Facultad de Educación.

Pedagogía en Educación Media en inglés.

MUESTRA DESEMPEÑO DOCENTE

III

Valentina Acuña Zapata

Professional English Teaching Experience
UCSC Supervisor: Astrid Guerra.
Mentor teacher: Mª Gladys Rivas.

October, 2019.
 MDD III: Unit plan. (Learning goals standard)

Unit: “Very important people” Class: 8th year. School (name & type): Fundación Student-Teacher: Valentina Acuña Zapata.
Educacional Colegio de los Sagrados
Corazones de Concepción. Private School.

Unit aim:

 At the end of the unit, students will be able to value important people’s relationships in life.

Attitudinal Aim(s):

 Students will develop consciousness about the role that different people have in their lives.
 Students will work collaboratively with the teacher doing the reading activity and they will understand the importance of good qualities that a person must have.
 Students will work collaboratively among them to provide important information about what they will do with different situations involving important people for
them.
 Students will work responsibly and proactively to understand the correct use of first conditional.
 Students will work collaboratively in order to achieve a common goal, being respectful towards classmates presentations.
 Students will work collaboratively by sharing ideas among them to achieve the task.
 Students will be able to appreciate and understand the importance of different people in their lives.
 Class Lesson Aim(s) Language Content Main activities/Time Assessment Resources

Date length Learning outcome(s)

Lesson 1 45 min. At the end of the lesson, Vocabulary related Students talk about the most important person Formative. Data projector
students will be able to to relationships. in their life. T writes on the board “What’s she Audio (Students’
recognize people’s Present Simple like?” “What does she look like?” in order to get book listening)
relationships. Future (will) the physical and psychological description that
Whiteboard
Ss provide.
Speakers
Review of vocabulary related to relationships.
Markers

Ss play “GUESS WHO” with the book pictures. Students’ book.

Ss listen and match the relationships words with

twelve definitions.
Ss listen again and correct their mistakes.
Ss listen a new audio and match the personality,
relationship and pictures with the descriptions
of the people given.
Ss check the answers with their partners and
later with the teacher.
SS play BINGO game.
Lesson 2 45 min. At the end of the lesson, Vocabulary related T and Ss check vocabulary from the last class to Formative. Whiteboard
students will be able to characteristics of elicit previous knowledge.
Markers
to identify phrases to personality.
T introduces the following activities from Students’ book
provide examples. Words for giving
Students’ book.
examples.
Future (will) T asks Ss new words that they may not know to
Present simple write them on the board as a Glossary.

Ss read the text from the book using “Popcorn”

(out loud).

Ss do the activities from the book.

T and Ss check the answers on the board.

Ss say the phrases they identify to provide

examples.

Ss continue doing the activities from the book

to later check them with the teacher.

Ss play “Hangman” (extra points).

Lesson 3 45 min. At the end of the lesson, Future (will) The teacher starts the class giving possible Formative. Data projector
students will be able to talk Present simple
about possible situations in 1st conditional
the future. Use of unless/if
situations to introduce “First conditional”. PPT
T: “The other day, I arrived late to school Whiteboard
because I was too tired…” “So, what will Miss
Markers
Laly said if I am late again?”
“What will happen to you if you arrive late to Students’ book
classes?” (among others…)
After Ss noticed the structure, they started
answering questions using the first conditional.
Ss read a brief dialogue from the book in which
the first conditional is introduced.
T shows a ppt with information about the first
conditional.
Ss match images by completing the sentences.
(If I don’t eat breakfast…(A) I will feel tired later
(B))
Ss work in pairs and check their sentences
with their partners.
Ss create series of imaginary situations (that
were not in the PPT) in which the first
conditional is used.
Ss share their possible situations with the
 teacher and the rest of their classmates.
Lesson 4 45 min At the end of the lesson, Future (will) Mini-oral test “PASS the WORD” Formative. Data projector
students will be able to Present simple Whiteboard
T asks students series of questions like: “What
understand the use of 2nd conditional
would you do if you talk to your crush?” “What Markers
second conditional in Use of if / would
would you do if you were the president of
imaginary situations. Students’ book
Chile?”
Papers.
T answer the questions after students, using the
Pencils.
second conditional structure.
Ss asks questions related with the difference
between first and second conditional.

Ss complete the activities from the book.

Ss create a BINGO CARD with 9 blank spaces.

Ss have to complete the Bingo card with
imaginary situations questions and their
classmates’ answers.
Ss work with their classmates completing the
card to scream BINGO!
Lesson 5 45 min. At the end of the lesson, Use of second Ss get in groups of 4 or 5 Formative. Whiteboard.
students will be able to talk conditional.
 about important people in Use of if… + past + Ss are given a paper w/ vocabulary related to Markers.
their lives by creating a would… the unit (important people) and they have to Papers.
poster. Vocabulary of the paste it in their forehead without looking at it.
Cardboards.
unit
Their classmates must give them clues in order
Simple past Pencils.
to make them guess the word they have on
(regular and irregular PPT.
their forehead.
verbs).
Data projector.
T and Ss make a brief review of the second
Scotch tape.
conditional.

T explains the activity, instructions and

requirements to Ss.

Ss received a cardboard and start working on

the presentation about important people in
their lives.

Ss paste their cardboard on the wall and make

stations to explain to their classmates who they
choose and why.

