MUESTRA DE DESEMPEÑO DOCENTE 2

Learning Goals

Astrid Guerra Azócar

Professional Practice

María Belén Quezada C.

Concepción, 2019
 TASK 1: PROPOSAL

1. Thematic Unit: Green Issues

2. Unit General Aim: At the end of the unit students will be

able to express opinions and give oral
and written advice about different
environmental problems.

3. Learning Goals and Breakdown of Contents

Breakdown of Contents
Learning Goals Session

Conceptuals Procedurals Attitudinals

At the end of the Thematic vocabulary Collect information

Use communication
lesson students of the unit on from the internet
technologies in a
will be able to environmental defining and
responsible and
define problems and exemplifying effective way to obtain
vocabulary recycling: vocabulary. information and create
about atmosphere, climate texts, giving credit to the
Discuss vocabulary work of others and 1
environmental change,
problems. and its meaning in respecting the property
deforestation,
trios.
drought, ecosystem, and privacy of people.
environment, ozone Express in oral form (OA E)
layer, reduce, reuse, definitions and
recycle, ecofriendly. examples. Work responsibly,
proactively and
collaboratively with a
common goal, and
showing respect for the
interests and ideas of
others. (OA D)
At the end of the Vocabulary and Infer on global Use communication
lesson, students concepts about global warming and its technologies in a
will be able to warming and its effects. responsible and
discuss the main effects: Global effective way to obtain
concepts about warming, greenhouse Discuss the effects of information and create
global warming. global warming in our texts, giving credit to the
effect, sea level,
current society.
rainfall, average work of others and
temperature, Produce practical respecting the property
hurricanes. 2
advice on how to stop and privacy of people.
(OA E)
Tips to stop global the effects of global
warming.
warming: Turn off Work responsibly,
lights in your room proactively and
when you leave. collaboratively with a
Conserve water by common goal, and
taking a five-minute showing respect for the
shower instead of interests and ideas of
long bath. others. (OA D)

At the end of the Vocabulary about

Read and understand Use communication
lesson, students global warming and the text “Global technologies in a
will be able to warming”.
its effects: increase, responsible and
understand a gases, atmosphere, effective way to obtain
Apply reading information and create
text about the Carbone dioxide,
effects of global comprehension
floods, earthquakes. texts, giving credit to the
strategies.
warming and work of others and
give advice Modal verbs: must,
should, could. Participate in a respecting the property
about 3
discussion about the and privacy of people.
environmental effects of pollution. (OA E)
problems.
Create sentences Work responsibly,
with advice on proactively and
environmental collaboratively with a
problems using modal common goal, and
verbs. showing respect for the
interests and ideas of
others. (OA D)
At the end of the Express cause-effect: Understand the cause Use communication
lesson, students If we pollute water, and effect relationship technologies in a
will be able to fish die. through a video “The responsible and
man”.
express effective way to obtain
Imperatives: Don’t
conditions in throw garbage/ Don’t Create examples information and create
writing about the drop litter / Don’t litter based on images. texts, giving credit to the
environment / Respect nature. work of others and
Express conditions in
based on the writing based on a respecting the property
video "The and privacy of people. 4
video.
man". (OA E)
Understand the use of
imperatives through Work responsibly,
simple commands
proactively and
used in the
classroom. collaboratively with a
common goal, and
showing respect for the
interests and ideas of
others. (OA D)

At the end of the Expressions: made Understand the Use communication

lesson, students of, cut down, throw meaning in context of technologies in a
will be able to away, take care of, for each expression. responsible and
create a script for example, ask for.
Practice the effective way to obtain
an eco-friendly
expressions through information and create
campaign using
some worksheets. texts, giving credit to the
the phrasal verbs
seen in class,
work of others and
Apply the expressions
written and orally. respecting the property
in written and oral 5
and privacy of people.
form through a script
(OA E)
created by the
students.
Work responsibly,
proactively and
collaboratively with a
common goal, and
showing respect for the
interests and ideas of
others. (OA D)

