UNIVERSIDAD NACIONAL DE SAN CRISTÓBAL DE HUAMANGA

FACULTAD DE CIENCIAS DE LA EDUCACIÓN

ESCUELA DE FORMACIÓN PROFESIONAL EDUCACIÓN SECUNDARIA
COORDINACIÓN DE PRÁCTICA PREPROFESIONAL

LESSON PLAN N°3

I. DATOS INFORMATIVOS
1.1. Practicing Teacher : LEÓN DÍAZ, Joseph Fernando
1.2. Speciality : English and Spanish Language
1.3. Area : Foreign Language
1.4. Application Center : GUE. “Mariscal Cáceres”
1.5. Grade: 1st Seccion: “M” Ciclo : VI
1.6. Place : Classroom ( X ) Laboratory ( ) Camp ( ) Others ( )
1.7. Time : 90 mins. de: 2:30pm a 4:00pm
1.8. Place and date : Ayacucho, September 22nd , 2015
1.9. Supervisor Teacher : Isabel S. Retamozo Rubio

II. ORGANIZATION OF THE EXPECTED LEARNING

COMPETENCES:
 Se expresa oralmente en forma eficaz en diversas situaciones comunicativas en función a diversos propósitos, haciendo uso de variados
recursos expresivos (entonación y pronunciación adecuada) demostrando respeto y asertividad en el proceso interactivo.s
 Redacta textos sencillos sobre cosas u objetos dentro del salón de clases, así como los objetos que el alumno mismo pueda tener .entablar
DOMINIOS CAPACITIES INDICATORS TOPIC PLACE
Comprende y se  Infiere el significado de los  Deduce el mensaje de textos orales
expresa textos orales e interactúa relativos a objetos del salón de CLASSROOM
oralmente mostrando interés en su clases e intercambia información RELATED AREA
interlocutor.
sobre objetos del salón de clases COMUNICATION
con su interlocutor.
 Reconoce colores básicos
SCHOOL ITEMS
 Reconoce objetos del salón de clase AND COLORS
 Intercambia información oportuna
mediante el uso de los colores

Produce textos  Elabora textos escritos  Utiliza estructuras gramaticales y léxicas

escritos mediante el uso de la para describir objetos del salón de clases y
teoría gramatical y el sus colores.
léxico apropiados
III . DIDACTIC SEQUENCE
STAGE ACTIVITIES STRATEGIES RESOUR/ EVALUATION TIME
MATERIALS INSTRUMENTS
INTRODUCTION Activity
T: Teacher walks into the classroom and -Participate
greets the students in friendly way. actively 5’
T: Teacher gives students some suggestions
about the order in class.
Ss: Put in order the tables and pick up the
-Oral
garbage. - Voice participations
Motivation -Ask and answer - Flash
T: Teacher asks students to list all the items the correctly Cards
and stationery to help them study each day. question - Scoth
T: Teacher talks about their own school items tape 15’
to students.
T: Teacher shows some flashcards about
school items.
T: Teacher shows some colors
Exploration
T: What school items do you know more? 25’
A school bag, an eraser, a sharpener and so on. -Oral
Problematization participations
 T: Teacher asks questions:
1. Is it a pencil?
2. Is it a ruler?
3. Is it an eraser?
T: Teacher pastes some images of different
school items on the board.
T: Teacher emphasizes the use of the
indefinite article A / AN with school items.
T: Teacher shows students the real objects of -Guide
the class and asks: observation
- What color is this pen?
- What color is your schoolbag?
- What color is this sharpener?
DEVELOPMENT Knowledge construction -Whiteboard
Ss: Match the words with their meanings. -Markers
Ss: Answers the questions in affirmative form -Voice 40 min
and colors. -Individual work -Pen -Guide
Ss; Look at the pictures and answer the -Notebook observation
questions.
Transference
Ss: Write affirmative sentences about school
items on whiteboard.

CONCLUTION Metacognition: - Ss: Recall 5 min

The teacher asks questions: learning -Human
1. What did you learn? 2. How did you learn? processes
3. How are you feeling?
-Ss: Express
easily the
vocabulary
(SCHOOL
ITEMS AND
COLORS)
IV. EVALUATION
INDICATORS TIME
Indicators of capacities evaluation:
 Students identify the meaning of “School items and Colors”
 Students identify the use of “Indefinite Article A/AN”
Indicators of attitudes evaluation: During the
class
 Students practice their vocabulary (school items and colors) emphasizing pronunciation and oral
communication.

V. BIBLIOGRAPHY
- American Headway Starter, John and Liz Soars
- https://en.islcollective.com/resources/printables/worksheets_doc_docx/classroom_objects/questions-classroom-beginner/10914
- http://www.eslprintables.com/vocabulary_worksheets/school/classroom_objects/CLASSROOM_OBJECTS_369882/
- http://www.elearnenglishlanguage.com/blog/aprenda-ingles/gramatica/articulo-indefinido/
- Oxford Pocket Dictionary
VI. ANNEXE
 Instrumento de evaluación (anexar obligatoriamente)
 Resumen científico

………………..………… ………………………….
Profesor Practicante V°B° Profesor Supervisor

SCIENTIFIC SUMMARY
 School Items/Colors
1. Match the words with their meanings.
a) Sharpener Silla

b) Book Mesa

c) Notebook Crayola o Crayón

d) Pencil Mochila

e) Pen Regla

f) Glue Borrador

g) Eraser Tijeras

h) Waste Basket Cesto de basura

i) Ruler Goma

j) Scissors Lápiz

k) Crayon Lapicero

l) School bag Cuaderno

m) Table Libro

n) Chair Tajador

l) Colors box Caja de colores

m) Whiteboard Pizarra acrílica

2. Answer the questions in affirmative form and colors:

Example:
What is this?
It is a pencil
e) What is this?
c) What is this? It is __ ___________
a) What is this? It is __ ___________

It is __ ___________
(BROWN)
(RED)
f) What is this?
It is __ ___________
(BLUE)
d) What is this?
It is ___ ___________
b) What is this?
It is __ ___________
(YELLOW)

g) What is this?
(ORANGE)
It is __ ___________
(GREY)
 It is __ ___________ It is __ ___________

(WHITE)
(GREEN) (PINK)
h) What is this?
i) What is this?

3. Answers the questions:

Examples:

IS IT A PEN? YES, IT IS. ARE THEY CRAYONS?

NO THEY ARE NOT. THEY ARE SHARPENERS

IS IT A GLUE? NO, IT IS NOT. IT IS A RULER.

a) IS IT AN ERASER? ………………………………………..

b) IS IT A NOTEBOOK? …..…..…………………………………

c) IS IT A TABLE? …………………………………………

d) ARE THEY PENCILS? … ………………………………………

e) ARE THEY CHAIRS? ……………………………………

 GRAMMAR
STRUCTURE
ARTICLE A/AN

Use A/AN before a singular noun. Before plural noun (nulo, vacío)

A + consonant sound: a book Books

AN + vowel sound: an eraser Erasers

BASIC COLORS