FACULTADES Código: 1115-39.

1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

PLAN DE CLASE

Nombre estudiante practicante: Simón David Jiménez Escobar

Asignatura: Curso Técnico Inglés Año Lectivo: 2022-2

Nombre de la Institución (centro de Grado: Nivel 2

práctica): Discenters
Intensidad Horaria: 5 horas Nivel de inglés sugerido: A2

Nombre docente titular de la Nombre docente asesor: Chrystian Perez

institución: Jose Manuel Posso

Unit name (Unidad temática de clase): Review and new concepts

Simple past review

Prepositions of Movement
Prepositions of time
Lexical unit exercises
Lexical unit videos
Speaking and pronunciation activities

Learning Objectives (Objetivos de aprendizaje)

Objectives:
 Put into practice what has been learnt so far in order to improve my skills
and performances
 To recognize the importance of cultural content in order to learn a language.
 FACULTADES
FORMATO DE PLAN DE ASIGNATURA
Competences And Standards (Competencia(s):
PERFORMANCE INDICATORS
SABER SABER HACER
Identifico en que tipo de Describo situaciones simples de mi
situaciones puedo usar una rutina semanal.
palabra u otra.
BASIC STANDARDS OF COMPETENCES
READING & LISTENING SPEAKING & FUNCTIONS
Recuerdo que términos debo Describo con los términos adecuados
emplear para expresar en situaciones pertenecientes a la
distintos contextos temporales. semana transcurrida.
Conceptual And Methodological Principles
Código: 1115-39.1-008-F
Versión: 01
SABER SER
Reconozco la importancia del
contexto a la hora de poner en
practica mi discurso oral.
WRITING
Produzco textos cortos en
donde detallo sucesos que me
han pasado, o situaciones que
viví durante el transcurso de la
semana.
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

Concepts (Referente conceptual):

Prepositions of movement: These are words used in order to express either movement
by someone or something, or our own movement in space.
 Into
 Past
 Towards
 Out of
 Over
 Through
 Along
 Under
 Across
 Down
 Up
Prepositions of time: These are words used in order to assign a temporal context to a
semantical structure.
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

Methods (Métodos):

 The total physical response method: A general definition of TPR can be that this
method emphasizes on giving commands to students, and by doing it periodically
an habit will be consolidated in them (Workman, 2010). And it is also important to
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

mention that most of the times can be considered old fashion, however, in my
experience I have notices how fun can be if well structured, by mixing certain
actions with reactive commands a lot of fun activities can be carry out, and not only
for kids but for adults, so this method is always present in my classes.
 Situational method: This method can be described as a group of activities that
function around a main contextual-lexical situation, where the alumni must
performance based on his/her teacher´s instructions. Yet, it can go beyond those
descriptions, since it is as well a really dynamic method. (Smith & Loewen, 2018)
 Lexical syllabus method: In parallel, with the situational method, I would say that
this is often the method that I use the most, and here is why. To begin with, this
method can be described as one that frames activities in focused vocabulary units,
and has a main focus on grammar aspects (Lewis, 1993). So next to the situational
method it can form an excellent methodological approach that encounters a correct
balance between grammars and actual practice and performance. In other words, I
think it is optimal since if correctly apply, brings clearness regarding the English
grammatical rules, without off-putting the practice of the language itself.

Material and teaching and learning techniques description:

 Lexical components: As mention before, I consider optimal having main

vocabulary units which contains the rest of the specific grammatical or practical
subjects. It is a logical and organized way of carrying out the classes.
I tend to give more attention to the situational uses that this units can bring.
 Online resources: When possible, because sometimes the internet fails where I
work, I like to include interactive online websites. This is mainly to keep focus the
students.
 Guiding textbook (iDiscover): This is the book chosen by Discenters, I was asked
to maintain a logical order of its use to not be too away of the institution’s goals for
the course’s students. I consider is a good book, however, it is teacher’s
responsibility to improve it with more recent methodologies and topics.
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

