJECTIVES

Date Lesson duration 4 hours

Established goals for the lesson

use adjectives through different activities to identify, write and pronounce them properly

At the end of lesson, students will be

At the end of the lesson, students will know
able to

use the adjectives and write them • use adjectives orally

in short sentences
• Recognize most of
the adjectives seen
in English
 • recognize adjectives
orally and in writing

Stages Procedure Resources Time

The time is 16 hours but you work on two consecutive days

HUMAN
Initially, students will talk about what adjectives are, which ones they know and RESOURCES
Attention activity. which ones they can use in short sentences. Here each one of the students 35 MINUTES

participates by pronouncing learning and writing an adjective on the board each one SCHOOL
OBJECTS

human
Opening then all the adjectives mentioned and worked on will be written and a file will be
resources
made in which synonyms and antonyms of said adjectives appear in order to deepen 40 minutes
Introducing the lesson.
their recognition.
image

star 40 minutes

Development
In this part of the lesson, students will:
1. Work on activities to practice the lan-
guage (input).
2. Use their knowledge in activities or
situations that require use of language (output).
3. Assessment and evaluation of the ac-
tivities; based on the ones established in the unit.
Star
After writing the adjectives on the board, they are written one next to the
other in English with their correct pronunciation carefully and with their
 HUMAN
meaning in Spanish, each student makes a copy in the notebook
Development RESOURCES development 50
After making the copy in the notebook, a file will be delivered in which they hour
must complete an exercise without looking in the notebook, and then correct  BLACKBOARD
it if necessary also with the correct explanation of each one
Final  BOOKS
Finally, the work is corrected and a new explanation is given for those
students who could not understand the subject, taking into account the
writing, pronunciation and meaning of each adjective.
In addition, oral sentences will be made for some adjectives in English.

final

45 minutes
 Closure write in the notebook

Ending the lesson. To finish in the notebook, write as homework "make a word soup" with the
NOTEBOOKS
30 minutes
adjectives, and a sentence for each of the following adjectives, starting with

State the homework that will be assigned to the a part as an example and homework ending with the knowledge of each
students. student

Bibliography (If applicable)

https://www.google.com/imgres?imgurl=https%3A%2F%2Fimage.slidesharecdn.com%2F52774258-80-adjetivos-
comunes-para-aprender-ingles-130318221901-phpapp02%2F85%2Fadjetivoscomunesparaaprenderingles-3-
320.jpg%3Fcb
%3D1667382130&tbnid=_1rbGzdPFrwEsM&vet=12ahUKEwii0d2MqpKBAxW4kIQIHcndDrsQMygEegQIARBc..i&img
refurl=https%3A%2F%2Fes.slideshare.net
%2FFernandaLopez9%2Fadjetivoscomunesparaaprenderingles&docid=z2Sgu88r05ZyYM&w=320&h=414&q=lista
%20de%20adjetivos%20en%20ingles&ved=2ahUKEwii0d2MqpKBAxW4kIQIHcndDrsQMygEegQIARBc

https://www.google.com/imgres?imgurl=https%3A%2F%2Flookaside.fbsbx.com%2Flookaside%2Fcrawler%2Fmedia%2F%3Fmedia_id
%3D580739389181556&tbnid=8QHALBmInC-1iM&vet=12ahUKEwjPnPquqpKBAxXWSjABHQDCAvIQMygEegQIARBf..i&imgrefurl=https%3A%2F%2Fwww.facebook.com
%2FInglesConAlejo%2Fphotos%2Fa.268886807033484%2F580739389181556%2F%3Ftype%3D3&docid=VrW6R2kWrXcpkM&w=751&h=754&q=lista%20de%20adjetivos
%20con%20sinonimos%20y%20antonimos%20en%20ingles&ved=2ahUKEwjPnPquqpKBAxXWSjABHQDCAvIQMygEegQIARBf

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv
%3DGOODf9ipUpk&psig=AOvVaw1YG7aLp_SY8FyUAi0QaUYk&ust=1693964263631000&source=images&cd=vfe&o
pi=89978449&ved=0CBAQjRxqFwoTCNCjt-aqkoEDFQAAAAAdAAAAABAE

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM 2

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name CONSTANZA BARCO

Grade(s) Grade 6 Number of students 30

Topic: regular verbs

Colombian National Standards

• I participate in everyday communicative situations such as asking for favors, apologizing and thanking.

•I respond with short sentences to simple questions on topics that are familiar to me.

• I use non-verbal codes such as gestures and intonation, among others.

• I understand and follow specific instructions when they are presented clearly and with familiar vocabulary.
 • I can understand an oral description of a situation, person, place, or object.

