Lessons- Secondary Level

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Patricia González
Institución educativa: Calafate School of English
Año y sección: 3° Senior “C “
Nivel lingüístico del curso: Pre-intermediate
Cantidad de alumnos: 9
Tipo de Planificación: Clase
Unidad Temática: Party time
Clase Nº: 1
Duración de la clase: 90 minutes
Learning Aims
During this lesson, learners will be able to…
- Revise present perfect tense to talk about experiences and about actions that
started in the past and continue in the present
- Revise vocabulary about parties
- Differentiate present perfect from past simple
- Learn that present perfect tense can be used for describing recent actions
- Work collaboratively
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Vocabulary related to
parties
- Past participle verbs
- Use of this form for
present perfect tense
- Infinitive form of
verbs
Have (not) + past participle
Has (not) + past participle
Ever/ never
N
E
W
Use of present perfect tense for
recent actions Express recent actions
Just/ already/ yet

Materials
- Party picture:
- Conversation
Party time.mp3
- Flashcards with phrases
- Worksheet 1
- Worksheet 2
- Canva presentation with explanation
- Flashcards with sentences
Procedures

(3 minutes)
I will greet students and ask them how they are. Then, I´ll call the roll, ask them what date
it is and write it on the board.
(5 minutes)
I will start the lesson by showing them a picture of a party and I will ask them the following
questions:
- What can you see in this picture? (Expected answers: people having fun, balloons, a
cake, drinks, friends, family)
- What are they celebrating? (Expected answers: a birthday)
Transition comment: “What a good pair of eyes you have! Great descriptions! Now it is time to
think about details”
(7 minutes)
I will stick on the board some flashcards with different phrases that people usually do in a party
and they will have to classify each action in the following chart:
A week before the
party
One day before the
party
In the morning, before
the party
A few minutes before
the party
Transition: “Great work! It requires a lot of work to plan a party. But now, let me ask you
something, have you ever planned a party for a friend or family?
Activity 1 (15 min)
Pre-listening
I will give students a worksheet (number 1) and tell them that they will listen to a conversation
about a birthday party. But first they will have to predict the following topics:
- How many people are going to talk?
- Whose birthday is it?
The second activity from the worksheet will be about selecting what actions they think were
done before the party:
- Blow up the balloons
- Buy a present
- Buy food and drinks
- Clean the house
- Invite the guests
- Make a cake

- Move the furniture
- Prepare food and drinks
- Put on some music
I will ask some of them about their answers.
While reading
Once they finish their guesses, I will play the conversation and while they listen to it, they will
have to check whether their answers were correct or not.
Transition comment: “Is there something you thought they did but they actually didn´t?”
After listening
I will ask students the following questions:
- Did they have any problem?
- If so, how did they solve it?
Transition comment: “You are doing it wonderfully! Now, it´s time to move on”
Activity 2 (20min)
I will give students another worksheet (number 2) in which they will have to complete some
sentences with a missing word:
1. She´s been at college _____ this morning
2. I´ve ______ organised a party before
3. I _____ her a really nice scarf in the sales after Christmas
4. She´s wanted the scarf _____ ages!
5. I invited them two weeks _____
6. We´ve _____ bought the food and drinks
7. Right, but we _____ prepared them ____
8. _____ you made Emma´s favourite chocolate cake ____?
9. Have you ____ made that kind of cake?
10. I´ve _____ cleaned the house and moved the furniture
After completing the sentences, I will play the recording so that they can check their answers.
Then I will ask them to classify the sentences in the following chart (orally):
Past Simple Present Perfect
“Well done! I can tell that you know we use present perfect for actions that started in the past
and continue in the present and also to talk about experiences but, what about sentence
number 10?”
I will give them an explanation about Present perfect used for express recent actions (canva
presentation).
Transition comment: “Is it clear? Don’t worry because we are going to practice it”
Activity 3 (10min)

