Universidad Católica de la Santísima Concepción English Pedagogy Teaching Practice

SCARLETT ESPINOZA School Class:

Nº of SS: Date: Time: Length: Pre service Teacher:

Aim: At the end of this lesson, students will be able to use different vocabulary about food, ask and answer which one they like or dislike, orally and in written.

Learning Outcome:

REF to General English Syllabus.

Exponent: I dislike tomatoes and broccoli.

| ˈaɪ dɪsˈlaɪk təˈmɑːtəʊz ənd ˈbrɒkəli |

Target Language: Use: - Present Simple. It could be used to meet new students in an educational trip, or asking about their habits as well.Meaning: The use of the present simple tense is to give information about, according to this aim, what you like or dislike to eat.Form: the use of verbs in present simple tenses with the 1st (I) and 2nd (you) person of singular, and the 1st (you), 2nd (we) , and 3rd (they) person of plural, is in its infinitive form without any variation (like, dislike, prefer, eat). The use of verbs in present simple tenses with the 3rd person of singular (he, she, it), is in its infinitive form + s (likes, dislikes, preferes, eats). The components to build a whole present simple sentence are: Subject+ verb+ complement+ adverbial phrase.

Assumed knowledge:

Some basic vocabulary about food that could be known by students, such as rice, milk, or orange.

Anticipated problems: …..and Solution- Ss could omit the auxiliary “do” or “does” at the beginning

of the questions in 1st, 2nd and 3rd person of singular T makes Ss to repeat by drilling until

- Ss could mispronunce some

Aids:

WhiteboardMarkersWorsheet

vocabulary about food, such as they pronounce the vocabulary properly.

lettuce, meat and peanuts.

Pictures

Stages PROCEDURE (What T and SS are going to do)

Time(min)

What I’m going to say

LEAD IN

PRESENTATION

T asks Ss what they remember from last class.

T gives Ss a worksheet about personal information (topic of last class).

T asks Ss some questions from the worksheet.

T tells the topic of the lesson.

T tells the aim of the lesson.

T pre-teaches vocabulary for the following activities through a PowerPoint presentation.

3 min

8 min

Which new vocabulary do you remember from last class?

Work with you partner, asking each other any questions from the paper you have.

Students, where were you born?

Students, what you will learn today is vocabulary about food, besides how to use it in questions.Students, after this lesson you will be able to know how to express your likes and dislikes about food.

Now, what we are going to do is to learn some words that will be useful to express your preferences.

PRACTICE

PRODUCTION

T gives Ss a worksheet with vocabulary about food. What Ss have to do is to put each of these words in its correct category (vegetables, fruits, etc.)

T asks Ss to write on the board what they have done.

T checks if Ss learnt new vocabulary

T explains the following activity on the board. Ss have to create their own questions about likes and dislikes, using the vocabulary they learnt.

T asks Ss to create a dialogue orally with their classmates, using the questions they created.

T asks Ss to speak loudly to check what they did.

5 min

7 min

8 min

12 min

Look at the list of words, and put a number to each of them with the correct category.

Now, write on each category 4 or 5 words from the ones you selected in each category.

So, what does pork chop mean?

Students, now you have to create questions to ask somebody which food he/she prefers, likes or dislikes. Use the vocabulary provided.

Students, now you have to ask your classmates the questions that you created. Make a dialogue.

Would you like to share your dialogue with me?

SCARLETT ESPINOZA School Class:

Nº of SS: Date: Time: Length: Pre service Teacher:

Aim: At the end of this lesson, students will be able to describe their daily routines, orally and in written.

Learning Outcome:

REF to Planes y Programas

Exponent: I wake up at 8 am every morning.

| ˈaɪ weɪk ʌp ət eɪt ˌeɪˈ em ˈevri ˈmɔːnɪŋ |

Target Language: Use: - Present Simple could be used to meet new students in an educational trip, asking about their habits.Meaning: The use of the present simple tense is to give information about what you usually do in your daily life.Form: the use of verbs in present simple tenses with the 1st (I) and 2nd (you) person of singular, and the 1st (you), 2nd (we) , and 3rd (they) person of plural, is in its infinitive form without any variation (eat, wake up, go, walk). The use of verbs in present simple tenses with the 3rd person of singular (he, she, it), is in its infinitive form + s (eats, wakes up, goes, walks). The components to build a whole present simple sentence are: Subject+ verb+ complement+ adverbial phrase.

Assumed knowledge:

Some verbs of movement that are used regularly to express routines, such as wake up, take a shower, eat, walk, study, sleep and going to bed.

Anticipated problems: …..and Solution- Ss could omit the final sound ‘s’ at the end

of the verbs in the 3rd person of singular (he, she, it). T makes Ss to repeat by drilling until - Ss could mispronunce some verbs of movement, such as they pronounce the verbs properly.wake up, walk and eat.

Aids:

WhiteboardMarkersWorsheetPicturesVideos

Stages PROCEDURE (What T and SS are going to do)

Time(min)

What I’m going to say

LEAD IN

PRESENTATION

PRACTICE

T shows a picture about her daily routines.

T asks students to talk about their daily routines.

T makes Ss try to predict what the lesson is going to be about.

T checks predictions made by Ss carefully.

T tells the aim of the lesson.

T pre-teaches vocabulary for the following activities.

T projects on the whiteboard 5 different flash cards about daily routines, and Ss have to get

3 min

8 min

What do I usually do in the morning on Mondays?I wake up at 8 am on Mondays and then I eat a sandwich.

What do you do on Sundays in the morning?

Students, what do you think we are going to talk about in this lesson?

Students, after this lesson you will be able to know how to express the daily routines that you do regularly.

Now, what we are going to do is to learn some words that will be useful to express daily routines.

Look at the flash cards, and listen to the video. You have to

PRODUCTION

the correct action of each of them according to what they hear from the video they see. T corrects the answers inmediately.

T gives on paper explaining a worksheet that Ss have to do. Ss have different pictures related to routines, they have to put them in order according to what they hear. Later, Ss have to compare their answers in pairs.

T checks if Ss got the correct answers by CCQ’s.

T explains the following item from the worksheet. Ss have to pay attention to the details of the video, in order to be able to answer if the information provided is true or false. Later, T checks the answers.

T gives Ss a piece of paper to write and email to a friend, telling what they usually do during the week, and in their free time.

T chooses some Ss at random to read theirs.

5 min

7 min

8 min

12 min

get what these people do every morning in each of the cards.

Now, on your papers you can see different pictures of six different activities related to routines, you have to put them in order with numbers, according to what you understand from the audio. I will put the recording twice. Then, get in pairs and compare your answers.

So, what does Jane usually do on Fridays at night?

Students, now you have to listen to a conversation from the video very carefully. On the worsheet you can see different statements, you have to write if they are true (T), or false (F). You will listen to the audio twice.

Students, now you are going to write an email with 100 words to a friend, telling your daily routines and asking for her or his ones. You have 10 minutes to do it.

Would you like to share your email with the class?