Para el desarrollo de esta actividad reflexione y realice las siguientes instrucciones:

1. Revise detalladamente los recursos de aprendizaje de la unidad.

2. Responda al cuestionamiento: Cuando ha participado como instructor, profesor o docente titular
en un curso o asignatura, describa desde su experiencia ¿Qué pasos ha seguido para elaborar,
aplicar e interpretar los resultados de la evaluación del aprendizaje?, ¿Cómo lo ha desarrollado?

Cuando he participado como instructor, lo primordial es planificar o redactar la evaluación del aprendizaje,
ya que permite pensar en los resultados de manera consecuente, con lo que se espera que el educando pueda
llegar al objetivo propuesto para concluir su aprendizaje. La evaluación muestra si el estudiante está
afianzando sus conocimientos o no, la idea fundamental del aprendizaje es que el estudiante sea crítico, y
piense por sí mismo.
Es por ello que existen 5 pasos para interpretar la evaluación del aprendizaje y se da de la siguiente forma.
1. se selecciona el tema a evaluar.
2. Se escoge el instrumento para aplicar la evaluación.
3. Aplicarlo
4. Analizar los resultados.
5. Comunicar resultados y hacer seguimientos.
3. Elija un curso en el que desee participar como instructor o docente. Desarrolle por escrito su
planificación didáctica (programa, guía de trabajo, carta didáctica, etc.).

ENGLISH TEACHING PROGRAM

TEACHING PRACTICE

FORMAL PLANNER
GENERAL UNIT INFORMATION
Pre-service teacher’s name Rafael Andres Pérez
Name of the
school/institution
INSTUTUCION EDUCATIVA PUEBLECITO SUR.

Cooperating teacher’s name

Number of
Grade(s) 601, 602 40 / grade
students

Unit
Topic: PERSONAL INFORMATION QUESTIONS

Colombian National Standards

- I understand basic information about topics related to my daily activities and my
environment.
- I understand questions and oral expressions about myself, my family, my friends
and my environment.
- I understand short and simple messages related with my environment and
my personal and academic interests.
Established goals for the unit

Understand personal information questions and give correct answers.

At the end of unit, students will be able

At the end of the unit, students will know
to
- Correctly relate the questions in - Understand personal information
Spanish and English. questions and answer them using
- Understand how to answer questions to complete sentences with good
give information about myself pronunciation.
Assessment/evaluation criteria
- Understanding of the topic
- Good pronunciation of the answers according to the country given to each student.
- Follow-up of instructions, discipline and development of the activities in the
established times.

LESSON 1
601: Friday, March 25th
Date 602: Tuesday, March 29th

Established goals for the lesson

Practice personal information questions and answer these questions with complete
sentences in English.

At the end of lesson, students

At the end of the lesson, students will know
will be able to
Correctly relate the questions
and answers about personal
Questions and answers of personal information. information.

Say sentences about personal

introduction with good
pronunciation.
Stages of the
Procedure Resources Time
lesson
We will start the class learning a Board and marker 10
rhyme, which is also a song. minutes
Students must do the reading,
Warm-up repeat the pronunciation and finally
activity sing.

Are you sleeping? Are you

sleeping?
Brother Jhon, Brother Jhon
Morning bells are ringing
Morning bells are ringing
Din, don, dan. Din don dan
 Taking into account the
questions previously worked
on by the students, I’ll give a
card with a word of the
question to each student by
Opening Duck Tape 10
row. When I tell them, the
Cards with words minutes
students of the row must
come to the front and
organize the question and say
the meaning of the question
in Spanish. The time is
counted and the row that
orders and translates the
sentence in the shortest
possible time is the winner.

I will make the oral evaluation to the

students on the personal questions,
individually.
Development Photocopies 25
Meanwhile, students will work on a Sheet of paper minutes
guide about another person's
personal information, they must
read the text, understand it, write
and answer the questions on a
sheet of paper.
 Closure Read the text of the guide aloud Cardboard cards 10
. and do the translation with help of with regular minutes
the students. verbs.

Bibliography

Guía no 22. Estándares Básicos de competencias en lenguas extranjeras inglés.

