Este día quiero compartir un modelo de clase que aunque me fue dado para una clase de ingles , considero que puede ser usado en cualquier otro saber especifico. Este modelo es utilizado actualmente por las universidades que imparten licenciatura de idiomas e incluso organismos internacionales que trabajan en el área de la educación para la enseñanza de la educación.
Espero que encuentres en el una orientación clara acerca de como desarrollar tu clase de modo que aunque si por alguna razón tu no pudieras asistir a clase, la persona que te sustituya pueda llevar acabo la clase siguiendo las pautas claras y concisas de tu preparación. Por ende un criterio de este o cualquier modelo para la preparación de una clase en que sea lo suficientemente claro y descriptivo en cuanto a la secuenciacion de las actividades y como desarrollarlas.
| LESSONPLAN | ||||||||||
| Name: XXXXXXXXXXXXX | Institution: Escuela Normal Superior Del Distrito De | City: Barranquilla | ||||||||
| Date: October 20, 2011 | Time: 6:30-8:20 | Length: 2 hours | Grade: 2° | Level:Beginners | ||||||
| Lesson Aims: * to ask and say what is wrong with someone | ||||||||||
| * to identify vocabulary | ||||||||||
| standard: * Demuestro comprensión dde preguntas sencillas sobre mi , mi familia y mi entorno. | ||||||||||
| * Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. | ||||||||||
| * Participo en representaciones cortas. | ||||||||||
| * Respondo a preguntas sobre como me siento. | ||||||||||
| * Copio y transcribo palabras que comprendo y que uso con frecuencia en el salón de clase. | ||||||||||
| Competences: | ||||||||||
| Linguistic Competence(1) | ||||||||||
| Pragmatic competence(2) | ||||||||||
| Topic: | ||||||||||
| Illnesses | ||||||||||
| Materials | ||||||||||
| * Cards | ||||||||||
| * Book( Hip Hip Hooray,Pearson) | ||||||||||
| * Tape , CD, TV,DVD | ||||||||||
| *Worksheet (2 Copies) | ||||||||||
| Stage, Time and Interaction | Aim | Procedure | ||||||||
| 1. Warm up | Motivate the students to the | T greet and Ss sing some songs | ||||||||
| T, Ss | class | Review the vocabulary about last class | ||||||||
| 5-7 mins | ||||||||||
| 2. Pre-teach | Iniciate the Ss in the topic. | T will show flashcard about Illnesses vocabulary and Ss will look | ||||||||
| 5mins | and practice pronunciation. | |||||||||
| 3. Instruction | Give a clear example and | Ss Mime the illnesses presented on flash card T ask the student | ||||||||
| T, Ss | give instructions | What´s wrong? Ss Say My…. Hurts. I have a… Have students try to guess the words | ||||||||
| 10mins | ||||||||||
| 4. Practice | Develop activities in the book | Ss focus on the illnesses presented on p.90. Play the audio T ask the student about | ||||||||
| Ss 7mins | dialogue presenting the target structures.What's wrong? I have a tootache. | |||||||||
| Ss focus on the grammar target T provide other examples to elicit from the language part | ||||||||||
| T | their construction, use the audio. | |||||||||
| Develop skill on how to ask and | Ss put in pairs and practice the target language from learn 3 | |||||||||
| Ss 5mins | answer What is wrong with | T Walk around and monitor progress. | ||||||||
| someone. | ||||||||||
| T explain the students how it should be complete activity on p.91, Listen , number and write. | ||||||||||
| T 10mins | Give instructions | elicit one or two answer to ensure all students are clear on What to do. | ||||||||
| Ss listen the audio and number the items correctly. Then write in the missing text | ||||||||||
| with flascards help to write correctly the sentences | ||||||||||
| Develop fluency | Ss focus on the second activity on p.91 T explain how it should be completed, s | |||||||||
| Ss 10mins | Ss answer the question What's wrong and draw the answer. | |||||||||
| Ss writing and drawing then show the class what illnesses they have. | ||||||||||
| T | ||||||||||
| Ss 10mins | ||||||||||
| 6. Feedback | Review the topics | Ss develop worksheet on two copies for each one | ||||||||
| T, Ss 20mins | ||||||||||
| 7. Closure | Check undersstanding | Texplain the activity Ss put in two teams , one team will be the doctors and the other will | ||||||||
| T,Ss 10mins | be the patiens ask and say what is wrong with someone. | |||||||||
| 8. homework | Reinforce concepts | Ss prepare a simple presentation about one illness that they suffered | ||||||||
| They 'll make a poster with parents help. | ||||||||||
| T will bring a model to show them and where they can see what T expect. | ||||||||||
Adicionalmente a esto hay algunas sugerencias previas al desarrollo de la clase que te ayudaran a que este sea un evento exitoso. Al principio te parecerá engorroso, pero luego que veras los resultados y no te arrepentirás de haberlo intentado.
