The document provides a lesson plan for a 120 minute English class for 15 secondary students aged 14-15 who are at an elementary level. The first 60 minutes will involve a test to assess the students' understanding of the past simple tense. The remaining 60 minutes will involve games to relax the students after the test and informally assess their learning, including irregular verb bingo, running dictation, and matching verb pairs activities. The teacher's lesson plan component is rated excellently in most areas by the observer, with some minor advice provided around test activity order and accommodating different student pacing.

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia
Lesson plan – Secondary School
Topic: “Test”
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: “Test”
Clase Nº: 3
Fecha: 14/10/2017
Hora: 11- 13 hs.
Duración de la clase: 120 minutos
Lesson´s aims:
During this lesson I will assess the students in order to know how well they understood
and learnt the Past Simple Tense. The lesson was planned taking into account the time
devoted for the test (60 minutes) and then, they will play some games so as to relax
and relieve stress, considering the anxieties and tensions that the students may have
go through during the test. The games were also planned to informally assess the unit

2. developed during my practicum period. Therefore, I will observe their performance and
a,t the same time, I will collect a conceptual mark as well.
AIMS:
During the first part of the lesson:
 To formal assess the students through a test
 To measure the students’ understanding of specific content (the use of Past
Simple)
During the second part of the lesson:
 To relax and relieve stress after a test
 To get a conceptual mark (informal assessment)
 To keep working with reading, speaking and writing skills.
 To practise the past simple tense using the regular and irregular verbs
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?”
“Well, today we are having a test so let´s work on it and then we have some
games to relax, alright? Let´s work”
Presentation of the Test 5’:
I hand out the tests, and then I start reading the instructions so as to clarify
possible doubts.
“Ok, let´s read the test so you´ll understand what you have to do, alright?
Activity 1, Can you read , Ailen?” The student reads the instruction: “Read the
text and circle the verbs in PAST” “Ok, so you read the text and circle (I
demonstrate on the board) ONLY the verbs in PAST. Is it clear?”
Then, other student read the instruction 2 “Classify the verbs in PAST.
Which of them are regular? Which are irregular?” “Well, here you have to copy
the verbs (those which you have circled in the text) in the right column
Irregular/regular, ok?” “And last but not least, you have to answer some
questions about the text. Remember to read the text so many times as you need

3. to find the answer, alright? Ok, let´s focus on the test! You have 60 minutes to
complete the test. Good Luck to everyone!”
Development of the test 60’:
Test
Name:
1. Read the text and circle the verbs in PAST.
Ben’s day.
When I woke up this morning, I found my dog, Fox, waiting for me. He wanted to go for a
walk. I was too hungry, so first I had breakfast. I had a glass of milk and a piece of toast.
Then I washed my teeth and put on a track-suit and a heavy coat, because it was really
cold outside. Fox was already impatient. We both went out, and walked to the park near
home. He ran and jumped, and pursued some passers-by. He also destroyed some pieces
of furniture somebody left on the road. I sat on a bench all the time. When my hands
were frozen, I decided it was time to go back home. Fox didn’t want to, but I pulled hard
and I managed to take him back. When we arrived at the front door, I realized I didn’t
have my keys with me, so we stayed out in the cold for more than an hour! Fox was
happy, but I was late for work!
2. Classify the verbs in PAST. Which of them are regular? Which are irregular?
Regular Verbs Irregular Verbs
3.Answer the questions:
a. Who was happy to stay outside?
b. What did Ben do in the park?
c. What did Fox do in the park?
d. What did Ben have for breakfast?

4. e. What was the weather like?
f. Was Fox impatient?
g. When did Ben decide it was time to go home?
h. Did Ben put on a track-suit and a heavy coat?
i. Did Ben have for breakfast coffee and cake?
Games to play after the test 50´:
 Irregular Verbs Bingo 20´
Purpose: To practice the studied irregular verbs, to develop speaking skills
and to train memory
Students are given bingo cards with irregular past simple verbs. The
teacher calls out the base form of a verb and the students have to say the
past simple form before marking it on their cards. As soon as a student
has marked all the verbs on the card he shouts “BINGO!”
Note:I´ll prepare several bingocardsusingotherverbs:chose,left,slept,made,spoke,
ate,told,felt,bought,gave,took,came, ran,drink andbegan.
 Running dictation 15´:
Purpose: To practice reading, speaking and writing skills. To train memory
and have fun
BINGO
had brok
e
read
got took woke up
wrote went put

5. I choose some short passages and make several copies. I stick them on
the classroom´s walls. I put the students in small groups. The aim is for
one of the students in each group to run to read the passage on the wall.
They remember some of the passage and run back to their partner. They
quietly dictate what they remembered to their partner, who writes it
down. They then swap roles. Over several turns they will build the whole
passage. This means they really do have to run back and forth because
students will only remember three or four words at a time. The winning
group is the team that finishes first - although you need to check for
mistakes.
Passages:
1. William Shakespeare was born in Stratford on April 23rd, 1564. His
father, John Shakespeare, was an important man in the town. When
he was eighteen, William married Anne Hathaway in Stratford but he
didn’t want to stay there. He wanted to be an actor and the best
theatres were in London.
2. In 1587, William Shakespeare went to London, where he worked as an
actor in a theatre called The Rose. He began to write plays for the
actors. He wrote Romeo and Juliet, Julius Caesar, Richard II,
Antony and Cleopatra and many more. Everyone liked his plays, and he
became famous.
3. When James I became king in 1603, Shakespeare worked for him, and
performed his plays for the King and his friends. He also worked at the
famous Globe Theatre. This play presented his last play, Henry VIII.
There was a gun in this play, and the fire from the gun burned the
theatre down.
4. Shakespeare died at the age of fifty-two on 23rd
April 1616 and Anne
in 1623. Their daughter Susanna married John Hall, a doctor and New
Place was left to their daughter Elizabeth, who married twice, but
never had any children. So Shakespeare's direct line came to an end
with her death in 1670.
 Matching pairs 15´:

6. Purpose: To train memory while practising the verbs in past simple. To
develop speaking skills. To practice the affirmative, negative and
interrogative forms
I create a set of cards with present simple verbs and a set with the past
simple form of the same verbs. The sets are mixed together and placed
face down on the desk. Students take turns to turn over two cards. If the
two cards match i.e. both forms of the same verb, the student has to
make a sentence (affirmative, negative or a question) with the past
simple form before he/she can keep the cards. The student has to roll a
dice which will determine what kind of sentence he/she has to say. If they
cannot make a correct sentence, the cards are turn over and it is the next
player´s turn. The student with the most cards at the end of the game is
the winner.
Note: The sets of cards include regular verbs (play, study, cook, visit, stay, listen, talk,
and marry.) and irregular verbs (begin, speak, make, write, tell, take, read, break, wake
up, have, give and go)
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
Good job!!!Dofollow mypiece of advice asregardsthe order of the activitiesinthe
test.You shouldalwaysfocusonmeaningandcomprehensionfirst.
Thinkof fast finishers. Whatwill theydo?And,onthe contrary, whatif some
studentsneedmore time?

7. Have a nice time!
Aure