PRÁCTICA DOCENTE III 24 CLASES EN 1 WORD (5).pdf

PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Amalia Valeria Oyarzún Rivera
Institución educativa: ESRN Instituto Patagónico
Año y sección: 4to A/B
Nivel lingüístico del curso: Upper-intermediate
Cantidad de alumnos: 32
Tipo de Planificación: Clase
Unidad Temática: “No pain, No gain”: Exploring, injuries and accidents into the wild”
Clase Nº: 1
Duración de la clase: 60 min
Fecha de la clase: 5/05/2023
Fecha de entrega de la planificación: 24/4/2023
Learning Aims
During this lesson, learners will be able to…
-Review past actions in the new context of expeditions into the wild nature
-Develop their listening skills to identify general and specific data about past pioneers
-Develop their collaborative skills by working in pairs to complete Thomas Nuttall’s expedition
-Develop their cognitive skills by recalling the vocabulary recently learnt through written
practice.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Past actions
(irregular and regular verbs)
Explorer verbs:
Cross-die- discover-escape-
Explore-investigate- reach-
search for- survive- sail
Identify events in the past,
Providing descriptions of
past events
Past simple:
Subject + verb-ed/
Subject + irreg Vb
Subject + did not + inf. Verb
Did + subject + verb

N
E
W
Pioneer- Explorer-compass-
ascend- cast- map-
mountaineering- ascend
Listening to and reading
about past adventures of
explorers’ expeditions.
Materials
-Students’ Book “Together 3” Pages 11-12
-Using the images inspired from the cover unit to make predictions of the unit’s title
-Audio files 17-18
-Worksheet for students to match about the explorers mentioned in the material
-Workbook Page W2 Explorer actions
-Computer with speakers’ system ready

g)
Procedures
ROUTINE
-Waiting for students to settle down, sit down and get ready
-Taking the attendance
-Copying date and agenda for the day for them to know what pages to cover this
lesson
-Providing copies for those students who do not have the book in colors
-Warm Up, Activity to present the topic
-Activity One, Pre-reading: matching explorers to their names with the brief
descriptions.
-Activity Two and Three. Devoted to while and post listening tasks of Pioneers’
expeditions.
-Activity four, If there is time, they continue with the Vocabulary activities related
to the exploring actions learnt in class in the Workbook section.
Direct Speech: Hello, good morning! I’ll wait for you to sit down and
accommodate. Listen! First! I will take the attendance to check who is present or
absent. Second! Who doesn’t have unit 1 yet? So that I can give you the copies.
Transition Comment: Do not open the book yet, we will do something different
from other lessons. Are you ready?
Scaffolding: I use a corner from the whiteboard for the date and the agenda for
them to know what we will be doing for this lesson.
Time: 10 min

Activity to set the topic: For this activity, I will tell them to listen carefully to the
definitions and pay attention to which of the pictures I am referring.
Direct Speech: Now you can see all pictures on the board; I will mention some
definitions 1 to 5 for you to guess what picture is, from A to G.
Definition
1) it is an object we use to find where we want to go … it is a C_ _ _ _ _ _
2) It was an old piece of paper used to find new lands… it is a …
3) It is a type of treatment for fractures, for legs or arms… it is a C_ _ _
Scaffolding: Using the same images based on the cover unit as flashcards and a
set of definitions for them to guess.
4) It is a type of adventure sport to climb a geographical area M_ _ _ _ _ _ _ _ _ _
_ _
5) It is the action of going up a high hill or mountain A _ _ _ _ _ _ _ _
Transition Comment: Now, you can open the book on page eleven. What do you
think of the expression “No gain, no pain”? What does it mean in relation to
expeditions or mountaineering?
Scaffolding: I use pictures based on the ones that the cover shows. I also use
the cover of the unit for them to infer the meaning of the title,
Time: 10 min
PRESENTATION
Pre-Listening activity
Before listening to the text on page 12 from the material, I have prepared a task
for them to match the explorers mentioned on the text to match their pictures
with the brief description.

Direct speech: Before we read the text, I will give you a copy of a matching
exercise; you can do this in pairs. Once I ask you if you are ready, we check it
together, Alright? Great!
Let’s see how you matched the explorers! Who could read the first one? Thank
you! What about the second? Do you all agree? Yes, you’re right! And the third
one? Who can read it? And the last one… ? Great job!
Transition Comment: Well done with the matching. Now, while you’re listening
to the text, underline the actions in the past, I mean the regular and irregular
actions we saw in the diagnostic test, Remember?
Scaffolding: I move around the classroom to check how they are working in pairs
and to see if they have difficulties or not while doing it. Once they finish, I
choose three students to read the descriptions and to do a general checking of
the descriptions.
Time: 10 min
Activity 1
Once they have finished listening to the text, they will continue with the comprehension
questions in task 1 and 2 on page 12
Direct speech: For the comprehension questions, you can work in pairs to make it quick,
then we discuss them together. Of course, I will ask volunteers to read one question
each. The questions are:
1)-Which expedition ended in tragedy?
-Which expedition went to the wrong place?
-Which expeditions were successful?
2)-Which of the three pioneers were trying to reach the southernmost point of the planet?
Transition Comment: Have you finished? Not yet, Right… Some said yes… For
the flash ones, you could continue with activity 3, “Explorer Verbs” and if you
feel like doing, do the one about Thomas Nuttall. Once you do those two, we
check them together. Okay? Good!
Scaffolding: I read the questions for the students to do in pairs. I monitor their
performance while moving around to check how well you have done.
Time: 10
Activity 2
For these less-controlled tasks, they will be able to match the explorer verbs with their
definitions and read about a fourth explorer, Thomas Nuttall, completing his exploring
adventure with the exploring actions they have matched previously.
Direct speech: For those who finished the questions on page 12, you can work on
activity 3 about explorer verbs. The definitions are very clear and you can do it with your
classmate. You can work in groups of 2 or 3, no more, nor less.
Once you do activity 4 about Thomas Nuttall, we check 3 and 4 altogether. If you need
my help, call me and I help you.

Transition Comment: I give you ten minutes for these two because they are
connected and we check both together. Then we check them together, Shall
we?
And finally, I give you the homework to do.
Scaffolding: I explain them what they have to do; and I provide them with the necessary
help if they don't know how to complete the tasks
Time: 15
Activity 4: This task will be left as homework; they will have to go to their workbook
section, to look for the exploring actions in a wordsearch first. As second part, they will
choose one of them for the correct situation and finally they will choose and mark for
True or False in relation to expeditions that they would like to do.
Direct speech: I will give you for homework the Workbook section, it is after page 102, on
page W2, Only do half of the page, the section called “Explorer verbs”, Don’t do the one
which says “Injuries”, just “Explorer Verbs” the exercises 1 to 3.
Transition Comment: Have this section of the Workbook ready to check it
for next class. Have a wonderful Friday! See you all on Wednesday!
Scaffolding: I use the book to show them which section from that page they should
cover and have it ready for the following lesson to be checked.
Time: 5 min
Each activity must be described in terms of the following components:
▪ Timing
▪ Activity description and instructions as they will be said to students
(include direct speech)
▪ Scaffolding strategies
▪ Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
It´s a good start, but there is a lot that can be improved. Check
comments, corrections and suggestions carefully. Bear them into
account when planning future lesson plans.
You can make the necessary adjustments before delivering this lesson.

Clase Nº: 2
Learning Aims
-Develop their reading skills to identify past situations in the context of old civilizations, famous
explorers: Hernan Cortez, Pizarro and Cristobal Colon
-Develop their cultural and linguistic awareness of notions they have had previously about these
civilizations in mother and second language
-Develop their collaborative skills by solving reading comprehension tasks.
-Identify, analyze when a past situation is concluded and when it still continues in the past.
Language Focus
R
E
V
Past actions
Explorer verbs:
Describe past events
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Describe past events of first
explorers’ expeditions.
Distinguish completed and
continuing past actions
Past continuous
I/he/she was sailing
You/we/they were exploring
native lands
Materials
-Pictures of 2 main locations for them to infer which the first famous civilizations were:
Incans, and Aztecs
-Images of Hernan Cortés, Francisco Pizarro
- https://wordwall.net/resource/15779288/history/aztec-maya-and-inca Quiz as pre-
reading
- Reading text about their explorations
-Page W2 Workbook and Course book page 13 “Together 3”

