Rodriguez lesson plans

I.F.D.C. LENGUASVIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Rodriguez Luis
Período de Práctica: Secundaria
Institución Educativa: C.P.E.M nº14
Dirección:
Sala / Grado / Año - sección: 4to B
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes (Elementary)
Tipo de Planificación: clase
Unidad Temática: “the future”
Clase Nº: 1
Fecha: 01/11/16
Hora: 17:40
Duración de la clase: 80’
Fecha de primera entrega: 28/10/16
• Teaching points:
 Numbers; cardinal, ordinal, dates.
 Will/will not (won’t)
• Aims : During this lesson, learners will be able to…
- Develop cognitively by speculating about the future.
- Develop their listening skillsby dealing with audio about the topic.
- Develop their reading and writing skills.
- Develop communicative and social skillsthrough short oral exchanges of information.
- • Language focus:
Lexis Function Structure Pronunciation
Revision Hello, verygood,
excellent, bye bye,
yes, no.
Greeting,
Congratulating.
Present simple;
S+V+O
/ɦ/ How
New Numbers:
“Ordinal and
cardinal numbers,
dates, distances,
etc.”
Verbs: “bring,
Become, Permit,
Replace, Reach,
own, include,
need, cause”
Predicting future
social characteristics
and scenarios.
Telling about future
personal activities.
S + will/won’t +
Verb.
Wh + will + S + V?
/W/ will
Stressing on the
structure;
I will visit
I won’t visit
• Teaching approach: The lesson is based on the Communicative Approach and CLIL. I will also try to address
different learning styles and multiple intelligences by offering students varied activities ranging from listening
to the teacher in acontextualized way and participating actively during the class, reinforced with visual
assistance.
Comentado [A1]: “Beginners” and “Elementary” are two
different levels. Which do you think corresponds to these students?
Comentado [A2]: Check phoneme

• Materials and resources: a blackboard, computers.
Pedagogical use of ICT in class: Students’ computers will be used during the lesson. Videos will be used to
support the presentation and exposure of the students to the teaching point and to recycle previously dealt
vocabulary. https://www.youtube.com/watch?v=DznOBC5v0KM
https://www.youtube.com/watch?v=WKpApBdZIas
I will take the downloaded videos with me in case there is no internet connection.
Students will also work with their computers in order for them to get used to text processors and
different computer functions.
I will also ask Ssto log on to the internet at home to play an online game related to the topic
https://learnenglishkids.britishcouncil.org/en/grammar-practice/will-future-predictions
• Seating arrangement: Students will be sitting asthey usually do; in groups of 3 or 4 members. However,
they will work in pairs at some point during the lesson.
• Cooperative work: learners will work together, they will help each other to discover, remember or learn the
new and previous vocabulary. They may have previous knowledge on some of the vocabulary and may be
willing to share this knowledge with the rest.
 Possible problems / difficulties and their possible solutions during the class: students may get nervous
or anxious as they are not used to be watched by another teacher, they may not be comfortable with a
video camera in the classroom, despite the fact it will not be aimed at recording them. During the
activities they may not be comfortable or confident to participate. I will respect their time to process and
to gain some confidence and I will not push them to answer. If necessary, some concepts they may want
to express but they may not be able to do so in the target language may be expressed in L1
• Potential problems students may have with the language: They may not understand the vocabulary at
first; I will help by pointing, repeating and modelling slowly. They may have problems with the pronunciation
of certain sounds, in which case I will repeat slowly and show the position of the tongue, lips, etc. They may
also have problems understanding instructions, in which case I will model the activity by performing it myself.
• Assessment: what will be assessed and how: Observation of their evolvement and performance, and
keeping a record of their assets and difficulties.
Routine: 2’
Purpose: to start the lesson, get students into the mood for work, establish rapport.
I’ll getinto the classroom and greet students as I wave my hands: “Hello! How are you today?” EA: “Hello!”
Transition: “Ok. Sit down” How was the weekend? Fine? Who is missing?
After a short exchange of information, I will start to develop the class
Warm-up5’:
Eliminado: to
Eliminado: and
Eliminado: cannot
Eliminado: it

I will display the image for them to see, this will help me to set part of the context.
I will ask: “What date is it today?
Then, what isthe time? What class is this?
How many are you?
How old are you? And you? (Looking at different students)
What is your lucky number? And yours?”
I will write the numbers on the board for them to see.
Transition:
“Ok, so… (Pointing to the board) we are surrounded by numbers. The world isfull of numbers let’s see what
can we say with numbers.
Presentation 7’:
Purpose: to introduce the topic and the teaching points
“Let’s see…
Comentado [A3]: Word order
We can say..

Now answer the following questions
What is your house number?
How much money do you have with you?
How many hours do you sleep at night?
What is the price of one kilo of bread?
How much time do you spend on social networks?
How far is Neuquén? And San Martin de los Andes?
What year were you born?
In what position did Argentina finished in the last world cup?
In what year will you be 20 years old?
When will the next football world cup be?
Transition 5’: “Well done! Look at this number
20/ 11/ 2045
What is it? A date? Now? Or the future?
Ok.
How do you imagine the future? Better? Worse? Why? In what ways?
Brainstorm
Development:
Activity 1 - 10’
Look at the picture, where are they?
Comentado [A4]: Language
Comentado [A5]: When

Listen to their conversation, are they positive or negative about the future? Do they agree? Why? Why not?
Transition 2’: how will be the world in 2045?
Activity 2 10’
Read the following text about the future
Do you agree with the text?
Comentado [A6]: Source? Script?
Comentado [A7]: Before getting them toread, you can work on
the picture and the title, soas to elicit some predictions and then
check those predictions whilereading.

