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1. INTRODUCTION
The present document is an Annual Planning designed for the second course of the
teacher. Every lesson and class is different so the content of the lesson planning will
depend on what the teacher wants to achieve in every lesson and the whole course. A
lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the
lesson plan is the map which shows where you start, where you finish, and the route you
take to get there. The ability to plan is a skill that every teacher must develop and improve
with the experience but whatever the level of experience, it is important that all teachers
take time to think through their lessons before enter the classroom.
One of the most important reasons to plan is that the teacher needs to identify his or
her aims for the lesson. Teachers need to know what they want their students to be able to
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do at the end of the lesson that they couldnt do before. Here are some more reasons
because planning is important: Planning allows the teacher to predict possible problems
and so consider solutions; Makes sure that the lesson is balanced and appropriate for
improvisation.
After this general reference to the importance of planning, I would like to introduce
my Lesson Planning first talking about the legal framework it responds to.
The annual lesson planning I have designed is following the current official laws as it
is LOE (Organic Law of Education), the Royal Decree 1513/2006 - 07.12.06 and the Decree
111/2007 of 20th of July. All these three legal documents are the ones that constitute the
In this annual lesson planning, it has been also taken into account the Common
European Framework for the Teaching of Languages. This document has been
elaborated by the Modern Languages Division of the Council of Europe, and provides a
examinations, text books, etc across Europe. This Common European Framework, by
providing a common basis for objectives, contents and methods, will facilitate the mutual
recognition of qualifications gained in different learning contexts and will aid European
mobility.
Thats why the main objective of teaching foreign languages in Primary Education is
development of the four main linguistic skills in a comprehensive way so that it allows our
students to use the foreign language in social contexts and get a fluent communication.
Along the fifteen didactic units included in this lesson planning, we can find that each unit
tries to simulate a different context dealing with topics such as classroom, family, home,
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toys and so forth. I have chosen these topics because they are the ones more related to our
students needs, interests and the topic of their daily life dialogues (communication). All this
Methodology for my lesson planning and we can find a larger explanation of this
methodology in the fourth point Methodology Implications and how it is reflected in the
units as well as a description of the learning sequence and typology of activities designed.
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4.
ASSESSMENT
CRITERIA UNIT STAGES & ASSESSMENT FOCUS
Students will be able to STRATEGIES
1) Interest in learning the INITIAL / ENGAGE STAGE Individual work.
unit vocabulary Observation
2) Produce the unit COMMUNICATIVE PRACTICE Speaking (4th activity)
vocabulary and structures Observation
3) Communicate in the ACTIVATION STAGE Pronunciation
target language. Final Task
4) Express characteristics ACTIVATION STAGE Written work
and quantity in the correct Final Task (Worksheet 4.4)
word order.
5.
MIXED-ABILITY STRATEGIES
REINFORCEMENT: Worksheets number: R4
www.magicvocabulary.net (Jigsaw puzzle - Listen and click: pictures).
www.primerciclo.colegiodeastudillo.com/ENGLISH
EXTRA PRACTICE: Worksheets number: E-P4
www.magicvocabulary.net (Listen and click: words - Hangman).
www.childtopia.com (Odd One Out).
6.
UNIT FINAL TASK
Worksheet 4.4: Twin school bags. Students fill in the text with the suitable words, then
they draw the objects in picture A according to the text. By pairs they ask one another:
Student 1 asks Have you got a pencil? Student 2 reads or looks to the picture and says: I
have got two red pencils Student 1 draw the information on picture B and vice versa.
Tels.: Maana: 610 900 111 Tarde: 610 888 870 www.e-ducalia.com
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Tels.: Maana: 610 900 111 Tarde: 610 888 870 www.e-ducalia.com
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Tels.: Maana: 610 900 111 Tarde: 610 888 870 www.e-ducalia.com