Coursebook page 13, Grammar box

Procedures
ROUTINE
-Waiting students to sit down and get ready
-Checking homework/revising topic of the lesson
-Warm Up to illustrate and present the topic for this lesson
-Activity One, Pre-reading: General knowledge activity.
-Activity Two while reading task, related to the topic.
-Activity three: An activity to complete the grammar box and rule for the past
continuous
Homework checking:
For checking the homework, I usually choose students to speak up and provide
the answers that they have come up with, and also to give them explanations as
regards meaning (differences between search, discover and investigate for
instance), and to revise whether they have understood the concepts learnt in
previous lessons.
Direct Speech: Hello, good morning! I will wait for you to sit down. Listen! First!
I will take the attendance to check who is present or absent. Then, we check the
homework from last class and we start with the lesson. All right? Great!
them to know what we will be doing for this lesson: Homework checking and just
the title “Exploration” as topic of the lesson. I also use one side of the board to
correct the homework, using colors to highlight vocabulary, writing brief
definitions or using the vocabulary in a sentence for them to get the meaning.
Transition Comment: Now we have checked the homework, we can continue with
today’s lesson.
Time: 10 min
Activity to set the topic: For this activity, I will stick some pictures of famous
places for them to guess what their names are and where they are located. I give
them some clues with the initials as if it was a hangman game.
Direct Speech: 3,2,1, eyes on the board, everybody!! Look at the pictures… I
have left some initials and you give me a letter. Some are places, others are very
important historical names.
Scaffolding: Using the images of Macchu Picchu, Aztec Pyramid, Pizarro and
Cortes.
Transition Comment: Now that you know what places, explorers, and first
civilizations we are referring to, let’s see how much you remember about Incas,
Mayans and Aztecs with a Wordwall quiz and a multiple choice
Time: 15 min

PRESENTATION
Pre-reading activity
Before reading the text I have adapted, students will have do a Wordwall quiz
about the civilizations we have discussed in the warm-up, in order to see how
much they can recall from the topic in their mother tongue seen now in English.
Once they finish participating in the Wordwall, I will give them a brief multiple
choice for them to do either in duets or individually as they like. I will also
explain that the Olmecs, which also appears in the Wordwall, were also a pre-
columbian civilization prior to the Mayans in 2500 BC.
Direct Speech: Let’s see how much you can remember from the Incas, Mayans
and Aztecs because it was a long time ago. Let’s see how much you remember
about Incas, Mayans and Aztecs with a Wordwall quiz.
Scaffolding: I will use the Worldwall quiz for them to recall previous knowledge
of these civilizations explored to see how their notions are presented in the
second language. In addition, the aim is to guide them to see the similarities or
differences in the terminology used. Besides, to promote the idea of diversities
and cultural awareness between mother tongue knowledge and the second
language
Transition Comment: Now that you all have a general idea about these
civilizations, let’s go on with two texts about Cortes and Pizarro.
Time: 10
Activity 1: While-Reading
Once they have finished doing the quiz on Wordwall, they will continue with reading a
brief description about Cortes and Pizarro’s conquests, with some gaps to complete the
past actions and a true and false task for them to solve either in pairs or individually if
they like to do so. The aim is for students to practice with the simple past actions and to
recall previous knowledge they have had about these pre-Columbian explorers.
Direct speech:
I will give you a text about Cortes and Pizarro’s expedition. Some of you will have Cortes,
others will have Pizarro’s conquest. There are some blanks in both, that, while you are
reading, you should complete in the past. Remember that, for past actions, we had two
types, the ones with –ed ending and the others which are the long list of irregulars. If you
need any help, call me and I go.
Transition Comment:
Scaffolding: I illustrate the activity by asking a student to read the first sentence, asking
him/her to provide with the action in the past.
Time: 15

The Aztecs' historical background
Tenochtitlán was 1___________ (found) in 1325 A.D. by a wandering tribe of
hunters and collectors on islands in Lake Texcoco, close the present site of Mexico
City.
In only one century, this civilization 2____________ (grow) into the Aztec empire,
largely because of its advanced system of agriculture. The empire
3________(come) to dominate central Mexico and by the ascendance of
Montezuma II in 1502. At the time, the empire was 4__________ (hold) together
primarily by Aztec military strength, and Montezuma II established a government
system.
Conquistadors’ background:
Hernan Cortes was a conquistador from the city of Medellin, Spain, who
was exploring and visiting the coast of Yucatan Peninsula and in March 1519, he
5_________ (land) at Tabasco in Mexico’s Bay of Campeche with 500 soldiers; 100
sailors, and 16 horses. There, Pizarro was winning over the local Indians and
gaining their trust and friendship and he 6_____________ (develop) many allies
who were enemies of the Aztec people. In Veracruz, while Cortés was training his
army, he 7________ (send) a group of his men to burn his ships to ensure loyalty to
his plans for conquest. Having learnt of political conflict in the Aztec empire,
Cortés 8__________ (lead) his force into the Mexican interior. On the way to
Tenochtitlán, he 9____________ (clash) with local Indians, but many of these
people, including the nation of Tlaxcala, 10_____________ (become) his allies after
learning of his plan to conquer their hated Aztec rulers. Hearing of the approach
of Cortés, with a big number of horses and sophisticated weapons, Montezuma II
11 __________ (try) to buy him off, but Cortés could not be persuaded. On
November 8th in 1519, the Spaniards and their 1,000 Tlaxcaltec warriors were
allowed to enter Tenochtitlán. Montezuma 12____________ (confuse) them to be
divine messengers of the god Quetzalcatl, who was 13___________ (believe) to
return from the east in a “One Reed” year, which was 1519 on the Aztec calendar.
The Spaniards were greeted with great honor, and Cortés 14___________ (take)
the opportunity, taking Montezuma as prisoner so that he 15_________ (can)
govern the empire through him. Another aspect that 16_______ (lead) to the defeat
of the Aztecs was the introduction of a new disease known as smallpox. Aztec
natives did not have any natural immunities to this disease, as a result, it
17________ (kill) out thousands and 18__________ (weaken) many others, this
disease was giving Spanish Conquistadors an advantage over the Aztecs. As a
result, Cortes 19___________ (take) the control over the wealthy Aztec Empire,
claiming it in honor of the Spanish King. This wealth and prosperity would
increase the thirst for exploration throughout Europe.

Pizarro’s timing for conquest was perfect. In 1532, the Inca Empire was facing a
civil war that was decreasing the population and it was dividing the people’s
loyalties. Atahualpa, the youngest son of former Incan ruler Huayna Capac, had
just 1________ (remove) his half-brother Huascar and, while Atahualpa was
reuniting his kingdom , Pizarro just 2________ (arrive) in 1531. On his way to the
Incan capital, Pizarro 3_________ (learn) of the war and he 4________ (begin)
recruiting soldiers still loyal to Huascar. Pizarro 5_________ (meet) Atahualpa just
outside Cajamarca, a small Incan town in the valley of the Andes.
While Pizarro was sending his brother Hernan as a representative, Pizarro
6__________ (invite) Atahualpa back to Cajamarca for a feast in honour of
Atahualpa’s claim to the throne. While he was having nearly 80,000 soldiers with
him in the mountains, Atahualpa 7___________ (attend) the feast with only 5,000
unarmed men. Vicente de Valverde, a priest who was traveling with Pizarro, met
Atahualpa. While Pizarro’s men were laying in wait, Valverde 8_________
(persuade) Atahualpa to convert to christianity. Atahualpa angrily 9__________
(refuse). Pizarro’s men 10____________ (slaughter) the 5,000 Incans in just an
hour. Pizarro himself 11___________ (suffer) the only Spanish injury: a cut on his
hand 12__________ (sustain) as he was saving Atahualpa from death. Pizarro
13___________ (think) Atahualpa was initially more valuable alive than dead,
Pizarro 14_________ (keep) the emperor in captivity while he was making plans to
take over his empire. In response, Atahualpa 15____________ (offer) Pizarro a
room full of gold and silver in exchange for his freedom. Pizarro 16 __________
(consent), but while he was receiving the payment of the rescue; Pizarro
17__________ (bring) Atahualpa up on charges of starting a rebellion. While
Atahualpa was playing his part in pacifying the Incas, Pizarro 18__________
(secure) his power, and Pizarro 19_________ (consider) him easy to dispose.
Valverde 20________ (offer) the emperor freedom if he would convert. Atahualpa
21__________ (accept), only to be executed by strangulation.
Activity 2 (Post-Reading)
For this activity, I take two sentences from the text for them to understand the meaning
first and then to contrast which one represents a completed activity in the past and
which one still goes on in that past event. Once they could understand the meaning, use
and form, then, they will have to read the text again to find examples that illustrate both
types of events.
Direct speech: Now that you could complete the text, let us have a look at the board, we
have one example from each explorer. As you already know, two actions were fully
completed. Which are those? Right. Which ones do you think that the activity continues?
Excellent. On the one hand, we have more important actions, which are concluded in a
definite time, like “Pizarro kept the emperor in captivity”. On the other hand, other
actions continue in the past, these actions are secondary, which are part of the
background in a story or description like we have here: “while Cortes was training his
army, he completed another plan; he sent his men to burn the ships”. In pairs or
individually, try to find examples like these, one action is completed with another which
still continues. Then, we discuss them.
While Cortés was training his army, he 7________ (send) a group of his men to
burn his ships to ensure loyalty
Pizarro 14_________ (keep) the emperor in captivity while he was making plans to
take over his empire.

