Unidad Didáctica Práctica Pedagógica Iv Curriculo y Evaluación

UNIVERSIDAD SANTIAGO DE CALI
FORMATO DE MICRO CURRICULO DE CLASE PRÁCTICA

PÉDAGOGICA IV: CURRICULO Y EVALUACIÓN PENSUN P550

FACULTAD DE EDUCACIÓN
LICENCIATURA EN LENGUAS EXTRANJERAS INGLES Y FRANCES
FORMATO UNIDAD DIDÁCTICA Y MICRO-CURRICULO APLICADO PARA ESTUDIANTE DE PRÁCTICA PEDAGÓGICA IV:
´OBJETIVO DE LA PRÁCTICA PEDAGÓGICA: Contribuir al desarrollo de competencias pedagógicas y didácticas para el diseño,
ejecución y evaluación de propuestas curriculares o de enseñanza en el campo específico de formación. Dado que los procesos del
currículo se convierten espacios de mediación entre la teoría y la realidad de la enseñanza, el currículo como plan de acción específico
que desarrolla el profesor con sus estudiantes en el aula es una pauta ordenadora del proceso de enseñanza, y a su vez cada teoría,
cada modelo pedagógico genera una propuesta de currículo diferente.
1.PRESENTACIÓN DE LA PRÓBLEMATICA, CONTEXTO A INTERVENIR, POBLACIÓN SELECCIONADA Y NIVEL LINGUISTICO

SEGÚN INFORMACIÓN RECOLECTADA EN EL INSTRUMENTO DE CARACTERIZACIÓN.
La población a modo de observación e intervención son niños entre los 8 y 9 años cursando el grado tercero en el Colegio Militar
Almirante Colon , como su nombre lo indica es un colegio de carácter militar que forma a los estudiantes académicamente altos y en
su personalidad , estudiantes ,sensibles, solidarios, reflexivos, autónomos, comprometidos con su proyecto de vida que los lleve a
construir una sociedad justa y democrática, el colegio está basado en educar la voluntad, formar la personalidad y llevar a Dios en el
corazón, es de religión católica , por otro lado se tiene conocimiento que no es un colegio que rige en bilingüismo por lo cual las horas
de inglés para este grado son de tres horas semanales.
2.AFILIACIÓN O ENFOQUE TEÓRICO DE LA UNIDAD DIDÁCTICA

El "Enfoque Curricular Holístico" será el enfoque teórico que se implementará en la unidad didáctica actual porque se basa en la idea
de que el proceso educativo debe considerar al estudiante en su totalidad, atendiendo no solo a sus necesidades académicas sino
también a sus aspectos emocionales, sociales, físicos y culturales. En otras palabras, este enfoque se centra en el desarrollo integral
del individuo, promoviendo su crecimiento en todas las dimensiones de su vida. Por lo tanto, se tiene en cuenta la teoría educativa de
David Ausubel, el aprendizaje significativo. Este enfoque se aplica en la institución educativa porque se busca que el aprendizaje de
los estudiantes anteriormente mencionados sea relevante para sus vidas, de manera que, en el contexto del área de inglés, los
estudiantes puedan aplicar
3.EJE TEMÁTICO DE LA UNIDAD DIDÁCTICA:

Expresar ‘About me ‘con ayuda del verbo to be, su información personal, decir la hora en el segundo idioma y tomando de referencia el
present simple, para decir los hábitos sanos para nuestro cuerpo con expresiones de las cosas que le gusta hacer y lo que no le gusta
hacer en su tiempo libre.
METODÓLOGIA APLICADA:
Método directo, is a methodology for teaching languages that consists of establishing a visual and immediate association between
experience and expression, between words, phrases, idioms and their physical or bodily expression, without relying on the mother
tongue of the students.
5.GENERAL OBJECTIVE: Recognize words and short phrases in English. In books, objects, toys, advertisements and places at my
school.
6. DESARROLLO DE LA UNIDAD DIDÁCTICA

1 THEME UNIT I’ts me
2 SUBJECT -Greetings
-Commands
3 SESSION NO.1 1
4 DATES 25 A 29 de sep
5 TIME 3 hours
6 NATIONAL OR INTERNATIONAL
DESCRIPTORS /STANDARDS N.A
7 ENGLISH DBA -Understands and responds to instructions on basic school tasks verbally and non-
verbally.
-Understands and makes simple statements, using rehearsed expressions, about their
immediate environment (home and school).
-Organize the sequence of main events into a short and simple story, on familiar
themes, using images, after having read or listened to it.
-Answer simple questions about basic personal information, such as your name, age,
family, and classmates.
8 LANGUAGE SKILLS TO TARGET Speaking , writing

