UNIVERSIDAD TECNOLGICA DE PEREIRA

Licenciatura en Lengua Inglesa

Autonomous Teaching Practicum
GENERAL PLANNING INFORMATION

LESSON PLAN
Date of the class:
Class Number:
29th April
20
AIM:
At the end of the lesson, learners of eight grade will be able to express, in a written request,
the similarities and the differences between two common illnesses in Colombia.
Estndares Bsicos de Competencias (MEN):
Estndares Especficos:
Listening: Identifico informacin especfica acerca del virus Zika
acompaadas por imgenes.

en un video, si estn

Reading: Reconozco los sntomas de personas infectadas con el virus de Zika y Chicungunya a partir de una
imagen.
Writing: Expreso las diferencias y similitudes entre el virus del Zika y el Chicungunya.
Speaking: Me arriesgo a participar en diferentes actividades propuestas por mi profesor.

Indicadores de logro:
Listening: Identifica informacin especfica acerca del virus Zika
acompaadas por imgenes.

en un video, si estn

Reading: Reconoce los sntomas de personas infectadas con el virus de Zika y Chicungunya a partir de una
imagen.
Writing: Expresa las diferencias y similitudes entre el virus del Zika y el Chicungunya..
Speaking: se arriesga a participar en diferentes actividades propuestas por mi profesor.

Assumed Knowledge: pronouns, verbs and Wh questions, verb to be, adjective, affirmative form of
the present progressive tense and have read about Zika and Chicunguya illness.
Materials:
Slides, videos, worksheets, board, markers, TV, speakers, and laptop.
PROCEDURE
TEACHER AND LEARNER ACTIVITY

DAY/STAGE/
ACTIVITY/TIME

In order to check if the learners did the

homework, teachers ask them about the
Checking the most
popular illnesses which are
homework.
affecting the people, especially, the
Colombians.
Presentation
Then, images about different mosquitoes
are presented and referential questions
are asked to students.
Do you know what is this?
What is the mosquito doing?
From 6:30 to
6:35

From 6:35 to
6:40

After

that,

teachers

introduce

the

ANTICIPATED
PROBLEMS AND
PLANNED SOLUTIONS
Anticipated problem:
Most of the Ss do not
participate since they did
not read about illnesses
Solution:
show
Ss
images
about
sick
people and different
illnesses in order to
active their empirical
knowledge.
.

Anticipated problem:
Ss know about the

COMMENTS

Chicungunya virus by presenting an

image and asking to the students if they
Speaking
know what is this virus about, which are
the common symptoms and if one of
them have ever suffered the virus.
Then, teachers present the symptoms of
From 6:40 to
the virus by asking learners to name
6:43
them based on some images. Also, the
Eliciting
definition of the virus is provided and one
information
of the students is asked to read it aloud.

illness, but they express

their knowledge in L1

Teachers introduce the Zika virus by

presenting an image and asking to the
From 6.43 to
students if they know what this virus is
6:50
about, which the common symptoms are
Listening
/
and if one of them have ever suffered
writing
the virus.

Solution: teachers use

the body language and
examples to help the Ss
to
understand
the
questions.

Reading

Students are asked to watch a video

about the Zika virus; they have to
observe and take notes. In pairs, their
task consists of comparing and
complementing what they wrote about
the some specific events of the video:
From 6:50 to
6:52
Speaking

-There is a vaccine or treatment for Zika

Virus?

-Can babies born with head and brains

From 6:52 to too small?
7:04

Mind map

From 7:04 to
7:11
Input

Anticipated problem:
Ss do not understand
what they are asked.

Anticipated problem:
Ss do not take notes.
Solution: teachers play
the video twice.
-Ss only
video.

watch

the

-Ss watch the video and

take notes. Teachers
walk
around
the
classroom
monitoring
the Ss production.

-Which are the 4 familiar viruses?

-Which are the 4 common symptoms?

Production

Solution:
teachers
repeat what the Ss say
in English in order to let
them know how it is said
in the L2. Teachers
make strong emphasis
on key words.

The definition of the Zika virus, its

symptoms and its consequences are
presented in a slide. Teachers ask some
questions to students about the images,
and make the connection with the
previous video.
Teachers present an example of a
conceptual map about two common
illnesses (Fever and Hepatitis) with the
purpose of presenting a model to
students.
Learners
have
to
explain/represent
in
a
mind
or

Anticipated problem:
Ss do not answer to the
questions made by the
teachers.
Solution:
teachers
show again the slides
and
repeat
the
questions.
Anticipated problem:
Ss spend too much time
doing the mind map.
Solution: before starting
the activity say the Ss
that they just have 12
minutes to do it. Also,
warn Ss to collect the
activity.
Anticipated problem:
Ss mispronounce some
words
of
the
expressions.
Solution: practice the
pronunciation of those
words by repeating and

conceptual map the Zika and the

From 7:11 to Chicungunya viruses, they will take
7:23
advantage of the model provided.
Written task

Then, some expressions for comparing

and contrasting are introduced with the
From 7:23 to purpose of scaffolding the following task.
7:25
A model is shown in which two viruses
(yellow fever and dengue fever) are
Homework
compared and contrasted.

asking Ss to do the
same.(drilling
exercises).
Repeat what the Ss said
placing emphasis on the
incorrect portion in this
way they have an
opportunity
to
think
about and revise his
initial response.
Anticipated problem:
Ss do not know how to
do the task.
Solution:
teachers
show the model and say
to the students that they
have to do the same, but
with
Zika
and
Chicungunya viruses.

The last task consists of writing the

differences and similarities of the Zika
and Chicungunya viruses. Students have
to use the expressions, and follow the
model given by the teachers.
Teachers explain the homework.
Homework:

REFLECTION SESSION:
What went well?
How do you know that?
What didnt go that well?
What would you do different next time?