Parte 1

Assessment N° 2

MDD 2 & 3

Gabriela Quezada Cabezas

Professional Practicum

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS ENGLISH PEDAGOGY PROGRAMME TEACHING PRACTICE

UNIT PLAN FORMAT STUDENT - TEACHER’S NAME: Gabriela Quezada cabezas

SCHOOL: Colegio Concepcion Chiguayante

LEVEL:

NAME OF UNIT: mystery

TOPIC: Crime and mystery

AIM(S): Ss WBAT talk about mysteries, report statements and questions and speculate about events.

AIM(s) SKILLS MAIN ACTIVITIES AIDS

LESSON 1

At the end of the

lesson students WBAT

comprehend and

interview with an

inspector.

Listening and

speaking

Lead-In: to show some pictures and a

video related to series and movies

related to crime.

- Ss predict the topic

Pre-listening: - T shows some

vocabulary related to the unit and Ss

practice them by doing some activities

such as matching and filling the gaps.

While-listening: Ss listen to an

interview and do activities 6 and 7 from

their book (page 54).

After-reading: Ss have to work in pairs

and decide what happened next in the

listening.

Computer

Projector

Images

Video

PPT


LESSON 2

At the end of the

lesson students will be

able to retell what

other people have said

about hoax.

Reading and

speaking

Lead-in: T asks Ss to predict the topic

based on some words written on the

board. Then Ss have to arrange the

words into two groups: truth/honesty and

untruth/dishonesty.

Presentation: -Present the aim

-Present and explain the new vocabulary.

-T shows reported and direct sentences

and asks Ss to notice the main

differences among them.

T explain the main changes from direct

speech to indirect speech.

Practice: -Ss read a short text

- Ss compare sentences and write the

main differences.

- Ss change the pronouns from direct to

indirect speech.

- Ss rewrite sentences from direct to

indirect.

Production: Ss report their last mobile

phone conversation.

Computer

Projector

Images

PPT

LESSON 3 At the end of the


able to report questions

that other people have

asked about aliens or

mystery encounters.

Listening and

speaking

Lead-in: Ss brainstorm some words

related to extraterrestrial.

Presentation: T presents the aim.

-T shows directs and indirect questions

and asks Ss to notice the differences.

-T explains the main changes from

indirect to direct speech. And Asks

CCQ’s.

Practice: Ss listen to a conference

-Ss match the indirect questions from the

transcript with the direct questions

given.

Projector

Computer

Audio file

PPT

Images.


-Ss rewrite some sentences from direct

to indirect questions.

Production: Ss will be divided into two

groups, one group will ask s and anwers

questions, and the other group will report

the questions and the answers.

LESSON 4

Students will be able

to understand an article

about a famous

nineteenth-century

mystery.

Reading and

Speaking

Lead-in: T shows pictures of

superheroes and asks Ss what they have

in common.

Pre-reading: T gives Ss some questions

to discuss and asks Ss to predict the

topic.

While-reading: Ss underline the key

words from each paragraph.

-Ss match the heading with the

corresponding paragraph.

-Ss answer some questions with specific

info.

After-reading: Ss discuss in pairs some

questions related to the reading.

Ss discuss if they think that the story is

true or not and give their reasons.

Computer

Projector

PPT

Images

Whiteboard.

LESSON 5

At the end of the


able to speculate and

respond to

speculations about a

new mystery.

Reading, listening

and speaking.

Lead-in: T asks Ss what they think

happened in the picture (crime scene).

Presentation: T presents the aim.

-T shows a ppt with some events and

speculations about what might have

happened.

Practice: Ss read a short text and

speculate about what might have

happened.

Ss read some Ss speculations.

Ss work in a worksheet from the

Computer

Projector

PPT

Worksheet

(workbook)

Audio


workbook

Production: Ss work in pairs and create

a dialogue including three possible

explanations and agree on the most

likely. (formative assessment)

Universidad Católica de la Santísima Concepción

English Teaching Programme

Practice V

Unit : 6 Mystery

Level 2

nd

grade high

school

Date

26 september Length

90’

Student- Teacher

Gabriela Quezada

Aim: At the end of the lesson students WBAT comprehend and interview with an inspector.

