Campos- planilla observación y clase- Primary level
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Este grupo de 10 estudiantes de 16 y 17 años del Instituto Niño Jesús son principiantes en inglés. Aprenden el idioma a través de material diseñado por su profesora local debido a la falta de recursos apropiados. Los estudiantes siempre están dispuestos a aprender y enfrentar nuevos desafíos, y tienen una buena relación con sus profesoras. La profesora enseña en español y se enfoca en desarrollar la comprensión lectora, a pesar de que algunos estudiantes enfrentan problemas socioeconó
Diagnostico de grupo primaria
Los estudiantes de 6to grado en el Instituto Niño Jesús son principiantes en inglés, ya que es el primer año que toman la asignatura. La maestra enseña usando el libro de texto "SIGN UP-STARTER COURSEBOOK" solo una vez por semana por 40 minutos. Ella habla en español y los estudiantes practican habilidades de lectura y escritura, pero no practican hablar en inglés. Los 28 estudiantes son tranquilos y respetuosos.
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Este resumen describe un grupo de 12 niños de 3 y 4 años de edad en el Jardín Jean Piaget. El grupo tiene un nivel principiante de inglés y disfruta aprender a través de imágenes, juegos, canciones e historias. Las actividades deben ser entretenidas y cortas debido a su corto período de atención. El grupo tuvo clases de inglés hace un año y medio cuando tenían entre 1 y 2 años, por lo que se debe comenzar desde el principio.
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El colegio CEM 145 fue creado en 2011 y comenzó funcionando en un edificio prestado antes de inaugurar su propio edificio a fines de 2012. Ubicado en un barrio con altos índices de delincuencia y pobreza, el colegio brinda contención a estudiantes de contextos socioeconómicos difíciles y los ayuda a ver el futuro desde otra perspectiva, además de ofrecer orientaciones biológicas y de informática. Luego de sufrir acciones delictivas en sus comienzos, la gente del barri
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El Instituto Niño Jesús fue creado en 1965 por el Padre Cesar Rondini y un grupo de padres en Villa Regina. Originalmente funcionaba en un galpón con un techo deteriorado, pero con los años se construyó un nuevo edificio espacioso y cómodo. En sus orígenes la escuela era gratuita y los maestros trabajaban de forma voluntaria, aunque ahora es una escuela pública de gestión privada. La institución ofrece una buena educación con clases de catequesis y asiste a niños de clase media-alta así como
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El Instituto Niño Jesús fue creado en 1965 por el Padre César Rondini y un grupo de padres en Villa Regina. Inicialmente operaba en un galpón con un techo en mal estado, pero con los años se expandió y ahora funciona en un establecimiento espacioso y cómodo. Originalmente era una escuela gratuita, pero ahora es una escuela pública de gestión privada que ofrece una buena educación a niños de clase media-alta, así como a niños del hogar creado por el Padre Rondini de forma gratuita. Des
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El Jardín Maternal Jean Piaget es un establecimiento educativo privado en Villa Regina que atiende niños de entre 6 meses y 4 años de clase media-alta. Funciona en dos turnos de mañana y tarde para satisfacer las necesidades de los padres con jornadas laborales extendidas. Los niños aprenden conceptos básicos a través de cuentos, juegos, baile y canciones mientras desarrollan hábitos e interacciones sociales.
TPD Campos-four dimensions-secondary level- pass
This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then applies these dimensions to reflect on a teaching experience where the author taught English vocabulary related to computer studies to secondary students. The author summarizes that their objectives and activities engaged students. Going forward, the author would include more videos. This experience helped the author learn they can teach specialized vocabulary and use different strategies for different students. There was a social implication as some students acquired bad language from their complicated neighborhood, but the school provides a better alternative.
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Diagnostico de grupo secundario
Este grupo de 10 estudiantes de 16 y 17 años del Instituto Niño Jesús son principiantes en inglés. Aprenden el idioma a través de material diseñado por su profesora local debido a la falta de recursos apropiados. Los estudiantes siempre están dispuestos a aprender y enfrentar nuevos desafíos, y tienen una buena relación con sus profesoras. La profesora enseña en español y se enfoca en desarrollar la comprensión lectora, a pesar de que algunos estudiantes enfrentan problemas socioeconó
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Los estudiantes de 6to grado en el Instituto Niño Jesús son principiantes en inglés, ya que es el primer año que toman la asignatura. La maestra enseña usando el libro de texto "SIGN UP-STARTER COURSEBOOK" solo una vez por semana por 40 minutos. Ella habla en español y los estudiantes practican habilidades de lectura y escritura, pero no practican hablar en inglés. Los 28 estudiantes son tranquilos y respetuosos.