In order to practice the use of present perfect for recent actions, I will divide students in two
teams and they will play “do it mimic.” One student from the first group will choose randomly a
flashcard from the set of flashcards that I will provide him/ her and then, he/ she will have to
represent what the sentence says without talking. If his/ her team guess, they will win a point.
Then, it is the turn of the other team to do it.
Example of sentences:
- I haven´t bought the present yet.
- I´ve already make the cake.
Transition comment: “You are so creative! Did you have fun? Me too, now, let´s continue
working!”
Activity 4 (20min)
They will be working with the same teams and I will give them some instructions:
- Think about whose birthday from the opposite team is approaching and plan a surprise
party for him/ her
- Choose one of you to be the main organizer
- Make a list about what things you should do before the party
- The main organizer will designate each one duty
- Once you finish, check if everything was done
In order to check actions, students will have to use the following structure:
“Invite the guests/ have you already invited the guests? / Yes, we already invite them/ No, we
haven´t invited them yet.”
After that, each team will have to create a dialogue about the surprise party, in which all of them
will play their part. They will have to use present perfect and past simple tenses.
(10min)
Each group will have to perform their dialogues in front of the entire class.
“Hope you have enjoyed the lesson as much as I did”

ALUMNO PRACTICANTE:
Año y sección: 3° Senior “C”
Unidad Temática: Scream queens
Clase Nº: 2
Duración de la clase: 90 minutes
Learning Aims
- Revise the differences between present perfect and past simple
- Revise vocabulary about life experiences
- Learn some new phrases about life experiences
- Develop their listening skills by listening to a recording
- Develop their speaking skills by interreacting with their classmates
- Develop their reading skills by reading a text a biography
Language Focus
R
E
V
- Phrases and actions
about life experiences
- Past participle verbs
- Past simple verbs
- First conditional
- Talk about life
- To talk about
experiences, actions
that started in the
past and continue in
the present, recent
actions.
- To talk about
finished actions in
the past
- Be born/ have
children/fall in love/
go to school,
university/ die
- Have/ has (not) +
past participle
- Subject+ was/ were/
past simple verb

- Second conditional
- To talk about
possible situation in
the future
- To talk about
hypothetical situation
in the present or in
the future
- If+ present simple,
will+ infinitive verb
- If+ past simple,
would/ could+
infinitive
N
E
W
- Phrases and actions
about life experiences
- Biographies
- To talk about events
in life
- To describe
someone´s life
- Get married/ get a
job/ get divorce
Materials
- Pictures and biography from student´s book

- After reading questions
- Canva presentation:
https://www.canva.com/design/DAEjceSeGgM/IN3KpUvSqa_0qodvgg-
3hg/view?utm_content=DAEjceSeGgM&utm_campaign=designshare&utm_medium=lin
k&utm_source=sharebutton
- Song from youtube

https://youtu.be/HivQqTtiHVw
- Radio programme
Radio
Programme.mp3
- After listening questions
- Speaking questions
Procedures
(3minutes)
I will greet students and ask them how they are. Then, I´ll call the roll, ask them what date
it is and write it on the board.
(7minutes)
I will start the lesson by telling them “Do you remember that last lesson we talked about birthday
parties and you also planned two surprised parties for your classmates _____ and _____. But
what about the rest of you? When is your birthday?” (Wait for their answers)
“Great! Mine is in summer, so I have to wait till then. I´m turning 29 and from my point of view,
I´ve done lots of things. What about you? Have you ever thought about your past? And what
about your future? (Wait for their answers)”
“Ok, you are really young and you have a whole life ahead of you. Now tell me, what do you
think about famous people´s life? Do you think they are lucky? Do you know any famous people
whose parents are or were famous? (Brainstorm their ideas, eg, Julio and Enrique Iglesias).”
“Brilliant! Now, coming back to life experiences…”

(10min)
“Now coming back to life experiences, I want you to number the events in what you think is a
logical order” I will project on the board a list of phrases and I will give them 5 minutes to work
on that in pairs. Then I will ask each group to talk about how they ordered the events, “do you
agree with your partner?”
Events:
 Be born
 Get married/ marry somebody
 Go to primary school
 Have children
 Go to secondary school
 Go to university
 Leave school
 Separate
 Get a job
 Get divorce/ divorce somebody
 Retire
 Fall in love
 Die
Transition comment: “Ok, great job! We all have quite similar ideas. Let´s move on now!”
Activity 1 (20minutes)
Pre- reading
I will project on the board a picture of two famous actresses and I will ask them “do you know
any of them? Have you seen any of their movies? Which one/s? Did you like it? (Wait for their
answers).