Assumed knowledge ( Content, vocabulary, strategies)

Present and past tenses

Anticipated Problems Ss might have problems with some vocabulary related to the crime scene.

…..and Solutions T shows a ppt with the new vocabulary before the listening and the Ss practice recognizing the words.

Aids

Ppt

Pictures

whiteboard

Procedure What am I going to do ?

What are students going to do?

Instructions What am I going to say?

Time Objectives

(min)

Interaction T-Ss;Ss-Ss;etc

Lead-in

Pre –

Teacher shows at the students some

pictures related to series and movies

about crime and mystery.

T asks ss if they have ever watched any

of these series and then T shows a video

about crime.

T asks Ss to predict the topic

T informs the aim of the class to the Ss

T checks the prediction

T shows a ppt with some vocabulary

related to the listening and then a picture

of a living room and asks Ss to identify

some of the objects on the picture

Look at these pictures; do you

know these series and movies?

What do they have in common?

Have you ever watched any of

these series or movies?

Now, I’m going to show you a

video about these series? http://www.youtube.com/watch?v=5XKTEFFQWNU

What do you think the listening

will be bout?

At the end of the class, SWBAT

comprehend an interview about

crime.

So let’s check your predictions.

Look at the pictures of these

objects and pay attention to them,

because after that, you have to

recognize them on a picture.

Eliciting information

Engaging

predicting

Checking

2 min

3 min

1 min

2 min

2 min

5 min

T-Ss; Ss-T

T-Ss; Ss-T

T-Ss; Ss-T

T-Ss

T-Ss

T-Ss

Ss recognize the objects in the picture

T checks the activity and asks to some Ss

to write on the board the name of the

corresponding object

T asks Ss to do the second activity from

the book.

T checks the activity orally.

T gives Ss a worksheet in order to

practice the new words.

Ss do the activity

T checks the activity

T asks Ss to do the 2nd

activity from the

worksheet

Ss do the activity


Bruno, can you write the name of

the first object on the

whiteboard?

Melissa, you are going to write

the 2nd

one.

Nicolas, what about the 3rd

one?

And so on, until number 8th

.

Now in the 2nd

activity you have

to match the objects in exercise 1

with the objects that they are

made from.

Let’s check the activity,

What is made from wood and

leather?

And what is made from marble?

Which object is made from glass?

And what about paper?

In the first exercise you are going

to do the first activity in which

you have to match the words

from the first columns with the

ones in the second.

Let’s chech the activity.

You are going to do the second

activity now; you have to

complete the sentences with the

materials.

Let’s check the materials.

Checking

Check understanding

Checking

Practicing

Checking

Practicing

Checking

5 min

2 min

5 min

2 min

1 min

5 min

2 min

1 min

4 min

2 min

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

Adapted from University of Sussex

While-

listening

After-listening

T asks Ss to do activity number 4 from

the worksheet

Ss do the activity


T asks Ss to listen to an interview

Ss listen to the dialogue

T asks Ss to listen the interview again

and answer questions from exercise 6

and 7. (Ss might listen the dialogue

twice)


T asks Ss to work in pairs and to do

activity number 8 from the book.

Ss work in pairs and tell what they wrote

to the class.

Now you are going to do exercise

number four, you have to match a

word from A with a word from B

and then complete the sentences.

Let’s check the compounds and

the sentences. (T asks some Ss to

write the answer on the

whiteboard).

Now you are going to listen to an

interview between an inspector

and his assistant about a crime.

Listen to the interview again and

answer the questions from

exercises 6 and 7.

Let’s check the activity.

Who does he think took the

painting? What three clues help

the inspector reach his

conclusion? Explain them.

