Profesor (a) titular: _________________________ Grade: 4-A Date: October ____ , 2019

Profesor (a) titular: _________________________ Grade: 4-A Date: October ____ , 2019

Initiation to the teaching Practicum – 2019_2

Teacher in development: David Hincapié Gómez

Lesson plan format

1. Grade and level: 4th - A1

2. General objective of the class (es): Have the students get in touch and use the present
continuous tense along with some connectors of consequence from a real life perspective as
citizenship.
3. At the end of the lesson, students will be able to: Understand how they can be a good citizen
and express sentences in English related to this topic by saying cause and consequence.
4. Pre-requisites:
Some previous knowledge about present tense of verb to be, some action verbs in present tense and
some general vocabulary.
5. Materials: Board, video beam, laptop, tape recorder, worksheets, markers.
6. Procedures.

October ____.
Minutes Procedures Anticipated problems and possible
solutions
20 Min I will start the session with an interactive bingo game Since students have just been in
that will serve as introducer of action verbs break-time, they may present lack of
vocabulary and present continuous tense. The attention. If this happens, I will pause
students will be divided in six groups. Every group the activity if necessary and will ask
will receive a bingo sheet. The winner team will the students to concentrate.
receive a candy per member. 
15 Min After the warming up game, I will instruct students to Maybe students repeat the others’
pass in front of the board and every of them at the phrases or they just write anything
same time will write a short phrase that they with no coherence. If that is the case,
spontaneously come up with about citizenship. I would get close to those students to
elicit ideas.
5 Min I will tune on the song “Matisyahu – One day”, as the Students may not participate that
 background melody with subtitles en inglés/español much, even though the activity is in
displayed on the board. Afterwards, we will do a Spanish, they can be lazy or
warm up activity that consists of asking (in Spanish) something so that I would have to
to students some questions to elicit prior knowledge, engage them with a good tone of
such as: What do you think the message of the voice and body movement.
video is? Do you agree with the message? Why?
This is the introductory activity of the lesson.
20 Min Afterwards, I will display on the board a list of Maybe students cannot be as
connectors of consequence. Also, I will propose the engaged as expected for any reason;
expected chunk for the class, from which an for example: they just do not care or
example could be: they want to chat with partners. This
People from Pereira are littering a lot; consequently, would be challenging and I would
the city’s environment is suffering damage. have to manage to get those
Then, I will transform the phrases that students had students as an active part of the
written previously in order to adapt them to the class. For instance, asking him/her to
chunk. deliver the handout we will work with
later on.
5 Min I will display a video through which students will be Students may show some rejection
shown with real life situations as when people because it would be maybe so much
decide to help any unknown in need and then it information in one session. I will slow
becomes a chain (citizenship).  the rhythm of the class changing the
mood through a kinesthetic game like
stretching up.  
25 Min I will deliver two worksheets to students, which we Perhaps students disrupt the activity
will all fill and solve together. Every student will have or they just want to work with the
a worksheet and I will gather them in groups of three best friends; in that case, I will
or four in order to start developing collaborative arrange the groups and will let them
work. know that in the English we must be
respectful.

October ____

15 Min I will start the class with a review of what was Maybe some students can start
covered in the first half of the lesson. I will make a disrupting the class with bad
combination of proving questions to elicit behaviors. I would make them active
participation and a general ideas’ refresh and filling participants of the activity instead of
 the gaps activity on the board. The participation will exclude them.
be volunteering.
20 Min I will continue the session with an engaging activity. Maybe students will be disengaged
A parqués game which will help to reinforce the because they do not find the game
grammar pattern of the lesson. My intention is to interesting. In that scenario, I would
implement a didactic activity to make the instruction have to come up with some other
of grammar implicit. engaging activity or game or enhance
the main topic of the lesson with
more meaningful examples related.
15 Min I will deliver a worksheet to practice grammar. We The rejection to a reading in English
will do the activity in-group, that is to say, I will be can arise since maybe they are not
giving the word to any student randomly and he/she familiar with. I will lead them to notice
will give the answer for the item following the order. I that they are completely able to
will always be clarifying (switching) the text into understand by switching into Spanish
Spanish to ensure understanding. Then, we will and remarking the parts of the
answer the questions cooperatively. reading they are supposed to know.
20 Min An acting activity will be performed. I will choose a Maybe students can take the activity
student randomly and I will show him/her a flash as if it were a game and start playing
card (in my computer so that the other students do around the classroom or chatting with
not see) representing the action of a verb. The classmates. In that case, I would
student will do the acting/mimic of the action and the have to walk over the work groups
rest of the group will try to guess. The student who very constantly to check their actual
thinks to have the answer, will have to ask the word work. 
as taught at the beginning of my classes and then
say the whole sentence in English.
20 Min As a final task of this lesson, the students will have In this final activity, students maybe
to make, individually, a draw (also to paint it) that just want to leave home as soon as
illustrates the way they will change the world with possible because my class is at the
their actions. Also, I will help them to write two last hour of the day. I would have to
clauses joint by connector of consequence that sit down with the students that are
defines the drawing.  more disengaged and help them
understand the purpose of the
activity. 

Attachments/materials.
https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/dbacurriculo/ca
rtillas_mallas_aprendizaje/Mallas%20de%20Aprendizaje.pdf
https://www.youtube.com/watch?v=SrTl9Fk413g
https://www.youtube.com/watch?v=VbixFiIp2s4
https://en.islcollective.com/english-esl-worksheets/grammar/present-continuous-progressive-
tense/board-game-present-continuous/94639
https://en.islcollective.com/english-esl-powerpoints/grammar/present-continuous-progressive-
tense/what-are-you-doing-bingo/6347
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-actions-set-1.pdf
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/flashcards-actions-set-2.pdf
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_conti
nuous/What_are_they_doing$_ls658hx
https://www.eslprintables.com/vocabulary_worksheets/education/citizenship/Citizenship_Vocabulary_
807796/