At the end of the Connectors: first, Understand the use of Use communication
lesson, students second, next, finally, sequence connectors technologies in a
will be able to because. throughout a story. responsible and
connect ideas in effective way to obtain
writing through a Apply in writing the information and create
paragraph. use of connectors texts, giving credit to the
work of others and
through a recipe.
respecting the property
and privacy of people. 6
(OA E)

Work responsibly,
proactively and
collaboratively with a
common goal, and
showing respect for the
interests and ideas of
others. (OA D)

At the end of the Vocabulary seen Organize groups of 3- Use communication

lesson, students during the unit: 5 students to develop technologies in a
will be able to Environment, plastic, posters. responsible and
apply glass, metal, second effective way to obtain
vocabulary from hand; factory, Gather information information and create
the unit on a outdoors, regarding their topic texts, giving credit to the
poster that countryside, wildfire, that includes, work of others and
includes advice earthquake, forest, definition, examples respecting the property
and solutions.
for lake, sea, pollution, and privacy of people.
environmental temperature, smog, Design the poster in (OA E)
problems. waste, cut down, terms of graphic
destroy, contaminate, organization, Work responsibly,
proactively and 7
natural resources, sentences and
protect, save, pollute, information. collaboratively with a
global problems, common goal, and
garbage, plant trees, Apply the elements on showing respect for the
trash, litter. the poster. interests and ideas of
others. (OA D)
Environmental
problems: climate
change, global
warming, air pollution,
water pollution, light
pollution,
deforestation, ozone
layer depletion.
At the end of the Expressions, Organize their Use communication
lesson, students vocabulary and use of presentations. technologies in a
will be able to responsible and
modal verbs: could, Present their posters
present their effective way to obtain
posters orally, should, must. orally with the information and create
definition of their texts, giving credit to the
including
topic, examples and work of others and
solutions and
proposals for respecting the property
advice for
solutions or advice 8
environmental and privacy of people.
problems. using the structures (OA E)
learned in class.
Work responsibly,
proactively and
collaboratively with a
common goal, and
showing respect for the
interests and ideas of
others. (OA D)

At the end of the Expressions: made Understand the Use communication

of, cut down, throw contents. technologies in a
lesson, students
away, take care of, for responsible and
will be able to example, ask for. Self-assess students’’ effective way to obtain
review and progress through a information and create
Express cause-effect: review worksheet.
practice the If we pollute water, texts, giving credit to the

contents of the
fish die. Apply the use of work of others and
vocabulary respecting the property
unit through a Modal verbs: could, and privacy of people. 9
expressions,
should, must.
review guide. connectors, and (OA E)
Verb+to+infinitive: I modal verbs through
Work responsibly,
want to take care of a review worksheet.
the planet. proactively and
collaboratively with a
Connectors: first, common goal, and
second, next, finally, showing respect for the
because. interests and ideas of
others. (OA D)
4. Net of Conceptual Contents

Vocabulary of the Unit:

Environment, plastic, glass, metal, second hand; factory, outdoors, countryside, wildfire, earthquake,
forest, lake, sea, pollution, temperature, smog, waste, destroy, contaminate, natural resources, protect,
save, pollute, global problems, garbage, plant trees, trash, litter, increase, gases, atmosphere, Carbone
dioxide, floods, climate change, deforestation, drought, ecosystem, reduce, reuse, recycle, ecofriendly,
greenhouse effect, sea level, rainfall, average temperature, hurricanes, global warming, air pollution,
water pollution, light pollution, deforestation, ozone layer depletion.

Imperatives:
Don’t throw garbage / Don’t drop litter / Don’t litter / Respect nature.

Expressions:
Made of, cut down, throw away, take care of, for example, ask for.

Express cause-effect:
Ex: If we pollute water, fish die.

Modal verbs:
Could, should, must.

Verb+to+infinitive:
Ex: I want to take care of the planet.

