TEACHER PORTFOLIO FERNANDO FONSECA

Teaching philosophy:

1. Which approaches were the most relatable to you and the way you teach?

I must say that I really found all of them interesting since all of them have valuable
pros depending on the objective the group (teacher and students have in mind).
However, some of the most important for me are:

- Direct approach: for this one is focus on the learning of a language by the use
of it in its main countries instead of being focus on the translation of ancient texts.

- Audio-lingual approach: since this one is focus on the speaking production.

From my point of view speaking another language is one of the most challenging
steps in the process of language acquisition. And in my job it is fundamental to
develop excellent speaking abilities. Even if the reading approach is another very
important approach in my job since some of my students are going to be
administrative assistants.

2. Why did these approaches appeal to you more than others?

The main reason when choosing an approach is the objective of my students. As

they are going to work in assistant position the principal skills they have to develop
are speaking and reading.

3. Were there specific ideas or aspects from certain approaches that you liked?

Well, they were, indeed. They audio-lingual approach surprised me when I realized
that I was using it without knowing that before. I liked it because I am use to work
with an audio material set of lesson so that I can make my students speak in a
short period of time. In other words, what I really like of this approach is the fast
they it offers us when we need our students to talk.

4. What were they and why did you like them?

As I pointed out before the most I liked about them is they possibilities they offer us
to help our students to talk and read in a short period of time.
5. Who will you be teaching? Elementary, middle or high school students?
University students? Business executives? Etc.?

I am actually teaching university students but unfortunately due to the bad

education systems they have here I have to start with them form the very
beginning.

6. How will your teaching style best meet the needs of your students and
motivate them to learn?

From my experience what have helped me to get my students interest is the fast
way I have to make them learn. Principally to make them communicate with
estrangers in a short period of time.

Peer-graded Assignment: Teaching Techniques

1. Which techniques do you use in lesson planning or teaching?

It really depends on the topic I have to teach. For instance if I need my student to
speak I use the audio-lingual approach technics and so on.

2. How much time do you spend teaching and how much time do you spend
allowing students to practice language? Why?

In my current job I have to teach two hours in a row. I have 8 groups; two per day.
During my classes I used to let my students talk and perhaps 20% of the time, but
since I took the last parts of this specialization I try to organize my activities so that
I speak 20% and my students participate de 80% remaining. Im convinced that my
students results now are far better than before.

3. How do you motivate students on a daily basis?

As I have to teach them technical English or English focused on job situations my

students are motivated since they enroll the class. What I can do as a bonus is to
create well done learning guides with a wide variety of activities and strategies to
facilitate their learning process.
4. Do you use warm language, teacher talk, language learning strategies, etc.? If
so, explain how you use them in class.

Maybe I use they more often now than before talking the last courses of this
specialization. I use warm language since I start my classes motivating my
students to participate, giving them the sense they are safe in my class and letting
them know they can make mistakes without worrying about being flawed.

5. What are some warm up/guided practice/independent practice/assessment

activities you use? Explain how you integrate these activities into your lesson plans
and how they are beneficial to the students.

I use different activities in my classes depending on the groups, the subjects they
are learning, the level they have etc. Nevertheless I mention some examples:

- Warm up activity: I urge my students to relate the vocabulary they have to

new situations or new vocabulary which is necessary in the class, for instance
when learning about professions I bring some images and I ask them to talk in
groups as much as possible about all they know about the pictures.

- Guided practice: before letting they start with their individual practice I explain
to them in detail the whole activity giving them example they can understand.

- Finally, I always ask them to do an activity related to the topic with are
learning trying to develop all the four language skills.

All of these steps are important in the language acquisition progress as they allow
students to get a better understanding and appropriation of knowledge.