Back to the Future, again...2045: In another 30 years we'll have 'talking'
buildings, self-driving planes but will return to using pens and paper
By VICTORIA WOOLLASTON FORMAILONLINE
PUBLISHED: 09:53 GMT, 21 October 2015 | UPDATED: 12:45 GMT, 21 October 2015
As the world celebrates Back to the Future day, futurologists are already making
predictions about howwe will travel, work and live in the next 30 years.
By 2045, they predict 'talking' buildings, windows being replaced by augmented reality
screens and self-healing, self-driving planes.
But it won't be a fully autonomous society.
Will the future bring only good things? Or will it become a difficult place to live?
By the middle of the century , Dr Pearson believ es buildings will have artificial intelligence 'personalities'
and will be able to 'talk' to people.
Homes and offices will collect and process data from v arious sensors to tell when they need repairs or
when the heating needs to be turned on.
As a result, there won’t be switches and manual controls. Buildings will be made from translucent
concrete plastics and shape-changing materials that can heal themselv es in 2045, and the builders will
have super-strength exoskeletons creating half-man, half-machine workers.
These machines will look similar to the exoskeleton used by Ellen Ripley , play ed by Sigourney Weav er, in
Aliens.
As architects race to dev elop the world's tallest buildings, Dr Pearson said there will be a need
for new kinds of elev ators taking adv antage of magnetic coupling and propulsion sy stems.
By mid-century , Dr Pearson believ es buildings will be miles tall and some may be so big that their
capacity will permit them to function as small cities in their own right. As these building rise through the
clouds, augmented reality virtual screens will replace windows so people can choose any v iew they like.
Building cleanliness will be enhanced by sterilisation using UV and ionising technologies, and there will
even be laser-based insect exterminating, Dr Pearson continued. Howev er, lack of exposure to pathogens
will cause more allergies.
Planes will become smarter and may ev en become autonomous. He believ es that adv ances in
software will make pilots obsolete in 2045 and flying will become a hobby rather than a profession - the
same way we ride horses for fun rather than transport today . Planes of 2045 will break the sound barrier
multiple times ov er and result in a London-Sy dney flight taking less than one hour. 'Jet engines will reach
new heights in efficiency, making flying cheaper and more accessible to the masses
Back to the Future incorrectly predicted that by 2015 we will all have flying cars, but this could finally
become a reality by 2045. 'People will consider the use of petroleum-based gasoline primitiv e, if not

illegal, and sustainable biofuels will emerge as a clean alternativ e,' said Mr Bendemra. On the subject of
transport, Dr Pearson added that self-driv ing cars and trucks will be common by 2045 and people won’t
own their cars. Roads will include inductiv e electrics to power and propel self-driv ing cars and pods, and
'linear induction bicy cle lanes' will do the same for bikes. 'Fitter cyclists can still power themselv es when
they want, but hav ing assistance av ailable as required, especially on hills, will make cy cling a more
popular alternativ e.'
Howev er, these roads and bike lanes may become redundant as people won’t need to trav el to the office
thanks to breakthroughs in communications. Communication technology was one of the predictions that
Back to the Future Part II made correctly . It will be possible to control machines through brain control.'
There could ev en be an 'economic, social and env ironmental apocaly pse.'
'May be we will return to ev olutionary rather than rev olutionary change and the technologies we hav e now
will still be around – much faster and more sophisticated of course.
'Or may be some combination of economic, social and env ironmental apocaly pse will cause the collapse
of existing infrastructure and telecommunications will be back to pencil and paper or something ev en
more primitiv e.'
Read more: http://www.dailymail.co.uk/sciencetech/article-3282480/Back-Future-2045-30-years-ll-talking-buildings-self-driving-
planes-return-using-pens-paper.html#ixzz4MuTPOjVf
Follow us: @MailOnlineon Twitter | DailyMail onFacebook
Activity 35’
Match the imageswith the paragraphs

http://www.dailymail.co.uk/sciencetech/article-3282480/Back-Future-
2045-30-years-ll-talking-buildings-self-driving-planes-return-using-pens-
paper.html

Activity 4 10’
True or false
 In the future your house will talk to you.
 Windows will be TVs.
 Robots will construct buildings.
 Everything the movie “Back to the Future” predicts will happen.
 We will sufferfrom more allergies.
 Planes will be faster but more expensive.
 People won’t use bikes for exercise.
 We will control machines withthe brain.
 Technology we have now won’t exist.
 People won’t go to work anymore.
Correct the false ones.
Activity 5 15’
Language awareness and practice
Look at the words in bold and complete the rules
We use ………………./…………….. +Verb (infinitive), to make a prediction
about the future.
Make predictions with the words in the boxes, and will and won’t.
Compare your ideas with your partner.
Eliminado: b
Eliminado: f
Comentado [A8]: Which?

Do you agree with your partner?
We make questions with ……………….. +Subject+Verb (infinitive) to ask
about a future situation
Order the words to make questions
will / where / you / live / when you’re older?

Where will you live when you’re older?
have / how many / children / you / will?
you / be a millionaire / will?
will / do / job / what / you?
be in Alumine/ will / you / in 20 years?
you / when / will / leavehome?
Ask yourpartner the previous questions.
Activity 6 10’
Let’s watch a videoabout visions of future
https://www.youtube.com/watch?v=DznOBC5v0KM
The video displays 5differentvisions of the future
Which one is similarto yours?
Why?
How do you think Alumine willbe like in 50years?
Make predictions using will orwon’t.
Transition:
That was great, everyone.
Nice job!
Closure – 5’:
Homework.
Transition: what will you do next weekend?
Role-play
In pairs, imagineyou wantto do something togetherthis weekend
Comentado [A9]: The video is really interesting, and it is a
valuable authentic material. But will learners be able tocope withit
at once? You will haveto scaffold their understanding. For instance,
you may have the names of the fivedifferent visions writtenon
strips of paper and displayed on the board, for students toput in
order whilelistening. This is just an idea, but the truthis that ifthey
are beginners or elementary students they might get stuck and feel
frustrated, and you should avoid that.
Comentado [A10]: ?

Find out whatyour partner will do this weekend.
Make questions with willand won’t
Agree on something to do.
*Film the dialoguewith yourcomputers
*depending on the time availablethis activity may be partof
homework
Game:
Log on to the following page and play the games in it
https://learnenglishkids.britishcouncil.org/en/grammar-practice/will-
future-predictions
Transition:“Oh, look at the time, it’stime to go”
Ending 5’
Before leaving I will say goodbye. “We have to go… see you next class, see you tomorrow”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Learning aims x
Variety of resources
– Learning styles
x
Stagesand activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Eliminado: will
Eliminado: ?
Comentado [A11]: Language
Con formato: Inglés (Estados Unidos)
Comentado [A12]: They need some structures to carry out this
language function. You should provide them, and an example would
be great.