9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC LISTEN
OBJECTIVES OF THE SESSION 1.2.I.I I understand when they greet me and say goodbye to me. DBA 2.
2.4 I.I I recognize and follow simple instructions, if they are illustrated. DBA 1.
11 VOCABULARY
Raise your hand
Sit down, stand up
Be quiet
verb to be , am , are and is
Write
Listen
12 GRAMMAR
Personal pronouns
I , She , It, He, We , They , you , you
Verb to be- am , are , is

an action
For example:
Hello, Good morning , I am Maria or My name is Maria , I am eight years old , I like
play with my friends
Words to use in the classroom

Sit down , stand up , raise your hand before speak, be quiet and write, listen.
13 EXECUTION START:
• Greet the students, ask the date in English, ask a student to write it down on the
board. Invite the students to take a seat, giving the indication “sit down, please”. Add the
desired instructions.
• Perform the same routine every day during the school year.
• Introduce yourself with the phrases: “Hello, my name is ________. I'm your English
teacher.
DEVELOPMENT:
• Play “Find my animal sibling”. Give a name of an animal to each student without the
others being able to hear. There must be at least two students with the same animal.
Blindfold the students, they must make the corresponding sound of their animal, looking
for their “brother.” When they find it they must remain in pairs.
CLOSING:
• Listen to and read a short presentation script by the teacher. Example: My name is
_______. I am __ years old. I like _______.
• Write the script in your notebook and practice it instead.

• Invite students to present themselves in front of the group.
14 ASSESSMENT
for the audio and write:
• Listen to a greeting dialogue and complete the missing information. Example:
Teacher: Good _______ students. Welcome back to school.
Students: G_________ M_________ Miss García.
Teacher: How do you______ and_____ today?
Ss': F_____, thank you _______. AND ______?
Teacher: Good, thank you. Take out your books, please.
15 RESOURCES
 https://busyteacher.org/6771-classroom-rules-flashcards.html
baffle, videobem, images, songs, notebook and book
1 THEME UNIT It’s me

2 SUBJECT Review the last week
3 SESSION NO.2 2
4 DATES 02– oct a 06 de oct
5 TIME 3 hours
6 NATIONAL OR INTERNATIONAL N.A
DESCRIPTORS /STANDARDS
verbally.
family, and classmates
8 LANGUAGE SKILLS TO TARGET
Speaking, listening
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC 5.6 I.I I answer questions about people, objects and places in my environment.
OBJECTIVES OF THE SESSION DBA 2.4.
11 VOCABULARY Classroom rules, personal information

12 GRAMMAR
Names
What is your name?
My name is _______.
Work & Occupation

What do you do?
I am a _______.
Age
How old are you?
I am _______ years old.
When is your birthday?

My birthday is on the _______ of _______.
Contact Information
Where are you from?
I am from _______.
What is your address?

My address is _______.
What is your phone number?

My phone number is _______.
13 EXECUTION START:
• Play “Zzzland”. Write the alphabet on the board, review the pronunciation while writing
each letter. Each letter will have a number (1 – 26). Ask students to choose a name
different from their own and write it in code. Exchange notebooks to decode your
classmates' names.
• Invite the students to decode the code and say out loud: “She is Lola”, “He is Iñaki”,
etc.
DEVELOPMENT:
• Write personal information questions and the answers to them randomly. Example:
What's your name? I live in Colima.
Where are you from? I am 8 years old.
En donde Vives? My name is Alex.
What's your address? I am from Mexico.
What's your telephone number? My address is #232 Fco. I. Madero st.
How old are you? My telephone number is 333 – 232- 76
• Invite students to relate the question to the correct answer.

• Read the questions aloud and clarify their meaning.
CLOSING:
• Write the questions in your notebook and answer with personal information.
• In binas, ask and answer the questions with the help of your notebook.
14 ASSESSMENT Oral activity
Complete the sentences with personal information.
a. My name is _______________________________________________.
b. I am ______________________________________ years old.
c. I’m from _________________________________________________.
d. I like ____________________________________________________.
15 RESOURCES baffle, videobem, images, songs, notebook and book
Game of personal information , step to step for the class.