6. How do you evaluate and assess students? Why?

It depend on the topic, I am fond of production such as writings, speaking in role

plays. But I also use pair evaluation, self-evaluation, etc.
 Basic Intermediate Advanced

Lesson Plan by Fernando Fonseca

Micro Lesson Video: https://www.youtube.com/watch?v=a0cMzGsnZJs

Business/Materials Lesson Objectives

Objective
5 useful email expressions: Students will write a formal Email to an English
https://www.youtube.com/watch?v company asking for a job position.
=itLLVAJjXNI
Parts of en email:
https://www.zimbra.com/desktop2/
help/en_US/Creating_Messages/pa
rts_of_an_email_message.htm
Warm-up and Objective Discussion
On the first part of the class students will be asked to think about some badly written emails
they have either sent or received. They will make a list of common mistakes based on their
own experience.
Instruct and Model R W L S
At this stage the teacher will explain the whole activity, that is to say:
Students will learn some necessary tips everybody need when writing formal emails. To
achieve that goal they will read a short description about the elements an email has to have,
afterwards they will watch a video related to some useful expressions when writing emails.
They will take a quiz on the information mentioned on the video. Finally they will be asked to
write a formal email asking information about a job position they saw on a web page.
Guided Practice R W L S
The teacher will show some badly written emails as well as some perfectly written emails in
order to let them guess which or ones are the main elements of a formal email and also to
detect those common mistakes we make when writing emails.

Independent Practice R W L S
Students will go to the link:
https://www.zimbra.com/desktop2/help/en_US/Creating_Messages/parts_of_an_email_messa
ge.htm in order to realize what the main elements of a formal email are.
Afterwards, each student will watch the video: 5 useful email expressions:
https://www.youtube.com/watch?v=itLLVAJjXNI and take the quiz suggested in order
measuring their understanding.
Finally, each of they will send an Email to the teacher asking about a job position they saw
on an online advertisement.
Assessment R W L S

The student writes a formal email showing al the main elements and some useful expressions
when writing emails asking for job position.
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Video Link:
https://www.youtube.com/watch?v=Kq2rHdhrSKQ&feature=youtu.be

Business/Materials Lesson Objectives

Conditionals 0 and 1: Students will know how to use conditionals 0 and 1.

https://www.engvid.com/zero-and-f Students will write a short email using conditionals 0
irst-conditionals/ and 1
Warm-up and Objective Discussion
Students will be asked to think about situations that depends on other situations (if possible,
related to their common life) for instance:
- If a arrive late, I cant enter the classroom
- If the teacher sends homework, I have to complete the task.
- When a student does a perfect presentation, the teacher gives him extra points.
- If you dont go to work you will get fired.
Students will be asked to try to make coherent sentences using the following verbs:
-to buy
-to sell
-to interchange
-to owe
-to lend
Instruct and Model R W L S
The teacher will write some sentences using the conditionals 0 and 1 on the board.
Before that he will invite students to try to say some similar sentences.
Finally, he will ask them to find patterns in the sentences.
- If it rains, you will get wet.
- You will get wet if it rains.
- If Sally is late again I will be mad.
- I will be mad if Sally is late again.
- If you don't hurry, you will miss the bus.
- You will miss the bus if you don't hurry.
Guided Practice R W L S

The teacher will show a video to the students on how and when to use conditionals 0 and 1
giving daily life examples.
https://www.engvid.com/zero-and-first-conditionals/
If more info is needed the teacher will clear the doubts and explain in detail if necessary.
Then, the teacher will give students some pieces of advice in order to let them know how to
write an email to a friend recommending him what to do.
Example:
Dear Charles,
Considering you are about to invest in Coca Colas company I want to let you know that if you
invest more money than what you have you are going to be in trouble when paying the new
bills. If you follow my pieces of advice you are going to take a better decision.

Independent Practice R W L S

Students will write a letter with pieces of advice to his/her job using sentences as If you spend
that amount of money in the new motorcycle you wont go with me to Mexico since it is too
expensive. Please if you change of mind let me know.