Observations Minimum score:21 / 35
Score: __22__ /35 = 6.5
Dear Luis,
Interesting lesson!Payattention to our comments. We hope theyhelp you improve certain
aspects of this and further lessons.
Remember to include all the resources you are planning to use.
Have a nice lesson!
Your tutors
Dirección:
Nivel lingüístico del curso: Principiantes (Elementary)
Clase Nº: 2
Fecha: 02/11/16
Hora: 16:55 a 17:35
 Promises and predictions (possible outcomes based on present conditions).
 First conditional (If + Present simple + will/won’t )
• Aims: During this lesson, learners will be able to…
- Develop cognitively by speculation about the future based on current conditions.
- Develop their writing skills.
- Develop language awareness
- Develop communicative and social skillsthrough short oral exchanges of information. .
- Develop listening skill by listening to a song related to the grammatical structure.
Comentado [A13]: See comment on previous lesson plan.

excellent, bye
bye, yes, no.
Verbs: “bring,
Become, Permit,
Replace, Reach,
own, include,
need, cause”
Everyday verbs;
go, fell in love,
study, pass, visit,
wash, travel, etc
Predicting future
social
characteristics and
scenarios.
Present simple;
S+V+O
S + will/won’t +
Verb.
Wh + will + S + V?
/ɦ/ How
/W/ will
Stressing on
the structure;
I will visit
I won’t visit
New To be stuck ,To
find out, Toss and
turn, To count on
someone
Predicting possible
future outcomes
based on present
conditions.
Making Promises
If+ Present
simple +
Will/won’t +
infinitive.
/ɜː/ Turn
/ɪ/ If
• Teaching approach: The lesson is based on the Communicative Approach and PPP. I will also try to address
assistance.
Pedagogical use of ICT in class: Students’ computers will be used during the lesson. A video will be used to
support the presentation and exposure of the students to the teaching point.
https://www.youtube.com/watch?v=4JNtAtGGNRU
I will take the downloaded video with me in case there is no internet connection.
they will work in pairs some point during the lesson.
to gain some confidence and I will not push them to answer. If necessary some concepts they may want
to express but cannot do it in the target language may be expressed in L1
Eliminado: to record
Eliminado: and

Routine: 2’
Transition: “Ok. Sit down” iseverything ok? Fine? Who is missing?
Warm-up7’:
I will ask: “do you like pop music? EA: yes/ no/ it depens.
Do you know Bruno Mars? EA: yes/ no
Do you like his music?
Transition 2’:What do you think the song “Count on me” is about? Will it be a happy song? Sad?
Romantic?
Brainstorm possible answers
Presentation 4’:
“Let’s listen to the song and check if your predictions were correct.
Eliminado: c
Comentado [A14]: You should work on the meaning of this
expression.

“Count on me” by Bruno Mars
If you ever find yourself stuck in the middle of the sea,
I'll sail the world to find you
If you ever find yourself lost in the dark and you can't see,
I'll be the light to guide you
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
You'll be there
'Cause that's what friends are supposed to do, oh yeah
Whoa, whoa
Oh, oh
Yeah, yeah
If you tossin' and you're turnin' and you just can't fall asleep
I'll sing a song
Beside you
And if you ever forget how much you really mean to me
Everyday I will
Remind you
Ooh
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I'll be there
You'll be there

Oh, oh
Yeah, yeah
You'll always have my shoulder when you cry
I'll never let go
Never say goodbye
You know you can
Count on me like one two three
I'll be there
And you'll be there
Oh, oh
You can count on me 'cause I can count on you
Transition 1’: “Well done! Do you like the song? Why? EA: yes/ no,
Development20’:
Activity 1 - 7’
Listenagain and match the halves of the sentences.
1. If you ever find yourself stuck in the middle of the sea
2. If you ever find yourself lost in the dark and you can't see
3. Find out what we're made of
4. You can count on me like one, two, three,
(And I know when I need it)
5. I can count on you like four, three, two, and
('Cause that's what friends are supposed to do,)
a. I'll be the light to guide you
b. When we are called to help our friends in need
c. I'll sing a song beside you
d. I'll be there
()
e. I'll sail the world to find you
()

6. If you're tossin' and you're turnin' and you just can't fall asleep
7. And if you ever forget how much you really mean to me
f. You'll be there
g. Everyday I will remind you
Transition:Plenary
Activity 2 3’
Match the expressions withtheir meaning
1. To be stuck
2. To find out
3. Toss and turn
4. To count on someone
a. To be unable to sleep
b. To discover something
c. To expect that someone will do something for you
d. To be trapped and unable to move.
Transition: Plenary
“Ok we see there are two parts, one condition and one consequence, right? How are they formed?
Activity 5 10’
Look at exercise one and complete the rules
We use the first conditional to talk abouta condition in the presentand
the future consequenceof it.
We describe the …………………………… (condition/consequence) with
If + presentsimple
We describe the …………………………..(condition/consequence) with
Will/won’t+infinitive.
Choose the correct form of the verbs to make conditional sentences
1. If you study/will study for the exam, you pass/will pass it.
2. If you practise/will practise a lot, you play/ will play better
Comentado [A15]: You may work on one special sentence, so
that it becomes clearer.
Eliminado: c
Eliminado: c

3. You have/will have free time at the weekend, if you do/will do your
homework on Friday.
4. My motherbe/will be happy if I get/will geta 10 in maths
5. If I save/will save money, I travel/will travel to another country
after school.
Complete the following sentences withyour own ideas
1. Our teacherwill be happy…
2. If I become rich and famous…
3. If itis sunny at the weekend…
Transition: Plenary
Nice job!
Closure – 10’:
Transition: what will you do if you finish school early today?
Roleplay:
Ask and answer first conditional questions
Comentado [A16]: Is it a roleplay activity? Or just a speaking
one?
What about the column that says “not”?

Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x

Class. management
strategies
x
Language accuracy x
Score: _21___ /35 = 6
Dear Luis,
Working with a song is a greatidea. Well done! Theywill reallyenjoyit. Youshould thinkof
teaching strategies to deal with vocabulary. Youincluded an activitythat focuses on some
vocabularyitems,but you shouldn´ttake for grantedthat learners will understand the
sentences, for instance.Thus, you shouldhave some strategies in mind to put into practice to
help theyfulfil the task(s).
What will theyuse their computers for? It is not clear. Will theywatch the videos on their
computers? Do theyhave headphones?
Hope you can benefit from our comments and suggestions. Do your bestto scaffoldtheir
learning experience andencourage them to use the target language as much as possible. Take
into account theyneed a lotof exposure and practice.
Best,
Your tutors
Dirección:
Nivel lingüístico del curso: Elementary
Clase Nº: 1
Fecha: 02/11/16
Hora: 17:40
 Will/will not (won’t)
• Aims : During this lesson, learners will be able to…

- Develop cognitively by speculating about the future.
- Develop their listening skillsby dealing with audio about the topic.
- Develop their reading and writing skills.
excellent, bye bye,
yes, no.
Greeting,
Congratulating.
Present simple;
S+V+O
/h/ How
New Numbers:
“Ordinal and
cardinal numbers,
dates, distances,
etc.”
Verbs: “bring,
Become, Permit,
Replace, Reach,
own, include,
need, cause”
Predicting future
social characteristics
and scenarios.
S + will/won’t +
Verb.
Wh + will + S + V?
/W/ will
Stressing on the
structure;
I will visit
I won’t visit
• Teaching approach: The lesson is based on the Communicative Approach and CLIL. I will also try to address
assistance.
Pedagogical use of ICT in class: Students’ computers will be used during the lesson. Videos will be used to
support the presentation and exposure of the students to the teaching point and to recycle previously dealt
vocabulary.
https://www.youtube.com/watch?v=WKpApBdZIas
I will take the downloaded videos with me in case there is no internet connection.
I will also ask Ssto log on to the internet at home to play an online game related to the topic
https://learnenglishkids.britishcouncil.org/en/grammar-practice/will-future-predictions
Comentado [A17]: In this lesson, you haven´t included any
videos and students are not asked to work on their computers.

to gain some confidence and I will not push them to answer. If necessary, some concepts they may want
to express but they may not able to do so in the target language may be expressed in L1
Routine: 2’
Transition: “Ok. Sit down”
remember what we did last class?
Brainstorm
Warm-up5’:
Activity 1 5’
Remember the text we read, what was it about?
Scan the text and tell me what you think the most shocking prediction about the future is.
Comentado [A18]: Will you use any kind of instrument to do so?
Eliminado: do
Eliminado: is

illegal, and sustainable biofuels will emerge as a clean alternativ e,' said Mr Bendemra. On the subject of
transport, Dr Pearson added that self-driv ing cars and trucks will be common by 2045 and people won’t
own their cars. Roads will include inductiv e electrics to power and propel self-driv ing cars and pods, and
'linear induction bicy cle lanes' will do the same for bikes. 'Fitter cyclists can still power themselv es when
they want, but hav ing assistance av ailable as required, especially on hills, will make cy cling a more
popular alternativ e.'
Howev er, these roads and bike lanes may become redundant as people won’t need to trav el to the office
thanks to breakthroughs in communications. Communication technology was one of the predictions that
Back to the Future Part II made correctly . It will be possible to control machines through brain control.'
There could ev en be an 'economic, social and env ironmental apocaly pse.'
'May be we will return to ev olutionary rather than rev olutionary change and the technologies we hav e now
will still be around – much faster and more sophisticated of course.
'Or may be some combination of economic, social and env ironmental apocaly pse will cause the collapse
of existing infrastructure and telecommunications will be back to pencil and paper or something ev en
more primitiv e.'
Read more: http://www.dailymail.co.uk/sciencetech/article-3282480/Back-Future-2045-30-years-ll-talking-buildings-self-driving-
planes-return-using-pens-paper.html#ixzz4MuTPOjVf
Follow us: @MailOnlineon Twitter | DailyMail onFacebook
http://www.dailymail.co.uk/sciencetech/article-3282480/Back-Future-
2045-30-years-ll-talking-buildings-self-driving-planes-return-using-pens-
paper.html
Development30’
Activity 1 7’
True or false
 In the future your house will talk to you.
 Windows will be TVs.
 Robots will construct buildings.
 Everything the movie “Back to the Future” predicts will happen.
 We will sufferfrom more allergies.
 Planes will be faster but more expensive.
 People won’t use bikes for exercise.
 We will control machines withthe brain.
 Technology we have now won’t exist.
 People won’t go to work anymore.
Correct the false ones.
Activity 2 5’
Comentado [A19]: Is this a worksheet? Will they have to copy
the sentences on their folders?
Comentado [A20]: Orally?

Do you rememberthe structure we worked on?
Look at the words in bold and complete the rules
about the future.
Let`s correct the predictions you wrote last class

Do you agree with your partner?
Transition: whatabout questions? How do you form them?
Activity 3 5’
Look at the words in bold and complete the rule
Order the words to make questions
will / where / you / live / when you’re older?
Where will you live when you’re older?
have / how many / children / you / will?
you / be a millionaire / will?
will / do / job / what / you?
be in Alumine/ will / you / in 20 years?
you / when / will / leavehome?
Ask yourpartner the previous questions.
Activity 6 10’
How do you think Alumine willbe like in 50years?
Make predictions using will orwon’t.
Transition:
Nice job!
Closure – 5’:
Transition: do you like online games?
Comentado [A21]: Is this a speaking/writing activity? Individual?
Not clear.

Homework: Game
Log on to the following page and play the games in it
https://learnenglishkids.britishcouncil.org/en/grammar-practice/will-
future-predictions
Ending
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __22__ /35 = 6.5
Dear Luis,
Take our comments into account for further lesson plans, please.
This was a special case,as you wanted to change the secondlesson after deliveringthe first one.
Remember we need time to check your work, and you need time to make the necessary
adjustments.
Best,
Your tutors
Comentado [A22]: Will you explain what the games are bout?
You should.

Dirección:
Unidad Temática: “Movement”
Clase Nº: 4
Fecha: 09/11/16
Hora: 16:55 a 17:35
 Description of activities.
 Review of: past continuous and preposition of movement
- Develop cognitively describing different activities using the structure proposed.
- Develop language awareness.
- Develop communicative and social skillsthrough short oral exchanges of information. .
- Develop listening skill by watching a video related to the grammatical structures.
- Review and practise previously dealt vocabulary and structures
excellent, bye
bye, yes, no.
Verbs: “climb,
cycle, fall, jump,
run, swim, walk,
hit and any
other action
verb that we had
seen on previous
lessons”.
Prepositions:”
across, around,
Describing actions
taking place in the
past.
Describing activities
and the actions
involved.
Past continuous:
S + Be(past) +
Verb(ing) and
S + Be(past) not +
Verb(ing)
Verb +
Preposition
/ŋ/ -ing
/θ/ Through
Comentado [A23]: 6/11/16
Eliminado: c

down, into, off,
over, through,
under, up”.
New Drive, hit
assistance.
https://www.youtube.com/watch?v=Z_XO4l5zMDI
video camera in the classroom, despite the fact it will not be aimed to recording them. During the
Routine: 2’
Comentado [A24]: In class? How??

