This lesson plan is for an English language class focused on developing oral expression skills. The plan involves 12 students and lasts 2 hours. It is taught by Mg. Elmer Briceño Rodríguez. The lesson title is "Going to the zoo" and expects students to comprehend oral texts about wildlife parks and produce conversations in Standard British and American English with correct pronunciation. A variety of activities are outlined, including matching animal pictures and names, spelling animals, discussing favorite animals, unscrambling animal names, completing a true/false activity while listening, and answering comprehension questions about the listening passage. Rubrics are provided to evaluate students' oral comprehension, grammar/vocabulary, pronunciation, and interactive communication skills.
This lesson plan is for an English language class focused on developing oral expression skills. The plan involves 12 students and lasts 2 hours. It is taught by Mg. Elmer Briceño Rodríguez. The lesson title is "Going to the zoo" and expects students to comprehend oral texts about wildlife parks and produce conversations in Standard British and American English with correct pronunciation. A variety of activities are outlined, including matching animal pictures and names, spelling animals, discussing favorite animals, unscrambling animal names, completing a true/false activity while listening, and answering comprehension questions about the listening passage. Rubrics are provided to evaluate students' oral comprehension, grammar/vocabulary, pronunciation, and interactive communication skills.
This lesson plan is for an English language class focused on developing oral expression skills. The plan involves 12 students and lasts 2 hours. It is taught by Mg. Elmer Briceño Rodríguez. The lesson title is "Going to the zoo" and expects students to comprehend oral texts about wildlife parks and produce conversations in Standard British and American English with correct pronunciation. A variety of activities are outlined, including matching animal pictures and names, spelling animals, discussing favorite animals, unscrambling animal names, completing a true/false activity while listening, and answering comprehension questions about the listening passage. Rubrics are provided to evaluate students' oral comprehension, grammar/vocabulary, pronunciation, and interactive communication skills.
This lesson plan is for an English language class focused on developing oral expression skills. The plan involves 12 students and lasts 2 hours. It is taught by Mg. Elmer Briceño Rodríguez. The lesson title is "Going to the zoo" and expects students to comprehend oral texts about wildlife parks and produce conversations in Standard British and American English with correct pronunciation. A variety of activities are outlined, including matching animal pictures and names, spelling animals, discussing favorite animals, unscrambling animal names, completing a true/false activity while listening, and answering comprehension questions about the listening passage. Rubrics are provided to evaluate students' oral comprehension, grammar/vocabulary, pronunciation, and interactive communication skills.
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NATIONAL UNIVERSITY OF CAJAMARCA – POSGRADUATE SCHOOL
LESSON PLAN N° 17
I. GENERAL INFORMATION:
1. Name of the Educational Program: Didactic program based on
andragogy to develop oral expression skill.
2. Number of participants: 12
3. Duration: 2 hours
4. Teacher: Mg. Elmer Briceño Rodríguez
II. TITLE OF THE LEARNING SESSION
Going to the zoo
III. EXPECTED LEARNING:
COMPETENCES CAPACITIES Obtiene información de textos orales sobre widlife park Oral text comprehension and y lo simboliza mediante una actividad de true or false production
IV. METHODOLOGICAL STRATEGIES
EXPECTED EVALUATION LEARNING
STAGES DIDACTIC SEQUENCE RESOURCES TIME
INDICATORS TECHNIQUES INSTRUMENTS
AREA CAPACITY Projector 30’ 55’ Computer · Identifies the phonetic ORAL TEXT DVDs and USB systematic differences Photocopies between SBE and SAE in videos and films Rubrics COMPREHENSION Sheets of paper. · Perform conversations in Systematic
Cardboard SBE and SAE observation Pre with correct pronunciation and Colour markers While intonation. and pencils
. Post 35’
· .Elaborates a map of the English dialects with accuracy and creativity. · Show good attitude to learn English
Going to the zoo I. Match the pictures with their correct meaning and Say their names.
Spell the names of the animals – they are all in the pictures above
1) This animal can be black, white or brown b_ _ _
2) You often see this animal sleeping c_ _ 3) You can take this animal for a walk d_ _ 4) Some people say that this animal never forgets e_ _ _ _ _ _ _ 5) You can ride this animal h_ _ _ _ 6) You can see this animal in the sea f_ _ _ 7) This animal likes bananas m _ _ _ _ _ 8) People call this animal the king of the animals’ l_ _ _ III. What’s your favorite name animal? Which animals are useful to people? Give a reason using because.
IV. Unscramble the words and say the name of each animal. Listen and check (Solutions Ele. Unit 6, track 3.2)
V. Listen to a guide at the wildlife park. Are the sentences True (T) or False (F). (Solutions Ele. Unit 6, track 3.4)
1) Sharks are more dangerous than crocodiles __
2) Crocodiles are slower than most humans on the land __ 3) Tigers are the heaviest of the big cats __ 4) Giraffes are the tallest land animals __ 5) Dolphins are more intelligent than gorillas __ 6) Baby gorillas are bigger than human babies __
VI. Listen again. Answer the questions
1) How many people do sharks kill every year? ______________ 2) How fast is a crocodile? _____________ 3) How heavy is an adult male tiger? ___________ 4) How tall is an adult giraffe? ___________ 5) How many words can some gorillas understand? ____________ 6) How heavy is a bay gorilla? ___________
V. REFERENCES a) Cambridge Assessment English. (2020). A2 Key Handbook for Teachers for exams from 2020. Cambridge English Qualifications. England
b) Capel, A. y Sharp, W. (2013). Objective Key. Cambridge University Press.
England.
c) Heyderman, E. y Treloar, F. (2015). Compact Key for School. Cambridge
University Press. England
d) Evans V. y Dooley J. (2012) English Prime 1. Express Publishing. EU
e) MINEDU. (2016). Currículo Nacional de la educación básica. Lima -Perú.
f) Falla, T. y Davies, P. (2018). Solutions Elementary. 3rd Edition. Oxford
University Press. London. VI. RUBRICS
PARTICIPANT ORAL GRAMMAR PRONUNCIATION INTERACTIVE TOTAL GRADE
