ESCUELA NORMAL SUPERIOR DISTRITAL MARIA MONTESSORI

60 Años Formando Maestros y Maestras para la Infancia

PROGRAMA DE FORMACIÓN COMPLEMENTARIA
LESSON PLAN FORMAT: TEACHING ENGLISH (FL)IN PRIMARY SCHOOL
TECHNOGLISH PROJECT
(Designed by Teacher Nora Rodríguez)
This didactic Unit and its sequences have been planned to pilot phase of the English curriculum designed for the
ESNDMM primary school
Original Idea: Brigth Pico- Yasmin Cano
RevisedVersion: Teacher Nora Rodríguez_ PFC

NAME OF THE DIDACTIC UNIT: Course _2 /Afternoon shift_ 2019 Average age:______
FRUITS TEACH ME ENGLISH Institution: ESNDMM Number of children:__30__

GENERAL TOPICS ASSIGNED TIME (NUMBER OF SESSIONS)

1 healthy food, fruits
2 I like it or I do not like it? First didactic sequence: "The fruits that I know" Date: March 27th -2018 _ Time: 4:45 h
3 Do You Like? Second didactic sequence :: "the fruits that I like" Date: April 3th - 2018 - Time: 4.45 h
Third didactic sequence :: "finding out what you like” Date: April 10th - Time: 4.45 h

Pre-service teacher(s): FC program: IV semester In-service teachers:

Yasmin Cano ycanodolca@gmail.com English: Nora Rodríguez
Brigth Pico yecenia23fernandez@gmail.com ICT: Katherine Montejo
Home room teacher: Beatriz
GENERAL OBJECTIVES
COMMUNICATIVE OBJECTIVES OBJECTIVES OF THE LANGUAGE.

At the end of this didactic unit the students will be able to: Throughout the development of this unit, students will:

Recognize the different foods that I can pronounce and write listening and pronunciation short songs to encourage their oral skills in English.
correctly. Learn basic vocabulary about fruits and types of junk food, both orally and in writing,
Strengthen the pronunciation and correct the writing the: I like and I thus improving the recognition of these in english in the daily life.
do not like to add different fruits. Practice the pronunciation of five fruits and junk food.
Ask correctly. Do you like it? adding different fruits and answering Become familiar with the simple present tense structure and use it to talk about the
briefly yes, I do or not, I do not I like, I don´t like and
ask Do You Like? to give a short answer yes, I do and No, I don´t
ICT Objectives
Use and experience the help that tics give us to learn in another way.
Strengthen vocabulary and pronunciation through the Jclic program,
word searches and different ICT activities.
Feel motivated to learn English, using ICT activities.

RATIONALE

This didactic unit called "the fruits that I like" (Jobs) corresponds in part to the module of health.
English program of the ENSDMM aimed at the second grade of primary school. It also takes into account the DBA (Basic Rights of Learning), which are intended
to improve the pedagogical practice in the English classroom and; on the other hand, to help students achieve the expected level of English in each grade.
The topic of food types will help students enrich their vocabulary in English, as well as knowledge and use of the current present tense structure (linguistic
language).
competition). To achieve this objective, innovation is achieved through the inclusion of Information and Communication Technology (ICT) tools and their
appropriate use. Consequently, this unit has been designed within the framework of the TECHNOGLISH project that is the result of the
Collaborative work between the academic spaces of English and ICT. In addition, performing these interventions allows teachers in training to improve the skills
to teach English in
primary school.

Third didactic sequence :: "what do you like? Date: April ( 10th) - Time: 4.45 h

Specific objectives of the teacher.

In this session the teacher: Specific objectives of student learning.
Throughout this lesson the students will do it.
Promote the English pronunciation of children, about different foods
in English. Practice the date and ways to say hello.

Strengthen in children the writing the simple present structure with: Practice the pronunciation in English of different foods.
do you like it? Adding different foods and giving a short answer, yes, I
do or not, I do not. Practice writing and pronunciation of present simple structure with: do you like it?
Adding different foods and giving a short answer, yes, I do or not, I do not.
Reinforce in the children the pronunciation of the simple present
structure with: do you like it? Adding different foods and giving a
short answer, yes, I do or not, I do not.

TIC:
Provide students with some activities designed with ICT tools to learn
in a different way.
language focus ( target language contents)
Vocabulary PROMOTION OF LANGUAGE SKILLS LEARNING STRATEGIES AND
NOUNS VER OTHER SKILLS
BS Listening: The students
Orange like The songs, instructions of the teacher, vocabulary of
Fruits Banana different foods. Use your previous knowledge
Apple pronunciation about different foods.
grapes Speaking:
Strawberry Sing and repeat vocabulary of different foods. Use activities designed using ICT
Reading: tools to strengthen prior
Foods Spaghetti Short words about different foods, greetings and knowledge.
Ice cream date.
Rice Writing: Use songs to learn new words
Chocolate Short sentences or words about fruits and the and vocabulary.
Cheese simple present with: I like and I don't like.
Do You Like?
Animals Dog yes, I do
Seal No, I don't
Rabbit
Bird
Lion
Cat

Structure: Present simple

I like apple
I don’t like the apple
Do You Like?
yes, I do
No , I don’t

English standards
Listen out:
I recognize when they speak to me in English and I react verbally and
nonverbally.
Reading:
I follow the sequence of a simple story, from images.
Writing:
I copy and transcribe words that I understand and use frequently in
the classroom.
Monologue:
Actively participate in word games and rounds.
Conversation:
I use nonverbal language when I can not verbally answer simple
questions about myself and my environment. For example, nodding or
shaking his head.
Teaching/Learning materials: Resources (supplies for the classroom)
work guide - the food of the snake Notebooks
mini short story - The Hungry Snake Markers
Storyjumper - Lucy and the animals. TV
Activities in jclic USB memory
Computers room with 14 computers for the students to work in pairs