Warm-up7’:
I will ask: “do you like doing sports? Yes? No? (Eliciting students answers).
What about the pictures, do you like these sports? What are they doing?
Brainstorm possible answers and write them on the board
Transition: now, what do you see in the following picture?
Comentado [A25]: Using a picture as a prompt for thewarm-up
stage is a nice idea. Try to think of different resources and teaching
strategies for further lessons.

What are the people doing? Where do you think they are going? Do you like motorbikes? Would you
like to travel by motorbike?
Presentation 5’:
“Do you know Ewan McGregor?
What do you think the connection between the motorbike and him is?
Read the first paragraph of the following text and tell me who he is And what he did.
Eliminado: is
Eliminado: ?
Eliminado: did
Eliminado: do?

A long way down
A few years ago Star Wars actor Ewan McGregor and his friend Charley
Boorman, beagn and incredibletrip from the UK to South Africaby
Motorbike. They started in Scotland in May and drove through 18
countries to arrive in Cape Town in August. They made a TV programe
called “Long way Down” with theircameraman Claudio.
Where is Cape town? Is it far from the UK?
Why did they call the program like that?
First, Ewan and Charley drove through the UK and into France. Then they
went across France and through the mountains into Italy. From there,
they sailedacross the sea to Africaand their adventures reallybegan.
Why do you think the author says “theiradventures reallybegan”?
In Libya they were driving across the dessertwhen a terrible sandstorm
started, In Kenya they motorbikesovera big river.
But the mostdangerous situation was in South Africa. Charleywas
performing stunts on his motorbikes to some spectators when he hit
Claudio, the cameraman. Claudio was filming when the accident
happened, and he fell off his motorbike into the road. Atfirsthe did not

move, butthen he stood up. The accidentreally hurtClaudio, buthe was
very brave and continued working.
When Ewan and Charley…and Claudio arrived in Cape Town, thousands of
people were cheering forthem. Itwas an incredibletrip, butthey arrived
safely.
*http://longwayround.com/journeys_long-way-down.htm
Transition 1’: “now, do you want to know more about him and his journey?”
Development60’:
Activity 1 - 10’
Let’s read the text together and answer the questions in red.
Transition:Plenary
Activity 2 7’
Match the heading with eachparagraph
a) A dangerous incident
b) A happy ending
c) Driving and sailing
d) Two continents by motorbike
e) Adventures in Africa
Activity 3 10’
Answerthe following questions
1. Where did Ewan and Charley start the journey?
2. Where did they finish?
3. When did they start the journey?
4. How many countries did they travel across?
5. Where were they when they saw the sandstorm?
6. What was Claudio doing when he fellof the motorbike? And
Charley?

7. Who was waiting for them in Cape Town?
The activities are aimed at developing reading skills from getting the
general idea to getting specific information.
Transition: did you know there is the complete series of chapters of Ewan and Charley’s journey on the
internet? Which is really cool?
Activity 4 13’
Let’s watch the trailer of the series and tell me:
I. What is shown in the video that was not mentioned in the text?
Complete the phrases form the video
I. This trip is all aboutyou and I having another……………..
II. Look at that……………., it’s juststanding there
III. As you can see we have ridden form John o' Groats (Scotland) to ………….
IV. There is something ……………… aboutthe idea of going to Tackle
Africa from ……….. to toe
V. I have started to get bored of being the guy who ……………………..all
the time
*Tackle Africa: charity foundation
The idea of the activity is to make students focuson specific words from
the video, listening for specific words in context,aftergetting the general
idea in the previous activity.
“Ok whatis the mostinteresting partof theirtrip in your opinion? Why?
Transition: Plenary
Ok, can you tell me about Ewan and Charley`s journey?
Look in the text for some expressions to help you.
Language awareness and practice 5’
Do you practise anysport? Which? SA: yes I do…. /I practise……
E.g:
S: I practise longboarding.
Eliminado: to
Comentado [A26]: Expected answer?
Eliminado: . A
Eliminado: on
Eliminado: c
Eliminado: c
Eliminado: c

T: cool, how do you dothat?
S: you …skating.
T:Where?How? In which direction?
SA: pointing down, or saying “down”
I will match the two words and draw an arrow with the direction.
Skate + down hill
I will help him or her and I will write on the board the actions needed.
I will also draw andexplainthe way verbs and prepositions are combined
Activity 5 5’
Choose the correct preposition
Eliminado: e
Comentado [A27]: You will havetodemonstrate so as to
prompt their answers.
Comentado [A28]: Can you predict other collocations they
might need touse to talk about the sports they practise?

Transition: plenary
Nice job!
Look at the following sentences from the text and complete the rules
In Libya they were driving across the dessert…

Charley was performing stunts on his motorbikes to
some spectators …
Claudio was filming…
The pastcontinuous describes a finished action/ action in progress in the
past
It is formed by:
Subject + ……………..+ verb (…….)
or
Subject + …………….(not) + verb (…….)
Activity 6 8’
Think about yesterday and make positive and negative sentences about it Eliminado: a

Closure – 15’:
Transition: do you remember the last time you did or saw something fantastic during your favourite
activity?
Role-play:
Ask your partner about it following the prompts below
 What/you/doing?
 What/ happening?
Comentado [A29]: whileyou were doing your favourite activity?
Comentado [A30]: Will they systematize the questions? How
will youcheck this activity?

 Who/you/with?
 What/the rest of the people/doing?
Homework: investigate more about “Long way down” on the
following link
http://longwayround.com/journeys_long-way-down.htm
Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __24__ /35 = 7
Dear Luis,
What a varied lesson! We have made several comments throughout the plan, take them into
account for further occasions,please.