Transition Comment: Now that we could see both types of past actions, let’s
open the course book at page 13 to summarize what we learnt today.
Scaffolding: I move around the classroom, checking if they have any difficulties while
searching samples of the combination of both past forms.
Time: 10
CLOSURE
Activity 3: For this activity, we summarize what structure we have seen in context by
completing the grammar box at page 13 in the course book. For homework, they will
have to do the activity number 2 to be checked next lesson.
Direct speech: Let’s go to the course book, at page 13, the Grammar box. Do you want to
do it on your own and then we check it? Great! Activity 2 will be your homework and we
check that next class. Do you have any questions about both pasts? If you have any
doubts or difficulties, just come and ask me. Okey?
Transition Comment: Now that we could check the grammar box and the
general rule under the box, just do activity 2 for homework.
Scaffolding: I use the board to illustrate the section we are working from the course
book, I explain them the meaning and use first, then I use colors for them to identify how
it is formed, different from the completed actions that they already know.
Time: 5 min
▪ Timing
▪ Activity description and instructions as they will be said to
students (include direct speech)

Lesson Plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great lesson!
I think you could do something more entertaining in the closure stage.
Go for it!

Clase Nº: 3
Learning Aims
-Develop their collaborative skills through play and cognitive skills by identifying, learning
meaning and applying expressions related to injuries in everyday conversations.
-Develop their listening skills while listening to a magazine article about an actor’s injuries while
filming.
-Develop their speaking skills by describing an injury they had to a partner. (p17)
Language Focus
R
E
V
Past actions
Explorer verbs:
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Injuries’ vocabulary:
Break a leg, bruise a thumb,
burn a hand, cut a finger, pull a
muscle, twist an ankle
Describe an injury you had
Describing past accidents
Past continuous
I/he/she was working, he
pulled a muscle
You/we/they were playing,
you twisted an ankle
Materials
-Pictures made as flashcards from the course book cut as puzzles for students to
ensemble with the phrases
-Pictures of injuries as flashcards on the board, once they put the pieces together.
-Tape.
-Cardboard envelopes to place the flashcards
-Course book Together 3, page 14 and Workbook page W2

Procedures
ROUTINE
-Waiting for students to settle down, sit down and get ready
-Copying date and agenda for the day for them to know the topic for this lesson
-Checking/Revising homework given the previous lesson.
-Activity one, devoted to learn vocabulary from the context prepared
-Activity two, an individual/pair or group speaking/reading or listening task
-Activity three, a less controlled task, for self-autonomy, to practise the language learnt
Firstly, I revise the homework given last class to monitor if they had difficulties,
questions or doubts as regards the activities provided. I generally choose students to
read and give the answer to the rest of the class. Not always are the same students every
class, so that they all feel part of the revision.

Direct Speech: Hello, good morning! How are you today? How is your week so far? I will
wait for you to sit down. Listen! First! I will take the attendance to check who is present
or absent today. First, let’s check the homework to see if you understood what we did
last class, then we go on with something related to unit 1.
Transition Comment: Let’s get ready. Today, we will start with a game, a different
Wednesday. I want you to get into small groups, four or five.
Scaffolding: I use a corner from the whiteboard for the date and the agenda for them to
know what we will be doing for this lesson. I also use the board for homework checking
since they feel much secure of how they wrote their answers to see if they have done it
right.
Time: 10 min
Pre-reading:
As a warm-up activity, I will give an envelope per group, they have the vocabulary
flashcards turned into puzzle cuts, they should put the pieces together. Once they have
them ready, I stick on the board the pictures randomly with the phrases on one side
misplaced, they will have to guess which phrase belongs to which picture of the puzzle
they played is.
Direct Speech: Now we could check the homework, we will still work on situations in the
past, as you have seen the cover unit, it covers much more than exploring… Today, we
will start with a game, but first look at the title in the agenda, “Injuries and accidents” do
you know the difference between them? How is one different from the other? Probably,
you do not have an answer yet. However, we will play a puzzle game in each of these
envelopes, and then we’ll see if they are injuries or accidents. Get into groups of 5, there
will be two groups of six because you’re 32. Once you finish the puzzles, I will stick the
complete pictures to match them with the correct phrase.
Transition Comment: Now that you could place the pieces and see the pictures, let’s go
to the course book at page 14.
Scaffolding: I move around each team. To help them with the puzzle, I also provide them
with tape to stick the pieces. I will leave the full version of the pictures on the board
without the phrases yet while they are constructing the images. Once they do so, I stick
the phrases on the board.
Time: 15 min
PRESENTATION
While-reading
As first activity, for the reading text at page 14 in the course book, instead of listening to
the audio version, I will ask students to read the four descriptions about the injuries
Daniel Craig had while filming. After reading, I will add three more questions apart from
the ones the text suggests to do and finally, a general discussion about the questions.
Questions about text at pag.14
-What happened after he injured his face?
-In which film did Daniel Craig get more than one injury?
Added questions:
-Do you like watching action films like James Bond movies?
-Do you know if an actor or actress had an injury while filming?

-Which of the injuries mentioned in the text were the most serious?
Direct Speech: Let’s move on, at page 14, I will ask for some of you to read the text.
While some read aloud and the rest follows the text, I will add just three more questions
in addition to the two questions you see in the text. You can solve them in pairs, small
groups or individually, as you might prefer. All right?
Transition Comment: In relation to injuries, you can continue doing activity 3 at the same
page. Once you feel ready, we go on with a short listening about this topic.
Scaffolding:
Time: 10 min
Post-reading:
1-After working on the questions and reading the text, for a second activity, they will
continue with completing the expressions in activity 3 from the course book
Direct Speech: As you can see, the same pictures from the book were the ones we use in
the puzzle game. Can you remember them? Who wants to read number 1? Okey, What
about number 2? Number 3? Right, Who could read number 4?, Let’s see number 5…
Thank you, and finally number 6. Somebody is asking the difference between a bruise
and a burn. The bruise, your skin turns between yellow and blue, it beats under the skin.
The burn, it can leave a mark on the skin, like when you cook and touch a flame in the
oven, when you iron clothes you can get a burn.
A twist in your ankle or a pull in a muscle are also two different things. The first one is
much more painful, it can be compressed with ice, sometimes that injury needs a
doctor’s revision, while the pull in the muscle is a contraction in the muscle, it lasts
shortly and it can get cured easily, with ice or a pill.
Transition Comment: Are you ready for the next activity? It’s short to do. There are six
conversations to order. Have a pencil at hand. Ready, steady? Go!
Scaffolding: Given that it is a short listening task about the vocabulary learnt, I play it
twice, once for general idea, the second with pauses for them to organize the order.
Finally, we usually check it orally, each student providing the number to put the
conversations in place.
Time: 10 min
2-As an instance for producing the language, the aim of this activity is for students to
use the new vocabulary they have learnt in a less-controlled task, talking about injuries
they had as a child or injuries they had last year, some years ago.
Direct Speech: Now it’s time for you to speak about injuries you had yourself. As you can
see at the bottom of the page, the instructions says, “Describe an injury you had to your
partner”. What type of injury was it? What were you doing at that time? The objective is
to use the new expressions you learnt today.
Transition Comment: I will go around each pair to listen, if there is somebody without a
partner, I will go and ask, or you can also work in groups of three, four students.
Scaffolding: To scaffold this activity, I will use a student to illustrate how to carry out it,
then another student and I choose a pair of students to show how to do so.

Time: 10 Min
To sum up the lesson, I give them the vocabulary practice from the workbook to have it
done at home and then that will be checked for the following lesson.
Direct Speech: I know there are only five minutes left and you should exchange
classrooms, but, before you leave or stay, I show you what to do in the workbook section
about injuries.
Just that part to do at home and we will correct it next class.
Transition Comment: Do not forget to do the homework, section of unit 1, injuries, it is
next to the one you already did about exploring actions. Have a nice weekend!
Scaffolding: I explain briefly what they are asked to do in each activity from that
particular section.
5 min
▪ Timing
▪ Activity description and instructions as they will be said to students
(include direct speech)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Well done!
Keep on working on that last stage. What else can you do after
assigning homework?

