Giving and obtaining factual information of a personal and non-personal kind.

Studentteacher’sname:

María Fernanda Castañeda Espinoza

School:

Esc. Sec. Of. 549 “Lázaro Cárdenas”

Grade:

1st

Unit:

I

Social practice of the language:

Giving and obtaining factual information of a personal and non-personal kind.

Environment:

Professions

Specific competence:

Giving simple information about professions.

Product:

 Explain what they want to be when they grow up

DOING with the language

KNOWING about the language

BEING through the language

• Respond to what their parents work and explain what they want to be great
• Achieve know when to use a / an with professions
• Identify the different professions and trades

• Manage to know the vocabulary of professions

• The relation between indefinite articles (a, an) and nouns beginning with consonant and vowel sounds (e.g. a doctor, an accountant).

• During the class students will understand the use of professions and trades in their daily lives

Session number:

1

Date:

Tuesday, october 16, 2016

General objective of the session:

 For students to learn vocabulary about professions with a / an

# of Act. & Time

Objective

Procedure

Skills

Aids

Interaction

Language to be used

Structures

Vocabulary

10

min.

That students have vocabulary .

1. Teacher comes with alumnus saying what studies (profession)

2. Teacher asks to 3 or 4 students what they want to be great.

3. Teacher asks if they know how the profession is said in English

.

Listening.

Speaking.

T-S

 Hi, I’m, I’m sutdyng..

30

 min.

 Students remember the

 a / an with professions

1.- Teacher professions show flashcards and ask if they know what profession is.

2.-  Paste into the blackboard flashcards

3.- Will the instruction that 5 or 6 students pass the blackboard to write the profession and if it takes a / an

Flashcards

Writing.

 Speaking.

Markets.

T-S

WH questions.

 Who is this?

10 min.

 Remember vocabulary seen in class

1.- Maestro repetirá junto con los alumnus el vocabulario de profesiones 374 veces.    

Speaking.

T-S

 Actress

Architect

Singer

Bricklayer

Doctor..

Session number:

2

Date:

Thursday october 20, 2016.

General objective of the session:

  Reinforce vocabulary of professions

# ofAct. & Time

Objective

Procedure

Skills

Aids

Interaction

Language to be used

Structures

Vocabulary

15 min.

 Que los alumnos recuerden lo visto en la clase anterior

1.- Teacher greet students

2. Teacher instructs that a student will choose a profession without seeing and all students will give clues to guess what profession is

3.-. Teacher card will forehead that students choose the profession and guess what.

Listening. Speaking.

 .

T-S

 Professions

a/an.

Hi, How are you today?

35 min.

1.- Ranks a student will pass the blackboard

2. The teacher explains that give you a card and you will not see all students and give clues to guess what profession is.

3. Master give one minute to guess, if you guess time before winning a share  

 .

Speaking.

T-S

    Actress

Architect

Singer

Bricklayer

Doctor..

 .

 .

Session number:

3

Date:

Friday October 21, 2016.

# ofAct. & Time

Objective

Procedure

Skills

Aids

Interaction

Language to be used

Structures

Vocabulary

10  min.

 
Strengthen seen in the two previous school

 
1. Teacher greets students.

2. Teacher students will blank sheet with divisions, 2nd sheet with pictures of professions.

3. Teacher will give instruction to cut the professions and write what profession is and if it takes a / an to make a lottery and play with her.

Writing.

 .Speaking.

Sheets of paper, pencil

T-S

Professions.  

Hi, I'm going to hand out a sheet

40 min.

1. Teacher monitors students and if necessary resolve doubts.

2. Check lottery completed and participatory of the first 5 students who finish.

3. distribute colored balls with which marked the profession if the teacher mentions.

4. Play with students 2 or 3 time

5.- Teacher says good bye.

Writing.

Listening.

Speaking.

Colored balls, scissors, glue

 .

T-S

 .

   .