Lesson Plan Secondary School Practicum Class 3

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia
Lesson plan – Secondary School
Topic: “The Twa Sisters of Binnorie”
Students’ level: elementary
Age: 14-15 years old
Number of students: 15
Duration of each lesson: 120 minutes
ALUMNO RESIDENTE:
Período de Práctica: tercer ciclo- Secundaria
Institución Educativa: Escuela de Educación Media “Don Jaime de Nevares”
Dirección: Cerro Belvedere 472 – Villa La Angostura
Sala / Grado / Año - sección: 2do and 3er año (agrupados por nivel)
Cantidad de alumnos: 15
Nivel lingüístico del curso: principiantes
Tipo de Planificación: clase
Unidad Temática: “The Twa Sisters of Binnorie”
Clase Nº: 3
Fecha: 14/10/2017
Hora: 11- 13 hs.
Duración de la clase: 120 minutos
 Teaching points:
 Revision of past simple (regular and irregular verbs)
 Revision of past simple (interrogative, negative and affirmative forms)
 New lexis in The Twa Sisters of Binnorie
 Scottish culture: How was the 17th century?

2.  Teaching approach: The lesson is based on the Communicative Language
Teaching (CLT). Students are expected to infer the rules of the target
language and learn new vocabulary by means of listening, reading and
using it in communicative activities and in context. The lesson was also
planned in order to develop students´ language awareness.
 Integration of skills: in this lesson plan, students’ listening and reading
skills are integrated through the teacher’s talk about the topic using the
target language and through students’ interaction with the teacher and
among them. Also, a song video will be used to expose students’ to the L2
and to develop listening, reading and speaking skills through suitable
tasks.
 Materials and resources: ball, papers, candies, photographs
(presentation), TV, laptop, a video from YouTube, photocopies with
activities, dictionaries, mobile phones, map
 Seating arrangement: During the lessons the students will be sitting
individually in a horseshoe to foster collaborative work and engagement.
 Cooperative work: The whole lesson demands cooperative work because
the T will guide the students through questions in order to promote
language awareness. Therefore, the students will be expected to
participate actively. There is a group activity that enhances collaborative
work.
 Potential problems students may have with the language: In order to
minimize difficulties students may find while the T uses the target
language, different classroom management strategies will be applied: the

3. lesson is carefully planned, timing is controlled to be efficiently used, the
visual and auditory input is chosen to facilitate learning, activities will be
modeled and more examples will be given in case difficulties arose.
Miming will be also used.
Routine 5’:
I get into the classroom and greet students: “Hello everyone! How are you?” It
is expected that the students answer: “Fine!” “Very well, and you?”
I remember their names so they do not need to stick their names on the desks.
Then I say: “Today I have brought an interesting theme to work with! So, let´s
work guys!”
Warm up 10´:
Purpose: to get students into the mood for work, to establish rapport, to review
Past Simple playing a game.
I present a paper ball which will be wrapped with several pieces of paper around
it. I make a question: “What did you do last Saturday?” First, I say what I did so
as to demonstrate the game. “For example, I played tennis with my daughter.
After telling what I did, I throw the ball to a student who will have to remember
my sentence and then he/she will add a sentence of her/his own. For example,
the student will say: The teacher/Jimena played tennis with her daughter. I
visited my grandma. Then, if the student remembers what the previous
example/sentence was, he/she takes off one piece of paper and he will find a
candy as a little present for him. After that, the student throws the ball to a
partner and the game starts again. You have to remember the previous
sentences. Alright? Can you explain me what you have to do?” It is expected
that one of the students explains me how the game is. “OK, are you ready? Let´s
play!” I throw the ball and the game starts.
Transition comment: Well, now we are going to work with a ballad/song which
tells a story of love, revenge and tragedy. Let´s know a bit more about this
ballad!

4. Presentation 20´:
Purpose: to introduce the theme of the lesson, to expose the learners to
language, to deepen their knowledge about the Scottish culture, to review Past
Simple (affirmative, negative and interrogative), to expand the learners lexis.
I write the word JEALOUSY on the board and elicit from the students a
definition. In case they do not know the meaning of the word we can work with
dictionaries. As an alternative, I write a statement on the board for students to
complete:
“I am jealous when …”
In case the students do not participate, I´ll encourage them using some
questions and presenting some situations similar to those of the ballad:
When you do not receive attention, how do you feel? Are you happy/sad/angry?
Suppose your sister/brother always receives more presents, or more attention,
or always invites lots of friends at home and you feel that you can´t. How would
you feel?
I´ll write on the board the students´definiton of JEALOUSY.
Then, I present a photograph of The Twa Sisters of Binnorie and I ask: “Who are
the people in the photograph? How do you think that the woman in blue feels?
And the other woman? What kind of relationship do you imagine between them?
It is expected that the students answer the questions using their imagination.
Maybe they guess the relationship between the characters or maybe not. We
use the answers as predictions. I´ll write their answers on the board. Then, when
reading the ballad, they´ll know if their predictions were true or not.