TEACHING SEQUENCE

PHASE TIME DESCRIPTION

I will start the class by asking some of them how was his
or her week, this will make them use the simple past,
which was the last class subject. I will give them some
quick speaking and grammatical feedback and we will
begin writing what they did during their week.
INTRODUCTION
Then, we will start with the prepositions of time, since the
(Review and new last class we did not have time to study this subject.
1h
topic) These are short and kind of simple. I will explain them,
WRITING give them some exercises, and then give them feedback.
Right after we will continue with the prepositions of
movement, and with these ones we will take our time to
learn the uses of each one, and then practice their uses
in context, trough videos and the didactic book from the
institute. (ANNEX 1)
Now that they know the theorical part and the have
DEVELOPMENT practiced, we will begin to develop different exercises
(Lexical units) focused more in lexical and contextual situations where
1h30min
they will have to put into practiced what they have just
READING learned. For this, the didactic book will be used. (ANNEX
2)
DEVELOPMENT 45min The software that was given to us the teachers in
Discenters, contains a part in which you can find videos
(Lexical units)
about the same lexical content that the main book
LISTENING presents, so in that matter it is optimal include them in
the lessons. Additionally, these videos contain questions
in order for them to guide what they will listen to. So, the
idea is to display the video first, talking a little bit, sharing
different ideas, and them show them the questions to
watch the video with a defined focus. (ANNEX 3)
I will show them one or two videos it depends on how
their performances with the first one will be.
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

If necessary, I have my own catalog of videos that I can

show them, these ones are mainly taken from TEDxTalks
so they are pretty interesting for them.
Once that they have seen the videos, I will ask them
what topics do they find interesting, such as politics, arts,
science, etc… I will try to keep a distance from politics
because most of the times these subjects are
controversial and students can present awkward
DEVELOPMENT
situations. So, in that way is optimal to just ask them first
(Sharing what they like to talk about.
situations and 45min
If maybe they don’t know what to talk about, I will simply
thoughts)
give them some ideas like hobbies, sports, social media,
SPEAKING etc…
The idea is to make to circles of chairs and in one of
those circles the students will constantly change their
spots in one direction, so each student will tall with
everyone.
To finish, we will do a fun activity, a tongue twister. This
CLOSURE
is not just for fun, but I consider that it is a good way of
(Fun activity) 30min making them lose the fear of talking English, and
practicing their pronunciation. It will take this amount of
PRONUNCIATION
time because of the number of students.

EVALUATION PRACTICES

Formative-summative evaluation: From now on I will focus on giving constant feedback.

Regarding the grades, I already explained them what is the institutions format to grade
them. There are nine grades, three of them are about performance, two of them are about
being, and four of them are about knowledge. The performance grades will be the exams,
the being will be subjective I will mostly appreciate their willing to speak in English without
shame, between other aspects as respect and interest. And the knowledge grades will be
on different activities during classes, and they will have constant opportunities to improve
their grades in case that they get a bat one.
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

REFERENCES

Chadwick, C. B., & Rivera, N. (1993). Evaluacion formativa para El docente. Ediciones

Paidos Iberica.

Workman, G. (2010). Total physical response for primary English. Gem Publishing.

Maksumova, U. A., & Uzbekistan state world language university. (2021). Approaches and

methods of teaching English: Oral approach, situational language teaching and

audio-speech method. Theoretical & Applied Science, 97(05), 158–160.

https://doi.org/10.15863/tas.2021.05.97.30

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Cengage ELT

BRE.

Megan Smith & Shawn Loewen, (2018). Situational Language Teaching. The TESOL

Encyclopedia of English Language Teaching.

https://doi.org/10.1002/9781118784235.eelt0174
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

APPENDIX

Annex 01

Annex 02
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01

Annex 03
 FACULTADES Código: 1115-39.1-008-F

FORMATO DE PLAN DE ASIGNATURA Versión: 01