Assessment R W L S

Online quiz on conditional 0 and 1: https://www.engvid.com/zero-and-first-conditionals/

Email
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson link: https://www.youtube.com/watch?v=FPMZHVp_fw4
Business/Materials Lesson Objectives
- Students will learn the pronouns in English
Video To be Verb: - Students will be able to write a short description
https://www.youtube.com/watch?v using verb to be and some English pronouns
=DTxMD3r-dLA

Warm-up and Objective Discussion

As a warm up activity students will watch the video To Be
Verb. After that they will try to complete these sentences:
I ___ a new student
He ___ my teacher
We ___ are Colombian
Finally students will be asked to play a short game. The first
one has to say: I am (name), the second one has to add: I am
(name), he/she is (name)
Instruct and Model R W L S
Todays activity consists of learning verb to be and pronouns in English that in order write a
short description about the classmates using the verb to be and the pronouns.
Now, please pay attention. I am going to present one of my classes: I am Fernando the teacher,
she is Natalia, Natalia and Carlos are a couple. They are Rubio and Rodrguez, Rubio is
American, but Rodriguez is Colombia; we are so happy to be together.
Guided Practice R W L S

Teacher is going to explain the verb to be in the

simple present as well as the pronouns.
Then, in order to reinforce, he is going to make a
short presentation using a family tree in order to
mention all the pronouns and the verb to be.
Example:
I am John, my brother is Fred and my sister is Kate.
We are very good brothers. My mom is Diana and
my father is Edward. They are married 25 years ago.

Independent Practice R W L S

Following the two examples above, students will be asked to make a short description (about
10 lines) of their classroom. They have to use at least once IS, ARE and AM. It is also
necessary to use at least 5 different pronouns.

Assessment R W L S
Everyone is going to read the description aloud and finally the teacher will make some
corrections if necessary clarifying the common mistakes.
 Basic Intermediate Advanced

Lesson Plan by Fernando Fonseca

Micro Lesson Video: https://www.youtube.com/watch?v=eZ8xLxus-tY&t=11s

Business/Materials Lesson Objectives

Objective
Wix: https://es.wix.com/ a) Students will recognize the principal pros and
cons of online publicity
b) Students will characterized a Colombian small
company
c) Students will create a webpage to promote a
Colombian small company

Warm-up and Objective Discussion

Initial reflection activity (Actividad de Reflexin Inicial)
Make a list composed of 5 pros and five cons of web pages when
making publicity for companies:
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Instruct and Model R W L S

The first task you have is to devise a detailed branding strategy. You dont want to start
creating a website before you have a solid idea of the sites purpose, its intended audience, its
guiding visual philosophy or its tone of voice. All of these should become clear to you as you
pursue the following:
Company name
Company purposes
Intended audience
Identifying target market Who are they? (Describe them and use a picture)
What do they like to do?
How your brand or business will influence their lives?

Research your
What the competition is doing?
competitors
What are their strengths?
What are their weaknesses?
How can you carve a niche for yourself in the field?

Define your brand identity If you had to describe your brand in three words, what would they be?
What is the vision that motivates your brand?
Think of your brands personality and extract from it tangible traits like
colors, vocabulary and style.
Describe in detail all the products or services you will offer.
Prepare consistent
Create your own logo
branding material
Use the video you have created during the development of the last
learning guide. If you don't have one, create it.

Guided Practice R W L S
Appropriation activities
Now that you have a general idea about your own company, watch the following video in
order to have the necessary understanding to start creating your own website on Wix.

https://www.youtube.com/watch?v=JTdK9q_iuE0
*Create your own mind map

Independent Practice R W L S
Knowledge transfer activity
Create your own company website
Up to now you website has to have:
1. A proper template related to your company (Business, music, food), or a proper
image.
2. A name (We can add it in both languages: English and Spanish)
3. Some boxes or images where you explain the services you offer
4. Contact info
5. A menu with at least three elements (You can choose what to show on them)

Assessment R W L S

Students will create a web Page

 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Link: https://voicethread.com/share/9548896/

Business/Materials Lesson Objectives

Classroom, Notebooks, Video Beam, Improve the listening skills of the students
speakers, computer, video The greatest from Colombo-Germana University through
treasure. the use the video The greatest treasure.

Warm-up and Objective Discussion

At this stage students will be asked

to describe to picture in pairs, the
also will be allowed to use the
dictionary in order to look up for
words they consider useful when
describing the picture.
Once theyve done that, theyll read
the description to their classmates.

