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Didáctica del inglés: innovando en el aula

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Didáctica del inglés: innovando en el aula

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This resource seeks to provide evidence of the teaching activities that have been carried out during the Didactics course, developing the ability to design, implement and evaluate pedagogical and didactic strategies.

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Teaching English online | Cambridge English

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Found on Google from cambridgeenglish.org

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Topic: Grammar Practice: Past Simple

Objective: By the end of the lesson, students will be able to correctly conjugate 10 verbs in the past simple and use these verb forms in complete sentences related to past events.

Student’s level: (MCRE) A2

Student’s age: 12-14

Target skill: Students are expected to achieve the objective proposed in the teacher development plan regarding the four language skills.

Target gramar: Students will be able to form sentences in the past simple correctly and will recognize the differences between regular and irregular verbs.

Target vocabulary: Students will expand their vocabulary related to past activities and experiences, allowing them to express themselves more fully.

Warm-up activity: Start with a brief group discussion where students share a funny experience that happened to them recently. Ask guiding questions, such as "What did you do last weekend?" to activate the use of the past simple. (10 minutes)

Material: Whiteboard, markers, projector, cards with questions (Example: What did you do over the weekend? What did you eat over the weekend? Where were you over the weekend? What hobby did you do?, etc.)

Main activities:

1. Introduction to grammar (10 minutes): Briefly explain the rules of the past simple, using clear examples on the board. Regular and irregular verbs are included and a reference sheet with conjugations is provided.

2. Pair practice exercise (15 minutes): Students work in groups of five to complete a series of sentences in the past simple, using regular and irregular verbs. Each group must use 10 verbs provided in different sentences. Students check their answers with each other.

3. Storytelling activity (15 minutes): The class comes together to create a short story using at least 10 verbs in the past simple. Each group then presents their story to the rest of the class, encouraging oral practice.

Material: (mandatory) Whiteboard, markers, sheet with a list of references for regular and irregular verbs, dictionary, notebook.

Practice or Assessment

Learning assessment (5 minutes): A quiz will be held where students develop three points, including: completing sentences, adding the correct verb, and ordering the structure of sentences in the past simple, so that they can put into practice the knowledge acquired.

Material: (mandatory): Whiteboard, markers, dictionary, notebook and pencil to write down the quiz questions.

Closure

Closing (5 minutes): The results of the quiz assess whether students have achieved the goal of using the past simple correctly, clarify any doubts, and conclude with a brief reflection on the lesson, giving examples on the board.

Material: (mandatory): Whiteboard, markers.

Homework/Follow-up Activity Task: Narrate an experience taking into account what was learned in class, to be shared in the next lesson.

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Flashcards de PAST SIMPLE todo lo que tienes que saber | Por Tips_Study_Ad | uDocz

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Estudia gratis con flashcards de PAST SIMPLE todo lo que tienes que saber! Encuentra los mejores documentos de idioma inglés en uDocz y ayuda a miles como tú.

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Grammar is the structural foundation of any language, as it establishes the rules and norms that guide the way words are put together to build meaningful sentences. It is essential in the language learning process, as it helps students understand and construct messages in a consistent and accurate manner. Although grammar has historically been taught individually, it is currently encouraged to learn it in context, incorporating its application in real communication contexts to make the process more relevant and effective. With various methods, such as inductive and deductive, teachers can adjust their techniques to meet the demands of each group of students, simplifying not only the understanding of the rules, but also their practical implementation and effective use.

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Amazingly Simple Graphic Design Software – Canva

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Amazingly Simple Graphic Design Software – Canva

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The skill of "reading" is essential for understanding texts, expanding vocabulary, developing critical thinking, and improving writing. Through reading you can extract key information, learn new words and analyze content, which enriches learning the English language.

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The skill that will be presented is writing, essential for communication and interaction, also work, travel, among other activities that are carried out and involve this very necessary skill.

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presentacion de notas de papel juvenil rosado

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Listening skills are essential to mastering English, crucial to understanding and interpreting verbal data. Acquiring this skill allows you to identify pronunciation, tone and lexicon, which facilitates clear communication.

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Unit Component

Title Get your students interested by using a catchy title

Between Friends and Routines: A Journey of Self-Discovery

Topic

This should be the overarching theme or big idea that introduces, connects to the subsequent units, or concludes.

