WHAT I TEACH

WHAT I TEACH

UNIT 2 BEING A TECHER -1

How you felt in class?

Well, at the beginning it is a bit complicated to keep the children silent and have class control. But something that is very important to know is that if we know the subject very well it will be easier for us to be able to carry out a good participation by the students.

What was the most difficult.?

Working as a team, students do not socialize much. It is something to work for.

What was the easiest?

Participation, because it was something dynamic and then the activity in that part was achieved.

How you perceived your students.?

Concentrated, active to the class. Much interest to learn.

Achieve the objective of the class?

No, so the boys do not maintain much socialization and little concentration in team work.

What method of teaching English do I use?

Active method: This method is when students participate in class development, giving more importance to students and the teacher is a learning guide, in this method, students learn from the game, use the active potential for knowledge representation.

Why did you choose that method?

In order to motivate the student to participate in the different activities.

 If you were to dictate that class that would change?

I worked little vocabulary and it would be a part that would primarily change.

UNIT 2 BEING A TECHER -2

In service Teacher name:	Maria Camila Negrete Montes
Week: 4th Term  Length: 3 hours	Class:   2th grade  Subject: English Date:
TITLE OF LESSON: Ocupations	Seating arrangement Seminar – classroom
Standards ·         Escucha: Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. ·         Lectura: Identifico la recurrencia de ideas en un mismo texto. ·         Escritura: Escribo narraciones sobre experiencias personales y hechos a mi alrededor. ·         Monólogo: Hago descripciones sencillas sobre diversos asuntos cotidianos de mi entorno. ·         Conversación: Me apoyo en mis conocimientos generales del mundo para participar en una conversación.	Learning Outcomes By the end of this lesson, students will be able to: ü  Associate a drawing with your written description.
Basic Learning Rights ü  Recognizes specific information in short oral and written texts on topics of general interest.	Prior requirements ü  Vocabulary
Lesson Procedure:
Warm up	1.    The teacher will write several occupation names on the board and ask them to repeat each word after it. 2.    Then I will provide the illustrations of each of the professions given.
Introduction	Let's talk about the professions and occupations.
Production Identify the different jobs performed by the people of my family nucleus.
Review	Was- born
Resources: Copies Board, markers Notebook billboard	Key Words: Doctor – farmer – policeman – nurse- phychologist – artists – priest – mechanic – carpenter -

   

LESSON PLAN 2

In service Teacher name:	Maria camila Negrete montes
Week: 3th  Term  Length:	Class: 7th Grade Subject: English Date:
TITLE OF LESSON: Something I can do	Seating arrangement
Standards    Escucha I understand basic information about topics related to my daily activities and with my environment. I understand questions and oral expressions that are they refer to me, my family, my friends and my surroundings. I understand short and simple related messages with my environment and my personal and academic interests.	Learning Outcomes By the end of this lesson, students will be express skills.
Basic Learning Rights Escribe textos cortos y sencillos sobre acciones, experiencias y planes que le son familiares. Para la escritura se ayuda de una secuencia de imágenes y un modelo preestablecido. Writes short and simple texts about familiar actions, experiences, and plans using a sequence of images and a preestablished model for the text.
Lesson Procedure:
Greeting	The teacher greets the students and the students answer to the greeting Hello guys, Hello teacher. How are you today? I´m fine – I´m good – Very well – Not so good – I´m bad - more or less
Warm up	1.    The teacher shows a set of images that represent actions and the respective words in disorder 2.    The students repeat the actions directed by the teacher 3.    Then the students relate the images with the words 4.    Finally the students create sentences with the modal verb Can directed by the teacher Can you ….? Yes, I can. No, I can´t. What can you do? I can…
Communicative  grammar	1.    the teacher asks his students about the use the modal verb Can 2.    Use of modal verb Can and Can not It is used to express skills and permissions  Aff:  Subj + Modal Verb Can + Verb + Complement    Neg: Subj + Modal Verb Can + Not + Verb + Complement    Int: Modal Verb Can + Subj + Verb + Complement
Practice ·         Now, let's do some activities to reinforce the topic.
Production write 10 sentences expressing your abilities Write 10 things you can’t do Interview a classmate about his/her abilities

LESSON PLAN 3

In service Teacher name:	María Camila Negrete Montes
Week: Term  Length:	Class:     3th Grade Subject: Date:
TITLE OF LESSON: Multiplication	Seating arrangement
Standards - I use different strategies to solve multiplicative exercises. - I recognize the importance of the basic operations of multiplication.	Learning Outcomes By the end of this lesson, students will be able to:
Basic Learning Rights Identifies multiplication tables, solving basic exercises for learning and memorization.	Prior requirements
Lesson Procedure:
Greeting	The teacher greets the students and the students answer to the greeting Hello guys, Hello teacher. How are you today? I´m fine – I´m good – Very well – Not so good – I´m bad - more or less
Warm up	We will begin by explaining how important are the basic operations and how the child can apply them to their daily life, because they are indispensable. To begin we will create a circle where each section will take the numbers to multiply, below each section will be the result.
Communicative grammar	MULTIPLICATION Multiplication is a mathematical operation, which consists of adding the same number several times. Since an example of this and an easier way to make a multiplication would be 7x5=35, which is not the same 5+5+5+5+5+5+5+5=35.  THE PROPERTIES OF MULTIPLICATION Multiplication has four properties that will make problem solving easier. 2 of these are: Commutative property: When you multiply two numbers, the product is the same regardless of the order of the multiplicants. For example: Associative ownership: When three or more numbers are multiplied, the product is the same regardless of how the factors are grouped. For example (2x3) x4 = 2 x (3 x 4) Neutral element property: The product of any number by one is the same number. For example: Distributive property: The sum of two numbers by a third is equal to the sum of each summing by the third number. For example:
Practice	·         Now, let's do some activities to reinforce the topic.
Production	1.      Colors the result of the multiplications according to the code. 2.      Completes the multiplications. 3.      Colors of red the boxes that have results of the table of the 4.
Production	Blush these little caterpillars! Each result has a different colour.
Resources: Ø  Notebook Ø  Board Ø  Pencil Ø  Copy	Key Words: