50-MINUTES MICRO-LESSON PLAN.
UNIVERSIDAD DE EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE OCCIEDNTE
School’s Name:
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Teacher´s Name:
FREDY PERRAZA BARRIENTOS
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Subject: English
Language.
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Lesson
overview:
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Verb
to be. ( am, is and are) positive form in sentences.
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Audience:
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Objectives:
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Students
will be able to use the structure of the verb to be I different contexts.
Students will be able to practice the
structure of the verb to be.
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Facilitation
guide
Materials
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Markers
Usb
Copies
Speakers
Board
Desks
Notebooks
Books
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Getting
start -5 minutes.
( warm up activity)
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Simon
says. The teacher will mention some parts of the body saying the expression
“Simon says”, and students will touch the part of the body that they hear. If
a student touches a wrong part of the body, the student will be punished.
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Activity
1 introduction of the topic.15 minutes.
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The
teacher will introduce the topic asking the students some questions. For
instance if they know something about it. After that the teacher will give
some examples to show in a general way that the topic will be about it. Then,
the teacher will give the main details so that students can understand pretty
well.
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Activity
2 development of the topic 15 minutes
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First,
the teacher will show a video in which students will see the structure of the
verb TO BE (am, is, and are). Second, the teacher will explain every single
sentence that will be shown in the video. Explaining the conjugation of the
verb to be.
Third,
the teacher will give a practice in which students will provide their
understanding. The practice will consist on complete a sentences of the
conjugation of the verb to be.
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Wrap
up. 10
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The
teacher will ask students to write some sentences according to the structure
studied during the class. Besides that, the teacher will ask some questions
to students to know if they have doubts about the topic. If they have some,
the teacher will explain in a general way to summarize what has been studied.
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assessment
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UNIVERSIDAD DE EL SALVADOR
FACULTAD MULTIDISCIPLINARIA DE OCCIEDNTE
School’s Name: Centro Escolar Texis Juntion
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Teacher´s Name: Armando Antonio siciliano
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Subject: English Language.
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Date: 10/03/2017
Lesson
overview:
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Subject pronouns
Explain
in two hours 50 minutes
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Audience:
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Objectives:
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Students will:
ü Be
able to identify the singular and plural subject pronouns with 90 % of
accuracy.
ü Will
be able to recognize the verb to be for each subject pronoun with no errors.
ü Will
be able to Construct correct sentences with all the subject pronouns without
their notebooks.
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Facilitation
guide
Materials
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Markers,
whiteboard, eraser, masking tape, chart, paper sheets, balloons, notebooks,
speakers, pen.
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Getting
start -5 minutes.
( warm up activity)
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Say something interesting
-Tell
students make a circle.
-Given
to students a balloon.
-Explain
to students that they have to say:
“hello my name is” and say something interesting about him or her.
-Then
he/ she has to throw the balloon to another person and repeat the dynamic
“hello my name is ” and say something interesting about him or her until
every student pass.
.
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Activity
1 introduction of the topic 15 minutes.
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-Ask
students: what is the function of the subject in a sentence?
-Listen
to some students’ answers.
-Give
students a short and clear definition about what is the subject of a
sentence.
The
subject of a sentence is a person or thing that performs the action of the
verb.
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Activity
2 development of the topic 15 minutes
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Give
students a sheet of paper that contains some sentences.
Students
have to identify and write the subject of each sentence.
Directions: Identify and write the subject
in the following sentences.
1. You are tall.
Subject______________
2. She is
beautiful
Subject______________
3. Mercy is a
nurse.
subject______________
4 Jhon and Sandra are
siblings. Subject______________
5. Roxy is a smart girl. Subject______________
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Activity
3 control practice 10minutes
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Give
students a worksheet.
Explain
to students what they are going to do.
Directions:
According to the personal pronouns filling the blanks with the correct form
of the verb to be.
1. She
__is____ angry. (Ella está enojada).
2. He and she ___are not___ cousins. (Él y Ella no son primos).
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Wrap
up. 5
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The
teacher will summarize everything about the topic.