In the last activity you have to

work in pairs and you have to

decide what happens next in the

story. And tell it to the rest of the

class.

Practicing

Checking

Listening

Listening for general and

specific information.

Checking understanding.

1 min

7 min

3 min

1 min

5 min

10 min

3 min

1 min

15 min

T-Ss

T-Ss; Ss-T

T-Ss

v Universidad Católica de la Santísima Concepción

English Pedagogy

Teaching Practice

LESSON PLAN


Class: 2nd

grade High school

School: Colegio Concepción Chiguayante

Date of lesson:

Time of lesson:

11:30

Length of

lesson:

90’

Student-Teacher’s

name:

Gabriela Quezada

Main Aim:

At the end of the lesson students will be able to retell what other people have said about hoax.

Exponent(s): “someone told…”

“somebody said…”

Assumed Knowledge:

Past simple

Past continuous

Vocabulary related to crime

Target Language: ( Linguistics items and their use, meaning, form)

Meaning: To retell what other people have said.

Form: Subjetc + Said/told + object pronoun + Verb in past + Complement.

Anticipated Problems Ss may present problems with the structure of the reported speech.

…..and Solutions

To give them the structure highlighted with colors and some examples with sentences and draws.

Aids

PPT

Pictures

Whiteboard

Computer

Projector

Stages

Procedure

What I am going to do

What I am going to say

Instructions, CCQs, Feedback,etc

Skill

Time

(min)

Interaction

T-Ss;Ss-Ss;etc

LEAD-IN

PRESENTATION

T write some words on the whiteboard

and asks Ss to predict the topic of the

lesson

T writes the predictions on the

whiteboard.

T asks Ss to arrange the words into

two groups, truth and untruth.


T presents the aim of the lesson

T checks the predictions

T shows a ppt with some vocabulary

related to the unit.

T shows some slides with two types of

sentences, direct speech and reported

speech

Look at these words (tell the truth,

bribe, conman, forgery, hoax, trick

somebody, a lie, real, authentic, pull

somebody’s leg and fact) what do

you think the lesson is going to be

about?

Now you have to arrange the words

in one of these groups: truth/

honesty and Untruth/dishonesty. If

you don’t know any of them, you

can use your dictionaries.

Daniela Write on the whiteboard the

fisrt word. Emilio, write the second

one. Valentina, can you classify the

corresponding group for conman?

And so on.

At the end of the lesson SWBAT

retell what other people have said

about hoax.

Let’s check the predictions!

Pay attention to these vocabulary,

look at the words and the

corresponding picture.

Look at these sentences, both of

them expressed the same idea, but

can you notice the difference among

them? Look at them carefully.

Orally

Written

Written

Orally

Orally and

written

Orally

Orally

Orally

2 min

1 min

3 min

3 min

1 min

1 min

2 min

3 min

T-Ss; Ss-T

T-Ss; Ss-Ss

T-Ss; Ss-T

T-Ss

T-Ss

T-Ss

T-Ss; Ss-T

PRACTICE

T asks Ss If they noticed any

difference.

T explain the use and the structure of

reported statements.

T asks CCQs to the Ss.

T asks Ss to read a short text related to

a hoax and to do the activities from

exercise 1 and 2

T checks the activity.

Can you notice the differences

among them? Look at the verbs and

the time expressions. (Ss tell some

differences).

When we want to report a statement

we change the pronouns, the tense

and the time expressions. Look at

the sentences.

If someone said something it change

to he or she, if the direct speech is in

present, the reported speech has to

be in past tense, and the time

expressions also change, for

example yesterday will change to

the following day.

Look at the following chart and take

notes

If the sentence is written in present

and we want to report it, what tense

we should use?

You are going to read the text The

Eiffel Tower hoax and you are going

to do exercise 1 and 2. In the first

activity you have to answer a

question and in the second activity

you have to read eight quotations

and underline and match them with

the corresponding part of the text.

According to the test, what did

André Poisson get for his money?