As regards the activities, we want you to reflect upon the activityon prepositions.Is it truly
relevant? We are not telling you to omit it,but incase you feel like skipping it because you are
short of time or because you think you need to devote your attention to the keygrammar point,
go ahead.
Have a nice lesson!
Your tutors
Dirección:
Unidad Temática: “daredevils”
Clase Nº: 5
Fecha: 16/11/16
Hora: 16:55 a 17:35
During the previous class, the preceptor interrupted the lessonalmostat
the end of the lesson, we had 20 minutes until the endof the lessonand
we couldnot finishit, as planned. The students had to attend a meeting
related to an extracurricular activity for their PE lessons. Soin order to
finishwhat we had started but also to reviewanother structure I
planned the following lesson.
 Review of: past continuous
- Review and practise previously dealt vocabulary and structures Eliminado: c

excellent, bye
bye, yes, no.
Verbs: “climb,
cycle, fall, jump,
run, swim, walk,
hit and any
other action
verb that we had
seen on previous
lessons”.
Prepositions:”
across, around,
down, into, off,
over, through,
under, up”.
Describing actions
taking place in the
past.
Making questions
about actions
taking place in the
past.
Past continuous:
S + Be(past) +
Verb(ing) and
S + Be(past) not +
Verb(ing)
(qw) Be(past) + S
+ verb(ing)?
/ŋ/ -ing sufix
New
assistance.
Pedagogical use of ICT in class: Students’ computers will be used during the lesson. They will have the
activities to work with in digital format and they will work on the same file later to be uploaded with their
names.
Eliminado: ,

Routine: 2’
Warm up 5’
Do you rememberhim?
What did he do? Was he alone? Where didhe go?
Look for the text we worked on last class and check your answers.
Transition: would you do it? Alone or with a friend? Do you know what they were doing during the
different stages of their journey?
Development25’

Look at the following sentences from the text and complete the rules
In Libya they were driving across the dessert…
Charley was performing stunts on his motorbikes to
some spectators …
Claudio was filming…
The pastcontinuous describes a finished action/ action in progress in the
past
It is formed by:
Subject + ……………..+ verb (…….)
or
Subject + …………….(not) + verb (…….)
*We will revisit the structure seen last class,for them to remember but also for some students
who were absent last class.
Activity 1 8’
Think about yesterday and make positive and negative sentences about it
Comentado [A31]: Here you have included just extracts. You
ought toprovide them withthe complete sentences.
Eliminado: a

*The previous taskis going to be corrected in class;
“let`s see, Lautaro,can you tell me what you were doing at 7.30?...
SA: I was sleep
T(looking to the rest): isthat correct? Why? Why not?
Look at the following questionand complete the rules
Whatwas Claudio doing when he fell of the motorbike?
We ask a finished action/ action in progress in the past

It is formed by:
(Qw)+Subject + ……………..+ verb (…….)
Activity 2 8’
Put the words in the correct order to make questions
1. travelling /Where /they/ were /whenthey saw a sandstorm/?
2. along the journey /they /Were /filming/?
3. Ewan /Was/all the time/falling over/?
4. What /were/in Kenya /they/ doing /?
Match the questions with the answers
a) Yes, they were.
b) They were carrying their bikes overa river.
c) Yes, he was.
d) They were driving along the desert.
Closure – 10’:
Transition: do you remember the last time you did or saw something fantastic while you were
doing your favourite activity?
Role-play:
Ask your partner about it following the prompts below
 What/you/doing?
 What/ happening?
 Who/you/with?
 What/the rest of the people/doing?
*I will move around the classroom listening to them talking or I will ask them to perform the
dialogue in order to check how well they are doing or to help them with any problems.

Homework: investigate more about “Long way down” on the
following link
http://longwayround.com/journeys_long-way-down.htm
Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __25__ /35 = 7
Good job! Have a look at our comments. We hope theyhelp you polishsome aspects of the plan.
Enjoythe lesson!
Your tutors
Comentado [A32]: The instruction is quite broad. You should
givethem a set of questions to focus on.

Dirección:
Unidad Temática: “the world around us”
Clase Nº: 6
Fecha: 17/11/16
Hora: 17:40 a 19:00
 Review of: comparatives and superlatives
 Review of : adjectives and geographical features
Eliminado: 0

- Develop their writing and reading skills.
- Develop communicatively by interacting and participating along the lesson
- Develop cognitively by interpreting a chart.
- Develop listening skill by watching a video related to the grammatical structures.
Revision Geographical
features:
Lake, Mountain,
Waterfall,
River, Sea,
Ocean, Valley,
Forest, Desert.
Adjectives:
Deep, High, Dry,
Hot, Cold,
Remote, Long,
Cheap, Famous,
Big, Nice, Safe,
Fast, Good
Talking about
geographical
features and
making statements
in the superlative.
Comparing cities
Superlative:
THE + (short
adjective) est
THE + most +
long adjective
Comparative
(short adjective)
+ er + than
more + long
adjective + than
Most /məʊst/
More/mɔː(r)/
Sufix “-er” /ə(r)/
New
assistance.
https://www.youtube.com/watch?v=5qzNNlXQlHg
Students will also connect to the internet at home and work on the following links:
http://www.triviaplaza.com/basic-world-geography-facts-1-quiz/#
http://lizardpoint.com/geography/s-america-physical-quiz.php
Students’ computers will be used during the lesson. They will have the activities to work with in digital format
and they will work on the same file later to be uploaded with their names. Eliminado: ,

Warm-up7’:
“Remember that last class we talk about Ewan’s journey? Can you imagine the different landscapes he
saw? Come on, tell me. What do you think he saw?”
“But I don’t have anything to envy him, look out of the window… look look how beautiful our town is; we
have a beautiful landscape, don’t we? Come on, look with me, what do you see?”
*I will attach a picture from the classroom for you to see the view.
Transition: You know my wife and daughter are from San Juan, do you know how the landscape in there?
I am from Mardel Plata, do you know how the landscape is in there?
Brainstorm
Presentation 7’:
Label the pictures, look on your folders for the names of the following:
Comentado [A33]: Are they familiar withthe word? You may
need to provide an example.
Eliminado: w
Eliminado: ¡¡
Comentado [A34]: Expected answers? Will you try toelicit
certain words from them?
Eliminado: is
Comentado [A35]: What the landscape is like
Comentado [A36]: Same comment as above