Established goals for the unit

Learning the regular verbs through different activities to make use of them

At the end of the unit, students will know At the end of unit, students will be able to

• recognize each of regular verbs

Regular verbs • make use of regular verbs
• identify and write the regular verbs

Assessment/evaluation criteria

PARTICIPATION

IDENTIFYT THE REGULAR VERBS IN THE CLASS

BEHAIVOR

CARRYING OUT ACTIVITIES

RESPONSIBILITY

FOLLOW-UP OF INSTRUCTIONS

REGULAR VERBS

Date Lesson duration 4 hours

Established goals for the lesson

understand regular verbs, use them and know how to differentiate them from irregular ones

At the end of the lesson, students will know At the end of lesson, students will be able to

• use regular verbs

• conjugate regular verbs
• make sentences with regular verbs
• pronounce regular verbs correctly
 Stages Procedure Resources Time

The time is 16 hours but you work on two consecutive days

Initially the students will listen attentively to a story

HUMAN RESOURCES
with regular verbs, they will recognize some verbs and
Attention activity. 35 MINUTES
they will participate in the class emphasizing the
SCHOOL
meaning and their pronunciation.

After reading the story, all the regular verbs that were
Opening human resources
found will be taken out and they will be written on the
40 minutes
board to give brief characteristics of what regular verbs
Introducing the lesson. story
are with their correct pronunciation and meaning.

star 40 minutes
Star
To begin with the theme, a list of all the regular
verbs is given with their conjugation in the past,
present and future, making of course the
Development explanation, the consignment in the notebook, and
 HUMAN RESOURCES
the correct pronunciation with its meaning.
In this part of the lesson, students will:
Development
 BLACKBOARD
4. Work on activities to practice the Next, a tour will be carried out with some of the development 50 hour
language (input). regular verbs making 10 sentences and how they
5. Use their knowledge in activities or  BOOKS
can be used taking into account the past tense,
situations that require use of language (output).
also carrying out the reading by the students of
6. Assessment and evaluation of the  LIST
each of the sentence
activities; based on the ones established in the
Final
unit.
Finally, an individual exercise is carried out in
which the students make 5 sentences with regular
verbs in the past tense and intersperse them
final
among classmates so that each classmate can
rate them according to their criteria. 45 minutes

Closure write in the notebook NOTEBOOKS 30 minutes

Ending the lesson. a brief explanation of everything that has been

worked on during the classes is given and the task
State the homework that will be assigned to the is recorded in the notebook in which they will
 choose any text and underline the regular verbs
students. and in the next class a student will randomly read
their story

Bibliography (If applicable)

https://www.google.com/imgres?imgurl=https%3A%2F%2Fes-static.z-dn.net%2Ffiles
%2Fd12%2Fee7181b758651243ccfb1e5eaba00f58.jpg&tbnid=52lb2EPd4bMf3M&vet=12ahUKEwjQm9OOsJKBAxXv
EGIAHcYgBLsQMygKegQIARBi..i&imgrefurl=https%3A%2F%2Fbrainly.lat%2Ftarea
%2F21579998&docid=0VGQ1QhKREMMjM&w=956&h=678&q=historia%20con%20verbos
%20regulares&ved=2ahUKEwjQm9OOsJKBAxXvEGIAHcYgBLsQMygKegQIARBi

https://www.google.com/imgres?imgurl=https%3A%2F%2Fimage.slidesharecdn.com%2Flistaverbosregulares-
150411161139-conversion-gate01%2F85%2Flista-verbos-regulares-english-spanish-1-320.jpg%3Fcb
%3D1665799611&tbnid=J3sT8OR4x7IWQM&vet=12ahUKEwjFzbywsJKBAxXFXzABHSvnBfkQMygAegQIARBP..i&img
refurl=https%3A%2F%2Fwww.slideshare.net%2Ffredericcontrerasherrera%2Flista-verbos-regulares-english-
spanish&docid=pIEQyHrHidBGXM&w=320&h=527&q=lista%20verbos%20regulares
 %20&ved=2ahUKEwjFzbywsJKBAxXFXzABHSvnBfkQMygAegQIARBP

https://www.google.com/imgres?imgurl=https%3A%2F%2Fes.learniv.com%2Finfo%2Fes%2Fwp-content
%2Fuploads%2F2023%2F04%2F10-pasado-simple-
afirmativo.webp&tbnid=IOOqidmCy4KZaM&vet=12ahUKEwibn9LPsJKBAxUijLAFHb5RDaMQMygBegQIARBO..i&img
refurl=https%3A%2F%2Fes.learniv.com%2Finfo%2Fes%2Ftiempos%2Foraciones-en-pasado-simple-afirmativas
%2F&docid=rwlhzKpE5LyBPM&w=1000&h=600&q=oraciones%20con%20verbos%20regulares%20en%20pasado
%20&ved=2ahUKEwibn9LPsJKBAxUijLAFHb5RDaMQMygBegQIARBO

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM 3

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name CONSTANZA BARCO

Grade(s) Grade 6 Number of students 30

Topic: verb to be

Colombian National Standards

• I can understand an oral description of a situation, person, place, or object.