5. I also explain that in the past, in Scotland, like in other parts of the world and
other cultures, when there were two or more sisters in a family, the youngest
had to wait for the eldest to get married before they could marry.
We also discuss older concepts of beauty through the ages as portrayed in the
ballad. I ask: “Look at the photograph, the man looks very interested in the lady
in green. What is she like? Is she different from the other lady?” I elicit from the
students some conclusions about the concept of beauty that allude to hair and
skin colour.
Transition comment: “Ok, now it´s reading time! We are going to read the ballad
and we may discover some of the feelings and concepts that we have discussed
with the photograph. Alright? Let´s read the ballad!”
Development 75’:
 Activity 1 – 60’:
Purpose: to develop reading skills, to expand the learners’ vocabulary, to
expose the students to Scottish culture.
 Before reading period: Working with vocabulary
1. Classify the words in the table below into objects, actions, people, and
places.
2. The students, in pairs, look up the meanings of a set of words assigned
by the teacher. They also can listen to the pronunciation of these words in
a Whatsapp group created by the teacher. Then, in groups of four, they
present their set of words (meaning and pronunciation) to the rest of the
class.

6. Note:The group that dealswiththe word:Lilyhand,will explainthatthistermisrelatedtothe old
conceptsof beauty.Lilyisa white flower,soherhandissoftand white asa flower.
 While reading period:
I hand out some copies with the text of the ballad to the students. Then, I
prepare the classroom environment for the reading time (some background
music, some photographs on the board to aid comprehension). I ask the
students for attention while I read, since they have to choose a tittle for the
ballad. “Pay attention to the lyrics!! Later, you will have to choose a title”.
I start reading the ballad to the students while walking around the classroom
and making eye contact with the students. I show enthusiasm and make
strategic pauses for suspense. I remark the pronunciation of “-d” in past
tense. Also, during the reading, I´ll point to the different photographs to help
the learners to understand the ballad. When I finish reading I present the
possible titles:
 “The Cruel Sister” “Dying for Love and Hate” “Revenge after revenge”
“The Twa Sisters of
Binnorie”
1 There were twa sisters sat in a
bow'r;
2 (Binnorie, O Binnorie!)
3 A knight cam' there, a noble
wooer,
4 By the bonny mill-dams o'
Binnorie.
5 He courted the eldest wi' glove
and ring,
6 (Binnorie, O Binnorie!)
7 But he lo'ed the youngest aboon a'
thing,
8 By the bonny mill-dams o'
Binnorie.
9 The eldest she was vexed sair,
10 (Binnorie, O Binnorie!)
11 And sair envìed her sister fair,
12 By the bonny mill-dams o'
Binnorie.
13Upon a morning fair and clear,
14 (Binnorie, O Binnorie !)
15She cried upon her sister dear,
16 By the bonny mill-dams o'
Binnorie.
17`O sister, sister, tak' my hand,'
18 (Binnorie, O Binnorie!)
19`And let's go down to the river-
strand,'
20 By the bonny mill-dams o'
Binnorie.
21She's ta'en her by the lily hand,
22 (Binnorie, O Binnorie!)
23And down they went to the river-
strand
24 By the bonny mill-dams o'
Binnorie.