Consider the main grammar topics included in the unit The main vocabulary The main listening activities and strategies e.g. Focused listening - Personal introductions

The main reading activities and strategies e.g reading about “People around the world”– predictingsummarizing – graphic organizaer

The main writing activities and strategies e.g filling in forms – writing short letters drafting - outlines

The main speaking activities and strategies e.g role plays.

Theme

- Simple past and past continuous.

- Past time expressions (e.g., “last year,” “two days ago”). Grammar:

- Language functions: Narrative, describing feelings and experiences, sequencing events in a story.

Vocabulary:

- Vocabulary: Emotions (e.g., surprised, excited, angry), sequential expressions (e.g., “first,” “then”).

Reading:

- Read and understand short texts about people and their lives, identifying the main information, using the simple past, past continuous and past time expressions. At the end of the activity, students improve their reading skills by reading and sharing the stories developed throughout the project with the material provided.

Listening:

- Understand simple conversations on everyday topics, identify specific information in short listening sessions with the audiovisual material to be presented

Writing:

- Write short sentences and paragraphs that describe personal aspects, such as your identity, family dynamics and daily routines, using appropriate vocabulary and a clear organizational structure, making use of the simple past, continuous and past time expressions.

Speaking:

- Students will put their speaking skills into practice through topics such as personal introductions, daily routines, likes, dislikes and formulating questions appropriate to the topic.

Time

(Number of hours & weeks)

Consider how long it will take for students to learn and master the concepts, skills, and learning outcomes.

Define the number of sessions, minimum 4 sessions

- The teaching unit will have 4 sessions, lasting approximately 60-90 minutes each, spread over one month.

Unit Objectives

What skills students are working towards mastering by the end of each unit. What will students be able to do by the end of each unit?

Main unit objective:

Main objective: At the end of the unit, students will be able to understand and use past tense structures to narrate experiences and events in English.

Lesson objectives:

Lesson objective 1: Students will be able to use the simple past to describe actions and events that have occurred during their lives, using time expressions such as last year, last summer, etc.

Lesson objective 2: Students will be able to use the past continuous to describe actions in progress in the past, combining it with the past simple.

Lesson objective 3: Students will be able to express their emotions and feelings related to personal experiences. Lesson objective 4: Students will be able to narrate a significant experience in their life using a variety of past tenses and time connectors.

Course Learning Outcomes

Think about how the learning outcomes for each unit connect to the overall course objectives. Each should align and connect to each other.

Main unit learning outcome:

At the end of this unit, students will demonstrate the ability to narrate personal experiences in a coherent and detailed manner in the past, correctly using the structures of the simple and continuous past, as well as the appropriate vocabulary to express actions, emotions, and time sequences.

Lesson learning outcome:

Lesson objective 1: Students will be able to form sentences in the past simple to describe actions completed in the past and narrate experiences. They will also be able to correctly use the time expressions "last year", "last summer", "yesterday", etc. to place actions in time.

Lesson objective 2: Students will be able to form sentences in the past continuous to describe actions that were occurring at a certain time in the past. They will also be able to combine the simple past and the past continuous to narrate sequences of events and use time connectors such as "while" and "when" to relate actions in the past.

Lesson objective 3: Students will be able to use verbs such as "feel", "be" and adjectives to describe their emotions in the past, as well as use structures such as "I was so happy when..." or "I felt really sad when..." to express feelings related to past experiences.

Lesson objective 4: Students will be able to narrate a personal story in a coherent manner, using a variety of past verb tenses, as well as use a varied vocabulary to describe people, places, and actions, and express their emotions and feelings related to the narrated experience.

Formative -Assessments

Include a continuum of assessments so you can monitor progress, check for understanding, and determine mastery of skills and concepts. 60 formative assessment activities

What low-stakes assessments will be used throughout the unit?

Formative assessment: Selfassessment and feedback from each student, considering their development throughout the activity.

Summative assessment: A rubric will be used to assess the final stories, emphasizing elements such as fluency, clarity in narration, creativity, and accuracy in the use of English. How will students practice for summative assessments? Students will be engaged in a series of activities where they can apply what they have learned, thus fostering understanding and analysis.

Teaching Method

What teaching methods will be used to deliver instruction?

How will content be scaffolded? https://www.buffalo.edu/catt/teach/develop/design/teachingmethods.html

Task-based learning, teaching tools and activities for learning, connections with the real world, communicative activities, and memorization methodology.

Key Resources

Include diverse and inclusive resources that will guide and support students.

Crossword puzzles, word searches, sentence completion exercises, and reading quizzes.