• Start, maintain and close a simple conversation on a familiar topic.

• I request explanations about specific situations in my school, my family and my close environment.
• I use non-verbal codes such as gestures and intonation, among others.

Established goals for the unit

use the verb to be in the past tense in all its forms

At the end of the unit, students will know At the end of unit, students will be able to

• make use of the verb to be

Verb to be • recognize the verb to be in sentences and short texts
• use the verb to be to make simple sentences and conversations

Assessment/evaluation criteria

PARTICIPATION

FOLLOW-UP OF INSTRUCTIONS

BEHAIVOR AND OTIVATION

IDENTIFYT THE VERB TO BE IN THE CLASS

CARRYING OUT ACTIVITIES

RESPONSIBILITY

LESSON VERB TO BE

Date Lesson duration 4 hours

Established goals for the lesson

use the verb to be taking into account the personal pronouns and the past tense

At the end of the lesson, students will know At the end of lesson, students will be able to

• use the verb to be in short

sentences
• understand the verb to be
use the verb to be in the past tense in all its forms
according to the personal
pronouns
• conjugate the verb to be in
the past tense
 Stages Procedure Resources Time

The time is 16 hours but you work on two consecutive days

HUMAN
Initially, the conjugation of the verb to be will be remembered through the RESOURCES
Attention activity. 35 MINUTES
presentation of a video and pauses will be made for a better understanding.
SCHOOL OBJECTS

Opening Afterwards, the conjugation of the verb to be in the past will be written on human resources
the board by means of examples with short and simple sentences that will 40 minutes
Introducing the lesson.
be carried out with contributions from the students. image

star 40 minutes

Star
Firstly, the personal pronouns will be written, remembering each one
of them and their meaning, to achieve a better conjugation of each
Development
of the sentences that will be worked on.
In this part of the lesson, students will:  HUMAN RESOURCES
Development
development 50
Next, a verb is used and the verb is conjugated in the past tense
7. Work on activities to practice the lan- hour
 BLACKBOARD
with each of the pronouns and a relationship activity will be carried
guage (input).
out in the notebook in which the parts of a sentence must be joined
8. Use their knowledge in activities or
 BOOKS
situations that require use of language (output). to form the correct sentence.

9. Assessment and evaluation of the ac- Final

tivities; based on the ones established in the unit.
Finally, each student will be assigned a tourist destination or city on
a small piece of paper with which the verb to be will be conjugated
and simple sentences will be made with each of the personal
pronouns and it can be at any time.
final

45 minutes
 Closure
write in the notebook

Ending the lesson.

To finish in the notebook, the task will be assigned, which says to NOTEBOOKS
30 minutes
make 10 sentences with 10 random verbs and use the verb to be
State the homework that will be assigned to the
with each of the personal pronouns.
students.

Bibliography (If applicable)

https://www.google.com/imgres?imgurl=https%3A%2F%2Fgcfglobalidiomas.blob.core.windows.net%2Fidiomas-
container%2Fcourse%2Fen%2Fgrammar%2Fimage%2Ftablaconjugacion.png&tbnid=PJBLJwh44L-
ecM&vet=12ahUKEwj1g7eeyJKBAxXKhbAFHSf9APEQMygAegQIARBO..i&imgrefurl=https%3A%2F
%2Fidiomas.gcfglobal.org%2Fes%2Fcurso%2Fingles%2Fgramatica%2Fcomo-se-conjuga-el-verbo-to-be
%2F&docid=WKICmO9uTKP49M&w=1628&h=833&q=conjugacion%20verb%20to%20be
%20&ved=2ahUKEwj1g7eeyJKBAxXKhbAFHSf9APEQMygAegQIARBO

https://www.google.com/imgres?imgurl=https%3A%2F%2Fwww.liveworksheets.com%2Fsites%2Fdefault%2Ffiles
%2Fstyles%2Fworksheet%2Fpublic%2Fdef_files
%2F2020%2F11%2F9%2F110920235980394%2F110920235980394001.jpg%3Fitok
%3D5IvEd_RC&tbnid=VV8ivbFLyA0PpM&vet=12ahUKEwj-
jbGPyJKBAxW8dDABHe63CFYQMygAegQIARBj..i&imgrefurl=https%3A%2F%2Fwww.liveworksheets.com%2Fw
%2Fen%2Fenglish-second-language-esl%2F486960&docid=mQBngsttpJOQfM&w=1000&h=1414&q=verb%20to
 %20be%20exercises&ved=2ahUKEwj-jbGPyJKBAxW8dDABHe63CFYQMygAegQIARBj

https://www.google.com/imgres?imgurl=https%3A%2F%2Fi.pinimg.com%2F1200x%2Fdf
%2F48%2Fc1%2Fdf48c1bb61796d17b8ff577a7104af2b.jpg&tbnid=UsufSi7p7VEPOM&vet=12ahUKEwiUxqqxyJKBAx
X3gIQIHQGADiwQMygFegQIARBR..i&imgrefurl=https%3A%2F%2Fwww.pinterest.com%2Fpin
%2F597852919269347500%2F&docid=HWhqfD_2RKsNSM&w=640&h=640&q=oraciones%20con%20%20verb
%20to%20be&ved=2ahUKEwiUxqqxyJKBAxX3gIQIHQGADiwQMygFegQIARBR