Diagnostico de grupo Jean Piaget
Este resumen describe un grupo de 12 niños de 3 y 4 años de edad en el Jardín Jean Piaget. El grupo tiene un nivel principiante de inglés y disfruta aprender a través de imágenes, juegos, canciones e historias. Las actividades deben ser entretenidas y cortas debido a su corto período de atención. El grupo tuvo clases de inglés hace un año y medio cuando tenían entre 1 y 2 años, por lo que se debe comenzar desde el principio.
Informe institucional -Secundario
El colegio CEM 145 fue creado en 2011 y comenzó funcionando en un edificio prestado antes de inaugurar su propio edificio a fines de 2012. Ubicado en un barrio con altos índices de delincuencia y pobreza, el colegio brinda contención a estudiantes de contextos socioeconómicos difíciles y los ayuda a ver el futuro desde otra perspectiva, además de ofrecer orientaciones biológicas y de informática. Luego de sufrir acciones delictivas en sus comienzos, la gente del barri
Informe institucional- Inst. Niño Jesus
El Instituto Niño Jesús fue creado en 1965 por el Padre Cesar Rondini y un grupo de padres en Villa Regina. Originalmente funcionaba en un galpón con un techo deteriorado, pero con los años se construyó un nuevo edificio espacioso y cómodo. En sus orígenes la escuela era gratuita y los maestros trabajaban de forma voluntaria, aunque ahora es una escuela pública de gestión privada. La institución ofrece una buena educación con clases de catequesis y asiste a niños de clase media-alta así como
Informe institucional- Inst. Niño Jesus
El Instituto Niño Jesús fue creado en 1965 por el Padre César Rondini y un grupo de padres en Villa Regina. Inicialmente operaba en un galpón con un techo en mal estado, pero con los años se expandió y ahora funciona en un establecimiento espacioso y cómodo. Originalmente era una escuela gratuita, pero ahora es una escuela pública de gestión privada que ofrece una buena educación a niños de clase media-alta, así como a niños del hogar creado por el Padre Rondini de forma gratuita. Des
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El Jardín Maternal Jean Piaget es un establecimiento educativo privado en Villa Regina que atiende niños de entre 6 meses y 4 años de clase media-alta. Funciona en dos turnos de mañana y tarde para satisfacer las necesidades de los padres con jornadas laborales extendidas. Los niños aprenden conceptos básicos a través de cuentos, juegos, baile y canciones mientras desarrollan hábitos e interacciones sociales.
TPD Campos-four dimensions-secondary level- pass
This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then applies these dimensions to reflect on a teaching experience where the author taught English vocabulary related to computer studies to secondary students. The author summarizes that their objectives and activities engaged students. Going forward, the author would include more videos. This experience helped the author learn they can teach specialized vocabulary and use different strategies for different students. There was a social implication as some students acquired bad language from their complicated neighborhood, but the school provides a better alternative.
Campos video - practicum - planilla de observación-lesson 2-secondary level ...
This document contains a feedback form evaluating a trainee teacher's lesson. The evaluator rated the teacher's performance in various categories from 1 to 5, with 5 being outstanding. Areas rated included warm-up, presentation of material, timing, teaching strategies, classroom management, transitions, use of resources, and rapport with students. Suggestions for improvement included moving around the classroom more and using the second language at all times. The overall performance was rated an 8 out of 10, and final comments praised the teacher's good job.
Campos video - practicum - planilla de observación-lesson 1-secondary level ...
This document contains a feedback form evaluating a trainee teacher's lesson recording. The evaluator rated the teacher's performance in various categories from 1 to 5, with 5 being outstanding. Areas commented on included making the poster for a sentence rearranging activity larger. The teacher successfully engaged students and maintained a nice classroom atmosphere while using the target language. Overall, the evaluator rated the teacher's performance an 8 out of 10.