In the 2nd

activity, what about the

sentences? Any volunteer to write

on the board the sentence from the

text that match with the 1st

statement? Paulina, can you write

Orally

Orally and

written

Orally

Orally and

written

Orally

4 min

10 min

2 min

8 min

3 min

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss; Ss-Ss

T-Ss; Ss-T

T asks Ss to do exercise 3 from the

book.

S do the activity

T checks the activity. T draws the

chart on the whiteboard and asks some

Ss to complete it.

T asks Ss to do activity number four in

which they have to notice the changes

in the pronouns from direct speech to

reported speech.

Ss do the activity

T checks the activity by asking to Ss

in particular

T asks Ss to do activity number 5 that

is related to the changes in time

expression from direct to reported

speech.

Ss do the activity


T asks Ss to do activity number six

from the book

the 2nd

sentence. (and so on until the

sentence number 8th

)

In the activity number 3 you have to

compare the sentences from the

second activity with the ones from

the text and notice the main

differences among them and then

you have to complete the chart.

Emilio write the first answer.

Aquiles you are next, then Daniela.

Alejandra you are going to write the

following and finally Paulina.

In the following activity you have

to pay special attention to the

changes in the pronouns from direct

speech to reported speech.

Okey Ss, time is over, let’s check

(the T asks to some Ss to read the

answers aloud)

In the next activity you have to

match the tome expression in direct

speech with their equivalent in

reported speech.

Let’s check the activity. (Ss tell the

answers aloud.

Now you are going to do activity

number 6, you have to change the

orally

Written

Written

Orally

Written

Orally

Orally

Written

Orally

Orally

1min

6 min

4 min

1 min

5 min

2 min

1 min

5 min

2 min

1 min

T-Ss

T-Ss; Ss-T

T-ss

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss

PRODUCTION

Ss do the activity


T asks Ss to report their last mobile

conversation.

Ss do the activity.

T asks some Ss to read their report.

T checks if the aim of the lesson was

achieved.

direct speech into indirect speech.

Let’s check the answers. (some Ss

write the answers on the whiteboard)

When was the last time you used

your mobile phone? Report part of

the conversation you had. (3 to 4

lines)

Any volunteer to read their reported

conversation? (T asks some Ss)

Are you able to report what other

people have said?

Written

Written

Orally

Written

Orally

orally

5 min

2 min

1 min

8 min

5 min

1 min

Ss-Ss

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss; Ss-T


English Pedagogy

Teaching Practice

LESSON PLAN


Class: 2 high school

School: Colegio Concepción de Chiguayante

Date of lesson:

Time of lesson:

8 am

Length of

lesson:

90’

Student-Teacher’s

name:

Gabriela Quezada

Main Aim:

At the end of the lesson students will be able to report questions that other people have asked about aliens or mystery encounters.

Exponent(s): “They asked him/her…”

“She/he asked them”

Assumed Knowledge:

Future tense

Object pronouns

Past tense

Target Language: ( Linguistics items and their use, meaning, form)

Meaning: to report questions that other people have asked.

Form:

Anticipated Problems …..and Solutions

Students can get confused with the verb tense and the order of the sentence. As a solution, the sentences

from the ppt are going to have the words that change highlighted, in order to show the change.

Aids

PPT

Images

Audio (conference)

Projector

Computer

Whiteboard

Stages

Procedure

What I am going to do

What I am going to say

Instructions, CCQs, Feedback,etc

Skill

Time

(min)

Interaction

T-Ss;Ss-Ss;etc

LEAD-IN

PRESENTATION

T writes extraterrestrial on the board

and asks Ss to brainstorm other words

related to it and he writes the words on

the board.

T asks Ss to name some films or

videogames which feature aliens.

T presents the aim of the lesson

The teachers presents on a ppt direct

and indirect questions

T asks Ss if they find any difference

among them.

T explains the main differences among

direct and reported questions.