“These are Jamie Lee Curtis, who is holding a picture of her mother, Janet Leigh is in the famous
shower scene of the film Psycho. Did you know that they are mother and daughter? Yes, they are
quite similar, I know! Now, look at that heading, what do you think it means?” (Wait for their
answers. Expected answer: it means that the daughter does, the same as her mother did)
“Exactly, Jamie Lee is an actress as her mother was”
While reading
Students will have to read from their books ten paragraphs and decide which ones refer to
Jamie Lee Curtis and which ones to Janet Leigh. They have to work individually.
After reading
We will check all together the previous activity and then, I will extract some sentences from the
text and project them on the board. Again, learners will have to decide which sentences refers
to Jamie Lee, and which ones to Janet Leigh.
1. She was in more than 50 films
2. She´s been in many different kinds of films
3. She was married four times
4. She´s been married for more than 20 years
5. She´s written several best-selling children´s books
6. She wrote four books
“Why the tenses are different in these sentences? What tenses have been used? Why?”
Expected answers: The ones of Janet Leigh are in the past simple because she is dead. The
ones about Jamie Lee are in the present perfect because she is still alive and the situations are
true about her life up to now.
Transitional comment: “You are just right! Great work guys!”

Scaffolding strategy: Highlight the “has” and “was” for them to notice the difference. Provide
them an explanation about the difference between past simple and present perfect once they
finish their guesses (canva presentation)
Link: https://www.canva.com/design/DAEjceSeGgM/IN3KpUvSqa_0qodvgg-
3hg/view?utm_content=DAEjceSeGgM&utm_campaign=designshare&utm_medium=link&utm_s
ource=sharebutton
Activity 2 (15min)
Pre-listening
“Do you know who they are? Do you know anything about them?” (wait for their answers)
While they try to figure it out, I will play on this song and ask them if they know it:
https://youtu.be/HivQqTtiHVw
I will let them guess (brainstorm their ideas on the board) and won´t say whether they are right
or not.
While listening
Students will listen to a radio programme about the son and they have to check their answers
from the previous activity and then reply the following ones:
 What´s the son´s real name?
 What´s his father´s name?
 How well did he and his father get on?
Scaffolding strategy: I will pause the recording as necessary so that students can take notes.
After listening
I will play the recording again for them to find the connection between the son and the following
sentences (they can find the sentences in their books):
1. Zowie Bowie
His name when he was very young.
2. UK, 1971
3. Angie
4. The drums, the saxophone and the piano
5. An 8mm video camera
6. The London film school

7. Commercial for French connection and Heintz Ketchup
8. Moon
9. Source code and Warcraft
10. Paparazzi
Radio
Programme.mp3
Scaffolding strategy: I will pause the recording as necessary so that students can take notes.
They will have to discuss their answers with a partner first and then, we will check replies
altogether. After that, I will ask them:
 Do you think Jamie Lee Curtis and Duncan Jones have been successful because their
parents were famous?
 Do you think that is common for children to want to do the same job as their parents or
to do something different?
Let them discuss and listen to two or three of them.
Transition comment: Well done! Way to go!”
Activity 3
Speaking (20min)
I will ask them to think about an older person who is alive. It could be a member of their families,
a friend or someone famous but they have to know a lot about this person. By working in pairs,
they will have to ask to their classmates a set of questions and they will also will have to answer
the same questions, since the idea is that they can get familiar with the person their classmates
have chosen.
Questions:
They can start by saying “I´m going to talk about my grandfather”
Scaffolding strategy: Monitor students while they work in pairs, and help them if they need it.
Ask them to give all the extra information they know about the person.
Then, each of the pairs will have to talk about the person his/her classmate has chosen.
Scaffolding strategy: I will demonstrate it myself by talking about my grandmother.
I will give them homework for next lesson, they will have to write a biography od someone who
is still alive (it could be the same person that they have chosen in this activity).
Transition comment: “You all have chosen different people. Thanks for sharing. You were great!
Now, for next week and this is going to be your homework, you have to write a biography about
the same person you were talking about during this activity or someone else.”
(15min)