Campos TPD-lesson 3- secondary level - passed
This document contains a lesson plan for an English class focused on making predictions about the future. The plan includes goals for students to learn interrogative forms of the modal "will" and practice related vocabulary. A variety of activities are outlined, including matching vocabulary to pictures, answering reading comprehension questions, listening to and ordering a text, creating questions and predictions, and playing games. The plan provides details on teaching approaches, integrating skills, materials, seating, possible issues and their solutions, assessments, and homework. Feedback from the local teacher recommends including activities that ran out of time in the previous lesson.
Campos TPD-lesson 4-secondary level - passed
The document provides a lesson plan for a class on future predictions. The goals are to review will for making predictions and learn new vocabulary related to future technology. Students will practice listening, speaking, reading and writing skills. They will match vocabulary to pictures, answer questions using short responses, listen to and order a text, answer comprehension questions, and make predictions about future homes. The plan includes warm-up, presentation, development activities, closure and homework assignment. Skills and language are integrated through pair and group work using pictures, recordings and written exercises.
Campos TPD-lesson 2- secondary level - passed
The document provides details of an English lesson plan for a 4th year secondary class in Argentina. The lesson aims to teach students the future tense using the modal verb "will" in affirmative and negative forms. The plan outlines the goals, language focus, teaching approach, integration of skills, materials, potential problems and their solutions, and assessment. Key points include using pictures and a dialogue activity to introduce "will", a listening activity to practice comprehension, and group work where students write and present dialogues about future technologies.
Campos TPD- lesson 1-secondary level - pass
This lesson plan aims to revise simple past tense verbs through activities focused on computers and their history. Students will play games to practice regular and irregular past tense verbs. They will complete a gap fill listening activity about the development of computers. Finally, students will work in pairs to design a prototype computer from the past using target vocabulary and describe it to the class. The plan integrates reading, writing, speaking and listening skills through group and pair work with the goal of consolidating students' knowledge of the simple past tense.
Campos TPD- four dimensions- primary level
1) The document describes four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension.
2) The student reflects on their teaching experience at a primary school. They achieved their objective of teaching English vocabulary successfully. They applied knowledge from their studies and advice from teachers.
3) The experience helped the student gain confidence in teaching primary students. They learned to apply different strategies based on students' ages, levels, and interests. The experience also helped the student develop personally and professionally.
Campos video-practicum- planilla de observación 2 - passed
The document is a feedback form for a trainee teacher's lesson recording. It rates the teacher's performance in various categories from 1 to 5, with comments. The observer notes that the teacher's visual aids and student work were good, but the presentation stage was too long and passive for students. The observer suggests involving students more, such as having them describe visual aids. They rate the teacher's overall performance as a 7 out of 10 and advise controlling talking time to make lessons more dynamic.
Campos video- practicum - planilla de observación 1 - passed
This document contains a feedback form evaluating a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments on aspects that went well like visual aids and what could be improved, such as engaging students in more challenging activities rather than just repetition. It concludes by rating the overall teacher performance from 1 to 10.
Campos TPD- lesson 6- primary level - passed
The document is a lesson plan for teaching 6th grade students about objects in the bedroom, prepositions of place, and questions like "Where is/are...". The plan includes aims, teaching points, language focus, skills integration, materials, stages of the lesson, and assessments. Key points are introducing vocabulary through pictures, practicing questions and answers, and dividing students into groups for an oral activity to reinforce the lesson.
Campos TPD-lesson 5-primary level - passed
This document contains a lesson plan for a 6th grade Spanish class focused on health problems and imperative verbs. The lesson plan includes aims to practice vocabulary, grammar structures, and language skills. It outlines a presentation on health problems and recommendations using pictures and posters, followed by matching, reading, and writing activities. It concludes with an oral activity where students work in groups to state health issues and recommendations. The plan demonstrates integration of language skills and considers potential issues and assessments.
Campos TPD- lesson 4- primary level - passed
This lesson plan aims to teach 6th grade students about imperative sentences (affirmative and negative) and connectors like "and" and "but". The lesson will have students match pictures with commands, write instructions using connectors, and do an oral activity giving commands to peers. It integrates reading, writing, listening and speaking skills and uses pictures, a poster and exercises from the coursebook. The teacher plans to check understanding through observation and feedback.