Ministerio de Educación Nacional de Colombia. Actualización año 2020

COMMENTS FROM THE TUTOR

I do admire the didactics of your lessons! For sure students will be engaged and will
participate freely. Good visual material to work the topic and good patterns of
interaction among students.
 ENGLISH WORKSHEET – SIXTH GRADE
25th – 29th March / 2022

1. Read the text carefully two times.

Tomado de: https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Personal_information/

Reading_personal_information_bu 17427su

2. Read, write and answer the questions in a sheet of paper.

a. What is her name? Her name is

b. How old is She? She is
c. Where is She from? She is from
d. What is her nationality? She is
e. What does She do? She is
f. Where does She live? She lives in
g. Where is from her family? They are from
h. What does her mother do? Her mother is
i. What does his mother do? Her father is
 LESSON 2
601: Friday, April 22nd
April 8th: The class was not held because the students did the
Date
opening of the sports games.

602: Tuesday, April 19th

April 5th : The teacher did not attend for personal reasons.

Established goals for the lesson

Correctly understand the questions and sentences to give personal information.

At the end of lesson, students will

At the end of the lesson, students will know
be able to
Ask and understand among partners
questions and answers about
They will remember complete sentences to personal information.
express personal information in English.
Understand the meaning of a text
about another person's personal
information.
Stages of the
Procedure Resources Time
lesson
We will start the class Board and marker 10 minutes
reviewing the rhyme learned
Warm-up the previous week and we
activity will work on a short riddle.

What is at the end of the

rainbow?

We will return to the text

worked on in the previous
Opening Copy with the 10 minutes
guide. We will do the reading
reading.
aloud and then the students
will answer the questions
randomly.
 We will remember which are
the information questions
worked on and the complete
response sentences, since the
children understand the
question but when answering
they do not say the complete Board
sentence. Marker
Development Cards with 25 minutes
For example: What is your
nationality? Colombian. the questions
They must say: I am and numbers.
Colombian.

Students will be given index

cards with personal
information questions and a
number. Other cards will have
the same number and the
word answer, so the student
with the question asks the
question and whoever has
the number must answer the
question.

Closure You will have 10 minutes to Photocopies

. finish last week's guide Sheet of paper (602) 10 minutes
activity as some did not notebooks (601).
finish.

Bibliography

Guía no 22. Estándares Básicos de competencias en lenguas extranjeras inglés.

Ministerio de Educación Nacional de Colombia. Actualización año 2020
 COMMENTS FROM THE TUTOR

The plan reinforces what the students have been working on (personal information),
providing clear examples of the use of this information in context. The activities
provide the lesson with a great deal of interaction among students, which is very
important.
 LESSON 3
601: Friday, April 29th
Date 602: Tuesday, April 26th

Established goals for the lesson

Understand and participate in the pronunciation of a simple dialogue using personal

information questions.

At the end of lesson, students will

At the end of the lesson, students will know
Correctly use personal information questions
and answers in a simple dialogue.
be able to
Ask and understand among partners
questions and answers about
personal information.
Understand the meaning of a
simple dialogue in English and
pronounce it correctly.

Remember vocabulary about

animals and colors.

Stages of the
Procedure Resources Time
lesson
 Through the dynamic Human Resources 10 minutes
Warm-up RHYTHM using claps,
activity students must say vocabulary
about animals and colors in
English.

Students will listen to a

dialogue between two Human resources 10 minutes
Opening
persons about personal
information, they must try to
understand its meaning.
 Then that same dialogue will Board 20 minutes
be written in randomly on the Markers
board. Students must write it Notebooks
in their notebook but in an
orderly way, that makes
complete sense.

Development Then we will write the

dialogue in an orderly
manner on the board with
the participation of the
students and they must
review it and if They have
mistakes, they must correct it.

We will practice the

pronunciation of the
dialogue with the whole
group. The teacher
pronounces each verse of the
dialogue and the students
must repeat it.

Closure Finally, the students will have Notebooks with the 10 minutes
. 10 minutes to practice the dialogue written.
reading and pronunciation of
the dialogue with another
classmate.

Bibliography

Guía no 22. Estándares Básicos de competencias en lenguas extranjeras inglés.

Ministerio de Educación Nacional de Colombia. Actualización año 2020
4. Para este mismo curso, consulte el decreto 1290 de 2009, a partir de la escala Nacional de
evaluación describa que características deben tener cada uno de los niveles de desempeño, que
le permita
evaluar el aprendizaje del producto del punto anterior. Tenga en cuenta la tabla:

Desempeño ( de acuerdo al decreto 1290/09) Características de desempeño (en relación al

producto o evidencia de aprendizaje)

5. Desarrolle una escala de evaluación por competencias, utilizando este modelo de rúbrica:

Objetivo Competencias generales del Actividades formativas

Curso

6. Realice un cuadro comparativo entre las características de la evaluación del aprendizaje.