I will ask them to think about their own lives and predict what the future hold for them. They will
have to think about how do they think they will do in next week´s exam, and they will also have
to think about when they are 40 years old. Students will work individually by using first and
second conditional. They will have to write at least 6 sentences each one
Scaffolding strategy: I will provide them this example “If I won the lottery, I would buy a big
house”
After that, I will listen to two sentences of each of them.
Final comment: “You worked really hard today! And I think you are ready for your next´s week
exam”

ALUMNO PRACTICANTE:
Unidad Temática:
Clase Nº: 5 y 6
Duración de la clase: 90 minutos
Learning Aims
- Develop their listening skills by watching and listening to a video
- Develop their reading and writing skills by completing the worksheets
Language Focus
R
E
V - Past participle verbs
- Past simple verbs
- First conditional
- To talk about
that started in the
the present, recent
actions.
- To talk about
finished actions in
the past
- To talk about
the future
- Have/ has (not) +
past participle
past simple verb

- Second conditional To talk about hypothetical
situation in the present or in
the future
- If+ past simple,
would/ could+
infinitive
N
E
W
Materials
- Video: https://youtu.be/5ky2qzJ_hgo
- Canva presentation (conditionals)
https://www.canva.com/design/DAEpO0QEeTE/dmuAF767dggyXbvmznlvbg/view
?utm_content=DAEpO0QEeTE&utm_campaign=designshare&utm_medium=link&
utm_source=sharebutton
- Dice
- Flashcards
- Cross and circular cardboard
- Worksheets
- Canva presentation (past simple vs present perfect)
https://www.canva.com/design/DAEjceSeGgM/IN3KpUvSqa_0qodvgg -
3hg/view?utm_content=DAEjceSeGgM&utm_campaign=designshare&utm_medium=li
nk&utm_source=sharebutton

- Flashcards
- Domino
START
I have never been to
Canada.
I broke my leg
in 2007. Have you
done
your
homework
yet?
I washed my
teeth
and went to
bed.
How long have
you
been in love
with him?
You are the
best friend
I have ever
had.
We have
known each
other
since 2006 Have you ever

been late for
school?
I couldn’t read when I was 5
years old.
She has always
wanted to
become an
actress.
Have you ever visited Brazil? She got a
BMW
after
graduation.
I have been in
hospital for
two weeks. They have won
the lottery
many times. This is the best
party
I have ever
organized
When
did you first
meet her?
I have never
been
sick in my life. She has
already got
married twice.
It was difficult
for him
to find a good
job.
Has she
written
him a farewell
letter?
When did you visit Brazil?
FINISH
Procedures
(3min)
I will greet students and ask them how they are. Then, I´ll call the roll, ask them what date it is
and write it on the board.

(5min)
“Last lesson we talked a little bit about famous people, do you remember the name of the
actresses? (Wait for answer) Yes, very good! So now I want you think about this:”
I start with some questions for reflection (canva presentation):
- What would you do if you were rich?
- How much money do you think we need to be considered wealthy?
- What do you think is like to be really rich?
- What would you do if someone suddenly give you a million?
(7min)
I will project a video on the board and while they listen to it, they will have to cross out a few
options from a worksheet that I will give them. They have to work individually:
What would they do if they had a lot of money?
 Child N°1:
- Ice cream and chocolates
- A lot of toys
- Cabbages, lettuce and carrots
 Child N°2:
- Buy a big airplane toy
- Buy a big platinum ball
- Wait till have a million pounds
 Child N°3
- Buy a teddy bear
- Give it to his parents
- Buy a water pistol
 Child N°4: How much money do you think you need to be rich?
- 40
- 14
- 400
 Child N°5: what do you think is like to be really rich?
- Amazing, because you can get anything you want
- Horrid, because you became a lazy person
- Nice, but boring
 Child N°6:
- She says she´s already rich and she only needs a big carpet for her stairs
- She says she has a submarine
- She says she would lend the interviewer some money
After watching the video, we will check the answers all together.
Transition comment: “Aren´t they cute? As you could see, they use some structures to talk
about conditions or situations that might happen (in the present or future) or might have
happened but didn´t (in the past). So, how do we call these structures formed by a condition
and a result?” (Expected answer: conditionals) “yes, you are right! Lets´s revise them!”
Activity 1 (15min)
After that I will explain them the differences between (canva presentation) first and second
conditional (this is a review since they´ve already learnt this).