Clase Nº: 4
Learning Aims
-Develop their collaborative skills through play and cognitive skills by learning expressions
related to injuries.
-Develop their speaking skills by talking about past activities that they were doing when
something else occurred
-Develop their social skills like negotiation and turn taking while performing a collaborative
speaking task.
Language Focus
R
E
V
Past actions
Explorer verbs:
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Injuries’ vocabulary
Break, bruise, burn, cut, pull,
twist
Describe an action that
started in the past and was
interrupted by another action:
Daniel Craig was working on
the film when he bruised his
ribs
Past continuous
I/he/she was playing football
when he/she had the
accident.
You/we/they bruised your
head when….
Materials
-Course book pages 14-15,

-Envelopes written with numbers, each has cut expressions from Daniel Craig’s
article and the workbook’s exercises for them to play and recall previous
vocabulary about injuries

-Workbook page 1, “Injuries’ actions”
Extra Practice section, page 81

-Dices
Procedures
ROUTINE
-Activity two, an individual/pair or group speaking/reading or writing task to practice and
produce
-Activity three, a less controlled task, for self-autonomy, to practiSe the language learnt
To check the homework and also to review the topic they have learnt the previous
lesson, they will have an envelope with the phrases from Daniel Craig’s article and also
from the workbook’s situations about injuries and they should place the cut pieces in
order. The group of students which has their sentences correctly gets a score. The
injury action will only have the initial and they should recall it without having the course
book
Direct Speech: You will have one envelope per team, get into 4 or 5 members, you will
find phrases cut in pieces, some belong to Daniel Craig’s article we listened to last class
and some belong to the workbook exercise you had to do as homework. The team that
finishes first gets a point. All right? The purpose here is to understand the phrases,
remember the injury actions we learnt last lesson and play in groups.
Transition Comment: Which group are ready? I need one group to say a phrase from
Daniel Craig’s article and one from the workbook.
Scaffolding: I move around each group to monitor how they are solving the activity
collaboratively,
Time: 15 min
PRESENTATION
After they finished working and playing in groups, I extract two examples from Daniel
Craig’s article for them to identify and understand the meaning when an action that still
continues in the past is interrupted by a completed action.
“Daniel Craig was working on the film “Spectre” when he twisted his knee badly”
“Craig was filming scenes for the movie “Quantum of Solace” when he cut his face”

Direct Speech: Now that you could remember the types of injuries, let’s focus on these
two situations, the meaning they give us. Which activity do you think is completed or
concluded in the past?
Which part of the sentence means that he was still doing something? Great! That’s
right!
Let’s go TO page 15 to look at other examples, first to identify and underline the actions
that still continue in the past and make a circle around the completed actions.
Transition Comment: Let’s choose the correct expressions to complete the rule together
Scaffolding: I illustrate this first step by using the situations from the context provided
last lesson, written on the board, underlining the action in progress and making a circle
in the completed action.
Time: 10 min
Activity 1
For this moment of the lesson, students will have to read, analyse and identify situations
where the two types of past description are used. In the first activity, they only have to
read the situations, understand the event and choose which one is more suitable.
Direct Speech: Now we could complete the rule together, it’s time for you to put these
two pasts into practice. For this activity, first read the situations, analyse which could be
a completed action or one that continues. I give you ten minutes. You can do it in pairs,
individually, as you wish. Then, we check together.
Transition Comment: Are you ready to check? I need five volunteers Who can tell me
the first one?
Scaffolding: I use the board, highlighting the completed actions with one color and the
ones they have found with another one. Firstly, I want them to focus on the meaning first
and then on the use and form.
Time: 10

Activity 2
In this activity, students will have to put the two types of past descriptions into practice
in a short text about Douglas McCorquodale, a person who suffered a lot of accidents.
Direct Speech: This third activity at page 15, you have to read about Douglas, the most
accident-prone person from Scotland. An accident-prone person is somebody who is
involved in accidents all the time, one accident after the other. You have to create here,
using the actions in the box, completed past actions and others into past that still
continues. If you like, you can do it alone or in pairs.
Transition Comment: Let’s see other volunteers to check this activity and to finish the
lesson, we’ll play a game.
Scaffolding:
Time: 10
To round off the lesson, apart from leaving some practice for homework, they will apply
the vocabulary already learnt through a speaking game, in this case, a board game. I give
them the dice, they can use a coin, a pencil sharpener, a pen cap or rubber to move from
one square to another

Direct Speech: The homework will be Activity 4 at page 15 and the two exercises at page
81. To summarize what we learnt today, completed actions and actions in progress, go
to page 81 in the course book. It’s a board game in groups, you will negotiate who starts
to play and throws the dice.
Transition Comment: For example, I throw my dice in this group. I was sleeping when a
spider bit my finger.
When they were dancing, I fell asleep.
Scaffolding: I move around to illustrate each team how it works, and most importantly, I
go to each team to monitor how they are working, taking turns and using the two types of
past events for everyday situations
Time: 15
▪ Timing

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great job!

Clase Nº: 5
Learning Aims
During this lesson, learners will be able to
-Develop their listening skills through comprehending a conversation about
an accident, identifying general and specific information about it.
-Develop their speaking skills through social and speaking skills when
describing and using expressions to talk about an injury
Language Focus
R
E
V
Injuries’ vocabulary
Break, bruise, burn, cut, pull,
twist
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Injury actions
Fall over, break my ….
Twist my… Bruise my …
An ambulance come
Lay on the ground
Describe an injury in the past
while you were practicing a
sport.
Past continuous
I/he/she twisted his ankle
while
he/she was playing football.
You/we/they bruised your
head with the racket while
you were playing tennis….
Materials
-Images of sports’ injuries (cut in pieces and a version of these uncut to be checked once
they make the puzzles)

-White paper to stick the puzzles

-Pictures of the injuries from lesson 3 on the board
-Course book pages 16

Homework: Workbook Page 4. “Describing how an injury happened”

Procedures
ROUTINE
-Copying date and agenda for the day for them to know the topic for this lesson (Time: 5
min)

produce
-Activity three, a less controlled task, for self-autonomy, to practiSe the language learnt
more freely
After checking the homework all together, as a warm-up, they will have new envelopes in
colours this time, one with a sport scene cut in pieces. Here, the goal for them is to
ensemble the pieces and identify what sport the picture portrays and what type of injury
is shown.
Direct Speech: Each group of four or five will have an envelope. Everybody should put
together the puzzle, say what sport the picture represents and what possible injuries that
sport could cause. Time is ticking! Off you go!
Transition Comment: Which sport does group one have? Okey, What about the type of
injury that sport could represent? Now we could remember all the injuries and sports,
let’s go to the course book, at page 16
Scaffolding: I move around the classroom, monitoring that every member of each group
is working to make the puzzle. Once they finish, I check by sticking the original pictures
on the board.
Time: 10 min
PRESENTATION
After checking, we go to the course book to carry out the first activity. As a pre-listening
task, I make predictions with them of what could have happened to the girl in the picture.
Direct Speech: Look at the picture in activity one. What type of injury is that? Right! A
cast on her leg. Here says “an accident at an athletics club” What sport do you imagine
she was practising? Who could go with her to the hospital? Before we listen to the
conversation, let’s see the expressions in the box. Somebody asked what sore means,
it’s an adjective that describes an extremely hurtful pain, inflammation in a wound or
injury.
Transition Comment: Are you ready now to listen? As usual, I play it three times, first,
do not complete, JUST listen to get the general idea, for the second you complete and
the third play is to check. All right?
Scaffolding: Students are used to listenING to a conversation three times. I guide them
during the third play of it by making pauses and elicit from them the answer.
Time: 15
Once they finished completing the conversation and checking it, they continue working
on five comprehension questions about the dialogue they have listened previously.
Direct Speech: Now you have the conversation completed, then you can go on activity 3,
answering these five questions about Laura’s accident. You can solve it in pairs or
individually as you like. Once you finish number 3, you move on to activity four, looking
for the highlighted surprising expressions to their meaning and five.
Transition Comment: Once we check this part

Scaffolding:
Time: 10
As a productive activity, they will have to speak in pairs or groups, like a role-play
situation, talking about an injury they have. They should make brief notes of what
happened, what injury they could get while doing something else.
Direct Speech: For this activity, you will have to recreate a conversation with your
classmate about an injury. If you look at page 17, the Speaking activity, you have three
situations: a camping trip, ice skating, riding a horse. You can also think about one of the
sports we discuss at the beginning.
One plays the role of your friend, there you have what questions to ask, and you tell the
type of injury, what happened…
Transition Comment: For this role play, you can also look at Laura’s accident, the first
activity, as a model to follow.
Scaffolding: I illustrate the activity by doing it with three students for them to see how to
carry out the task. I also go to each pair or groups to check if they have difficulties to
express or describe the situation.
Time: 15
To conclude the lesson, I will choose or ask students to speak from their places and
perform their conversations.
Direct Speech: On the board, I wrote the homework to do.
Let’s see… Who would like to speak up and show their role-play?
Or I choose the group or pairs if nobody raises a hand… Are there any volunteers?
Yes! Great! I’ll choose the next pair then.
Transition Comment: Today we could speak about injuries, describe one and
Speak about it. Do the homework and I see you next Wednesday!
Scaffolding:
Time: 10

▪ Timing
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
You are doing a great job!