Lesson 6 45 min At the end of the lesson, Use of first and The class play the game “ABC Caterpillar” using formative PPT
students will be able to second conditional. the word “acquaintance” as a reference.
 create a meme about Present simple The teacher shows a PPT with a meme to Data projector
conditions for the future. Future (will) introduce the aim of the class. Markers
(1st/2nd conditional) Simple past Ss discuss about the memes they like the most.
Whiteboard
(regular and irregular T presents two memes that she creates using
verbs). 1st and 2nd conditional and asks Ss which the Computers

difference between them is. Gifts

T presents the instructions to Ss.
Meme-page
Ss get in pairs to work and start looking for generator.
phrases to put in the memes.
Ss go to the board and present their memes.
Ss discuss and vote which they think was the
best meme of all.
Lesson 7 45 min. At the end of the lesson, Use of first and The class is divided into two groups to play Formative. Whiteboard
students will be able to second conditional. “Pictionary”. Ss at the front, received a paper Markers
write a letter for someone Present Simple with words related to vocabulary of the unit
Data projector
important in their lives. Future (will) (ambitious, generous, among others) to start
Simple Past (regular drawing while their rows guess. PPT
and irregular verbs)
Photos
Vocabulary related to T introduce the lesson talking about the
the unit importance of certain people in her life and Color papers

how important is to demonstrate that she loves Pencils

them.

T presents a PPT with her family photos and a

letter she wrote at 6 years old to her father.

T explains the activity and instructions to Ss.

Ss start working on their letters for someone

they consider important to them.

Ss finish their letters to later deliver them to the

person/people they choose.

Ss have a final discuss about the importance of

demonstrate their love to others.
TASK 2 & 3:

The unit plan performed for this grade was divided into two main topics: First conditional and Second conditional (plus the

unit vocabulary). The timing of the lesson must be considered since it is a very important factor when planning a lesson or

unit. Each lesson has a duration of 45 minutes because, as I previously mention on my MDD II, the class is always divided

into two groups. Group two goes to Self-learning or Extra-work and Group one stays in the classroom. While on the second

period of the lesson, Group two is in the classroom and Group one goes to self-learning or Extra-work.

Other relevant factor that must be consider is the use of workbook (which is for practicing exercises from the contents saw

in the main lessons and to study for the tests) and students’ book (the teachers’ guide); these are compulsory as part of the

English language teaching in the school and it cannot be modified. Considering this, during the first lessons it was very

difficult for me to teach everything guided only by the book. I used to create my own lesson without the use of books. That

is why, the rule of the mandatory book results a bit complicated to follow. Keeping this in mind, I tried to make more

engaging warm-up activities, looking for motivation by the part of the students. Even though the students of this school have

a higher English level than the common schools in Chile, due to their different context and reality, I believe that they
deserve the opportunity to have fun in classes and not only be guided by the student’s book. Furthermore, I consider

important to highlight that there were some “practice” lessons after the main classes in which students use their workbook to

complete activities related to grammar, vocabulary, among others. That is why I decided to not include them in the unit

lesson plan since they were just for practicing with exercises from the book. I only keep here the main and more relevant

lessons I planned.

On the other hand, the use of kahoot, meme maker and other virtual platforms are going to be essentials to see if the aims

were achieved or not. Furthermore, this can be useful to summarize what they saw in the lesson or previous lessons and

clarify their doubts if they got confused with the contents. Moreover, the use of these platforms can help some of the

students to learn in different and more practical ways. It was also considered to perform the four abilities: Speaking,

Listening, Reading and Writing along the unit in order to promote the progressive development of all the activities and not

only focus them on the grammar rules proposed by the student’s book. However, this lexical and grammar are saw in the

workbook to practice since the formative evaluation wants that students used the language in a precise and without mistakes

way, putting aside the fluency in the L2.

When planning, one of the most complex things to do was to connect the topics since in the unit, are varied items and they

are not always connected between them because they are chosen only to achieve the B2 level, showing grammatical

structures and advanced vocabulary. Another difficult point while planning, was that I had to consider the adjudgment of the

unit since the lessons can be shorter or longer depending on the external activities of the school (the school has plenty of

extra activities during the lessons time and, these activities, are written on the board of the teachers’ room every week). So,

we as teachers need to be prepared for everything.

According to the things that were simpler to plan, I think that I can locate the warm-up activities or closing activities. This

was because these activities do not require a lot of resources or materials, they are a simple way to look for the students

motivation and to take them out of the “box” they are used to be. During the observation of the lessons, I consider that this is

hugely relevant since they went crazy for playing or doing something different from the book activities. As most of them

have a higher English level than the big majority of Chilean students, it was also easier to perform the classes. In other

schools that I did my progressive practices, it was difficult to make all students engaged with the topics. They used to have

bad behaviour in every class, so I have to crackle to find a way to make the lessons more fun and motivating for them. But,
in this school students are motivated to learn by themselves. The huge majority of my students are engaged and want to

learn English (many of them go on vacation to Europe). It is incredible how the context and different opportunities can

change the way students perceived a foreign language.

It is important to mention that the constant feedback provided to the students is hugely useful for their own learning process.

Also, monitoring them while working makes them feel secure about what they are doing since many of them are afraid of

asking questions out loud.

Appendix: (Some samples)

Audios:

PPT audios page

38.pptx

(The link to download the audios can be found on the appendix part of MDD III in weebly)

Hangman:

http://hangman.no/

Playcode: hdmicifajlac
Kahoots:
Meme Generator:

https://imgflip.com/memegenerator
PPT (1st condiitonal):