Campos TPD- lesson 3- primary level - passed
The document provides a lesson plan for a 6th grade English class focused on teaching the interrogative form of the verb "have got" and parts of the face and body. The plan includes aims, language focus, teaching approach, integration of skills, materials, seating arrangement, potential issues and solutions, assessment, and stages of the lesson including warm-up, presentation, development activities, and closure. The teacher will use pictures, posters, and group work to help students practice recognizing, labeling, and asking questions about physical features using the target grammar.
Campos TPD- lesson 2- primary level - passed
This lesson plan aims to teach 6th grade students about animals and the verb "have got" in English. The lesson will begin with a warm-up activity reviewing animals using a Simpsons character as an example. Students will then learn about the affirmative and negative forms of "have got" through examples on a poster. The rest of the class will include activities where students practice using "have got" in sentences, complete worksheets, and sing a song filling in animal names. The teacher plans to incorporate visuals, group work, and a mobile device to engage students through different activities and learning styles.
Campos TPD- primary level- lesson 1 - passed
The lesson plan aims to teach 6th grade students about family members and possessive adjectives. It includes a warm-up activity identifying characters from The Simpsons, presentation of new vocabulary through pictures and a poster, practice activities matching family members with possessive adjectives and completing sentences, and a closing song to review the lesson. The plan integrates reading, writing, listening and speaking skills and uses visual and auditory methods to engage different learning styles. Feedback suggests including more oral communication practice through a guessing game to encourage meaningful use of the target language.
Campos TPD- four dimensions
This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then provides an example of a teaching experience with young children and reflects on it using the four dimensions. It discusses objectives, activities, lessons learned, and how the experience influenced goals and teaching approach. It also considers an issue one student faced and different perspectives on how to address it.
Campos video - practicum - planilla de observación 3 - passed
The document provides feedback on a trainee teacher's lesson recording from their kindergarten practicum. It rates the teacher's performance in various categories from 1 to 5, with comments for improvement. Specific feedback includes suggestions to use different strategies to elicit vocabulary from young learners, consider alternative drilling techniques, modify a memory game to make it easier for the children, and exploit materials more by encouraging students to say numbers/animals played. The evaluator rates the teacher's overall performance as an 8 out of 10 and provides final positive comments commending the teacher for creating a wonderful learning atmosphere.
Campos video - practicum - planilla de observación 2 - passed
The document contains a feedback form for a trainee teacher's lesson recording in a kindergarten classroom. It includes ratings in various categories like warm-up, teaching strategies, and classroom management. Specific feedback is provided on the teacher's pronunciation, eliciting animal words from students, singing a song with actions, and an incomplete question in Spanish. The observer rated the teacher's overall performance as an 8 out of 10.
Campos video - practicum - planilla de observación 1 - passed
Lorena Analia Campos received feedback on her kindergarten practicum lesson from May 9th. Most categories like presentation of material, teaching strategies, and rapport with students received ratings of 4 or 5 out of 5. Suggestions for improvement included being at the students' level when teaching, slowing down speech rate at times, and continuing to use varied resources and movement. The teacher's performance was rated an 8 out of 10, and final comments praised her manners, lesson planning, and ability to maintain student attention throughout.
Campos TPD-kindergarten- lesson 3- passed
This document provides a lesson plan for a kindergarten English class on numbers. The goals of the lesson are for students to recognize and name the numbers one through four, and review animals from a previous lesson. During the lesson, students will sing hello and goodbye songs, identify weather conditions, recognize cartoon characters associated with each number, play memo and dice games involving numbers, and sing a numbers song. The teacher will use pictures, songs, games and miming to engage students and check their understanding of the new vocabulary.
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Campos video - practicum - planilla de observación-lesson 2-secondary level ...
This document contains a feedback form evaluating a trainee teacher's lesson. The evaluator rated the teacher's performance in various categories from 1 to 5, with 5 being outstanding. Areas rated included warm-up, presentation of material, timing, teaching strategies, classroom management, transitions, use of resources, and rapport with students. Suggestions for improvement included moving around the classroom more and using the second language at all times. The overall performance was rated an 8 out of 10, and final comments praised the teacher's good job.
Campos video - practicum - planilla de observación-lesson 1-secondary level ...