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM 4

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name CONSTANZA BARCO

Grade(s) Grade 6 Number of students 30

Topic: daily routine

Colombian National Standards

•I respond with short sentences to simple questions on topics that are familiar to me.
• Start, maintain and close a simple conversation on a familiar topic.

• I request explanations about specific situations in my school, my family and my close environment.

• I use non-verbal codes such as gestures and intonation, among others.

Established goals for the unit

discuss the daily routine

At the end of the unit, students will know At the end of unit, students will be able to

• organize and share a daily routine

• use terms in present simple about the daily routine
discuss the daily routine
• combine
• make sentences related to the daily routine

Assessment/evaluation criteria

PARTICIPATION

IDENTIFYT THE DAILY ROUTINE IN THE CLASS

CARRYING OUT ACTIVITIES

BEHAIVOR AND RESPONSIBILITY

FOLLOW-UP OF INSTRUCTIONS

LESSON DAILY ROUTINE

Date Lesson duration 4 hours

Established goals for the lesson

discuss the daily routine using the present simple

At the end of the lesson, students will know At the end of lesson, students will be able to

• organize and share a daily routine

• use terms in present simple about the daily routine
• combine
make sentences related to the daily routine
 Stages Procedure Resources Time

The time is 16 hours but you work on two consecutive days

Initially, the terms of actions that are carried out every HUMAN RESOURCES
Attention activity. day will be presented to the students, a photocopy will 35 MINUTES

be shared and each of these terms will be analyzed. SCHOOL OBJECTS

Opening Afterwards, each of the students will be asked to

participate in what they understood and will be asked to human resources 40 minutes
Introducing the lesson.
read for a better pronunciation.

star 40 minutes

Star
To start on the board, sentences are made as
Development
examples to better exemplify the topic
In this part of the lesson, students will: Development  HUMAN RESOURCES
After seeing the sentences, each student makes
10. Work on activities to practice the development 50 hour
10 sentences with the use of actions that include  BLACKBOARD
language (input).
the present simple and that are related to the daily
11. Use their knowledge in activities or
situations that require use of language (output). routine. Final  BOOKS
12. Assessment and evaluation of the Finally, the students will be asked to organize

activities; based on the ones established in the these sentences in such a way that the daily
unit. routine is formed, making time adjustments, for
this, they will remember how to pronounce and
write the hours in English..
final

45 minutes
 Closure write in the notebook

Ending the lesson. And to finish when it will be written that each
NOTEBOOKS
30 minutes
student must learn the daily routine that I organize

State the homework that will be assigned to the and share it with their classmates in the next
students. class.

Bibliography (If applicable)

https://www.google.com/imgres?imgurl=https%3A%2F%2Fcdn.slidesharecdn.com%2Fss_thumbnails%2Fdailyroutine-140108115236-phpapp02-thumbnail.jpg%3Fwidth%3D640%26height

%3D640%26fit%3Dbounds&tbnid=nTTQPR2WM61iMM&vet=12ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygtegUIARDbAQ..i&imgrefurl=https%3A%2F%2Fwww.slideshare.net%2Fkaticlar%2Fdaily-

routine-29812498&docid=JtvX97kUCPVBzM&w=640&h=480&q=daily%20routine&ved=2ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygtegUIARDbAQ

https://www.google.com/imgres?imgurl=https%3A%2F%2Fgrammarvocab.com%2Fwp-content%2Fuploads
%2F2023%2F05%2FSlide1-8-
1024x576.png&tbnid=HIukkcfS8aOPaM&vet=12ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygfegUIARC_AQ..i&imgr
efurl=https%3A%2F%2Fgrammarvocab.com%2Fdaily-routine-sentences
%2F&docid=aeb1VQ3StNEksM&w=1024&h=576&q=daily
%20routine&ved=2ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygfegUIARC_AQ
 https://www.google.com/imgres?imgurl=https%3A%2F%2Fimages.twinkl.co.uk%2Ftw1n%2Fimage%2Fprivate%2Ft_630_eco%2Fimage_repo%2F2b%2F5d%2Ft-e-729-daily-routine-clock-a4-display-

poster_ver_3.jpg&tbnid=HqYeTtSlEXPEPM&vet=12ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygcegUIARC5AQ..i&imgrefurl=https%3A%2F%2Fwww.twinkl.co.uk%2Fresource%2Ft-e-729-daily-routine-

clock-a4-display-poster&docid=E9eH_YVH67H73M&w=630&h=315&q=daily%20routine&ved=2ahUKEwix0ajaxpKBAxXQczABHRP_BqgQMygcegUIARC5AQ

