Universidad Catlica de la Santsima Concepcin

English Teaching Programme

Practice V

Unit : 2

Level

Date September 29th

Length 60 min.

Student- Teacher Pamela Garay,

Matias Galvez, Brian Huenupe,
Paulina Ramirez

Aims: Students will be able to understand (comprehend) a written text about dogs behavior.
Ref Planes y Programas: OF CMO, AE
Assumed knowledge ( Content, vocabulary, strategies): Adjectives

Aids

Anticipated Problems - Ss don't understand the instructions - T uses more CCQ's and models the instructions
- Ss don't understand most of words in the text - T clarifies the vocabulary and explains it by visuals

Stages

Procedure

Instructions

What am I going to do ?
What are students going to do?

What am I going to say?

Time

Interaction

Objectives T-Ss;Ss-Ss;etc
(min)

Pre -reading

Ts write the title of an article on the

board.

This is the title of an article that

we are going to read.
Can you guess what is it about?
Have you ever had a dog?
Do you have any story to tell us
about it?

Ts make a list of adjectives and tell Ss to Here we have a list of adjectives:

classify it in good dogs and bad dogs. Can you think about which ones
are for good dogs?and, which
T cheks the list of adjectives related to
ones are for bad dogs?
bad dogs or good dogs with the Ss
Now, let's check the adjectives,
we are going to write a list in the
whiteboard and see which ones
are god and wich ones are bad,
ok? Lets start!
This adjective (e.g vicious) is for
bad dog, so it is in this part. (bad
dogs adjectives)

Ts activate their previous

knowledge and motivate
them with the topic.

10 min.

To know if they know

adjectives or not. In the
case that they do not know
adjectives, Ts will have to
teach it or reinforce it.

T- Ss.

Adapted from University of Sussex

Stages

Procedure

Instructions

What am I going to do ?

What am I going to say?

T - Ss

Time

While reading

Post reading

Ts tell Ss to create a new title for the text Now that you have finished the
It is to check if they
and then read it aloud.
text read it again quickly and then understand the general
I want that you think in a new
idea of the text.
title for the text, you have 2
minutes and when you finish you
will read it aloud for the whole
class.
Ts gave Ss a list of sentences, with this
information they have to decide if they
are True or False.

Read these sentences and decide

if they are True or False, once
you finish, we will check them
all together by saying your
answers at loud, do not forget to
raise your hand ok?

Ts tell Ss to build a guide with at least 6

or 7 sentences, of how to train a good
dog including what they have and what
they do not have to d.

All of us are going to adopt a

To check if they
dog, so you are going to make a understand the text.
little guide with what you have
and what you do not have to do to
raise a good one.

This is to check if they

understand specific ideas
of the text.

SCORING INSTRUMENT 1: ANALYTIC RUBRIC

(While- Reading activity of a SDL lesson plan)

15 min.

T Ss.

T Ss.

25 min.

T Ss.

Grammar
Aspect

There is no
coherence and
it
presents
grammatical
problems
in
general terms.

The sentence
has more than
two
grammatical
mistakes; it is
not
coherent
with the task.

The sentence
has just one
grammatical
mistake, but it
is related to the
content.

The sentence
has
no
grammatical
mistakes, and
it is related to
the task

SCORING INSTRUMENT 2: RATING SCALE

(Post- Reading activity of a SDL lesson plan)

Good (3)
Just one mistake

Aceptable(2)
More than three
mistakes

Insufficient (1)
Seven or more
mistakes

Seven sentences

More than three

sentences

Zero sentences

Grammar aspect
N of sentences

SCORING INSTRUMENT 3: CHECK LIST

(Post- Reading activity of a SDL lesson plan)

yes
Coherence with the task

no