1 THEME UNIT What time is it?

2 SUBJECT
The time
3 SESSION NO.2 3
5 TIME 3 hours
verbally.

Writing , speaking
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC CONVERSATION
OBJECTIVES OF THE SESSION 5.2 I.I I answer questions about how I feel. DBA 2.3.
5.3 I.I I use everyday expressions to express my immediate needs in the
classroom. DBA 2.
11 VOCABULARY
To , past , numbers , verb to be
12 GRAMMAR
It is done in the notebook

13 EXECUTION
Start:
The teacher greets the students with the song good morning, asks them how they woke
up in English and they answer, then starts the class by asking them about the numbers
they have already seen.
DEVELOMENT:
1. An activity is carried out to ask what time it is by means of images shown by the
videobem where they raise their hands and ask and answer.
2. Work in the book unit 1 page 22, where they must join according to the image
shown in the book and place the hands of the clock where it corresponds.
3. They are told that there are two ways to tell the time, either by using the numbers
indicated on the clock or by following the picture shown above, memorizing the
words
14 ASSESSMENT
It is done through the website

Then,
https://wordwall.net/es/resource/35733856/time-oclock
15 RESOURCES
Book “mi playful word”

Videobem
Videos e imágenes
ejercicios enviados a casa por medio de la plataforma Classroom
1 THEME UNIT
Healthy habits
2 SUBJECT
My face and body
3 SESSION NO.2 4
5 TIME 3 hours
verbally.

Vocabulary , speaking , grammar
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC 2.3 I.I Relate illustrations to simple sentences. DBA 1,3.
OBJECTIVES OF THE SESSION CONVERSATION
5.2 I.I Respond to questions about how I am feeling. DBA 2.3.
11 VOCABULARY Simple present , healthy habits , verbs principales with eat, do , have , drink
12 GRAMMAR
They can do it , in the notebook sentences of healthy habits.

It is done through images brought by them from the house where we learn what good habits are for our
body.
What cannot be done with good habits for our body would be used with the don't and the doesn't.
for example:
Simple present form affirmative and negative.
13 EXECUTION
14 ASSESSMENT
https://es.educaplay.com/recursos-educativos/6646810-healthy_habits.html
15 RESOURCES
https://es.educaplay.com/recursos-educativos/6646810-healthy_habits.html
https://youtu.be/lZp6Ntomljc?si=4WOBYYZOhA0rPf3s
Videos, games , videobem , imagenes , book and notebook

1 THEME UNIT Daily routines

2 SUBJECT Present simple
3 SESSION NO.2 5
5 TIME 3 hours
verbally.

Gramar , listening
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC 3.4 I.I Write personal information in simple formats DBA 2,3,4.
OBJECTIVES OF THE SESSION 5.3 I.I Use everyday expressions to express my immediate needs in the
classroom. DBA 2.
11 VOCABULARY
Simple present , actions with drink ,eat , ride , go , wake
12 GRAMMAR
Based on the image, the teacher is guided to explain the structure of how to
perform a prayer of a routine using the five verbs to memorize.
For example:
Sujet + verb+ complement in the form positive or affirmative.
13 EXECUTION Start
-Greeting
-Students are instructed that in the development of the learning session they must
respect the coexistence agreements that were approved by them in coordination with
the teacher.
-Students are told that the purpose of the learning session is for the student to be able
to express their daily routines orally and in writing.
-The teacher presents flashcards about daily routines, which will have to be categorized
according to time (Morning – afternoon – evening)
-Some more routines will be asked that can be added to the list, collecting previous
knowledge.
-Vocabulary of daily routines is distributed to practice pronunciation.
-The teacher presents a video of daily routines, while asking the students about the
activities they do.
Development
- The teacher proposes the development of the construction of a sentence in the
present tense.
-Based on the explanation given, the students will write about their daily routine.
-The teacher guides and monitors the students' work and clarifies those aspects related
to the creation of their text.
- In pairs, students share their writing.
- Students ask their classmates about their daily routines. What do you do in the
morning, afternoon, evening? and complete the chart.
-The grammar of the Present Simple is contrasted, leading the student to deductive
thinking. Discover the general rules of the Present Simple.
-The student will write the daily routine of his/her classmates and share in groups.
-The teacher permanently monitors and supports the students' work.
-In groups, the student shares their writing.
- Videos
- Printed material
- Blackboard
- Board
14 ASSESSMENT
https://vimeo.com/426190658
Look at the video and practice in the clasroom in classroom

15 RESOURCES Videos, games , videobem , imagenes , book and notebook
1 THEME UNIT Expresions social

2 SUBJECT Expressions social to greet and to farewell
3 SESSION NO.2 6
5 TIME 3 hours
verbally.
.

Speaking
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC 1.2 I.I I understand when they greet me and say goodbye to me. DBA 3
OBJECTIVES OF THE SESSION 3.6 I.I I demonstrate knowledge of the basic structures of English. DBA 2,3,4.
11 VOCABULARY
To greet and to farewell
12 GRAMMAR Look at the image and pronunce after of teacher
13 EXECUTION Start
The students are greeted through the song 'hello good morning' starting from the song
and the theme begins.
development
Dynamics are carried out in pairs so that they can greet each other based on the image
that they will project.