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assessment
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.
The
teacher will assign students
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Lester Giovanni González Galdámez #GG14090
Lesson
Overview
This lesson plan provides a general outline and tips to
teach any of the topics we have already agreed to each in your DEL- II’s
lessons.
Audience
This lesson plan is intended for use with teen learners who
are taking English as a foreign language.
Learning Objectives
By participating in this lesson, participants will:
●
Be able to introduce them to foreign people.
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Be able to identify people nationality.
●
Be able to pronounce the name of different
countries with the correct pronunciation..
Facilitation Guide
________________________________________________________________________
Materials, Resources
and Preparation
Teach and explain the following vocabulary:
A continent is one of several very large landmasses on
Earth. Generally identified by convention rather than any strict criteria, up
to seven regions are commonly regarded as continents. Ordered from largest in
size to smallest, they are: Asia, Africa, North America, South America,
A country is a region that is identified as a distinct
national entity in political geography.
Getting
Started (10-15 mins)
In this part of the class, we
will sing a song with the objective of to lead the students to get familiar
with the vocabulary from the last classes.
Direct students to
the activity (10 mins)
Using a map we will see the location of some places and
countries.
And then the practitioner will explain the correct pronunciation
of the countries and the nationalities.
Facilitate and
support students to complete an activity, alone or in groups.
All the activities will be developed by every
student.
Wrap-Up (5-10 mins)
Develop of the filler: “Color me Red”
The practitioner will write a specific characteristic of one
of the students, and let the rest of the group to guess who is the student that
the practitioner has described. The one that would be discovered will have to
say one of the phrases the teacher will tell them to say.
Assessment/Extended
Learning (2-5 mins)
UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
ENGLISH
LANGUAGE DEPARTMENT
Name of the school: Centro Escolar
Caserio Las Chinitas
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Date:19-04-17
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Teacher´s name: José Astul Mata
Godinez
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Subject: English language
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Class: 5
Time:
50 minutes
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Lesson overview:
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There
is and there are
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Audience:
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Junior
high school (seventh grade)
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Objectives:
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Students
will be able to describe what is inside the classroom by using the structure
of existence.
Students
will be able to write and speak using the structure of existence.
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Materials
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Markers
Usb
Copies
Board
Desks
Notebooks
Books
Speakers
Magazine
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Getting start 10 minutes.
( warm up activity)
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The
island
The
teacher will ask each student to take out a sheet of paper and to place it on
the floor. Then, they have to form circle and walk around the pieces of paper
while the teacher plays a song. When the teacher stops the song, they have to
steep on a sheet of paper simulating that
it is an island. The student who does not have an island will be asked
some questions about which things are in the classroom or in some other parts
of the school. As the song will be played four times, some sheets of paper
will be put aside so that more students have the chance to participate.
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Activity 1 introduction of the topic.10
minutes.
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The
teacher will show a picture from a magazine. In this way, they will see some
of the things that appear in different places. Thet will also know how to
describe the location of the things. Thay will see right there in the picture
some people, cars and houses which are going to be useful to use the
structure of existence.
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Activity 2 development of the topic 20
minutes
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First,
the teacher is going to name every single thing that students can see on the
pictures. Then he will write the names of the things on the whiteboard. After
that, he will write a sentence using “there is” and “there are° so that they
can understand for which of them are required to use the structures. Then,
the teacher going to give a page in which some information and expamples are
presented for a better understending. Students will analize the examples
while the teacher is explaning them.
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Wrap up. 5 minutes
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The
teacher will ask some students the following question: what is in your
classroom? In addition, they have to answer according to the topic studied.
They have to identify the different usages per each structure. If they still
doubt about it, the teacher will explain it deeply and in this way, they can
understand better than before.
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Assessment
5 minutes
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Exit
tickets
Students
are going to be given two different
pieces of paper. In one of them they haveto write examples of the topic
studied in class and on the other hand they have to write what is the most
important part of the class.
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