Instruct and Model R W L S

At the first stage the teacher will explain the whole activity including all the tasks they
will develop. The teacher will emphasized that the main objective of the activity is to
improve students listening skills. The teacher also will explain how the activities will be
developed and how the students will be evaluated.

Guided Practice R W L S
At this part students are going to listen for the first time the
video. But the teacher will interrupt as many times as
necessary the video in order to ask question about
what students think is going to happen, in other words, to
make predictions. When the teacher consider convenient he or she
will ask for the meaning of some words or structures in order to offer a
better understanding.
Students will also be allowed to interrupt the video in order to ask for some
clarifications if need be.

Independent Practice R W L S

At this stage students will listen to the video a second

time; now, the teacher will give them the subtitles with
some missing word they have to figure out.
As a second activity in this part, students will ask a
question about the video to their classmates in order
to verify the understanding of them.
Finally, students will get a test which they have to
develop individually to test their final comprehension
of the video.

Assessment R W L S

Students will be assessed since the first activity when they describe the first image. At
this point teachers are going to be the taster. Classmates will be asked to give a grade
for their partners in order to average their opinion along with the teachers.
At the last stage, students will be tested throughout a standardized test related to what
they have heard during the story of the greatest treasure.
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Link: https://voicethread.com/share/9487146/

Business/Materials Lesson Objectives

Reading and understanding the main elements of the
Book the novel the little prince recognizing and using some
little prince, grammatical elements such as the simple past in order
Sheets, to make a differentiation between the story and our
Colors. Valentins day.
Objective
Create a letter for a friend on Valentine's day, based on
The little Prince managing in a correct manner the
simple past.
Warm-up and Objective Discussion
On the first part of the class students will be asked to think about their best friendship ever.
After that some of them at random will be asked to share a story related to his or her
friendship. They will be asked to use as much as possible the simple past structure.
On this part the will also be asked to talk about the main elements a letter has to have such as a
receiver, greeting, massage, etc.
Here, they will make a list of about ten elements.
Instruct and Model R W L S
At this moment the teacher will explain all
the elements that the activity will have such
as duration, objectives, division of the book
into chapters.
Here also the teacher will tell them what the
book is about and the biography of the
writer.
On this part the teacher also will mention the
importance of using the simple past when
telling stories.
Here, the teacher will also show them a letter
in order to give them some ideas how could
they make their own letter
Guided Practice R W L S
On this stage the teacher will open the reading with the same chapter in order to give the
students some clues like intonation, pauses, etc.
Now students will have some extra time to make a mind map about the main elements of a
letter.
Grammar Component
On this part the teacher will ask students to pay attention at all
the sentences they recognize as simple past in the first
paragraph in order to make them conscious about it while
reading.

Once when I was six years old I saw a magnificent picture in a

book, called True Stories from Nature, about the primeval forest. It
was a picture of a boa constrictor in the act of swallowing an
animal. Here is a copy of the drawing. In the book it said: "Boa
constrictors swallow their prey whole, without chewing it. After
that they are not able to move, and they sleep through the six months that they need for
digestion." I pondered deeply, then, over the adventures of the jungle. And after some work
with a colored pencil I succeeded in making my first drawing. My Drawing Number One. It
looked like this:

Now, the teacher will explain to them this tense giving some
examples:
+ I was six
- I was not/wasnt a grown-up
? Was my drawing nice?

On this part students will pay attention to similar sentences underlining them

I showed my masterpiece to the grown-ups, and asked them whether the drawing frightened
them. But they answered: "Frighten? Why should anyone be frightened by a hat?" My drawing
was not a picture of a hat. It was a picture of a boa constrictor digesting an elephant. But since
the grown-ups were not able to understand it, I made another drawing: I drew the inside of the
boa constrictor, so that the grown-ups could see it clearly. They always need to have things
explained. My Drawing Number Two looked like this:

Now, the teacher will focus on the simple past with verbs different from verb to be
Examples:
+ I gave up what might have been a magnificent career as a painter.
- I did not want to be a grown-up.
? Did I abandon my dream as a painter?

