Universidad Católica de Temuco

Pedagogía en Ingles
Departamento de educación

Lesson 1
“Traditional Games
In the Chilean National day”

Students
Maria José Álvarez
Maria José Salazar
Profesor
Viviana Rojas C.
Course
TP VI
Date
September 3th, 2009
Name of the lesson : Traditional games in the Chilean National day.
Time : 90 Minutes
Skill : Reading comprehension
Vocabulary : Lexicon related to traditional games in Chile.
Syntax : simple present
Type of text : Descriptive
Resources/materials : Handouts, Cardboard, pencils, laptop, data, jigsaws.

1. Objectives

1.1. Conceptual objective(s).

- To identify techniques to develop reading comprehension.

- To know vocabulary related to games in the Chilean National Day.

1.2. Procedural objective(s).

- To read a text related to traditional games in the Chilean National Day

identifying general and specific information.
- To describe one traditional game by writing a short paragraph.

1.3. Objective(s) related to values/attitudes.

- To value national identity and social behaviour.

2. Contents
2.1. Conceptual contents.

- Techniques to develop reading comprehension.

- Vocabulary related to Chilean National day traditions and Chilean culture and
origins.

2.2. Procedural contents.

- Developing reading comprehension.

- Developing writing skills.

2.3. Contents related to values/attitudes.

- National identity and social behaviour.

3. Activities

Warm-up activity

- The teacher is going to show a short presentation with images about National
day celebration and its traditions.
 - Students will be able to answer aloud some questions related to the
presentation.

Pre-reading activities

- Students are going to answer some questions about Chilean National Day
- Students will be given key words through pictures in order to understand the
reading activity and contextualize the topic.
- The students will predict the topic.

While Reading
- Students will read silently the descriptive text about traditional games in the
Chilean National day to check the prediction.
- Students will answer some questions to check general information.
- Students will work respond some true/false exercises to the handout to check
specific information.
- Correction of answers.
Post reading activities:
- Students will do some exercises of word order and fill the gaps in order to
reinforce grammar.
- Students will work in pairs to solve a jigsaw related to a traditional game.
- Students will write a short paragraph of five sentences in simple present and
also using the vocabulary learnt in class in order to describe the jigsaw.

A. Oral and/or written activities:

The activity will be called “applying what you learnt” in which the students will
summarize orally what they learnt about the topic.

B. Linguistic reinforcement activities.

We are going to give them feedback concerning to the vocabulary that students may
not know with the purpose of a better production of the paragraph.

4. Initial, process and product assessment/evaluation:

4.1. Initial assessment/evaluation:
As the lesson is based on the students’ prior knowledge, we are going to ask the
students some questions dealing with the topic which concern to Chilean National day
and the traditional games that are played in those days.
4.2. Process assessment/evaluation:
The process will be evaluated with a checklist that will be attached at the end of the
lesson.
4.3. Product assessment/evaluation:
The product of the jigsaw and the explanation of it will be evaluated by a rubric.
 ATTACHMENTS
CHECKLIST

Student has an active

Criteria for Participation in the class Student provides ideas which Student Applies what is
the activities applying vocabulary related to help in the cognitive process learnt in the realization of
in class the topic. of the classmate the handout
Student’s
Name E G NI E G NI E G NI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

E= excellent
G= Good
NI= Needs Improvement.
RUBRIC FOR WRITING PRODUCTION

CRITERIA Exemplary Proficient Partially proficient Needs

6 4 2 Improvement
1
Main/Topic idea Main/Topic idea Main/Topic idea
Main/Topic idea
sentence is sentence is unclear sentence is unclear
sentence is
either unclear or and incorrectly and incorrectly
clear, correctly
Main/Topic Idea incorrectly placed, and is placed, and is not
placed, and is
Sentence placed, and is restated in the restated in the
restated in the
restated in the closing sentence. closing sentence.
closing
closing
sentence.
sentence.

Supporting Paragraph(s) Paragraph(s) Paragraph(s) have Paragraph(s) have

Detail have three or have two one supporting no supporting
Sentence(s) more supporting supporting detail sentence detail sentences
detail sentences detail sentences that relate back to that relate back to
that relate back that relate back the main idea. the main idea.
to the main to the main
idea. idea.
Information in Student
coherence and logical, presents Reader has Sequence of
Cohesion interesting information in difficulty following information is
sequence which logical sequence work because difficult to follow.
reader can which reader student jumps
follow. can follow. around.

Student Student is at Student is Student does not

Content demonstrates ease with uncomfortable have grasp of
Knowledge full knowledge content, but with content and is information;
(more than fails to able to student cannot
required). elaborate. demonstrate basic answer questions
concepts. about subject.
Paragraph has Paragraph has Paragraph has Paragraph has six
no errors in one or two three to five or more
punctuation, punctuation, punctuation, punctuation,
Mechanics and capitalization, capitalization, capitalization, and capitalization, and
Grammar and spelling. and spelling spelling errors. spelling errors.
errors.

Work is neatly Work has one or Work has three or Work is Illegible.
Neatness done. two areas that four areas that are
are sloppy. sloppy.