7. 25The youngest stood upon a stane,
26 (Binnorie, O Binnorie!)
27The eldest cam' and pushed her
in,
28 By the bonny mill-dams o'
Binnorie.
29'O sister, sister, reach your hand!'
30 (Binnorie, O Binnorie!)
31'And ye sall be heir o' half my
land'--
32 By the bonny mill-dams o'
Binnorie.
33'O sister, reach me but your
glove!'
34 (Binnorie, O Binnorie!)
35'And sweet William sall be your
love'--
36 By the bonny mill-dams o'
Binnorie.
37Sometimes she sank, sometimes
she swam,
38 (Binnorie, O Binnorie!)
39Till she cam' to the mouth o' yon
mill-dam,
40 By the bonny mill-dams o'
Binnorie
41Out then cam' the miller's son
42 (Binnorie, O Binnorie!)
43And saw the fair maid swimmin'
in,
44 By the bonny mill-dams o'
Binnorie.
45'O father, father, draw your dam!'
46 (Binnorie, O Binnorie!)
47'There's either a mermaid or a
swan,'
48 By the bonny mill-dams o'
Binnorie.
49The miller quickly drew the dam,
50 (Binnorie, O Binnorie!)
51And there he found a drown'd
womàn,
52 By the bonny mill-dams o'
Binnorie.
53Round about her middle sma'
54 (Binnorie, O Binnorie!)
55There went a gouden girdle bra'
56 By the bonny mill-dams o'
Binnorie.
57All amang her yellow hair
58 (Binnorie, O Binnorie!)
59A string o' pearls was twisted
rare,
60 By the bonny mill-dams o'
Binnorie.
61On her fingers lily-white,
62 (Binnorie, O Binnorie!)
63The jewel-rings were shining
bright,
64 By the bonny mill-dams o'
Binnorie.
65And by there cam' a harper fine,
66 (Binnorie, O Binnorie!)
67Harpèd to nobles when they dine,
68 By the bonny mill-dams o'
Binnorie.
69And when he looked that lady on,
70 (Binnorie, O Binnorie!)
71 He sigh'd and made a heavy
moan,
72 By the bonny mill-dams o'
Binnorie.
73He's ta'en three locks o' her
yellow hair,
74 (Binnorie, O Binnorie!)
75And wi' them strung his harp sae
rare,
76 By the bonny mill-dams o'
Binnorie.
77He went into her father's hall,
78 (Binnorie, O Binnorie!)

8. 79And played his harp before them
all,
80 By the bonny mill-dams o'
Binnorie.
81And sune the harp sang loud and
clear,
82 (Binnorie, O Binnorie!)
83`Fareweel, my father and mither
dear!'
84 By the bonny mill-dams o'
Binnorie.
85And next when the harp began to
sing,
86 (Binnorie, O Binnorie!)
87'Twas 'Fareweel, sweetheart!' said
the string,
88 By the bonny mill-dams o'
Binnorie.
89And then as plain as plain could
be,
90 (Binnorie, O Binnorie!)
91'There sits my sister wha
drownèd me!
92 By the bonny mill-dams o'
Binnorie.'
Photographs to aidcomprehensionwhile readingthe ballad
After reading activity:

9. 1. Answer these questions:
- Whatdid the elder sister do? Why?
- Did the knightlove the elder sister?
- Who found the body?
- Whatdid the harper do with the younger sister´s hair?
- Whathappened at the end of the ballad?
2. Identify the past tense verbsin the balladand circle them. How many regular verbs
did you find? AndIrregular ones?
3. Imagine a phone conversation was possible between the youngersister (YS) and the
eldest sister (ES). Put the verbs into the simple past.
YS: Hey! I 1 (be) thinking maybe we 2 (can)
go to the river tomorrow…..
ES: Oh, really? It 3 (rain) yesterday. Maybe tomorrow it´ll be
horrible too…Did you check the weather forecast?
YS: Oh, I 4 (past auxiliary).It´ll be a clear day. Do you wanna go?
Earlier today, I 5 (make) sandwiches for a picnic, too.
ES: You´re so sweet! Ok, then. I 6 (do) my homework this
morning, so tomorrow we can go to the river.
Yesterday something really massive 7 (happen); you know the
knight? He 8 (ask) me out on a date and well he 9
(give) me a pair of gloves and ……Well, maybe I tell you the rest tomorrow!
Activity 2 – 15´:
I present a map to show Scotland so as to locate the students in case they do not know
where it is. I tell the students that the ballad was written in the 17th century. Then, while
listening to the ballad, the students may follow the lyrics.
https://www.youtube.com/watch?v=SlB_QPMUWmg
Closure 10´:
“Next class we´ll have a test. Remember to practise and study. The test will
consist of a short text for you to read and then answer some questions; and the
second exercise you have to complete a text using some verbs. We´ll be dealing
with Past Simple. Don´t forget, you have to study the verbs that we used! No
homework, just study! Do you have any doubt? Please, if you have doubts about
the test, ask me!

10. “See you next class! Bye”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources –
Learning styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations
Pay attentiontothe comments,pls.
Have a nice time!
Aure