Diarios de campo

semana 1, 2, 3, 4 y 5
ENGLISH TEACHING PROGRAM

DIRECTED PROFESSIONAL PRACTICE / INTEGRAL PRACTICE

FIELD JOURNAL 1 TEMPLATE

Name of teacher in training Ana Maria Perez Chindoy

Name of school/institution Educational Institution Guillermo Valencia Silvio Romo Headquarters

Translated from Spanish to English - www.onlinedoctranslator.com

Name of the Pedagogical Advisor Ship of Constance

Grade(s) Sixth grade Number of students Thirty

Background information:

ENGLISH TEACHING PROGRAM

DIRECTED PROFESSIONAL PRACTICE / INTEGRAL PRACTICE

FIELD JOURNAL 2 TEMPLATE

Translated from Spanish to English - www.onlinedoctranslator.com

Name of teacher in training Ana Maria Perez Chindoy

Name of school/institution Educational Institution Guillermo Valencia Silvio Romo Headquarters

Name of the Pedagogical Advisor EVER PIPICANO

Grade(s) Sixth grade Number of students Thirty

Background information:

ENGLISH TEACHING PROGRAM

DIRECTED PROFESSIONAL PRACTICE / INTEGRAL PRACTICE

Translated from Spanish to English - www.onlinedoctranslator.com

FIELD DIARY TEMPLATE week 3

Background information:
 ENGLISH TEACHING PROGRAM

DIRECTED PROFESSIONAL PRACTICE / INTEGRAL PRACTICE

FIELD DIARY TEMPLATE week 4

Background information:

Describe the most significant events that 1The class has gone very well and all the children have been learning new things and vocabulary every day. Sometimes it seems
happened. that they did not learn but yes, suddenly they take a little longer to assimilate some topics but finally they understand them.
1. What went right?
2Sometimes indiscipline affects classes as not all children are comfortable with clutter and get bored while waiting for
2. What challenges did you face in class in
misbehavers to move on and let class go on.
terms of lesson planning, classroom management, time,
3It happens because sometimes in the same houses the parents do not tell them anything or only send them because they have
assessment and/or assessment, etc.?

3. Why did they occur?

no one to leave them with at home

I felt great even though time is wasted because of bad behavior and that's a bit awkward, but in the end they get back on the
How did you feel? Why?
good behavior thanks to the warnings and keep doing the job.

What strategies will you implement in the next Since I can now teach, one of the things I'm going to change these days with students is that I'm going to score and lower points

class to overcome the challenges identified? for those who have little interest and bad behavior.

If you taught the lesson, what would you do The truth is that I really liked how English classes work because although bad behavior is present, students are very competitive

differently? and challenge each other, that allows them to make an effort even if it is for competition but finally they do it.
Translated from Spanish to English - www.onlinedoctranslator.com

Have you identified any problems in language

teaching? I have seen that many students are sometimes to blame for their bad behaviors because they live difficult situations in their

Which one? homes and in the same institution.

¡Descríbelo!

ENGLISH TEACHING PROGRAM

DIRECTED PROFESSIONAL PRACTICE / INTEGRAL PRACTICE

FIELD JOURNAL TEMPLATE WEEK 5

Background information:

Describe the most significant events that 1I really liked how the class turned out because the students know how to behave very well sometimes, and these days they have
happened. behaved very well. Generally, they do not usually participate but every day they also advance in participation
1. What went right?
2At the moment and in recent days there have been no behavioral difficulties, but we do need to improve the pronunciation of
2. What challenges did you face in class in
manywords
terms of lesson planning, classroom management, time,
3 Sometimes there is bad behavior because they start talking to other students, because with those who do pay attention and
assessment and/or assessment, etc.?

3. Why did they occur?

with whom we have been implementing new strategies, English has worked perfectly

The learning of the students makes me feel very good because I feel that with the classes they have advanced a lot, since they are
How did you feel? Why?
joining words with articles, and making sentences verbally which is very important.

What strategies will you implement in the next Usually, when I arrive I am always implementing the greetings we have already seen, the adjectives, vocabulary, etc. And I speak

class to overcome the challenges identified? to them in English at least one thing a day so that they improve their communicative and verbal part in English.
 If you taught the lesson, what would you do I really like it when students respond in English about how they feel or what a word means or its pronunciation or things like that

differently? because that shows that they are more interested in the area.

Have you identified any problems in language I have witnessed that students are increasingly motivated to learn since they themselves recognize their achievements and

teaching? recognize the work I am doing, however I have seen that it is not with everyone and that is a problem because you can not label

Which one? those who misbehave, On the contrary, it is necessary to help and accompany them.