CLASS PROFILE
|
This is a
group of 36 2°. It is a mixed class of 7-8 y , boys and girls.
They meet four
hours a week
For the English class .Their level is very
basic that means that they can recite songs, chants and to understand simple
instructions about activities in class but have difficulty expressing simple
statements orally or in writing. They can transcribe or copy from the board
easily if the lesson is not
too long.
They can
recognize and associate the vocabulary
learned in class but have problems with the pronunciation of it. The students
generally work well together and are attentive and motivated when developing
games or graphic-plastic work during class
but sometimes they are messy
and are too noisy.
They like
competitions, and activities that involve music,. They like the English class and enjoy much .
|
How this lesson will
meet their needs?
Students need
improve their r language skills in order to
allow them to express themselves about
their illness or another situation .
The class provide them a chance to practice in a meaningful and
enjoyable way the vocabulary and
expression taught.
|
Personal aims: What
aspects of your own teaching will you
develop in this lesson?
In my opinion agree
to the age of the students and their own characteristic the English class has
to allow students get confidence to continue with the process of learning.
Besides the activities prepared for the class must
be and enjoyable experienced that they can feel as very useful in their real
life.
|
Connection to other
subjects in the school curriculum
The topic of this
class is illness, it can be connected with body parts, healthy habits, so
this lesson can be connected with sciences.
|
A.Skill
Lesson Complete this section if your lesson is to develop reading,
listening,speaking or writing
Skill to develop:
. Listening
. speaking
. writing
|
Type of text
. Dialogue in a
cafeteria
|
B.
Vocabulary: complete notes below on you will focus on:
A cold /koʊld/
|
By using flashcards and mimes
|
A headache /ˈhedeɪk/
|
By using flashcards and mimes
|
A toothache
/ˈtuθˌeɪk/
|
By using flashcards and mimes
|
A stomachache /ˈstʌmək/
|
By using flashcards and mimes
|
A sore throat /sɔr/
/θroʊt/
|
By using flashcards and mimes
|
A nosebleed /ˈnoʊzˌblid/
|
By using flashcards and mimes
|
Wrong /rɔŋ/
|
C.
language analysis page: complete this section if focusing on
grammar or function.
|
Substitution table
for the grammar/ function.
What’s wrong? I have
a headache
She has a
cold
He has a
nosebleed
They have a too thache
|
|
Checking meaning:
Show a flash card or
mime the word and ask :
Do you have a
headache? yes
Does she have a toothache? No
Does he have a
nosebleed? Yes
Do they have a sore throat? No
|
|
Highlighting
pronunciation.
What’s wrong?
/wɑts rɔŋ/
|
D
Anticipated problems
|
Anticipate problems
|
Planned solutions
|
|
Some students could have a problem
with pronunciation
|
Listen to cd and repetition
|
|
Some students could
have a problem with meaning
|
Show flash card ,
mime, gestures, translate by students or the teacher.
|
|
Some students
could need more time
to develop the activities
|
Teacher or fast student will help
the slow student
|
Después de llevar a cabo tu clase con tus estudiantes es conveniente, siempre ,la reflexión que te permitirá mejorar tu propia experiencia al analizar aspectos positivos y negativos de la clase con la mayor objetividad posible. Para te propongo que respondas después de cada evento pedagógico las siguientes preguntas,.
1. Were your lesson aims
achieved? What evidence can I
show to prove this
2. Were your personal
aims achieved? What evidence can I show to prove this?
3.Which stages and activities
went well? Why did they go well? Give evidence
4.Which stages and
activities did not go as well as they could have? Why not? Give evidence!
5. What areas in your
teaching would you like to work on in future lessons?
Bien, espero que esta información pueda ayudarte a mejorar tu experiencia docente.
Un buen maestro no es el que lo sabe todo, es quien sabe donde puede ayudarse para ser mejor cada día.
Teaching Development Program (TDP) Ministerio de Educacion Nacuional- Universidad del Norte.
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