Universidad De La Amazonia

Education Sciences Faculty

English Language Teaching Program
Teaching Practice II

LESSON PLAN FORM Nº 03

I. DESCRIPTION

I.E.: Institución Educativa Jorge Eliecer Gaitan

LEVEL 11-4, 11-3, 11-2, 11-1

HOUR: 7:30-9:20 am
NUMBER OF STUDENTS: 20, 32, 31, 35 DATE: March 13th, 14th, 15th, 16th, 17th, 2023
6:00 - 7:30 am - 9:20 -11:00 am
9:20 a 11:00 am-7:30 a 9:00 am

S-T´S NAME: Adriana Martínez, Sebastián Bonilla, Leonardo Lozano, Alejandro Palacios
C-T´S NAME: Paola Julie Aguilar Cruz, Sherlly Montenegro
GRAMMAR TOPIC: Present simple, Cinderella vocabulary, careers.
CONTEXTUALIZE TOPIC: My future Career and goals.

SUGGESTED PERFORMANCE INDICATORS

KNOW DO BE LEARN
● Identifies specific ● Expresses orally points of ● Values and respects the ● Identifies the purpose of
information about a topic of view about topics of opinion of others. medium length oral and
interest in oral and written interest. ● Assumes a critical position written texts related to
texts. ● Supports points of view about academic and social topics of general and
● Defines the causes and orally and in writing, about subjects of interest. academic interest and
effects of a topic of general topics of general interest, ● Is interested in the common shares it with others.
interest. making use of expressions good.
● Identifies basic structures of and structures studied. ● Explains orally and in
present, past and future ● Identifies the characteristics written forms the causes
tense and perfect tense. and key aspects of a topic of and effects as well as the
● Differentiates the structures general interest. problem and the solution
 of real and unreal of a situation.
conditionals.
AIMS
MAIN AIMS:
 Evaluate the use of expressions from your career plan and the creativity of the poster.
 Assess prior knowledge of the book Cinderella.

PERSONAL AIMS:
 To inspire my students to use their skills and abilities to guide their future.
 Relate the content of the class to their daily lives.

METHOD

Problem based learning.

According to Barrows & Meyers (1993), teaching and learning based on problems focuses on the students’ ability to apply their
previous knowledge and the knowledge that they acquire through the solving of problems that are similar to everyday life. In this way,
students develop their critical thinking abilities, while enhancing their potential to relate to others in the search for joint solutions.

ANTICIPATED PROBLEMS & POSSIBLE SOLUTIONS

ANTICIPATED PROBLEMS POSSIBLE SOLUTIONS

Electricity does not work. Teachers will take markers to work on the board instead of using the
TV.
There is no class.
To postpone the class.

II. MATERIALS: Computer, Cinderella test, tv.

III. PROCEDURES
 INTERACTIO
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
N PATTERNS
● Identifies the
To begin with the class, the ST is going to call out the list purpose of
Pre of students and then start with warming up. This activity is medium length
called "Guess what I'm good or bad at". This consists of oral and written Teacher-student 15 min
the ST showing several images of people performing an texts related to
action, in each image there will be a (red x or a green +). topics of general
Then, the SS are going to guess if the person is good or and academic
bad at what they do, then they are going to use the phrases interest and shares
taught in the previous class. Examples would be: it with others.

 she is good at writing love poems in the notebook. ● Explains orally

 He is not good at playing soccer at school, but he and in written
is good at playing chess. forms the causes
and effects as well
as the problem and
The activity to develop will be to listen and grade
the solution of a
according to the rubric the poster "My career plan". Teacher-student 25 min
situation.
Certain aspects are considered for the presentation such Student-teacher
as 2 minutes per student, the poster has the title, image,
and name of the profession. Besides, the student makes
use of the expressions of what I can and could not do. As
While well as tell us about their talents, abilities, weaknesses, or
interests that they have in the career.

This time will be used to finish the previous activities in Student-teacher 25 min
Post case it is needed. 

INTERACTIO
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
N PATTERNS
● Identifies the Teacher-student 15 min
To start with the class, the ST will call the list of students, purpose of Student-student
Pre then start with the warm-up activity called “Follow me if medium length
you can”. oral and written
 texts related to
The ST will show them 4-5 characters from the story topics of general
Cinderella on a slide, but each one will have to perform an and academic
action. Then the TS is going to call out the names of the interest and shares
characters 5 rounds saying the characters randomly. it with others.

For example:
● Explains orally
Cinderella - jump and in written
forms the causes
Prince - go to the left. and effects as well
as the problem and
Fairy Godmother - go to the right. the solution of a
situation.
Lizard - crouch

Teacher-student 25 min
For this activity, the class will be divided into two parts. Student-teacher
In the first hour we will listen to the book, the ST and SS
While will review the vocabulary, remember what the beginning
is, middle and end on Cinderella’s book. Finally, in the
second hour the ST is going to deliver to each student a
test of the book Cinderella.

For the last part, the time will be taken to perform the Student-teacher 25 min
Post evaluation of the Cinderella book.

PLAN B

In case we have time, the SS is going to create some sentences using some images of the book (p. 6,7,20,21).

IV. REFERENCES
 V. EVALUATION AND STRATEGIES SUMMARY

ASSESSMENT TEACHING STRATEGIES

My career plan poster Vocabulary building
Cinderella test My career plan poster for improving the speaking skill.

ANNEXES

 CLASS #5 SLIDES
https://www.canva.com/design/DAFc0WYhw9M/ogVHLZUbCIfhAd6phcqKNw/view#15

Poster rubric: rubric to evaluate poster.docx

 CLASS #6 SLIDES

https://www.canva.com/design/DAFc0A5Mrjs/0P8sTOWqM7owwA5ScWCYHQ/view?
utm_content=DAFc0A5Mrjs&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

Cinderella test: BOOK EXAM - CINDERELLA.docx