My Father Is A Doctor - Learning Activity

LEARNING ACTIVITY N° 02
I. General Data.
EDUCATIONAL “República Federal Socialista de Yugoslavia -
INSTITUTION Nuevo Chimbote”
TRAINEE TEACHER Regalado Pérez María DATE 24/05/2023
Wednesday
AREA English SCHEDULE
01:30 - 03:00
GRADE &
THEME “My father is a doctor” 1st “B”
SECTION
II. Learning Purpose.

The students learn vocabulary about “jobs & occupations” and include
PURPOSE the past vocabulary “family members”, to formulate their own written
sentences in English as a foreign language.
COMPETENCE CAPACITIES PERFORMANCE VOCABULARY
Writes different Organises and develops Writes a coherent  Family’s
types of texts in ideas in a coherent and and cohesive text members.
English as a cohesive way. using the “present  Jobs and
foreign language. simple” adding the Occupations.
jobs / occupations.
I. Aspects of evaluation.
EVALUATION
EVIDENCE CRITERIA INTRUMENTS
Logically arranges his/her ideas
around “jobs and occupations”
to correctly create his/her
sentences.
Establishes a cohesive
relationship in his/her sentence
Written text. Checklist.
and use the past vocabulary
“family members” correctly.
Participates actively in class and
correctly develops the activities,
maintaining the harmony and
order of the classroom.
II. Didactic Sequence.
MOMENTS STRATEGIC ACTIVITIES RESOURCES TIME
The teacher greets the students warmly
welcoming them in English: “Good
morning, students. Welcome to another 7 min.
English class!” and asks them: “How are
you today?”.
MOTIVATION:
The teacher will organise 4 groups, in
which each group will assign a member to Verbal
go out and participate in the activity, he resource 10 min.
will give the corresponding instructions in
which the students must write the number
that the teacher is going to mention and
the first one to write it correctly wins the
point for his/her group.
PREVIOUS KNOWLEDGE:
BEFORE THE Based on the motivation in which the
ACTIVITY students recognised and wrote the
numbers, they answer the following 5 min.
questions:
 ¿Qué entienden por jobs?
 ¿Alguien me puede dar un ejemplo
de occupation?
COGNITIVE CONFLICT:
The teacher generates the cognitive
conflict through the following question:
“Do you know any job or occupation in Markers
3 min.
English?” The teacher supports students
who need to clarify doubts and concerns
and then reinforces the ideas expressed.
PURPOSE & ORGANISATION:

The teacher constructs the purpose of the
session with the participation of all the
students; he also makes known the route
of activities that they must take into
account in the development of the
learning activity in order to build their
learning, for which they must consider the
evidence and the evaluation criteria.
The title of the learning activity and the
date are written:
“My father is a doctor” - June 23rd, 2023
and the learning purpose:
“Today we will learn about jobs and 10 min.
occupations in English.”
The teacher emphasises the usefulness of
this learning for life with the participation
of the students. Then, the teacher shows
the activity route for the development of
the session and exposes their learning, for
which they must take into account the
evidence and the evaluation criteria. The
teacher negotiates the coexistence
agreements to be taken into account so
that the whole learning activity develops
in a continuous and uninterrupted manner.
INFORMATION MANAGEMENT:
The teacher introduces vocabulary about
jobs and occupations through a listening
activity, in which students must pay
attention, listen and identify the
vocabulary mentioned in the description Verbal
of “Lucy’s Family”, and then share their resource
notes with the whole class participating
actively.
When the activity has been completed, the
DEVELOPMENT teacher will provide them with a
OF THE worksheet on the vocabulary of the class, Reading text
ACTIVITY which they will solve together. The aim of “Lucy’s
this activity is to socialise with the 30 min.
Family”
students, and they have to identify the
jobs and occupations by looking at the
images and relating them with the words
at the bottom; then the students will fill in
the blanks and practise the pronunciation
of the vocabulary, after which the teacher Jobs &
will create sentences on the board using Occupations
family members as well and they will Worksheet
have to write them down in their
notebooks.
In order to create a warm atmosphere in
the classroom and to deepen the topic, the
teacher will give instructions about the
dynamic “Who am I?” In which, each Markers
group will select their best “actor/actress”
to play some roles that the teacher will
indicate, such as whispering “You are a
farmer”, and the student must act as such
so that their team can guess and name
Notebooks
complete sentences such as “She/He is
a ...”, with which they will only have 3
opportunities to achieve this, and so on
with the other groups. The aim of this
exercise is to de-stress the students and
strengthen the vocabulary of the class by Pencils / Pens
using more structured sentences and
making use of the Total Physical
Response (TPR).
DECISION-MAKING:
To conclude this moment, the teacher Total Physical
provides some guidelines for the Response
7 min.
development of the final activity where he (TPR)
highlights oral participation and then asks
students to share their ideas of “What
would you like to be in the future?” and
this way they can socialise their answers
with the class and promotes feedback on
jobs and occupations.
EVALUATION:
The teacher will provide the necessary
instructions and will tell the students to
carry out a written activity, in which they Verbal
must create 5 sentences where they make resource.
15 min.
use of the vocabulary of the family
members and the jobs and occupations,
CLOSING
with this they will be evaluated on what
Notebooks
they have understood in the learning
activity.
METACOGNITION Pencils / Pens

 What did you learn about jobs & 3 min.
occupations?
 How did you learn it?
 Do you like today’s class?
_________________________ _________________________

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LEARNING ACTIVITY N° 02

II. Learning Purpose.

PURPOSE & ORGANISATION:

METACOGNITION Pencils / Pens

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