UNIVERSIDAD SANTO TOMÁS SEDE TUNJA
SCHOOL OF LANGUAGES – LESSON PLAN No.2
SCHOOL: Oxford Bilingual
School
PRE-SERVICE TEACHER:
Maria Fernanda Suarez Ariza –
Estefany Lorena Sánchez Mesa GRADE: 3°
PROFESSOR:Rosa Mary Vanegas DATE: 23 de Marzo
TUTOR: Viviana Cruz TIME: 9 am-11:20am
TOPIC:
Wild animals
STANDARD
“I can descrube different wild animals, their characteristics and habitats using appropriate vocabulary”
GOAL-AIM:
Identify and describe wild animals correctly, including their physiacal characteristics, habitats and behaviors
RESOURCES:
Flashcards wtith pictures of wild animals and others with some characteristics, tv, board and markers.
COMPETENCES
LINGUISTIC PRAGMATIC SOCIOLINGUISTIC
I can say the names of wild animals and describe I can use words about wild animals in games I can talk about wild animals
them using simple words. and activities. with my classmates and
listen to them.
EXAMPLE: EXAMPLE:
Wild animals: lion, tiger, elephant, giraffe, zebra, crocodile Match the animal with its home (example: “The
etc. lion lives in the Savanna”
Sentence: the elephant is big and gray.
TOPIC:
Wild animals
DESCRIPTION TIME
● The teachers greets the students and says, “Today, we will learn about wild animals”
with a funny video.
CLASSROOM ● The topic is introduced through two videos, The first video, titled: “Animales en
10 min
ROUTINE ingles, animales salvajes, nombres de animales en ingles” mentions the name and
some characteristics of each animal, in the second video, the name and description
of their habitat are provided.
● The first video has a duration of 7 minutes, and de second has a durationn of 3
minutes, both contaning vovabulary, characteristics, and names related to the
central theme of class.
GUESS THE ANIMAL WITH DESCRIPTIONS
The trainee teachers explain the activity to the students, indicating that they should
describe an animal without mentioning its name the other classmates will try to guess
which animal it is:
WARMING UP 15min
To ensure understanding, the teacher provides an example:
STAGES PROCEDURE ASSESSMENT TIME
The traine teachers introduce the main topic of the lesson (wild
animals) through two shorts videos:
Students actively
participate by
1. Frist video(7 min): Shows different wild animals, mentioning watching the
their names and physical characteristics. videos and
2. Second Video (3 min): Present the same video animals but answering
describes their habitats. questions about
the animals
PRESENTATION After watching the videos, the teachers ask questions to reinforce 30’
presented. Their
understanding, such as: understanding
will be assessed
● What animals did you see in the video? through their
● What does the elephant look like? responses and
(Example: Big, gray, with a long trunk) interaction in the
● Where does the lion live? (Example: in the Savanna) board activity.
A brainstorming session will be conducted on the board with pictures
of the animals so that students can associate their names,
characteristics, and habitats.
Los estudiantes
ACTIVIDAD: ARMA Y ESCRIBE
participan
Los docentes en formación explican la actividad que consiste en:
activamente en
formar seis grupo de tres estudiantes, ellos deben escoger a un
la actividad,
estudiante a quien se le entregan cuatro líneas (anexo n° 6) para
organizando de
armar un concepto junto con sus compañeros y él debe realizar el
manera correcta
dictado para que todos lo escriban en el cuaderno mientras el pega
el concepto y la
las cuatro líneas en su cuaderno, después dicta dos ejemplos, su
regla principal de
dibujo y la regla más importante, el primer grupo que termine de
acentuación para
escribir todo correctamente ganará un premio.
este tipo de
.
palabras. Si
PRACTICE 1. Los docentes en formación van a dividir la clase con los
surgen dudas
mismos seis grupos de tres estudiantes. 30’
durante el
2. Se entrega a cada grupo cuatro líneas en desorden con
proceso, el
palabras que forman un concepto de esdrújulas y otro de
docente está
sobreesdrújulas.
disponible para
3. Cada grupo deberá analizar las líneas, a través de la
aclararlas y
discusión y el razonamiento y ordenarlas para formar el
asegurar que
concepto de palabras esdrújulas y sobreesdrújulas.
todos puedan
4. El grupo de estudiantes eligen a un estudiante que dictará
seguir avanzando
el concepto armado para que todos los estudiantes lo
sin perder el
escriban en su cuaderno, mientras él pega las líneas en su
ritmo de la
cuaderno, luego él dictará dos ejemplos con su respectivo
actividad.
dibujo y la regla más importante.
5. El primer que termine de escribir todo correctamente
ganará un dulce para cada estudiante del grupo.
6. Una vez que todos hayan terminado de escribir, se realizará
una revisión grupal para asegurarse de que todos hayan
comprendido correctamente los conceptos y hayan escrito
correctamente las palabras, los ejemplos y la regla general.
Nota: pueden apoyarse en el juego “Chutes and Ladders” creado por
los docentes en formación para visualizar las reglas, los ejemplos y
su respectivo dibujo.
1. FASH CARDS ACTIVITY.
The trainee teachers will show flashcards with images of wild
animals eachs students will look the image and write in
The trainee
their notebooks:
teachers will
guide the
students by
1. The name of the animal in english
answering doubts
2. One or two characteristics of the animal (Example:color,
and checking
size, habitat)
their written
Example: responses while 25’
PRODUCTION - Image of a lion: “Lion- it is big and yellow, it lives in the they complete
Savanna” the activity
- Image of an elephant: “ Elephant- It is gray and a long trunk”
After writing, students will share their answers aloud, and
the teachers will provide the feedback and corrections if
neccesary.
The teachers will monitor the activity to ensure that all
students complete the task correctly. At the end, they
willask some students to compare their sentences and
discuss the similarities and differences in their descriptions.
OBSERVACIONES:
NOTA:
TUTOR’S SIGNATURE:
SCHOOL TEACHER SIGNATURE:
PRE-SERVICE TEACHERS SIGNATURES:
ANEXOS
Anexo 1:
Anexo 2:
Anexo 3:
Anexo 4:
Anexo 5:
Anexo 6:
Anexo 7:
Anexo 8:
Anexo 9:
