1. Lesson Plan
ALUMNO PRACTICANTE: Michelle Otero Barnes
Período de Práctica: Segundo
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 169
Sala / Grado / Año - sección: 7mo grado
Cantidad de alumnos: 25
Nivel lingüístico del curso: Beginners - Elemental
Tipo de Planificación: Clase
Unidad Temática: -
Clase Nº: 2
Fecha: 19/09/2014
Hora: 10:15
Duración de la clase: 50 minutos
Fecha de primera entrega: 18/09/2014
• Teaching points: Simple Present 1 - Routine
• Aims or goals:
During this lesson, learners will be able to…
- talk about their routines
- recognize different actions through pictures from the book - Have a
shower, go to work, read, etc.
• Language focus:
- Simple Present 1- Routine
Function Lexis Structure Pronunciation
Revision
- Talking
about jobs
- What time is
it?
- Journalist
- Undertaker
- Shop assistant
- Boatman
- Policeman
- Fireman
- Ambulance
man
- Accountant
- He is a
policeman, so
he combats
crime.
- It is five
o'clock.
- It's half past
six.
-It's quarter to
- Emphasis on
some words:
accountant,
assistant and
fireman.
2. - Petrol
attendant
- Barman
- Taxi driver
- Postman
- School bus
driver
eleven.
New
- Talking
about
routines.
- Get up.
- Have a
shower.
- Get dressed.
- Have
breakfast.
- Leave home.
- Start work.
- Have lunch.
- Go home.
- Have dinner.
- Watch TV.
- Go to bed.
- She gets
dressed.
- He goes to
work.
- She has
dinner.
- Pronunciation
of the words
dressed, shower
and work.
• Materials and resources: book New Headway, Elementary, third edition,
and photocopies.
• Integration of skills: reading and speaking, reading about Rupert’s
routine, and then speaking about it.
• Seating arrangement: everyone in their seat in 6 columns, one behind the
other.
• Possible problems / difficulties and their possible solutions during the
class: The class is sometimes interrupted by other teachers or the
headmaster, so students lose motivation for a few minutes as they can't
focus their attention on the class. I suppose I could encourage them by
making some question like how are you doing? have you finished? have
you got any problem? So they concentrate on their work again and
remember they are in class and not in break time. This technique worked
very well, they immediately continue working.
• Potential problems students may have with the language: for beginners it
is sometimes difficult to remember to add an S to the verb, so I could write
on the board remember to add the S to the verbs when taking about he-she-
it! This technique was used by a teacher I used to have, and it worked!
3. • Assessment: their ability to talk about Rupert’s routine.
• Teaching approach: Communicative
Warm up (5’)
Activity 1
- Good morning my students! How are you? Fine? Let's write the date on
the board, what day is it today? Ok, Tuesday, and the number? 18th, good.
- How is your day so far? Good? Ok, let’s start.
- Have you got any brothers or siters? You know, I have a sister, her name
is Stefania. My sister's day is very simple, everyday she gets up, has a
shower and gets dressed. After that, she has breakfast, leaves home and
goes to work. Then she starts working, has lunch and later she goes home.
Finally she has dinner, watches TV and goes to bed. Very interesting,
right? (while I name each of the actions, I show students the correct picture
to help them understand what I'm saying).
get up have a shower get dressed have breakfast
leave home go to work start work have lunch
4. go home have dinner watch TV go to bed
Development (40')
Activity 2 (5’)
- Ok my dears, now it’s time to work on our routines, so open your
books on page 15, look at exercise 3. There you have the routine, try
to put it in the correct order, but this time according to your routine.
Start work can be replaced by start school. The first one is already
made.
* I’m sorry, I don’t understand your correction about the preposition ON. I
have learnt in Language that, when talking about pages, we must use ON.
Just in case I decided to search for information on the net, and I found this
page. http://www.saberespractico.com/estudios/idiomas-estudios/reglas-
para-diferenciar-in-on-y-at-en-ingles/
- Well, now I want five of you, I'll say who, tell us your routines. (And I
chose 5 students who, in turns, read me their routines). You can use some
words to complete the sentences, like I get up, then I…
- Excellent!
Activity 3 (5’)
5. - Now, look at the pictures below. There is a man on it, his name is Rupert.
What does Rupert do in the third picture? He...gets dressed. What does he
do in picture six, Valentina? (and I wait for Valentinas' answer).
I do this, always choosing a different student, until I have asked about the
twelve pictures. The idea is to repeat the actions I showed them through
pictures at the beginning of the lesson, so the only thing they have to do is
to add the S to the verb.
Activity 4 (9’)
- Now, read the sentences below. They describe Rupert's routine, but they
are incomplete. You have to complete the sentences explaining what
Rupert does in each picture.
Once they have finished, each student will read one sentence. These
students are used to work individually, unless the teacher says they are
6. going to work in pairs or in groups, that’s why I don’t specify the
interaction.
Activity 5 (20’)
- Well done! Good job!
- Now, you know how to make questions because you learnt it with
Pamela, so let's practice it! You will be divided in two groups, in turns, a
member of each group will come to me and I’ll give him a question about
the routine. Remember we always talk about Rupert! And then, through
mimics, the rest of the group has to guess what the question is. You’ll only
have two minutes to guess. Let’s start, left side of the classroom against
right side.
The questions to be guessed will be the same that the ones found in the
book.
Each question will be read by a different student.
Activity 6 (5’)
- Now let's answer the questions orally. What time does he get up? Look at
the little clock in the picture. (I wait for Ss answer). At seven! Very good.
And what does he have for breakfast? Remember the previous exercise! tea
and toast, very good. (I continue with this until they answer all the
questions. Each of the questions is asked to a different student). The idea is
that Ss interact only with me, as interaction between them is planned for
the last two months, October and November.
Closure (1')
7. - That is excellent, very good, well done!
- Ok, remember to practice the routine and the jobs so you don't forget
them! See you next class, good bye! (I erase the board and leave the
classroom).