ANTICIPATED PROBLEMS POSSIBLE SOLUTIONS

We will work in pairs according to the number of students and places of change for
Students students who do not pay attention during the implementation of activities in the
classroom or the song Wind the Bobbin Up will be played to attract the attention of all
indiscipline. students while they dance.
Misbehavior of the students in the participation of the activities
proposed by the pre-service teachers. Chorus: Verses:
Wind the Bobbin Up
Point to the floor
Wind the bobbin up Point to the window
Wind the bobbin up Point to the door.
Pull, pull, clap, clap, clap. Clap your hands together
Wind it back again One, two, three
Wind it back again Put your hands upon your knees.
Pull, pull, clap, clap, clap.
Point to the ceiling Pull, pull, clap, clap, clap…
Point to the window…
Point to the door…
https://youtu.be/BXo_8BvoZhU

For the displacement to the computer room, pre-service teacher will sing.
raise a hand (stands up)
lift the other (stands up)
applaud, applaud, applaud.
lowers a hand (lowers his hand)
the other one goes down
applaud, applaud, applaud.
in this way the children will walk to the tic room, even if the children are dispersed in
this room, the same song will be performed.
 PROCEDURES DESCRIPTION

Timing Teaching/ learning

STAGES DESCRIPTION OF THE ACTIVITIES Materials and classroom
supplies
1 Greeting Activity 1: Date

We will begin the third pedagogical intervention, establishing the date among all on the
blackboard, in the classroom 102.

The teachers in training write on the blackboard What date is today? repeat after me please
The day? Today is ...... Please, repeat after me
Each child will have previously pasted the date in their notebook to make it easier for them to
repeat and write the feha among everyone on the board.

What date is it today? Today is Wednesday, 10 th ( the tenth) of March, 2019 ( two thousand
and nineteen)

Activity 2: Greeting
10 minutes
Purpose : to create a positive class atmosphere.

The pre-service teacher formally greets the students briefly.

Good afternoon, Good afternoon
how are you?
How are you?
Children respond:
Very good, very good.
and then the children sing
Good afternoon, Good afternoon
How are you? How are you?
The pre-service teacher respond:
Very good, very good.
2 Activity 3
Warm up (To activate mini short story
students' prior In the previous intervention, children were left as a task to color the story The hungry snake and in the
knowledge or to blank pages should invent other foods that would like or dislike our friend the snake. 15 minutes
prepare students for Therefore, the achievement of this task will be presented in such a way that the children see what their
new materials) classmates managed to invent in their respective mini story.

Then, each child will be given a work guide, which specifies the activity seen in the previous class with
the food of the snake. With I like it and work guide
I do not like
In this guide, the children should finish filling the words with their respective missing letters, these will
be the different foods that were seen in the story of the snake.

Activity 4: I learn with histories

3. Purpose: That children become familiar with the structure to ask in simple present.
Do you like? and give short answer 15 minutes
Presentation of the
main theme (New Yes, I do or Not, I don´t and review it orally. Also, strengthen the vocabulary with new animals
material or unknown and foods.
material to be Computer
presented) In this activity, the children will be taken to the computer room where they will see and hear a
short story: Lucy and the animals. Storyjumper
This story will be narrated by the pre-service teacher as the pages pass, also questions will be
asked before, during and after the story so that children can understand it better.
once the narrative of the pre-service teacher is finished, it will return to narrated, but this
time, the children will repeat after the teachers.
Storyjumper, is a new and interesting strategy to bring a new theme to children, in this case to
discuss the theme of the structure to ask in simple present.
Do you like? and give short answer
Yes, I do or Not, I don´t

https://www.storyjumper.com/book/index/67756645/Lucy-and-the-animals#
4.Practice Activity 5:
(Activities to 10 minutes
strengthen the new Taking into account the previous story, the pre-service teacher will ask a child: do you like?
theme presented) adding one of the foods seen above.

example:

Teacher asks a child:

Do you like ice cream?

so the child will respond: Yes, I do or Not, I don't depending on taste.

 Then, children who wish to ask a partner: Do you like? adding a food and its partner will
respond. Yes, I do or Not,I don't

5. Production Actividad 6: Having fun I learn 20 minutes

purpose: Strengthen the knowledge acquired in a different and fun way.

(Students can use Then, we will carry out a series of activities in jclic, these activities are about the topics seen in Computer
what they learned) the 3 previous interventions, besides they are very interesting activities to support and
reinforce the knowledge acquired during these 3 interventions. Jclic

the food of the snake

the fruits

different foods

Simple present: I like and I don't like

Do you like?

Yes, I do or Not, I don´t

During each activity, pre-service teacher they will be in the video win at the same time in the
realization of each activity and the children of couples in each computer, so that they can
understand a little more the realization of the different activities.

finalizing the activities of jclic we will return to the classroom 102 to be able to carry out the
evaluation.

6. End and review

(Task or follow-up
activities)

6. 10 minutes
Evaluation criteria In addition, they will be evaluated through an evaluation grid
based on the evaluation grid
Criteria Yes Not
established
objectives
Actively participate in the realization of the different activities

Make the work guides without the help of my colleagues.

Perform the activities correctly in jclic following the instructions given

by the teachers in training

REFERENCES

TEACHER’S OBSERVATIONS:
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______________________________________________________________________________________________________________________
Work guide 1

chocolate