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

Setting: English language learning programmed in a secondary school setting (11)

Students' proficiency level: Intermediate level (A2/B1) according to the Common European Framework of Reference (CEFR).

Relevant background information: Students have previous experience with basic English and are familiar with simple grammatical structures and everyday vocabulary.

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Lesson 1 Session 1

Topic: The past simple.

Objective: By the end of the lesson, students will be able to form sentences in the past simple to describe actions completed in the past and narrate experiences. They will also be able to correctly use the time expressions "last year", "last summer", "yesterday", etc. to place actions in time.

Student’s level: (MCRE)

A2 - B1

Student’s age:

16 to 18 years old

Target skill: Students are expected to achieve the objective proposed in the teacher development plan regarding the four language skills

Target grammar: By the end of the lesson, students will be able to accurately use the past simple tense to:

form affirmative, negative, and interrogative sentences to describe completed past actions

Use the past simple tense with regular and irregular verbs correctly.

Employ time expressions such as "yesterday," "last week," "last year," and "two days ago" to situate actions in the past. Narrate personal experiences in the past simple tense.

Target vocabulary:

- Time Expressions:

Yesterday

last

night

last week

last month

last year...

- Everyday Activities:

go

do

have

eat

drink

watch

read

study

work

play

travel

Shop...

- Feelings and Emotions:

feel

be happy

be sad

be angry

be tired

be excited

be bored...

Warm-up activity: (10 minutes)

Activity: Past Simple Picture Prompt Visual aids (pictures or short video clips) of past events (e.g., a vacation, a party, a sports event).

Procedure: Show students a picture or video clip. Ask them to describe what they see in the past tense.

Elicit responses from the class and write the key vocabulary and sentence structures on the board.

Encourage them to use time expressions such as “yesterday,” “last week,” etc.

Material: (mandatory)

Visual aids (pictures or short video clips) of past events (e.g. a holiday, a party, a sporting event).

Board, markers.

Main activities

Main Activities (35 minutes)

Activity 1:

Explanation of grammar (15 minutes) C

Procedure: Explain the formation of the simple past tense for regular and irregular verbs.

Provide examples of affirmative, negative, and interrogative sentences.

Practice the pronunciation of verbs in the past tense. Distribute a grammar booklet for reference.

Activity 2:

Practice the simple past tense (20 minutes)

Materials: Worksheets

Procedure: Divide students into pairs or small groups. Distribute worksheets with exercises on: Fill in the blanks with the correct past tense form of verbs. Write sentences using given time expressions.

Finally, short dialogues are created between students using the simple past tense.

Students' work is monitored and comments and observations are provided.

Material: (mandatory)

Chalkboard and grammar

booklet

Worksheets

Board

Markers

Dictionarity

Practice or Assessment

(15 minutes)

Activity: Simple Past Quiz

Conduct a short quiz to assess students' understanding of the simple past tense.

The quiz may include: Multiple choice questions Fill-in-theblank questions Short writing tasks

Material: (mandatory)

Printed quiz or online quiz platform Procedure

Closure

(5 minutes)

Review of key points: The main points of the lesson are recapitulated, including the formation of the simple past tense, irregular verbs, and time expressions.

Answer questions: Any questions or doubts students may have are addressed.

Positive reinforcement: Students are praised for their efforts and participation

Material: (mandatory)

Board, markers

Homework/Follow-up Activity

Writing task: Students must write a short paragraph about a personal experience in the simple past tense. They must use time expressions and a variety of verbs.

Online practice: Assign online exercises or games to reinforce the simple past tense. (Educaplay)

Material:

Notebook

Cellphone

pens

Dictionary

Handout (optional)

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Lesson plan 2 Session 2

Topic: the past continuo

Objective: Students will be able to form sentences in the past continuous to describe actions that were happening at a certain time in the past. They will also be able to combine the simple past and the past continuous to narrate sequences of events and use time connectors such as "while" and "when" to relate actions in the past.

Student’s level: (MCRE)

Intermediate level (A2/B1)

Student’s age:

16 to 18 years old

Target skill: Students are expected to remember and identify the different contexts in which the past continuous is used, apply it and practice it.

Target gramar: Students will be able to remember the structures of the past continuous to write sentences and create texts and stories. They will also recount texts about their lives with past time expressions.

Target vocabulary: Students will use vocabulary they already know and also the one they learn in class, use of verbs, questions with while, when, wich past expressions such as last year, yesterday etc.