The grown-ups' response, this time, was to advise me to lay aside my drawings of boa
constrictors, whether from the inside or the outside, and devote myself instead to geography,
history, arithmetic and grammar. That is why, at the age of six, I gave up what might have
been a magnificent career as a painter. I had been disheartened by the failure of my Drawing
Number One and my Drawing Number Two. Grown-ups never understand anything by
themselves, and it is tiresome for children to be always and forever explaining things to them.
So then I chose another profession, and learned to pilot airplanes. I have flown a little over all
parts of the world; and it is true that geography has been very useful to me. At a glance I can
distinguish China from Arizona. If one gets lost in the night, such knowledge is valuable. In
the course of this life I have had a great many encounters with a great many people who have
been concerned with matters of consequence. I have lived a great deal among grown-ups. I
have seen them intimately, close at hand. And that hasn't much improved my opinion of them.
Whenever I met one of them who seemed to me at all clear-sighted, I tried the experiment of
showing him my Drawing Number One, which I have always kept. I would try to find out, so,
if this was a person of true understanding. But, whoever it was, he, or she, would always say:
"That is a hat." Then I would never talk to that person about boa constrictors, or primeval
forests, or stars. I would bring myself down to his level. I would talk to him about bridge, and
golf, and politics, and neckties. And the grown-up would be greatly pleased to have met such a
sensible man.

Finally, students will create some questions for their classmates and they will also answer
them in the simple past.
Independent Practice R W L S
Once the teacher has finishes the first chapter
aloud, students in pair, will choose a chapter from
de book and will start reading. They also will ask
to take notes to prepare a short exposition.
Students have to choose at least 4 sentences that
have catch their attention and have to explain
them in detail to the whole group.
On this part students will have some time to write
some paragraphs than afterward will be shared
with their classmates.

Assessment R W L S

In this activity each pair of students will expose what they have learnt. They will be allowed to
use pictures, drawings, etc.
This activity will be evaluated by the other groups.
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Link: https://www.youtube.com/watch?v=PyTmyZVMEuo

Business/Materials Lesson Objectives

- Students will learn the numbers 1-100
Bingo - Students will say some sentences using numbers
- Students will be able to do basic operations in
English
Warm-up and Objective Discussion
Word Search Puzzle: students have to find the numbers 0-20

Once they have found all the words above they will be asked to complete the following
sentences using the numbers
Im ____ old.
We are _____ classmates.
We have ___ English classes per week.
My favorite numbers is_____.
I have _____ brothers.
Instruct and Model R W L S
The teacher will explain students the activities giving examples:
a) Numbers from 0-100. I have one brother. In my house there are two cars. Etc
b) Teacher will explain the basic operations in English:
Addition
Subtraction
Multiplication
Division
Each of them has to be followed by an example: three students plus one makes four.
Guided Practice R W L S
Once students have repeated the numbers from 0-100 the teacher is going to write some very
easy operations showing students how to develop them:
12-2=10
13+10 = 20
Finally teacher is going to give the students a bingo chart and all together will follow teachers
explanation:
When a student picks up a number he has to say an operation, for instance, student Mara
picks up the number four, so, she is going to say 3 plus 1. The other students have to know the
number result and highlight it in the Bingo chart.
Independent Practice R W L S
Students will continue the Bingo until one of them wins the round.

Assessment R W L S
Students will play Bingo until someone wins.
 Basic Intermediate Advanced
Lesson Plan
Micro Lesson Link: https://www.youtube.com/watch?v=mPINMk21aF8

Business/Materials Lesson Objectives

- Students will learn some specific English words
Videos: related to their carrier
https://www.youtube.com/watch? - Students will write a script related to their career
v=mfunlllTF8Y - Students will perform a job situation
https://www.youtube.com/watch?
v=t87VGQ-NlwQ
https://www.youtube.com/watch?
v=Idn-whtzvcM
Warm-up and Objective Discussion
Initial reflection activity

Watch the following videos related to a specific job situation and complete the chart:
https://www.youtube.com/watch?v=mfunlllTF8Y
https://www.youtube.com/watch?v=t87VGQ-NlwQ
https://www.youtube.com/watch?v=Idn-whtzvcM

Video1: First day at work

Characters

Describe the
situation
Write at least 5 1.
technical words 2.
related to the 3.
situation 4.
5.
Video 2: At the doctors
Characters

Describe the
situation
Write at least 5 1.
technical words 2.
related to the 3.
situation 4.
5.
Video 3: Job interview
Characters

Describe the
situation
 Write at least 5 1.
technical words 2.
related to the 3.
situation 4.
5.