Clase Nº: 6
Learning Aims
-Develop their linguistic knowledge about mountaineering expressions,
-Develop their listening skills by listening to two climbers’ survival story
-Develop their speaking and social skills by taking turns while talking about a survival anecdote.
Language Focus
R
E
V
Camping equipment (tent,
sleeping bag, rope, torch, camp
stove,hiking boots, compass,
rucksack,
Describing past events
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Touch the void
Ascend/descend
Lower
Fall
Crevasse
Describing a survival story Past continuous
I/he/she was working, he
pulled a muscle
You/we/they were playing,
you twisted an ankle
Materials
-Homework page to be checked this lesson
Workbook Page 4. “Describing how an injury happened”

-Pictures about camping/mountaineering
Binoculars, lantern, hiking, bonfire, tent, rope, fishing, torch
-Vocabulary worksheet
-Course book pages 18-19 Together 3
-Audio track 26
-Extra practice Student A/Student B

Procedures
ROUTINE
-Checking/Revising homework if it was given the previous lesson.
produce
-Activity three, a less controlled task, for self-autonomy, to practice the language learnt
To check the homework IN A much more entertaining WAY, I WILL bring a soft squishy
ball to pass it on to each student. Then, they pass it to another classmate far from where
they are. In that way, the ones who seem distracted should be ready to catch it to say the
answer.
Direct Speech: If you did it correctly, mark a tick with a pencil. Some could wake up
while the ball was passing. Today, we will be close to finish the unit, just around the
corner!
Transition Comment: Could you check everything? Fantastic! Let’s start with today’s
topic. Are you ready?
Time: 10 min

To introduce the topic, I bring some pictures of usual items used in camping or climbing.
Some have the initial or the last letter and they should guess the name of the object.
Direct Speech: Let’s see how much you know about equipment for camping or mountain
climbing with this activity.
Scaffolding: In this type of guessing task, I try to speak less but I illustrate more the
vocabulary for them so that I can elicit from them. If a student says it in Spanish, which
could also be possible, I ask the more advanced learners how to say it in English.
Transition Comment: Now that you could remember them, let’s move on to do an easy
worksheet this time
Time: 10 min
PRESENTATION
As a pre-reading activity, I give them a worksheet with the vocabulary seen in the warm-
up to write down the vocabulary, matching it to the pictures and to the corresponding
definition.
Direct Speech: For this short activity, you should write down the camping equipment to
the correct picture and then match it to the right definition. I will ask for volunteers to say
the answers.
Transition Comment: This is very short to do, you can solve it on your own or in pairs.
Then, we go to the student’s book, at page 18.
Scaffolding: I illustrate the activity by doing the first one to check that the instruction
was understood.
Time:10
For practice stage, the aim is for students to comprehend, get general and specific ideas
about the survival story, and improve on their reading skills to complete the synthesis
about Joe and Simon’s story.
Direct Speech: For this second reading, you will have to complete the ideas in activity
three with the expressions you have there. There is only one extra phrase.
For the following one, there are five comprehension questions; you can do both, three
and four.
Transition Comment: Let’s check activities three and four. After this, we round off the
lesson with some speaking practice.
Scaffolding: For comprehensive questions, students willingly like to participate to
provide with the way they solved the tasks. Apart from them delivering the answers, I
check their answers with the whiteboard to monitor how well they could sort it out, if not,
they can provide with other ways of answering
Time: 15
CLOSURE

To round off the lesson, I adapted the extra practice worksheet for them to work in pairs,
it is an information gap activity, in which they should ask one another about the
information that they do not have.
Direct Speech: For this speaking task, some of you will be student A, your classmate
close to you will be student B, both have the same camping story but there are some
missing information. You will have to ask each other in order to complete your texts.
Transition Comment: I will upload the discussion questions from page 18 on the
eCampus as very simple homework.
Scaffolding: I move around the class to check and monitor they are speaking and asking
to complete their accounts.
Time: 15
▪ Timing
▪ Activity description and instructions as they will be said to students (include
direct speech)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great lesson!
Make sure the worksheet is clear enough.

Clase Nª 7
Learning Aims
-Develop their reading skills through reading extracts and listening to some sections about
Grace Darling’s true rescue and survival story through solving comprehensive questions about it
-Develop their collaborative skills through working and solving activities in groups or pairs.
-Develop their critical thinking skills by making their own ideas in relation to the story read.
Language Focus
R
E
V
Islands, lighthouse, telescope,
rowing boat, oars, Describing past situations
Past simple
Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Describing a survival story Past simple and
Past continuous
Materials
-Cover of the story

-Pre-reading worksheet
-Pages 98-99 from the Literature Section “True Stories”, Together 3 Course book.

Procedures
ROUTINE
-Activity 1, devoted to learn vocabulary from the context prepared
-Activity 2, an individual/pair or group speaking/reading or writing task to practise and
produce
-Activity 3, a less controlled task, for self-autonomy, to practise the language learnt
-After taking attendance, I proceed the lesson with checking the discussion questions
from last class about “Touching the void” survival story. I choose some students to read
the questions and we discuss them orally, with the possible answers on the board, below
the agenda.
Direct Speech: Raise the hand if you could solve the discussion quiz on page 18. I ask
some of you to read the questions and discuss the answers together.
Transition Comment: Today we will see another survival story. Are you ready to start?
Great!
Time: 10 min
For a warm up activity, I give them a brief introduction about Grace Darling, a historical
background task before reading the extract at page 99 in their course books.
Direct Speech: Let’s have a look at the copy I gave you. What can you see in the picture?
Right, there are some people on a rock. What happened? What are your predictions
about it? This a short introduction for you to read and tick what information is right with
a tick.
Transition Comment: I give you some minutes to solve it, we check them before going to
the course book.
Scaffolding: I bring the cover of the story and try to elicit from them what they can see in
the same picture they have in their worksheet, encouraging them to produce their
predictions and ideas
Time:10 mins
PRESENTATION
As following activity, I continue with the second activity at page 98, some brief questions
about Grace Darling’s background, at page 99
Direct Speech: Let’s go to pages 98 and 99 in the Together 3 book. Let’s complete
number one, we have the picture of a rowing boat, what do you think is number 2 is?
Right, that’s an oar, what about 3? And number 4? Great job!! Who could read the

“Background to the story” page 99? Thank you. Let’s see the questions in exercise 2.
Who could read the second question?
Scaffolding: I do not correct them while they are reading in order not to discourage them
to read aloud. I choose students who did not participate last lesson to read aloud. Since
they have a good linguistic level, I encourage them to elicit the answers themselves,
instead of me providing them the answers.
Transition Comment: Now we could solve and check the first two, let’s move on to
activity 3 at page 98.
Time: 10
For the practice stage, it is divided into two parts, two dedicated to while reading tasks,
one for students to read the first part of the story, and a second to read the last two
paragraphs at page 99, with a true/false post-reading exercise with a multiple-choice
activity.
Direct Speech: Let us divide the text into paragraphs. How many did you get? Four or
five? They are five paragraphs. Would you like to do activity 3 all together? All right, in
number 3 we should match the sentence halves, Then, try to do number 4 in pairs or
individually, as you prefer.
Transition Comment: Can we check number 4? The first one is already complete.
Who would like to read the second question?
Scaffolding: As a way of scaffolding, I guide them through the third activity and I
encourage them to solve collaboratively while they are carrying out activity 4 (the
comprehension questions in groups or individually)
Time: 10
For the next step, once I check with them the fourth activity, I ask them to read the
second paragraph in order to do the true or false task.
Direct Speech: Now you could solve activity 4, read again the story, focus on the second
paragraph, it starts where it says “Grace jumped into the boat…” until “she could see
only mountains of wild water” Read it before doing the true or false. Then we check it.
Okey?
Transition Comment: Last but not least, there is one more thing to do.
Scaffolding: I guide them to identify where the second paragraph begins for them to
focus on that section before doing the true or false.
Time: 10

CLOSURE PRODUCTION)
For the closure part of the lesson, the aim is for students to give their opinion in relation
to the story, mainly on the idea of exploring or traveling by boat.
Direct Speech: To conclude, I want you to imagine what you would do in a small boat
like the one in the story and choose the expressions in each cloud to make your ideas.
What would you have done in Grace’s shoes?
Transition Comment: The only homework you will do is the multiple choice of activity 6.
Who would like to read his/her ideas with the words in each cloud?
Scaffolding: I encourage six students to provide each of them the answers created from
this activity.
Time: 10
(Do this activity in Past tense)

▪ Timing
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
X
Observations
Good job! Check a few comments and suggestions.