T shows some sentences in order to

clarify the previous explanation

T asks CCQs

Look at this word “extraterrestrial”

and tell me other words related to

this, such as UFO.

Can you tell me some films or

videogames related to aliens?

At the end of the lesson SWBAT

report questions that other people

have asked about aliens encounters.

Look at this sentences, I need two

volunteers to read them.

Can you notice any difference

among the sentences? Maybe the

order or the verbs?

Look at the sentences again; these

are the main differences between the

direct and reported questions.

Look at these sentences and the

words highlighted; these are the

main changes in the pronouns,

tenses and time expressions.

When we want to report a questions,

we use the verb tell or ask?

Written

and oral

Oral

2 min

2 min

1 min

2 min

3 min

4 min

5 min

2 min

T-Ss; Ss-T

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss; Ss-T

T-Ss

T-Ss

T-Ss; Ss-T

PRACTICE

T Asks Ss to look at the picture on

their book (page 57)

T asks Ss whether they think

encounters between humans and aliens

really happen. Give reason for your

opinion (page 57).

T Explains a listening task in exercise

2 (page 57) check that students

understand the words in the list

(aliens, contact, encounter, night,

police, spacecraft)

T plays the recording twice and then

checks the answers.

T explains activity number 3 and 4

(page 57, adapted)


Open your books on page 57 and

look at the picture. What can you

see?

Do you think that encounters

between human and aliens really

happen?

Now you will listen to a conference

about a man who claims to have

encountered an alien. You have to

listen the conference and complete

the reported questions using the

words given.

Let’s check the activity, Paula, can

you read the first sentence?

Fernanda, read de following.

Flavio, read the third one, Valentina,

your turn to read. javiera, what about

the next one? Bruno, can you read

the last one please?

You are going to work in pairs, and

I’m going to give you the transcript

of the conference, you have to

compare the questions given with

the reported questions from activity

number two and notice the main

differences between them in order to

complete the rules for reported

questions from the LEARN THIS

BOX!

Which is the reporting verb in

reported questions?

The tenses changes are the same as

for reported statements?

Do pronouns and time expressions

1 min

2 min

1 min

10 min

7 min

2 min

T-Ss; Ss-T

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss; Ss-Ss

T-Ss; Ss-T

PRODUCTION

T explains activity number 5 (page 57)

Ss do the activity

T checks the activity by asking some

Ss randomly to write the answers on

the board.

T explains activity number 6

Ss do the activity

T checks the Activity.

T explains the activity

change? (And so on, until rule

number six)

In the next activity you have to read

the questions and rewrite them as

reported questions as the example.

Valentina, write the reported

questions number 2 on the board.

Aillen, you are going to write the

next one. Francisco, you are next.

(And so on, until sentence number

6).

In the next activity you have to read

the dialogue between Vernon and

his wife and then you have to

complete the text using reported

speech.

Paula, can you write the first anser

on the board? Angel, write the

second one. Aquiles you are next.

(and so on until sentence number 9).

In the last activity, you are going to

be divided into two groups, these

four rows are going to be team one,

and these three rows are going to be

team 2. One pair from team 1, is

going to ask and answer a question

and a person from team 2 is going to

report the question and another one

is going to report the answer. (the

topics will be given by the teacher

on the board).

1 min

7 min

2 min

1 min

10 min

2 min

15 min

T-Ss

T-Ss; Ss-T

T-Ss

T-Ss; Ss-T

T-Ss

T checks the aims for the class

Let’s check if we could achieve the

aims for today.

Were you able to talk about aliens’

encounters or mystery encounters?

And were you able to report

questions that other people asked?

3 min


English Teaching Programme

Practice V

Unit : 6 Mistery

Level 2

nd

grade High

School

Date

Length 90’

Student- Teacher

Gabriela Quezada Cabezas

Aims: Students will be able to understand an article about a famous nineteenth-century mystery.