This document contains a feedback form evaluating a trainee teacher's lesson recording. The evaluator rated the teacher's performance in various categories from 1 to 5, with 5 being outstanding. Areas commented on included making the poster for a sentence rearranging activity larger. The teacher successfully engaged students and maintained a nice classroom atmosphere while using the target language. Overall, the evaluator rated the teacher's performance an 8 out of 10.
Campos TPD-lesson 3- secondary level - passed
This document contains a lesson plan for an English class focused on making predictions about the future. The plan includes goals for students to learn interrogative forms of the modal "will" and practice related vocabulary. A variety of activities are outlined, including matching vocabulary to pictures, answering reading comprehension questions, listening to and ordering a text, creating questions and predictions, and playing games. The plan provides details on teaching approaches, integrating skills, materials, seating, possible issues and their solutions, assessments, and homework. Feedback from the local teacher recommends including activities that ran out of time in the previous lesson.
Campos TPD-lesson 4-secondary level - passed
The document provides a lesson plan for a class on future predictions. The goals are to review will for making predictions and learn new vocabulary related to future technology. Students will practice listening, speaking, reading and writing skills. They will match vocabulary to pictures, answer questions using short responses, listen to and order a text, answer comprehension questions, and make predictions about future homes. The plan includes warm-up, presentation, development activities, closure and homework assignment. Skills and language are integrated through pair and group work using pictures, recordings and written exercises.
Campos TPD-lesson 2- secondary level - passed
The document provides details of an English lesson plan for a 4th year secondary class in Argentina. The lesson aims to teach students the future tense using the modal verb "will" in affirmative and negative forms. The plan outlines the goals, language focus, teaching approach, integration of skills, materials, potential problems and their solutions, and assessment. Key points include using pictures and a dialogue activity to introduce "will", a listening activity to practice comprehension, and group work where students write and present dialogues about future technologies.
Campos TPD- lesson 1-secondary level - pass
This lesson plan aims to revise simple past tense verbs through activities focused on computers and their history. Students will play games to practice regular and irregular past tense verbs. They will complete a gap fill listening activity about the development of computers. Finally, students will work in pairs to design a prototype computer from the past using target vocabulary and describe it to the class. The plan integrates reading, writing, speaking and listening skills through group and pair work with the goal of consolidating students' knowledge of the simple past tense.
Campos TPD- four dimensions- primary level
1) The document describes four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension.
2) The student reflects on their teaching experience at a primary school. They achieved their objective of teaching English vocabulary successfully. They applied knowledge from their studies and advice from teachers.
3) The experience helped the student gain confidence in teaching primary students. They learned to apply different strategies based on students' ages, levels, and interests. The experience also helped the student develop personally and professionally.
Campos video-practicum- planilla de observación 2 - passed
The document is a feedback form for a trainee teacher's lesson recording. It rates the teacher's performance in various categories from 1 to 5, with comments. The observer notes that the teacher's visual aids and student work were good, but the presentation stage was too long and passive for students. The observer suggests involving students more, such as having them describe visual aids. They rate the teacher's overall performance as a 7 out of 10 and advise controlling talking time to make lessons more dynamic.
Campos video- practicum - planilla de observación 1 - passed
This document contains a feedback form evaluating a trainee teacher's lesson. It rates the teacher's performance in various categories from 1 to 5, with comments on aspects that went well like visual aids and what could be improved, such as engaging students in more challenging activities rather than just repetition. It concludes by rating the overall teacher performance from 1 to 10.
Campos TPD- lesson 6- primary level - passed
The document is a lesson plan for teaching 6th grade students about objects in the bedroom, prepositions of place, and questions like "Where is/are...". The plan includes aims, teaching points, language focus, skills integration, materials, stages of the lesson, and assessments. Key points are introducing vocabulary through pictures, practicing questions and answers, and dividing students into groups for an oral activity to reinforce the lesson.
Campos TPD-lesson 5-primary level - passed
This document contains a lesson plan for a 6th grade Spanish class focused on health problems and imperative verbs. The lesson plan includes aims to practice vocabulary, grammar structures, and language skills. It outlines a presentation on health problems and recommendations using pictures and posters, followed by matching, reading, and writing activities. It concludes with an oral activity where students work in groups to state health issues and recommendations. The plan demonstrates integration of language skills and considers potential issues and assessments.