Clase Nª 8
Learning Aims
-Develop their reading skills through reading a travel adventure anecdote in the desert and
analyzing the text.
-Develop their creativity and writing skills in order to create and write a web article about a
survival story
-Develop their collaborative skills through working, writing and designing a web article in groups,
in pairs or small groups.
Language Focus
R
E
V
Water flows, streams, river,
Describing a past event Past simple:
Subject + verb-ed/
Subject + irreg Vb

N
E
W
Vocabulary about deserts:
Hot, isolated,
Mirage
Arid, sand,
dunes,
Describing a survival
adventure Past continuous and past
simple
A British teenager got lost in
the desert while he was
running
Materials
-Pictures about vocabulary dealt in the text

-Worksheet for pre-reading “Lost in the Desert” for students to revise previous
knowledge.
-Page W5 from the workbook “Lost in the desert”
-

Online article about 10 real life survival cases for them to choose one transform them
into a factfile and a web blog, having “Lost in the desert” as model to synthesize each
story:
https://www.mentalfloss.com/posts/amazing-survival-stories-history
Procedures
ROUTINE
-Activity two, an individual/pair or group speaking/reading or writing task to practise and
produce.
-Activity three, a less controlled task, for self-autonomy, to practise the language learnt
-After checking the homework, I have prepared a warm up, before working on the text
“Lost in the desert”, to revise students’ prior knowledge about deserts in general.
Direct Speech: Today, we will work with another adventure story… Who can tell me
which ecosystem this picture represents? What characteristics does the desert have?
What type of animals or plants can we find here? All right, some of you know a lot about
deserts. Let’s see if you can match the two parts of these words about deserts, you can
solve it in pairs, small groups or individually, as you wish.

Transition Comment: I am going to give you this easy-cake activity about deserts, five,
six minutes to do and we check them
Scaffolding: I bring illustrations to encourage them to recall previous language about
this biome, asking them the questions in the direct speech part to elicit from them prior
knowledge about the vocabulary.
Time: 10 min
PRESENTATION
For the presentation part, I invite them to go to the course book, in the workbook section,
at page W5 “Lost in the Desert” article.
Direct Speech: Before we read it, what type of text is it? How can you tell it is an article?
Right. I will choose some volunteers to read it. The rest, follow the reading and be ready
for your turn. Scan it quickly, where did this happen? Was it recent? When was this?
Transition Comment: Now that we have a general idea, I’d like you to do the second
Number 2 you should choose the right word. I give you five minutes and we check it.
Scaffolding: I ask them questions first to scan the general details, like where, what year
that situation happened, to elicit the answers from them.
Time:10 mins
For the practice stage, the aim is for them to solve a post-reading task of true and false
statements, either in pairs, small groups or individually.
Direct Speech: To do the true or false in activity three, you will have to read the article
again because the details are much more specific to find. You can solve it in pairs,
groups of three or if you prefer, individually.
Transition Comment: Can we check the true or false? Are you ready to check? Because
now comes the creative part of the lesson.
Scaffolding: I monitor around the classroom to check whether they need assistance.
Then, I use the whiteboard to elicit their answers.
Time: 10
PRODUCTION
For the production stage, I give students one heading title of real survival cases per
groups of five/six members; they will have one survival story per group. The aim is for
students to create a web article, using as model the one they have, “Lost in the desert”.
The website is in English, and the challenge is for them to synthesize the story of what
happened.
Direct Speech: This activity will take this lesson and probably the next one. Each group
has a link of a lost person. The purpose is that you choose the heading, then, go to the
website and read about the story and reconstruct it. Look at activity number 4 “Writing”.
Today, each group will do this box, the factile, using the information you have in your
links: In the factfile you have:
Who’s the missing person?
When did it happen?
Where was he lost?

How long was he/she lost?
The dangerous conditions that person went through… wild bears, wolves, pumas,
Who found him/her?
Injuries? If there were some …
How did that survive?
Transition Comment: You can start doing the factfile here so that I can help you
organizing the information. All right?
Scaffolding: I use the factfile from the workbook activity to help them organize the
information they will see in their links, to structure the information, promoting sharing
ideas and critical thinking.
Time: 20
CLOSURE
For the closure part of the lesson, I clarify doubts as regards their presentations for this
productive activity.
Direct Speech: The article “Lost in the desert” of the workbook is your model to follow.
This will be the only evaluation for this unit. If you want to prepare a poster, a genially,
Prezi or PowerPoint to show your Factile with images from that story on Friday 9th, you
can do it. This will have individual mark and group mark as well.
Transition Comment: You will not have extra homework apart from this, so that you only
prepare your articles. Next class, bring your drafts ready to be checked.
Scaffolding: The article “Lost in the desert” as modelling text for them to organize the
information.
Time: 10
▪ Timing

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Attention to some recurrent mistakes in embedded questions.
Do have second thoughts about exposing students to texts in Spanish.
What´s the point? I´m positive you can find some interesting cases in
English for them to read and get the key information for their factfiles.
Work on that!

Unidad Temática: Love and Friendship
Clase Nª 9:
Learning Aims
-Develop their reading skills to analyze and understand an article about friendship
-Describing a person’s personality (Describing Fast and Furious 1 characters’ personality traits
for English Day project)
Language Focus
R
E
V
Some previous knowledge
about basic personality
qualities: lazy, kind, generous,
Hard-working,
N
E
W
Personality adjectives
Ambitious, hard-working, kind,
outgoing, reliable, sensitive,
Serious, shy.
Describing a friend’s
personality traits
We are total opposites, she
is … but I am….
However, she is ….
And while I don’t know what I
want to do with my future,
she’s told me that…
Materials

-Tick-tac-toe laminated with questions about personalities
Course book pages 21-22

Pictures of the characters of Fast and Furious 1 (Context used for the English Day
Project 20th
October)
Pictures from the Fast and Furious franchise to illustrate the different types of love
bonds.

*Some lessons will mix both, course book and movie tasks, other lessons will be focused
on the topic of the unit, to comply with the annual planning of the course book material

Names of the characters: Dom, Jacob, Toretto Grandma, Brian, Mia, Letty, Vince, Jesse,
Hector and Johnny
Personality quiz: https://www.buzzfeed.com/kaylaharrington/fast-and-furious-franchaise-
character-quiz
Television screen to show the Quiz website
Procedures
ROUTINE
produce.
-Activity three, a less controlled task, for self-autonomy, to practice the language learnt
First, I prepare a tick-tac-toe game for them to talk about their own personalities, how
they perceive and describe themselves. The aim is to check whether they have prior

knowledge about personalities, elicit from them what they already know before starting
the topic.
Direct Speech: Before we start the lesson, let’s play a game. It’s a tick-tac-toe with
questions about personalities. Let’s divide the group in three teams, left line, the one in
the middle and the right line. Each team will provide an answer in two minutes, if one of
the group wants to expand the answer, raise your hand.
Transition Comment: You know the rules of the tick-tac-toe are just like Spanish. Ready,
steady, go!
Scaffolding: Using a laminated poster with the questions to cross them out with the
markers, eliciting the students’ answer, encouraging each group to participate.
Time: 15 min
PRESENTATION
For the presentation stage, instead of using the cover as a first resource to present the
topic, I have chosen pictures from the Fast and Furious movie
Direct Speech: Last week, we all voted for the English Day Movie that we are going to
work with. First, remind me the names from each of the protagonists in the first film.
Who is letter A? What about B? What type of relation do Letty and Mia have? Is Letty
Dom’s cousin? No? What about Jacob’s relation with Dominic? That’s right. Does he
appear in the first movie? No, he doesn’t . What about this picture?
Could you guess the topic of this unit? That’s right, Love and Friendship.
Transition Comment: Now we have seen the names and relations, let’s go to page 22
Scaffolding: Using the pictures of the movie to elicit students’ answer about family
relations, types of bonds, to elicit key words that we will encounter in this unit.
Time: 10 min
For the development of the lesson, they will read Sienna’s friendship and the opinion of
two psychologists.
Some students read sentences from the text and we focus on the meaning of the
personality qualities.
Once they finish reading, I give them two questions to solve and write in pairs, small
groups or individually.
1) What qualities make a good friend?
2) What makes a long-lasting friendship?
Direct Speech: Each of you will read a part of the text at page 22. Once I ask you to stop,
we will focus on grasping the meaning of the personality traits mentioned. When we
finish reading it, I copy three questions for you to solve in pairs, groups or on your own.
All right? If you finish the questions, then, you can do the activity 3 about personalities,
Okey?
Transition Comment: I give you between five/six minutes to solve and write them and
then we discuss the questions. All right?
Scaffolding: I go to each group or pair to guide them with how to respond the answers, I
also use the whiteboard to illustrate them how to start their answers.
Time: 10 min