Unidad 2 planes de

clase 20 horas
ENGLISH TEACHING PROGRAM
PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name EVER PIPICANO

Grade(s) SEXTO Number of students 30

Colombian National Standards

 • I associate a drawing with its written description.
• I carefully follow what my teacher and classmates say during a game or activity.
• I recognize words and short phrases in English in books, objects, toys, advertisements, and places in my school.

Established goals for the unit

Get to know the jungle and domestic animals through different activities that allow you to clearly understand how each animal is pronounced and written

At the end of the unit, students will know At the end of unit, students will be able to

• Recognize each of the animals seen

Wild and farm animals • Pronounce names correctly

•Recognize their pronunciation and writing

Assessment/evaluation criteria

PARTICIPATION IN THE CLASS

BEHAIVOR
ACTING SKILLS
CARRYING OUT ACTIVITIES
ABILITY TO IDENTIFY ANIMALS IN THE CLASS

LESSON 1

Date 3,4, 5 and 6 october Lesson duration 4 hour

Established goals for the lesson

Recognize wild and jungle animals through different activities that allow students to empathize and learn them properly

At the end of the lesson, students will know At the end of lesson, students will be able to

• Pronounce most of the animals

• Correctly write the animals learned
animals with reading, writing and pronunciation
• Recognize by listening to the names of
some animals
 Stages Procedure Resources Time

The time is 4 hours but you work on four consecutive days

Initially with students, they will begin by talking about what animals
the students know in order to enter the subject in a striking way, then
HUMAN RESOURCES
Attention activity. emphasis will be placed on the sound of animals and how they can be 20 MINUTES

classified into wild and domestic, in such a way that when viewing
them in English, said classification is also taken into account

After the conversation, the display of images of some animals will

begin so that the children can observe them, recognize them and

Opening those that do not, will give an explanation of what animals they are human resources
25 minutes
Introducing the lesson. and some of their characteristics, then they will be classified into the blackboard
board as an explanation to be able to recognize the domestic and the
wild

star 35 minutes

Star
Then the board will be used again and all the animals will be  HUMAN RESOURCES
written so that the students can write them each in their
Development
notebook, with their pronunciation and meaning in Spanish.  BLACKBOARD
In this part of the lesson, students will:
Development
13. Work on activities to practice
After writing each one of the animals in the notebook, the repetition  BOOKS
the language (input).
of each one of the animals will be carried out, as recommended by
14. Use their knowledge in activi-
the teacher, 5 times each in order to strengthen the repetition. In this development 50
ties or situations that require use of lan-  PENCILS
guage (output). part, the pronunciation of each will also be made. one of the five minutes

15. Assessment and evaluation of repetitions step by step in order to be effective  COLORS
the activities; based on the ones estab- Final
lished in the unit. Finally, questions will be asked of each one about the animals,  DIDACTIC CARDS
with their proper pronunciation, each student will answer 3
animals because in addition the teacher will give a note of this
topic and will record the participation.
final
35 minutes
 write in the notebook
As homework each student will write a sentence with an
Closure
animal that will be assigned to them, for this the base words of
Ending the lesson.
a sentence will be remembered as the articles and an example NOTEBOOKS 15 minutes
State the homework that will be assigned to
is given on the board of how to do it, also after the students
the students.
copy in the notebook it will be recommended to those who
have not painted to paint everything

Bibliography (If applicable)

https://img.freepik.com/vector-premium/conjunto-animales-granja-nombre-ingles-coleccion-ilustraciones-vectoriales_122784-4079.jpg

COMMENTS FROM THE TUTOR

 ENGLISH TEACHING PROGRAM
PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name EVER PIPICANO

Grade(s) Sexto Number of students 30

Colombian National Standards

• I carefully follow what my teacher and classmates say during a game or activity.
• I match pictures with simple sentences.
• I associate a drawing with its written description.

Established goals for the unit

Know the school supplies in English through didactic cards and drawings that provide great motivation to learn them and make use of them.

At the end of the unit, students will know At the end of unit, students will be able to

• Recognize school objects in the classroom in english.

Classroom objects • Learn school objects in english

• Make use of at least five of the school objects
 Assessment/evaluation criteria

PARTICIPATION

IDENTIFYT THE OBJECTS IN THE CLASS

BEHAIVOR

CARRYING OUT ACTIVITIES

LESSON 1

Date 10,11,12,13, October Lesson duration 4 hour

Established goals for the lesson

use school objects as an example to know, write, and pronounce each one of them and finally make use of them

At the end of the lesson, students will know At the end of lesson, students will be able to

• know most of the school supplies in

English
Months of the year with reading, writing and pronunciation • Write the names in English of each of
the school objects
• pronounce school objects correctly

Stages Procedure Resources Time

The time is 4 hours but you work on four consecutive days

Initially, the students will talk about the school objects that
each one has to start with indications of the topic, each one of HUMAN RESOURCES
Attention activity. the students will participate by indicating the objects that 20 MINUTES

each one has and they will go into the pronunciation a little SCHOOL OBJECTS

with the repetition by the same students

 After the above, it will begin with the presentation of an

Opening image with which each of the school objects will be human resources
explained, always emphasizing the pronunciation and making 30 minutes
Introducing the lesson.
the students repeat their participation and pointing to the image
images.