Can you name some famous geographical features?
Transition 1’: why Mount Everest is famous? Why is the Nile famous? What about Amazonia’sriver?
Development40’:
Activity 1 - 20’
Let’s watch the following videoabout geographical features and tell me
if you knewsome of the facts.
https://www.youtube.com/watch?v=5qzNNlXQlHg
Match the name with its record
Deepest Lake Mauna Kea
Highest Mountain Nile
Highest mountain from base to peak Vostok Station, Antarctica
Highest Waterfall Death Valley
Driest place Atacama Desert
Hottest temperature Angel Falls
Deepest cave Krubera Cave
Coldest temperature Mount Everest
Deepest man made point Lake Baikal
Most remote island TauTona Mine
Longest River Bouvet Island
Complete the sentences
Nile is the _________________________in the world
Angel Falls are the _________________ in the world
Atacama Desert is the _________________ in the world
Bouvet Island is the _________________ in the world
Mount Everest is the _________________ in the world
Krubera Cave is the _________________ in the world

Nowlook at the base forms of the adjectives above
Deep
High
Dry
Hot
Cold
Remote
Long
How do they change to make superlative sentences? Why?
Complete the rules
We use THE + (short adjective)+_____
Or THE + (_______) + long adjective to indicate Superlatives.
Complete the sentences about Alumine
Alumineis _____________________(beautiful) town in Patagonia
Alumineis _____________________(interesting) town in Argentina
Alumineis _____________________(quiet) town in Neuquén
Alumineis _____________________(small) town in Neuquén
Transition:Plenary, do you agree with the sentences? Why? What about other cities? Which one is
bigger? Buenos Aires maybe? What about New York?
Activity 2 15’
Read about Buenos Aires and NewYork
How doesBuenosAirescompareto New York City in
terms ofquality oflife,costof living, and culture?

Ramiro Ferrer, almost Manhattanite, on a quest to never fully become one.
Updated 12 Dec 2014
I live between New York and Buenos Aires most of the year, so I'm qualified enough
to answer this question properly.
These cities are really hard to compare as they are very, very different. New York is,
arguably, the best city in the US, and one of the top cities of the world. NY is so
special, that sometimes it doesn't look like a better, bigger, faster than other
American cities; it's som ething else.
Buenos Aires, on the other hand, is a nice city in many ways, but no more than that.
Security.
When was the last time someone got robbed at gunpoint in midtown Manhattan at
noon? Well, that can happen in BA. Ican say that NY is safer that BA.
Cost of living.
TL;DR: if you live in BA while earning US Dollars, BA will be cheaper. Otherwise,
it depends.
It depends on where you will be getting your money from.
Real estate and health care is crazy expensive in NY, while the rest of things go from
normal to very cheap. In Buenos Aires the rent is cheap, the health care is free or,
the food is getting more expensive by the minute. Nevertheless, NY may be
considered cheaper in the long term.
Culture.
TL;DR: NY wins so easily it's not even funny.
NY museums are more famous, bigger and nicer than the ones in BA. Broadway, of
course, have no match in the world. Music festivals are immensely better in NY, and
any given day there are more things going on than there are in a month in BA.
People read a lot more in NY, and authors from all over the world are constantly
giving speeches or signing books.
BA has a fantastic theatre, the Teatro Colón.
* taken and adapted from https://www.quora.com/How-does-Buenos-Aires-compare-to-New-York-City-in-terms-of-
quality-of-life-cost-of-living-and-culture
Transition: interesting opinion. Do you know Buenos Aires? What is your opinion about it?
Comentado [A37]: Meaning?

Activity 3 13’
Look at the sentences andcomplete the rules
…it doesn't look like a better, bigger and fasterthan otherAmerican cities
NY is saferthat BA.
NY may be considered cheaperin the long term.
NY museums are more famous, biggerand nicerthan the ones in BA.
Match the comparatives with their base forms
Cheap
Famous
Big
Nice
Safe
Fast
Good

How do they change to make comparisons?
Rule:
We use (short adjective) + _____ than
Or (_______) + long adjective than to make comparisons.
I will draw the attention to the adjectives but they may as well recognise them as we have been working with
them on previous lessons.
Transition:what about VillaPehuenia? Isit bigger? More beautiful than Alumine?
Activity 4 10’
Nowstudy the information inthe chart and compare VillaPehueniaand
Alumine.
Alumine Villa Pehuenia
Security
Size
Cost of living
Attractive
Fame
Way of life
Closure – 10’:
Transition:
Compare Alumine with a city or town that you have visitedin your life.
Use the following adjectives and any other adjective that you need.
Safe cheap/expensive big/small nice beautiful interesting
Comentado [A38]: This will bemuch more meaningful for them
than the text about NY and BA.  Anyway, you can present such an
input as something cultural.

Homework: Connect to the internet and enjoy playing some
geography quizzes
http://www.triviaplaza.com/basic-world-geography-facts-1-
quiz/#
http://lizardpoint.com/geography/s-america-physical-quiz.php
Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __24__ /35 = 7
Even though you have 80 minutes to deliver this lesson, we recommend you keep an eye on
Comentado [A39]: We have made the same comment inyour
thirdlesson plan for primary school. Start using different resources
for homework. Besides, how are you checking homework? At least,
you should make some reference tothe homework on the following
lesson.

timing. Do focus on students´ participation anduse of L2. Payattentionto our comments for
future lesson plans, please.
Have a nice lesson!
Your tutors
Dirección:
Clase Nº: 7
Fecha: 22/11/16
Hora: 16:55 a 17:35
 Review of: simple future “will”
excellent, bye
bye, yes, no.
Verbs: “climb,
cycle, fall, jump,
run, swim, walk,
Talking about the
future, speculating
about the future.
Past continuous:
S + will/won’t +
Verb (inf)
Will + S + Verb
(inf)?
/W/ will
Stressing on
the structure;
Eliminado: 10

hit and any
other action
verb that we had
seen on previous
lessons”.
Numbers;
cardinal, ordinal,
dates.
I will visit
I won’t visit
New
assistance.
activities to work with in digital format and they will work on the same file, later to be uploaded with their
names.
Routine: 2’

Warm up 5’
I will enter the class and I will tell my students; “I was talking with your Match teacher and she told that you
are doing really well on her subject, is that true?”
SA: yes/no/ more or less.
T: ok, let’ssee.
Do the following quiz about numbers.
Comentado [A40]: Not all thequestions are relatedto Maths.
Eliminado: s