Using the speaking skill, after this, an interactive activity will be carried out through a
video where they will visualize the most used words to greet and say goodbye to a
place, the house and friends.
14 ASSESSMENT
https://youtu.be/mwGYurxFLOc?si=8OH5PglurNWeoReE
Look at the video and practice and pairs
15 RESOURCES
Videos , videobem , imagenes .
1 THEME UNIT Review of like and don’t like

2 SUBJECT Present simple
3 SESSION NO.2 7
5 TIME 3 hours
verbally.
family, and classmates.

Reading
9 LANGUAGE LEVEL A2
10 SPECIFIC LINGUISTIC 5.6 I.I I answer questions about people, objects and places in my environment.
OBJECTIVES OF THE SESSION DBA 2.3.
11 VOCABULARY
Like , don’t like , doesn’t like ; vocabulary of food
12 GRAMMAR Through the video, an explanation of the topic will be made.
https://youtu.be/Db49IFQ7zEU?si=i7mZiV3Nb9vWga5n
13 EXECUTION Start
It begins with the greeting song to set the mood for the class.
Development
In groups of five people, the student will observe several cards containing food, fruits
and vegetables, where they will watch how each of these is pronounced through audios
that the teacher plays.
Then we will relate this reading through projection, where they will begin to be more
focused on what this is saying.
They will draw in their notebook the food that Julia eats for breakfast, lunch and dinner
just like Antony.
14 ASSESSMENT
They watch the video and in the group they are in they begin to ask what they like and
what they don't like, based on the video.
https://youtu.be/nE8ttvPACeg?si=op6qtOrZ6Cm7Q7m6
For example:
Do you like banana?
Yes, I do or No , I do’nt
First, they use , the pronom personal ( I).
15 RESOURCES
Videos , flashcards, book.

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UNIVERSIDAD SANTIAGO DE CALI

FORMATO DE MICRO CURRICULO DE CLASE PRÁCTICA

UNIVERSIDAD SANTIAGO DE CALI

1.PRESENTACIÓN DE LA PRÓBLEMATICA, CONTEXTO A INTERVENIR, POBLACIÓN SELECCIONADA Y NIVEL LINGUISTICO

2.AFILIACIÓN O ENFOQUE TEÓRICO DE LA UNIDAD DIDÁCTICA

3.EJE TEMÁTICO DE LA UNIDAD DIDÁCTICA:

6. DESARROLLO DE LA UNIDAD DIDÁCTICA

8 LANGUAGE SKILLS TO TARGET Speaking , writing

Verb to be- am , are , is

Words to use in the classroom

• Write the script in your notebook and practice it instead.

baffle, videobem, images, songs, notebook and book

1 THEME UNIT It’s me

11 VOCABULARY Classroom rules, personal information

Work & Occupation

When is your birthday?

What is your address?

What is your phone number?

• Invite students to relate the question to the correct answer.

b. I am ______________________________________ years old.

c. I’m from _________________________________________________.

15 RESOURCES baffle, videobem, images, songs, notebook and book

Game of personal information , step to step for the class.

1 THEME UNIT What time is it?

8 LANGUAGE SKILLS TO TARGET

It is done in the notebook

It is done through the website

Book “mi playful word”

8 LANGUAGE SKILLS TO TARGET

5.2 I.I Respond to questions about how I am feeling. DBA 2.3.

They can do it , in the notebook sentences of healthy habits.

Simple present form affirmative and negative.

Videos, games , videobem , imagenes , book and notebook

1 THEME UNIT Daily routines

8 LANGUAGE SKILLS TO TARGET

Sujet + verb+ complement in the form positive or affirmative.

Look at the video and practice in the clasroom in classroom

1 THEME UNIT Expresions social

8 LANGUAGE SKILLS TO TARGET

that they will project.

1 THEME UNIT Review of like and don’t like

8 LANGUAGE SKILLS TO TARGET

First, they use , the pronom personal ( I).

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