Star
To start, the practicing teacher will write the title of star 30 minutes

"school objects" then each of the objects will be written

on the board and each one of them will be explained
with their pronunciation and writing
 HUMAN RESOURCES

Development Development  BLACKBOARD

In this part of the lesson, students will:

1 activity Each of the school objects will be written in such a
 BOOKS
way that the children pronounce as they write, everyone must development 1 hour
16. Work on activities to practice the lan-
guage (input). participate because the tutor teacher will give a note of
 PENCILS
17. Use their knowledge in activities or participation.
situations that require use of language (output).
 COLORS
18. Assessment and evaluation of the ac-
2 activity then each child will draw each of the objects and
tivities; based on the ones established in the unit.
color instantly because sometimes they do not paint at home,
 DIDACTIC CARDS
says the teacher tutor.

Final final

Finally, each student will correctly learn two school

15 minutes
objects and pronounce them. They will have 5 minutes
to pare them and then they will each say them.

Closure write in the notebook

Ending the lesson. After this, "do not forget the school objects that I learned, and
NOTEBOOKS
15 minutes
review for the next class" will be written in the notebook. In

State the homework that will be assigned to the this part, students are also asked to write a sentence with a
students. school object and the respective explanation is made.

Bibliography (If applicable)

 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.eslprintables.com%2Fprintable.asp%3Fid
%3D1030321&psig=AOvVaw272W-G-mOyIoOJrPFjt-
Gp&ust=1686682839340000&source=images&cd=vfe&ved=0CBEQjRxqFwoTCLDX7oK2vv8CFQAAAAAdAAAAABAE

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name EVER PIPICANO

Grade(s) Sexto Number of students 30

Colombian National Standards

I demonstrate understanding of simple questions about myself, my family, and my environment.

I identify related words about topics that are familiar to me.

Established goals for the unit

recognize family members with cards and images that allow students to assimilate the information

At the end of the unit, students will know At the end of unit, students will be able to

• Pronounce each of the members

• Recognize family members
Family members :
• Write the members of the family
• Differentiate between each of them

Assessment/evaluation criteria

PARTICIPATION IN THE CLASS

BEHAIVOR

ACTING SKILLS

CARRYING OUT ACTIVITIES

ABILITY TO IDENTIFY FAMILY MEMBERS IN THE CLASS

LESSON 1

Date 17,18,19, 20 0ctober Lesson duration 3 hour

Established goals for the lesson

Describe each of the basic aspects of the students' lives by asking questions and answers to finally achieve a personal presentation

At the end of the lesson, students will know At the end of lesson, students will be able to

Make the personal presentation, without

Make a personal presentation orally forgetting important information and orally
and in writing.

Stages Procedure Resources Time

The time is 4 hours but you work on four consecutive days

Initially, a conversation is held in which the types of family that

can exist in society are manifested together with the students, to
Attention activity. HUMAN RESOURCES 20 MINUTES
enter into the subject and so that later on no student feels bad
about any aspect that refers to the family.

Next, they begin speaking in English with questions such as what is

Opening father?, what is mother?, what is siter?, in which some of the students human resources
will answer the family members that they recognize and they will go out 25 minutes
Introducing the lesson. blackboard
on the board to write them down to identify at the same time how is the
writing

star
After making a small diagnosis of how they are learning the
subject, I will begin with the writing of each member on the board
for the students to observe and pronounce together with me.
star 30 minutes

development

After writing and the correct pronunciation, the children will write  HUMAN RESOURCES

each of the family members in the notebook to assimilate each

Development one of them.  BLACKBOARD

In this part of the lesson, students will: Then they will be given a file of the family members so that they
 BOOKS
can color each member and that they can recognize each one of
19. Work on activities to practice the development 45
them.
language (input).  PENCILS minutes
20. Use their knowledge in activities
or situations that require use of language final  COLORS
(output).
Finally, the students will participate by answering the previous
21. Assessment and evaluation of  DIDACTIC CARDS
the activities; based on the ones established
questions in which it is assumed that they will already have more

in the unit. knowledge of how to answer them.

 what is the father?

 what is the mother? final
 what is the sister?
 what is the brother?
35 minutes

 what is the grandmother?

 what is the grandmother?
Following this, they will be given a file in which they must match
each image with the member that corresponds to it.
 Closure
write in the notebook

Ending the lesson.

It is written in the notebook that it is necessary to finish coloring NOTEBOOKS
25 minutes
and correct the members of the family that are misspelled with
State the homework that will be assigned to
their pronunciation, to review in the next class
the students.