Once we discuss the questions and check activity 3 of personality vocabulary, I move on
to another task, which connects personalities with the English day project that they
should start working on.
Direct Speech: At the beginning of the lesson, we use the F&F characters to talk about
relationships. Now, we will use them to describe their personalities. Get in small groups
or in pairs, you will have to describe them. Consider the ones that you already know plus
the ones we learnt today. You have an example about Jacob and Dom, the idea is that
you describe the others following this format.
Transition Comment:
Scaffolding:
Time: 10 min
CLOSURE
For the closure part, the last activity implies that they should use their cellphones to do a
personality quiz relate to the previous activity. I also show them on the Tv the website
that they should get access to.
Direct Speech: For this last activity, you will use your mobile phones to this website I’m
showing you on the screen. Once you finish it, I’ll choose some to read the result. Take a
screenshot and if you can, send it to me by email so that we can make a poster with your
results. The homework is in the workbook section, unit 2, “personality adjectives” only.
All right?
Transition Comment: So, Who wants to say the quiz result? Or I choose people from the
list, let’s see…
Take the screenshot and send it by mail. We’ll check the homework next class.

Scaffolding: I use the television screen to show them the website link for them to get
access.
Time: 10 min
▪ Timing
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Outstanding! Congrats on your hard work!

Clase Nª 10
Learning Aims
-Develop their listening skills through comprehending and analyzing a conversation between old
friends.
-Develop their writing skills by describing their best friend’s friendship.
Language Focus
R
E
V
Reliable, shy, outgoing,
Kind, ambitious, hard-working,
Sensitive, serious,
N
E
W
Colloquial expressions
“it’s been ages!”
“it didn’t work out”
“it’s crazy expensive”
“time flies”
Talking about unfinished
actions or states or habits
that started in the past and
continue to the present.
Usually we use it to say 'how
long' and we need 'since' or
'for'. We often use stative
verbs.
I haven’t seen you for 15
years
I’ve been back now for
almost 5 months

Materials
-Checking Homework, Workbook section Unit 2 “Personality Adjectives”
-Audio “Meeting an old friend”
-Computer, speakers

-Worksheet for the pre-listening task

from the coursebook
Procedures
ROUTINE
produce.
-Activity three, a less controlled task, for self-autonomy, to practice the language le
Homework checking:
For checking the homework, I usually choose students to speak up and provide
the answers that they have come up with, and also to give them explanations as
regards meaning (differences between search, discover and investigate for
instance), and to revise whether they have understood the concepts learnt in
previous lessons.
Direct Speech: Hello, good morning! I will wait for you to sit down. Listen! First!
I will take the attendance to check who is present or absent. Then, we check the
homework from last class and we start with the lesson. All right? Great!
them to know what we will be doing for this lesson: Homework checking and just
the title “love and friendship” as topic of the lesson. I also use one side of the
board to correct the homework, using colors to highlight vocabulary, writing

brief definitions or using the vocabulary in a sentence for them to get the
meaning.
Transition Comment: Now we have checked the homework, we can continue with
today’s lesson.
Time: 10 min
For the warm-up, I have thought of asking students to write in a piece of paper some
qualities of their best friends, physical and personality characteristics. They put the
pieces in a bag and another classmate picks one piece up, reads the description and
they should guess who the person is.
Direct Speech: To start today’s lesson, think of one of your classmates, don’t write the
name, describe him or her physically and his or her personality. I put all the pieces in this
bag, another will pick up one piece to read aloud. The rest of the class will have to guess
who that person could be. All right?
Transition Comment: Think of the personality adjectives we used last class, the ones you
know…
Scaffolding: I illustrate the activity by holding one piece of paper and describing one
student, they should guess who I am referring to.
Time: 15 min
PRESENTATION
For the presentation stage, before listening to the friends’ conversation, I give them a
worksheet for preparation, colloquial expressions for them to guess the meaning. They
should choose the most suitable option to define the terms. The aim is that students
could infer the meaning of the expressions to be able to use them in future daily
conversations.
Direct Speech: Before we listen to two friends’ conversation, I give you this worksheet.
Here you have some informal expressions; maybe you have heard them in movies.
Transition Comment: Can we check the pre-listening all together? I need volunteers…
Who wants to read the first one?
Scaffolding: I encourage them to elicit the answers and check them on the board all
together.
Time: 10 min
For the development section, they will listen to the conversation to solve the questions
that they have at the top of the worksheet (general-idea task). After that, they will listen to
the audio again to complete the missing words.
Direct Speech: Let’s focus on the general questions you have at the top of the
conversation. Who moved back to London? Who got married? Who’s living with the
parents now? Why? Then, we listen to it again to complete the missing words and we
check them together. Shall we?
Transition Comment: I play it a third time for you to check. All right?
Scaffolding: Once I play it for a third time, I pause it and elicit students’ answers.

Time: 15 min
After they completed the conversation and the general questions, I extract two sentences
from the conversation for them to analyse, grasp the meaning of the tense first and then
the use of it.
1-Patrick: We've just celebrated our tenth anniversary.
2-Selina: I've been back now for almost five months
Direct Speech: Let us see, I took these two phrases, one from Patrick and one from
Selina. Which situation do you think is recent? What do you think about Selina? Is it
recent that she returned to London? These are past situations, which are connected to
the present. We do not know when Patrick got married, but the important event is his
anniversary.
In Selina’s case, the time is mentioned but that activity is connected to a past action,
she’s back since she moved to London five months ago.
To practise, we’ll go to page 23, to do activities 2 and 3. You can solve them in pairs, or
groups, as you like. Number 4 and 5 are homework to do.
Transition Comment:
Scaffolding: If the explanation is not clear enough, I generally illustrate an example on
the board, using the students as an example. Sometimes it’s much clearer for them to
use classmates as examples so that they can comprehend the meaning. For instance, if I
say “Mora and Franco have been a couple since first year. We don’t know a specific date
but it started in the past and it still continues today”
Time: 10
CLOSURE
To check the activities, I have thought of playing “Chinese whispers” to deliver the
answers. The line of students that gets the response correct, gets a point. In this way, the
checking is done differently and they learn the structure through play.
Direct Speech: Have you ever played “Chinese whispers” or in Spanish “Telefono
descompuesto”? Who can explain how to play it? We will check activities 2 and 3 with
this game. I divide the class in 6 lines. The line that gets the right answer, wins a point.
Ready, steady? Go!!
Transition Comment: What’s the answer in line 1? Are you sure?
Scaffolding: I use a strong student to explain how the game works. I move around the
classroom with the course book at hand so that I can check whether they could
reproduce the answer or not.
Time: 10 min
▪ Timing

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great job!!!

Institución educativa: ESRN Instituto Superior Patagónico
Nivel lingüístico del curso: Upper-Intermediate
Clase Nº: 11
Learning Aims
- Develop their listening and reading skills to identify expressions about love and relationships
- Develop their speaking skills by expressing their ideas in relation to relationships and
developing their vocabulary as regards expressions related to love and relations in couples.
-Develop their collaborative skills by solving comprehension activities.
Language Focus
R
E
V
N
E
W
Vocabulary about relationships
-ask someone out
-cheat on someone
-fall in love with someone
-get back together
-go on a date
-go out with someone
-have an argument with
someone
Describing actions or events
that happened at some
unspecified time before now,
and that have some effect or
influence on the present
Has anyone cheated on you?
Have you met the right
person?
Have you had a
boyfriend/girlfriend before?
Have you split up with
someone?

-split up with someone
Materials
-Course book pages 24-25

Procedures
ROUTINE
produce.
-Activity three, a less controlled task, for self-autonomy, to practice the language
-For the warm-up, I have the idea of introducing the structure with the game “Never Have
I ever …” I raise my right hand and each finger represents one phrase “Never Have I
ever”. The idea of the game is to introduce the phrase and to get to know what beliefs
and perceptions they have in relation to love relations/friendships, etc.