Warm-up activity: (10 minutes)

A video will be shown where the past continuous is used and then 5 questions will be asked based on the video shown, allowing students to remember the topic again.

Material: (mandatory)

television, board, markers, books and dictionary

Main activities

1. explanation of the bases and topics. (15 minutes)

A brief introduction to the use of the past continuous will be made and examples will be given taking into account the context in which the students are.

2. Application. (15 minutes)

Students will be asked to write a text in which they describe the things they have done up to that day to encourage the 3. Feedback: (15 minutes)

Doubts will be clarified and possible errors in the writing will be corrected.

Material: (mandatory)

Books, board, markers, notebooks, dictionary and photocopies, ce fulfillment of their dreams and goals.

Practice or Assessment ( 5 minutes )

A test will be given where students will complete sentences in the correct form of the past continuous and will also order sentence structures that are in disorder.

Material: (mandatory)

Photocopies and pencils

Closure ( 5 minutes)

Questions will be asked where students will explain what they have learned and a reflection will be made on the most basic aspects of this topic as the topic is being recalled.

Material: (mandatory)

Whiteboard, markers

Homework/Follow-up Activity

Task: Research the difference between the past simple and the past continuous and give 5 examples of each for the next class.

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Lesson plan 3 lesson 3

Topic: Past time expressions

Objective: By the end of the lesson, Students will be able to use verbs such as "feel", "be" and adjectives to describe their emotions in the past, as well as use structures such as "I was so happy when..." or "I felt really sad when..." to express feelings related to past experiences.

Student’s level: (MCRE)

A2 - B1

Student’s age:

16 to 18 years old

Target skill: Students are expected to express their emotions and feelings related to personal experiences using the past tense and applying language skills.

Target gramar: By the end of the lesson, students are expected to be able to use verbs such as "feel," "be," and adjectives to describe emotions in the past tense. Additionally, they will learn to use structures such as "I was very happy when..." or "I felt really bad when..." to express feelings related to past experiences, applying their linguistic skills in the narration and description of the events.

Target vocabulary:

Emotions and feelings

(adjectives):

Happy

sad

Enthusiastic

highly

strung

Surprised

Angry

Proud

Upset

concerned

relieved

Grateful

Confused

Ashamed

Surprised...

Time expressions:

Last

year

last

summer

Yesterday

two days ago

A long time ago

A few weeks ago...

Common verbs:

Feel (felt)

be (was/were)

become

Get

See...

Warm-up activity:

(5 minutes)

Briefly introduce the lesson topic: emotions and how we express feelings related to past events.

(10 minutes)

Ask students to think about a positive or negative experience from their past.

Then, ask them to voluntarily share their memory with the class and write their emotion on the board.

Material: (mandatory)

Board to write some of the emotions shared by the students. Markers to write emotions and key phrases on the board.

List of common emotions with their corresponding adjectives (e.g., happy, sad, nervous, excited, etc.), to help students through the process of sharing their past experiences.

Main activities

Main activities (35 minutes)

Activity 1: Sentence structure practice (15 minutes)

Review sentence structures:

"I felt so [emotion] when..."

"I really felt [emotion] when..."

Provide some examples using the verbs feel and be or others. and emotion adjectives such as happy, sad, excited, etc.

Example: "I felt so happy when I won the dance competition."

Example: "I felt really sad when I moved out of town."

Then, students will move on to complete similar sentences in pairs.

Ensuring that they use the correct structures to describe past experiences.

Activity 2: Listening comprehension and speaking practice (20 minutes)

Play a short video or audio clip related to past emotions and experiences (The video or audio should feature someone talking about how they felt in the past)

Students will go on to identify the emotions expressed in the clip (e.g. happy, sad, angry, etc.) and think about how the person might have made sense at different times in the story.

Invite some students to share their answers with the class using the structures of the simple past.

Material: (mandatory)

List of emotion adjectives (happy, sad, excited, nervous, etc.). Examples written on the board to illustrate the structures.

Video or audio clip about past emotions or experiences Listening comprehension questions to guide the activity.

Practice or Assessment Evaluation of the Use of the Past Simple and Expressions (15 minutes) Write a brief narrative about a personal experience in which you had a strong emotion, using the past simple and temporal expressions. Use at least 4 different emotions in your narration. It will be reviewed by the teacher before the end of class.

Practice or Assessment

Evaluation of the Use of the Past Simple and Expressions (15 minutes)

Write a brief narrative about a personal experience in which you had a strong emotion, using the past simple and temporal expressions.