Assumed knowledge ( Content, vocabulary, strategies)

Reported speech and vocabulary related to aliens’ encounters

Anticipated Problems Ss may have problems with new vocabulary …..and Solutions to show them on a ppt the new or difficult

words that appear on the article.

Aids

PPT

Whiteboard

Stages

Procedure What am I going to do ?

What are students going to do?

Instructions What am I going to say?

Time Objectives

(min)

Interaction T-Ss;Ss-Ss;etc

Lead-in

Pre – reading

T shows some pictures about super

heroes that have a secret identity any of

these films? What do they have in

common?

Ss answer the question

Teacher writes on the board “secret

identity” and asks Ss to discuss in pairs

some questions.

Ss discuss the questions in pairs

T asks the questions

Look at the pictures of these

super heroes, what do they have

in common?

You are going to discuss with

your partner the following

questions. Why would somebody

want to adopt a secret identity?

What do you think you will have

to do to pretend to be someone

else? would it be possible to do

that these days?

What do you think about the first

question? And your opinion about

the second one? Would it be

possible these days?

Elicit information

Elicit information

Check the activity

1 min

1 min

2 min

2 min

T- Ss; Ss-T

T- Ss

Ss-Ss

While-reading

After-reading

T asks Ss to predict the topic and write

the answers on the board.

T asks Ss to read the text and to

underline the key words in each

paragraph.

T checks the predictions

T asks Ss to read the text again and to

match the paragraph with the

corresponding heading.


T explains the next activity

T explains the activity number 4 (page

59)

T asks Ss to make six personalized

sentences using the highlighted phrasal

verbs.

What do you think the reading is

going to be about?

Now you are going to read the

text and you are going to

underline the words or ideas that

you think that are important in

each paragraph.

Which one is the topic of the

article?

You have to read the text again

and you have to match the

paragraph with the corresponding

heading. There is one extra

heading that you don’t need.

Which is the heading for the first

paragraph? And the second one?

What about the third one? And

which heading corresponds to

paragraph D? and the last one?

In the following activity you have

to choose the correct answer for

the question. You can read the

text again if you need it.

In this activity you have to match

the highlighted phrasal verbs in

the text with the corresponding

definition.

You are going to create 6 new

sentences using the highlighted

verbs.

Skimming

Check understanding

Scanning

Scanning

Check understanding

1 min

7 min

1 min

10 min

2 min

12 min

10 min

10 min

T asks Ss to discuss in pairs some

questions.

T asks some Ss to share their answers

with the rest of the class.

T asks Ss to discuss if they think that

Kaspar Hauser’s story is true. T asks Ss

to vote about what they think.

T writes on the board the number of

votes-

T asks some students that believe the

story is true their reasons and then T asks

some Ss that think that the story is not

true their reasons to believe that.

In pairs you are going to discuss

the following questions according

to the event. Which of these

events from Kasper Hauser’s life

do you find strangest? If this

story wasn’t true, how would you

explain them?

1.- He was found wandering the

streets.

2.- He could only say a few

words when they found him.

3.- He was found with a knife

wound.

4.-he was attacked in a garden

and died three days later.

5.- A note containing a

mysterious message was found

after his death.

Carolina, what do you think about

the previous questions?

Tomás, can you give us your

opinion.

Ignacio, what about you?

Anyone else wants to share their

opinion?

Now you are going to discuss

whether you think that Kaspar

Hauser’s story is true or not. You

are going to vote after the

discussion.

X numbers of Ss believe that the

story is true and X numbers of Ss

believe that the story is not true.

The ones that believe that the

story was true, can you give some

reasons?

Discussing

Checking

Discussing

Checking

8 min

4 min

8 min

4 min

4 min


POST LESSON COMMENTS :

How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’ motivation,

organization, setting up tasks.

What would be the aspects you need to improve in the planning and development of future lessons?


T checks if the aim for the class was

achieved

Catalina, can you read the aim of

the class?

Did you understand and complete

the activities from the article?

checking 5 min.

Documents

Parte 1