Campos TPD- lesson 4- primary level - passed
This lesson plan aims to teach 6th grade students about imperative sentences (affirmative and negative) and connectors like "and" and "but". The lesson will have students match pictures with commands, write instructions using connectors, and do an oral activity giving commands to peers. It integrates reading, writing, listening and speaking skills and uses pictures, a poster and exercises from the coursebook. The teacher plans to check understanding through observation and feedback.
Campos TPD- lesson 3- primary level - passed
The document provides a lesson plan for a 6th grade English class focused on teaching the interrogative form of the verb "have got" and parts of the face and body. The plan includes aims, language focus, teaching approach, integration of skills, materials, seating arrangement, potential issues and solutions, assessment, and stages of the lesson including warm-up, presentation, development activities, and closure. The teacher will use pictures, posters, and group work to help students practice recognizing, labeling, and asking questions about physical features using the target grammar.
Campos TPD- lesson 2- primary level - passed
This lesson plan aims to teach 6th grade students about animals and the verb "have got" in English. The lesson will begin with a warm-up activity reviewing animals using a Simpsons character as an example. Students will then learn about the affirmative and negative forms of "have got" through examples on a poster. The rest of the class will include activities where students practice using "have got" in sentences, complete worksheets, and sing a song filling in animal names. The teacher plans to incorporate visuals, group work, and a mobile device to engage students through different activities and learning styles.
Campos TPD- primary level- lesson 1 - passed
The lesson plan aims to teach 6th grade students about family members and possessive adjectives. It includes a warm-up activity identifying characters from The Simpsons, presentation of new vocabulary through pictures and a poster, practice activities matching family members with possessive adjectives and completing sentences, and a closing song to review the lesson. The plan integrates reading, writing, listening and speaking skills and uses visual and auditory methods to engage different learning styles. Feedback suggests including more oral communication practice through a guessing game to encourage meaningful use of the target language.
Campos TPD- four dimensions
This document discusses four dimensions of reflective learning: thinking back, thinking forward, thinking inward, and thinking outward. It provides questions to guide reflection within each dimension. The document then provides an example of a teaching experience with young children and reflects on it using the four dimensions. It discusses objectives, activities, lessons learned, and how the experience influenced goals and teaching approach. It also considers an issue one student faced and different perspectives on how to address it.
Campos video - practicum - planilla de observación 3 - passed
The document provides feedback on a trainee teacher's lesson recording from their kindergarten practicum. It rates the teacher's performance in various categories from 1 to 5, with comments for improvement. Specific feedback includes suggestions to use different strategies to elicit vocabulary from young learners, consider alternative drilling techniques, modify a memory game to make it easier for the children, and exploit materials more by encouraging students to say numbers/animals played. The evaluator rates the teacher's overall performance as an 8 out of 10 and provides final positive comments commending the teacher for creating a wonderful learning atmosphere.
Campos video - practicum - planilla de observación 2 - passed
The document contains a feedback form for a trainee teacher's lesson recording in a kindergarten classroom. It includes ratings in various categories like warm-up, teaching strategies, and classroom management. Specific feedback is provided on the teacher's pronunciation, eliciting animal words from students, singing a song with actions, and an incomplete question in Spanish. The observer rated the teacher's overall performance as an 8 out of 10.
Campos video - practicum - planilla de observación 1 - passed
Lorena Analia Campos received feedback on her kindergarten practicum lesson from May 9th. Most categories like presentation of material, teaching strategies, and rapport with students received ratings of 4 or 5 out of 5. Suggestions for improvement included being at the students' level when teaching, slowing down speech rate at times, and continuing to use varied resources and movement. The teacher's performance was rated an 8 out of 10, and final comments praised her manners, lesson planning, and ability to maintain student attention throughout.
Campos TPD-kindergarten- lesson 3- passed
This document provides a lesson plan for a kindergarten English class on numbers. The goals of the lesson are for students to recognize and name the numbers one through four, and review animals from a previous lesson. During the lesson, students will sing hello and goodbye songs, identify weather conditions, recognize cartoon characters associated with each number, play memo and dice games involving numbers, and sing a numbers song. The teacher will use pictures, songs, games and miming to engage students and check their understanding of the new vocabulary.
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