Connectors:
First, second, next, finally, because.
 TASK 2: FOUNDATION
Both the general objective and attitudinal objectives were extracted from the
annual planning of the unit provided by the educational establishment. Besides, the
learning goals of each lesson were chosen based on the specific learning objectives
selected by the educational establishment according to the seventh-grade plans and
programs. These objectives were selected according to the four main language
skills.

Firstly, to contextualize the unit it was necessary to present basic thematic

vocabulary of the unit. This was planned with the objective of establishing a
conceptual knowledge, based on thematic vocabulary that would allow students to
understand and develop the unit successfully and progressively. Then, a discussion
on global warming and main environmental problems of our society was planned.

Secondly, for the third class, the use of modal verbs was included, which were
contextualized through a Power Point presentation with images and a video to
achieve a more interactive class. In addition, it was planned to work on a reading in
order to inform students about global warming and so that they were able to apply
reading compression strategies. Moreover, those strategies will not only be useful
for the English subject, but also for all subjects in a transversal way.

Thirdly, the following class deepened the impact generated by man towards
the environment, in addition the students had to express written sentences of cause
and effect based on the video shown in class. Also, some imperatives were
presented, associating them with basic commands used within the classroom.
During the fifth class the students work with specific expressions of the unit, where
it was important to differentiate that the phrasal verbs seen have a meaning as a
whole and not as isolated words. The concepts were contextualized through images
that wanted students to infer the correct meaning of each expression, as well as
providing them with sentences to further clarify each meaning. The next class was
shorter than normal due to an extracurricular activity of the school. For this reason,
only sequence connectors that were contextualized through stories and recipes were
included in this class.
 Due to the national contingency that our country is experiencing and the
suspension of the practices by the University, the following classes, although they
were planned, they were not applied in a practical way.

For the seventh class, an activity was designed that encompassed the
contents of the unit on a poster which should contain vocabulary, expressions and
sentences with the structure of modal verbs by giving advice and solutions for the
topics chosen by the students. This activity was chosen because it is much more
meaningful for students and involves several taxonomic levels because they should
not only know their topic but also investigate them, judge the sources of information,
design their poster and apply the contents. Also, students can express their creativity
and knowledge in this poster which is very positive for their learning process and
preparation for the written test at the end of the unit.

In the eighth class, students would present their posters and be evaluated
orally. This type of evaluation was chosen due to the communicative approach of the
English subject where the four language skills should also be worked in an integrated
way.

Finally, the closing class of the unit is designed as a review with interactive
activities focused on students and combining review and practice of each of the
contents. It was developed through an activity with images and a closing video. Also,
this instance allowed students to answer questions before the written evaluation for
the completion of the unit.
 TASK 3: REFLECTION
The process of formulating and sequencing the learning goals, was carried
out through a breakdown of the contents, in addition to a class-to-class organization
taking into account that the first step was to lay the foundations of the unit through
specific vocabulary. Besides, the most fundamental part of this sequencing was to
work progressively on the different taxonomic levels and for the classes to follow a
logical sequence for the students, also that the learning goals were consistent with
the contents taught and congruent with the plans and programs.

During the process, the easiest part was to sequence and select the learning
goals since I had the constant help of my guide teacher. On the contrary, the
difficulties were presented in the search and selection of the material to use.
Because, I tried to make the classes more interactive and not so flat, so I used
materials specially prepared for the contents of each class, which sometimes took
me more time than expected. In the future, I think that the most important part of a
teaching-learning process is to plan and design the unit with time in order to create
classes as contextualized and communicative as possible.

In summary, the decision-making that I had to do during the planning process

involved taking into account, not only the objectives established by the institution,
but also the personal interests of the students and the different abilities that each
one has. Because in this school the students who present special educational needs
are successfully included in the classroom, it is important to implement the Universal
Design for Learning within the planning and provide multiple forms of representation,
expression and involvement for the students’ learning process.