Bibliography (If applicable)

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.alamy.es%2Filustracion-de-los-
miembros-de-la-familia-en-ingles-
image431648845.html&psig=AOvVaw2yUpbDV0B0PYoxjIvxJPaA&ust=1686601751610000&source=i
mages&cd=vfe&ved=0CBEQjRxqFwoTCLCOsKWHvP8CFQAAAAAdAAAAABAE

https://i.pinimg.com/236x/a9/a1/77/a9a177bb84112c5498d0529d238d245b.jpg

https://files.liveworksheets.com/def_files/2020/8/31/831190851272437/831190851272437001.jpg
 COMMENTS FROM THE TUTOR

ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / DIRECTED PROFESSIONAL PRACTICE

LESSON PLAN FORM

GENERAL UNIT INFORMATION

Pre-service teacher’s name ANA MARIA PÉREZ CHINDOY

Name of the school/institution INSTITUCIÓN EDUCATIVA GUILLERMO VALENCIA SEDE SILVIO ROMO

Cooperating teacher’s name EVER PIPICANO

Grade(s) SEXTO Number of students 30

Topic: the months of the year

Colombian National Standards

• I associate a drawing with its written description.

• I carefully follow what my teacher and classmates say during a game or activity.
• I recognize words and short phrases in English in books, objects, toys, advertisements, and places in my school.

Established goals for the unit

Recognize the months of the year through different activities that allow them to learn

At the end of the unit, students will know At the end of unit, students will be able to

• recognize the months of the year with their respective order

• Pronounce properly each one of them
The months of the year
• Differentiate between pronunciation and writing of the months in Eng-
lish.
 Assessment/evaluation criteria

PARTICIPATION WITH THE SONG

ABILITY TO IDENTIFYT THE MONTHS IN THE CLASS

BEHAIVOR

ACTING SKILLS

CARRYING OUT ACTIVITIES

LESSON 1

Date 24,25, 26,27 october Lesson duration 4 hour

Established goals for the lesson

Know and understand the months of the year through various activities that allow them to be learned in a fun way

At the end of the lesson, students will know At the end of lesson, students will be able to

• Pronounce most of the months

• Correctly write the months learned
Months of the year with reading, writing and pronunciation
• Learn the song in English of the
months
• Recognize by listening to the names
of the months

Stages Procedure Resources Time

The time is 4 hours but you work on fourconsecutive days

Initially, the students are asked what they know about the months of the
year, they are asked and they have small conversations in which they
Attention activity. HUMAN RESOURCES 20 MINUTES
participate and comment on what months they know and how they
know you, for their birthday, for that of a relative, for festivities etc.
 After carrying out this conversation, the characteristics of the months

Opening will be revealed, how many days they bring and their order throughout human resources
the year, they will be written and each one will be named in the correct 30 minutes
Introducing the lesson. blackboard
order, and it will be the children who manage to organize and learn
them in order

Star
After this, the months of the year will begin to be written on the
star 40 minutes
board in order, with their respective pronunciation and writing in
English, emphasizing each one of them

Development
 HUMAN RESOURCES

Development 1 activity After having written the months of the year, the
pronunciation of each one will be practiced step by step and it will also  BLACKBOARD
In this part of the lesson, students will:
be specified in writing which in some months is similar but not the

22. Work on activities to practice the same, using the characteristics of each month already seen to memorize  BOOKS
development 1 hour
language (input). more easily.
23. Use their knowledge in activities or  PENCILS

situations that require use of language (output).

2 activity followed by the repeated reproduction of a song with the
24. Assessment and evaluation of the  COLORS
months of the year in which the students will first identify the months
activities; based on the ones established in the
by listening to their proper pronunciation, in addition the song will be
unit.
 DIDACTIC CARDS
paused to ask questions about the months that the students identify and
The tutor teacher will take note of each of the students, according to
their participation
final

Final 15 minutes

Finally, the students will receive a sheet of the months of the

year to cut out and paste in the notebook and write

Closure
write in the notebook
Ending the lesson.
NOTEBOOKS
15 minutes
after this as homework "review the song in English of the months

State the homework that will be assigned to the of the year"

students.

Bibliography (If applicable)

 https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.amazon.com%2FCelebrate-Learning-Months-
Bulletin-Board%2Fdp
%2F148385406X&psig=AOvVaw2RY_zTgKvFrC1wcY8_yR_U&ust=1686635511868000&source=images&cd=vfe&ved
=0CBEQjRxqFwoTCNjp8YqFvf8CFQAAAAAdAAAAABAR

https://www.youtube.com/watch?
v=Fe9bnYRzFvk&t=11s&pp=ygUyamFudWFyeSBmZWJydWFyeSBtYXJjaCBhcHJpbCBtYXkganVuZSBqYXNvbiBkZXJ1b
G8%3D