Direct Speech: For today we will play “Never Have I ever”, I raise my left and
right hand and each finger will be a phrase with “Never Have I ever”. If you have
done it, put your finger down. The game ends when someone has all his/her
fingers down.
1. Never have I ever dated someone for money, status, or looks.
2. Never have I ever cheated on my partner/boyfriend/girlfriend
3. Never have I ever fallen in love with a friend.
4. Never have I ever got back with an ex
5. Never have I ever been on a date with someone
6. Never have I ever gone on a date with my friends.
7. Never have I ever had an argument with my partner
8. Never have I ever split up with my partner/best friend.
9. Never have I fallen asleep on my partner while watching TV.
10.Never have I ever lied to impress someone.
Scaffolding: I illustrate the game for the whole group to show how it should be
played.
Transition Comment: Today’s lesson is about relationships. What famous
couples do you know? Oh wow! you know more gossips than I know!! Let us go
to page 24 in the course book.
Time: 15 min.
PRESENTATION
-For the presentation part, I will encourage students to listen to four interviews, elicit the
meaning of the title.
Direct Speech: Have a look at the title “Have you met someone special?” What
does it mean? Let’s listen to the interviews, pay attention to the question in
number 1 “Who is far away from his girlfriend?”
Scaffolding: I usually use the course book in front of me and I use the images
from the activity to elicit information from my students so that they are
encouraged to speak and describe what they see in the pictures.
Transition Comment: Would you like to do number 3, relationship expressions,
all together or in groups? Do you prefer to do it first? All right. If you feel like
doing number 5, you can do it once you finish 3.
Time: 10 min
Direct Speech: From the interviews, I have taken two expressions: “Has anyone
cheated on you?” and
“Have you met the right person?” Last lesson we have seen that these are
examples of situations that happened at some point in the past, which still have
some effect in the present. Let’s complete the grammar boxes and rule together.
Shall we?

Scaffolding: For this part of theoretical explanation, I always try to use different
colors for students to identify how to make the questions.
Transition Comment: Do exercise 2 so that I can explain you what number 3
illustrates there.
Time: 10 min
Direct Speech: Activity 3 shows you a meaning difference when we say, for
example, “I have been to Argentina for a year” in contrast with “He has gone to
Argentina”. In the first one, I went there and I returned. The second shows that
He went to Argentina but he has not returned to his homeland.
Or, in relationship terms, Alex and I have been partners for eleven years. We
have split up and He has gone to Uruguay. The first one shows they have got
back together. They split up definitely and Alex never returned.
I wanted to clarify this before you do Number 4. All right? You can work on it in
pairs or groups, if you like. Just do activity number 4 because 5 will be your
homework. All right? I wrote the homework on the board so that you already
know
Scaffolding: I can also illustrate these two different meanings with relationship
vocabulary dealt during the lesson to make them much clearer.
Transition Comment: Can we check number 4 all together? Yes? All right!
Time: 10 min
CLOSURE
To round off the lesson, I ask students to complete a brief worksheet about love and
friendship
Direct Speech: So, in this third lesson about Love and Friendship. What did we
learn today? Talking about relationship expressions, right. A bit more of
present situations connected with undefined past. I give you this short activity to
round off this lesson. I show you the first one. Try to do it without my help first,
and then we check together. Okey?
Scaffolding: I illustrate the first one they have in their worksheets.
Transition Comment: What do you think is picture number…. ? Right!! Do the
homework to check it next class! Have a nice weekend!!
Time: 15 min
▪ Timing

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Well done! Check a few comments.

ALUMNO PRACTICANTE:
Institución educativa: Amalia Valeria Oyarzún Rivera
Nivel lingüístico del curso: Upper-Intermediate
Clase Nº: 12
Learning Aims
-Develop their listening skills about arranging a date to do something with friends/ partners
-Develop their cognitive skills to identify general and specific information about a conversation
about a date/hang out with friends
-Develop their Speaking skills to create a conversation to arrange a date with a friend/boyfriend
or girlfriend.
Language Focus
R
E
V
I don’t think so
I suppose so
No way!
That doesn’t sound too bad
It sounds great

N
E
W
Arranging a date/ hang out
with friends
Shall we go swimming?
Where would you like to go?
When would you like to go?
Materials
-Computer, speakers
-Course book pages 26-27
Procedures
ROUTINE

-Activity two, an individual/pair or group speaking/reading or writing task to
practice and produce.
-Activity three, a less controlled task, for self-autonomy, to practice the language
For the warm up, I use the phrase “ARRANGE/ GO ON A DATE” on the board
with pictures of DATES to elicit ideas or expressions that students could have as
prior knowledge. If they don’t know the word in English but they know it in their
mother tongue, I encourage them all the same to provide with ideas to add them
on the board
Direct Speech: What do you think are the key elements for a good date? Let’s
make a brainstorm of ideas. What makes a date a successful reunion? What do
you do to plan a date?
Scaffolding: I ask them clear questions to elicit their answers; I also use the
board to write down the ideas that come up from them.
Transition Comment: Let’s start the lesson now, let’s go to page 26 in the
course book
Time: 10 min
PRESENTATION
For the presentation, I use the image from the listening that they will work on and
I also check the meaning of the expressions that appear below the picture before
listening to the conversation.
Direct Speech: Let’s have a look at the picture we have… What type of date is
this picture showing us? Does she look enthusiastic? Under the picture we have
some expressions. Who can tell me the meaning of “can’t stand”? All right, let’s
listen to it without completing the conversation, Where do Milla and Ed go on a
date?
Scaffolding: I encourage students to listen to the conversations first to get a
general idea before completing the blanks, in order to help them improve their
listening skills to grasp general concepts.
Transition Comment: For the second play, you can complete the conversation.
For the third play, we check your answers. Ready?
Time: 15 min
For the practice stage, I ask students to gather into small groups, pairs or
individually if they want, to carry out the post listening activities, activities 3 and
4. For the third task, they can solve the comprehension questions and the fourth
activity they should choose the correct responses to a variety of dates.
Direct Speech: For you to practise, try to do activities 3 and 4, either in small
groups, pairs or on your own if you want. Then, I will ask some volunteers to
read your answers. All right?
Scaffolding: Generally, for checking comprehension questions I use the chunk
from the question to guide students how to go on with the answer.

Transition Comment: Are we ready to check? Yes or no?
Time: 10 min
For the production stage, I encourage students to do activity 5 from page 27, in
which they have to arrange a date with a friend, a boyfriend or girlfriend. They
can choose the place, the activity, and the event.
Direct Speech: For the speaking activity in number 5, you are going to arrange a
date. It could be with a friend, a girlfriend, boyfriend. First, make notes of your
conversation. As a model, you can use the conversation between Ed and Mila
that we have listened to at the beginning of the lesson
Scaffolding: I tell my students that they can have as a model the listening text
that we have used at the beginning of the lesson as a guide for them to create
their conversations.
Transition Comment: Last but not least, you will do the Speaking task at page 27.
Time: 10
CLOSURE
For the closure, I ask different pairs of students to role-play the conversations
they have created.
Direct Speech: You will not have homework to do at home because the sections
we did not do today will be used for the next lesson. But, eight groups will have
to role play the dates you have invented today. Yeah! You promised me that you
will always participate for the role plays I ask you to do! A promise is a promise,
so, who are the first volunteers? Off you go!
Scaffolding: When they speak, I do not correct them, unless they ask me how a
word or expression is pronounced. I provide them with positive feedback every
time each student participates.
Transition Comment: Remember this month is important to get the grades for
the first four month period. Every activity you have been doing has got a grade,
collaborative work in class and participation have also been considered.
Time: 15
▪ Timing

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
X
Language
accuracy
x
Observations
Check comments. I think you could enliven the lesson a bit.

Clase Nª 13
Fecha de la clase 28/6/2023
Fecha de entrega de la planificación: 17/06
Learning Aims
-Develop their listening skills through comprehending and analyzing a conversation between old
friends.
-Develop their social skills (taking turns) and improve on their creative skills by inventing
expressions with the language learnt during the lesson
Language Focus
R
E
V
N
E
W
Ask somebody out
Plan a date
Eat something afterwards
Asking politely
Making suggestions
What time WOULD you like
to meet?
SHALL we go to the movies?

Materials
-Course book page Page 26, Listening 5, computer and speakers
Pictures of familiar places for them to guess
Worksheet made and adapted from the coursebook, page 26, Listening 5

PRÁCTICA DOCENTE III 24 CLASES EN 1 WORD (5).pdf

PRÁCTICA DOCENTE III 24 CLASES EN 1 WORD (5).pdf

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