Listen and check your answers.
*audios taken from English Plus 2, oxford university press, Wetz, Stryringand Tims

Transition: ok how did you do it?
What do you think this is?
2045
SA: a year, the future.
T: very good.
Where do you think you will be that year?
Development25’
Let me tell you what I think will happen to me;
I will be old.
I will live in Alumine.
I won’t be a grandfather.
My family will be bigger.
My daughter will be at university.
Will she be married? I don’t think so.
I will write the sentenceson the board as I say them, my daughter is 4 years old, but my
students joke about me being too jealouswith her, that iswhy I mention her.
“Remember the structure we use to talkabout the future?
Let’s remember together, let’s analyse my sentences”
about the future.
Activity 1 10’
Write 5 sentences about your future: where will you be? What will you
do? Whowill you be with? Etc.
.
.
Eliminado: s
Comentado [A41]: 
Eliminado: ;

.
.
.
Activity 2 10’
Make questions with “will” andthen match them with the answers a-f
 the next Argentinian president/be/ a woman?
 Who/be/the nextfootball champion?
 Del Potro /win/ the next tennis championship?
 How /study/ in the future?
 Where /will/people live in100 years?
 the rafting championship/be/ In Alumine?
a) Argentina, of course.
b) Maybe in other planets or under the sea.
c) I don’t know, maybe it will.
d) I hope it will.
e) Probably on the computer.
f) I think he will, he is the best.
Do you agree with the answers? Why? Why not?
Closure – 10’:
Transition: what do you think will happen to your partners?
Role-play:
Discoverwhat your partner will do after he or she finishes school. Ask
him or her questions with the structure proposed
Eliminado: T
Comentado [A42]: Subject?
Eliminado: T
Eliminado: May be
Comentado [A43]: These twoanswers are quite similar. You
should add something so that they can identify them more easily.

Compare your partner’s answers to yours and tell me- will you have a
similarfuture? How?
Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: _28___ /35 = 8
Interesting lesson!Payattention to some comments we have made.
Enjoyit!
Your tutors
Eliminado: ;

Dirección:
Unidad Temática: “predictions”
Clase Nº: 8
Fecha: 23/11/16
Hora: 17:40 a 19:00
 Review of: first conditional
- Develop their writing and reading skills.
- Develop communicatively by interacting and participating along the lesson
- Develop creativity by playing a game
Revision Everyday verbs;
go, fell in love,
study, pass, visit,
wash, travel, etc
Predict possible
future outcomes
based on present
conditions.
Promises
If+ Preset simple
+ Will/won’t +
infinitive.
/ɪ/ If
New Superstitions
assistance.
activities to work with in digital format and they will work on the same file, later to be uploaded with their
names.

Routine: 2’
Warm-up7’:
I will enter the classroom and I will ask them:
Are you superstitious?
SA: yes/no
T: well, the other day I was coming to schooland on the corner there was a
painter on a ladder, I was so distracted that I walked underthe ladder…
I am worried aboutmy luck now; I am really superstitious.
I think that
“If you go undera ladder, you will be unlucky”
Whatdo you think?
SA: I think the same/ I don’tbelieve in that.
Transition: “do you know any other superstition?”
I will write any other superstition they come up with
Presentation 10’:
After the incident, I thought about other superstitions
Comentado [A44]: Are they familiar withthis word? You may
demonstrate themeaning.
Comentado [A45]: You may show pictures of a black cat and a
broken mirror.

 If a black cat passes infront of you, you will have bad luck
 You will be unlucky for 7 years if you break a mirror
T: They are all predictions*and they all depend on a present
condition…whatis thatcondition?
*I will write the word on the board
SA: a black cat passing/ breaking a mirror.
T:Ok, and the consequence?
SA: you will be unlucky
T: ok, let’s see the structure of them. How do we form the condition? And
the consequence?Complete the rules
We describe the …………………………… (condition/consequence) with
If + presentsimple
We describe the …………………………..(condition/consequence) with
Will/won’t+infinitive.
Transition 1’: I found a newspaper article about superstitions around the world and I wanted to show them
to you.
Development40’:
Activity 1 - 5’
I made some modifications to the article for you to practise;
Choose the correct words
Comentado [A46]: The input you are about touse is not taken
from a newspaper article. Is your comment meaningful then?
Comentado [A47]: You have taken this exercise from a
coursebook, and it not an adaptation of an article. Source?
Eliminado: c
Comentado [A48]: Which are the correct answers?

Did you know any of them?
What do you think about them?
Are they similarto Argentinianones?
Transition:Plenary, can you help me with the following predictions?
Activity 2 10’
Choose the correct form of the verbs to make conditional sentences
6. If you read/will read more, you have/will have less grammar
mistakes.
7. If you complete/will complete the workbook, you be /will be
better in English
8. You will be/ be on holidays soon If you pass/will pass all the
subjects
9. You will get/get sick if you go/will go out withouta jacket

10.If you forget/will forget your wallet, you don’tbuy/won’t buy an
ice-cream.
11.If I work/will work hard, I visit/will visitanothercountry after
school.
12.You have/will have free time at the weekend, if you do/will do your
homework on Friday.
Activity 3 15’
Compete the following sentences withyour own ideas
Activity 4 10’
Imagine that you work for a newspaper, can you think of a horoscope
prediction for your partner?
.
.
.
.
.
.
Comentado [A49]: It would be great if you show them some
horoscope predictions taken from a newspaper, for instance. It
would be authentic material.

Transition: what willhappen if we playa game? Willyou be happy?
Closure – 10’:
Game:
Stand up, and form a round, a big round,
Now I will starta prediction and a studentwill followit, and then another,
and another, ok?
E.g.:
T: If I pass my exam,I will finish with English.
S1: If I finish with English, my motherwill be happy.
S2: If my motheris happy…
Let’s see how many predictions wecan make.
Ending 1’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Comentado [A50]: make a circle
Eliminado: ,
Comentado [A51]: What will happen ifthey forget/ don´t know
what to say? They arealways looking for a twist. Remember you
announced this stage as agame.

Score: __27__ /35 = 7.5
Well done, Luis! Have a lookat our comments. We hope theyhelpyou improve certain aspects.
Have a nice lesson!
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