Use at least 4 different emotions in your narration.

It will be reviewed by the teacher before the end of class.

Material: (mandatory)

Paper and pen to write the narrative.

Closure Lesson summary (15 minutes)

Through various activities, students will learn to use the appropriate vocabulary and grammatical structures to narrate past experiences and describe how they felt in those moments.

We will work with verbs in the past, adjectives that express emotions and typical phrases to talk about feelings.

By the end of the lesson, students will be able to communicate more effectively about their past experiences and make deeper connections with their peers. and resolve doubts and concerns

Material: (mandatory)

Markers and board

Homework/Follow-up

Activity Students must create a timeline with important events in their life (they can be milestones such as graduations, trips, important changes, personal achievements, etc.). For each event, they must write a brief description using past tense verbs and emotional adjectives to explain how they felt at that moment.

Reinforce what was learned through an interactive quiz An online quiz on expressions in the simple past, the vocabulary of emotions and time is created for students to solve.

Material: (mandatory)

Post-its or cards, photos, markers, paper or cardboard, etc. List of expressions, time, notes, dictionary and material that they know and support their learning to take the online questionnaire.

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Lesson plan 4 lesson 4

Topic: Past Verb Tenses

Objective: Understand the different past tenses such as the simple past and the past continuous, identify how and when to use the tenses, practice grammatical structures and conjugation of these verbs and use them correctly in both written and oral exercises.

Student’s level: (MCRE)

A2 – B1

Student’s age:

16 – 18 years old

Target skill: It is expected to practice the four language skills as well as writing, reading, listening and speaking.

Target grammar: Students will remember the structures of past tenses such as past simple and past continuous and will conjugate these verbs correctly by applying them to everyday life experiences.

Target vocabulary: A great expansion in vocabulary is expected with which we will work on sentences in the past tense and past expressions that will be useful for daily life and for subsequent language skills.

Warm-up activity: To start, we will begin by asking students to tell an anecdote from their past using the present simple and present continuous tenses.

Material: (mandatory)

We will use the board or use sheets of paper that will help us practice the writing skill.

Main activities

Once we have identified the difficulties in learning past tenses, we will proceed to give a brief explanation about the simple past tense and the past continuous tense.

Material: (mandatory)

To carry out this activity we will use the board and some markers

Practice or Assessment

We will move on to carry out certain types of activities such as, for example, we will have exercises to complete sentences with the different tenses, as a second exercise, write 5 sentences in each tense using situations from everyday life, and as a third activity, we will make groups of three and have the students create a text in which each one will speak, putting into practice the skills of writing, listening, speaking, and grammar.

Material: (mandatory)

For this we will use the marker board, the students' notebooks and some sheets provided by the teacher.

Closure

Once the proposed class activities have been completed, we will take a quiz as an evaluation to identify whether the correct use of each verb tense has been understood. Material: (mandatory)

To carry out this activity, the teacher will provide her students with a format in which they will find specific information which they will fill out with their pencils.

Homework/Follow-up Activity

To finish we will leave an exercise where you must use the learned tenses.

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Sign in to your OneDrive cloud storage and Office Online.

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Research Poster (Portrait) Skeleton - Science

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Asking for and giving directions is a vital English skill, especially useful when you're travelling or need to find your way around an unfamiliar place. It's important to master key phrases, common expressions and location-related vocabulary. For example:

"Excuse me, could you tell me how to get to [place]?"

"Can you show me the way to [place]?"

"Is [place] far from here?"

"How do I get to [place]?"

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presentacion de notas de papel juvenil rosado

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The simple future tense is mainly formed with the auxiliary "will" followed by the verb in its base form. It is used to express actions or situations that will occur in the future. It is important to note that "will" is used in contexts where something has not been decided in advance, but is decided at the moment of speaking.

Example:

I think it will rain tomorrow.

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The simple present is a verb tense used to talk about, things that happen regularly, facts that are always true, or daily routines. It is a very basic tense in English.

For example: She likes romantic music

This verb tense will be a reminder for eighth grade students, which will allow them to strengthen their learning.

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Presentación Diapositivas Propuesta de Proyecto Doodle Naranja y Crema

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The past simple is a fundamental tense in English, used to describe actions that happened and ended in the past. It facilitates the expression of experiences and the narration of events clearly and accurately.

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Improving Grammar with the Use of the Past Simple”