Instruct and Model R W L S

Now, please create a technical glossary related to your career. Use at least 15 words. Finally
use the words in a sentence you can use in a job situation.
You have to know all the word you write.

GLOSSARY

WORD SENTENCE

Guided Practice R W L S

Following the examples given by your teacher, in groups of 5 classmates, think of a job
situation you can face as a professional.
Each of you has to pick a roll that will perform afterward.
Up to now, please write the script you will use to practice the role play. Be sure it last at least 5
minutes per group.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________
Independent Practice R W L S
Now, record your video and show it to your classmates.

Assessment R W L S
Script and videos will be checked by the teacher and classmates
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Link: https://www.youtube.com/watch?v=Ghnocv8jPSw

Business/Materials Lesson Objectives

- Family members - Students will be able to identify the family
vocabulary: members.
https://goo.gl/images/UmB - Students will be able to identify the relation
KAU among family members.
- Family members and tree: - Students will be able to introduce their families
https://www.youtube.com/ using appropriate vocabulary.
watch?v=FHaObkHEkHQ
- Work sheet: Who is that?
- Photos of their family
members
Warm-up and Objective Discussion
Show students your own family tree; ask them if they know some of the names such as father,
cousin, etc. Ask them if they also know the proper names when talking about an adopted child.
In order to catch their attention, ask them if a homoparental family should have the same
names as a heterosexual family. Explain that today some people are adopted or cared by
someone different from their own families.
Explain they will be asked to make two description of a family: 1) their own family; 2) a
family of a celebrity they like. Tell them they have to introduce at least 8 people per family
tree.

Instruct and Model R W L S

Show slide 1: Video Family members and tree. Ask them to identify as much relatives as
possible on the teachers family tree.
Show slide 2: Once they have tried to identify the relatives, tell a story about your family
pointing out at each picture when talking. For example, when I was six (pointing out at your
photo) I went to my sisters wedding (point out your sisters photo)
Show slide 3: ask them to write down all the relative names.
Show slide 4: In order to reinforce what they have learnt show them the video Family
members.
Show slide 5: organize them in pairs, and then give them the work sheet: Whos that? So they
complete this activity asking questions to his or hers partner.

Guided Practice R W L S

Talk about an alternative family, for example: use one of the following 27 celebrities with gay
parents http://www.ranker.com/list/celebrities-with-gay-parents/celebrity-lists
Give students an alternative family to compare with their own family. (For this task we
recommend to use the following resocurces: Types of Family Structures
http://family.lovetoknow.com/about-family-values/types-family-structures and Types of
families https://goo.gl/images/BnsM5u)
Ask them to mentions 5 differences between these two.
Ask them if they notice any differences between the two; are there different words for them?
Put the students in pairs and ask them to make a presentation of an alternative family related
to a celebrity they like.

Independent Practice R W L S
Put the students in pair of 4 people
Have the students to introduce their family in their own group
Finally, have the students to introduce the celebritys family.

Assessment R W L S
The personal tree family will be recorded in order to upload it into their own blog in which
they will charge all the evidences until they finish their portfolio.
The celebritys family tree will be posted in a social network in order to use it during the gay
pride day.
 Basic Intermediate Advanced

Lesson Plan
Micro Lesson Link: https://www.youtube.com/watch?v=OhWQ3Iojo00

Business/Materials Lesson Objectives

- Students will be able to differentiate different
Note book professions in English language.
- Students will create a single presentation of a
specific profession.
- Students will take part in a role play situation in
which they will discuss about an ideal city based
on the point of view of the profession they are
representing. Students will be asked to say 3-5
sentences related to the professional they are
representaing.
Warm-up and Objective Discussion
Activity one: With a partner try to complete the following crossword. Doesnt worry if you
dont complete it; just try to recall as much as you can.

Activity 2: Not that you have recalled some information. Choose 1-3 professionals and write
as much verbs as you can relate to their jobs. For instance: Waiter. Takes orders, cleans tables,
asks for information, etc.

OBJECTIVE DISCUSSION
In this class we will review different professions that are needed for the correct functioning of
a city as Bogot.
We will review which of them are more important and we will learn some of the main
activities they perform.
As a way to check the understanding you will be asked, after knowing the name of the
professions, make a short presentation of a profession. As the last stage you will be also asked
to write and share 3-5 sentences/suggestion your professional must ask in order to have a
perfect city.
Instruct and Model R W L S

The activities we have to complete in this module are:

1. Complete the crossword in pairs, the teacher is going to give them an example to let
them know exactly what to do. If students cant complete the whole crossword, the
teacher will help the students giving them clues.
2. Each student will select a profession in order to make a short presentation to his
classmates. Before it, the teacher will make one about a teacher.
3. In a role play each students will give pieces of advice about a perfect city based on
their profession. Before that the teacher will make a participation in order to set
everything clear.
Guided Practice R W L S

Now, the teacher is going to show a picture of a profession and below de picture there will be
the name, but in a wrong order. Once the students guess the correct name of the profession, the
teacher will show them a verb related to the professional in order to encourage students to
make sentences.
Then the teacher is going to make a short presentation about himself as a professional
mentioning what he does, where he works, what he likes about his profession etc. The teacher
is going to ask some questions such as; does a teacher drive a car? Does a teacher take care of
sick patients? In order to let the students relate action with professions.
Finally, he is going to describe what Bogot needs to be a perfect city according to his
profession.
Independent Practice R W L S

Now make pairs and develop the crossword, if you dont know any words doesnt worry ask
the teacher for clues.
Afterwards choose a profession you like the most and think of a presentation using simple
sentences such as: I love my profession because teaching help people to be better. What I love
the most is meeting new people every year.
Finally, suppose you are part of the committee of a city and you are discussing about a perfect
city following the entire professionals advice. Say at least 5 sentences.
Assessment R W L S
Students will complete a crossword
Students will make a short presentation according to a profession they choose
Students will give their point of view using simple sentences.
 Teacher Tip by Fernando Fonseca

Purpose: This activity can help students be familiar with numbers from 1-100 and
basic math operations.

Preparation and Materials: Cut number from 1-100 and mixed them up into a small
bag.
Print as much Bingos as necessary for the whole class

Procedure:
a) Review numbers from 1-100
b) Using the images below the Bingo, teach students the basic math
operations in English. Give as much examples until all the students get the
operations.
c) Cut the numbers from 1-100 and mix them up in a small bag or box.
d) Ask students to write the numbers 1-100 at random in their Bingo chart.
e) Pick a number from the bag, but instead of saying the number (5) say a
basic operation as 2 plus five makes or, twelve minus seven makes
f) The first students who complete a whole line diagonal, vertical or horizontal
win the game.
Addition Subtraction Division Multiplication

Seven Twenty Nine Nine times nine

plus five minus five divided by makes eighty-
makes makes three one
twelve fifteen makes
three
 Teacher Tip by Fernando Fonseca Who wants to be Millionaire

Purpose: This activity can help students to present test in a dynamic and
cooperative way as if they were just playing a game.

Preparation and Materials: Internet access to go to the web page

http://superteachertools.com/

Some questions with multiple options.

Procedure:
a) The teacher might ask students to write a question related to what they
have learnt in the lesson, or last session, etc.
b) Students have to write one easy and one hard question with a correct
answer and three false answers. (If the teacher want he or she can create
all the questions)
c) The teacher writes the questions with its answers in the online program.
d) When the game is ready the teacher, using a video beam, show the game
and the students have to answer the questions.

The following image is an example created be my grupo of students.