Then, I will give them another worksheet in which they will have to complete some activities:

Activity 2 (20min)
I will divide students in two teams and I will stick on the board 6 flashcards to play tick tac toe.
One student from each team will have to come to the board. I will give to one of them a cross,
and the other one will receive a circle. They will roll a dice and the one who gets the highest
number, will start. Then is the turn for another pair.

Transition comment: “Great job! Did you have fun? Lovely, let´s continue now.”
Activity 3 (5 min)
Before starting with this activity, we´ll revise the differences between present perfect and past
simple (canva presentation).
They will work individually with the same worksheet. Students will have to complete a biography
with the proper tenses of the verbs. Then we will correct the answers orally:
Transition comment: “Well done, let´s move on!”
I will stick on the board some flaschcards about a conversation and they will have to order them.
I will choose some of them to put the flashcards in the correct order on the board:

I will give each of them another worksheet to work individually. Then, we will correct all the
activities orally:

Transition comment: you have worked very hard today! You deserve to game!
(10minutes)
I will divide students in three teams and they will play a domino in order to practice the
differences between present perfect and past simple. The three of them are different.

START
Canada.
I broke my leg
in 2007. Have you
done
your
homework
yet?
I washed my
teeth
and went to
bed.
How long have
you
been in love
with him?
You are the
best friend
I have ever
had.
We have
known each
other
been late for
school?
years old.
She has always
wanted to
become an
actress.
BMW
after
graduation.
I have been in
hospital for
the lottery
party
I have ever
organized
When

did you first
meet her?
I have never
been
already got
married twice.
It was difficult
for him
to find a good
job.
Has she
written
him a farewell
letter?
FINISH
Closure comment: “I think you are ready for the exam!”

Nivel lingüístico del curso: Pre- intermediate
Unidad Temática: Review past simple and present perfect
Clase Nº: 7 y 8
Learning Aims
- Work collaboratively while playing with the Domino
Language Focus
R
E
- Past simple verbs
- To talk about
that started in the
the present, recent
actions.
- To talk about
finished actions in
the past
- Have/ has (not) +
past participle
past simple verb

N
E
W
Materials
- Article: https://www.verbling.com/es/articles/post/present-perfect-why-you-cant-
just-use-the-simple-past-
559ed5e6448aa5ca55a11572?fbclid=IwAR0USYEsI41xAc87H55h9DwdREqDgz98n
oE-jk_2dQCi2ae-95h9oBQsLCU
- Market to write on the board
- Computer
- Projector
- Worksheet
- 2 sets of domino cards
- 2 sets of memory game cards
Procedures
(3min)
(10min)
I will read this article and project this article on the board in order to review the difference of
both sentences: https://www.verbling.com/es/articles/post/present-perfect-why-you-cant-just-
use-the-simple-past-
559ed5e6448aa5ca55a11572?fbclid=IwAR0USYEsI41xAc87H55h9DwdREqDgz98noE-
jk_2dQCi2ae-95h9oBQsLCU
Transition comment: “So, as we have read, it is important to use the tenses properly since it
could be the difference between the life and death of a subject! Hahaha”
(20min)
Students had some homework to do, so I will start by checking the activities they should have
done “I assume you finished your homework from the worksheet, right? (Expected answer: Yes!
Of course) Great, let´s check it!”
These are the activities they didn´t finish last lesson:

Scaffolding strategy: Each of them will answer, I will start with the first line, then the second and
third one. I will stop after each of students´ replies in order to reinforce their understanding
about the difference between both tenses and to clarify doubts.
(25min)
I will project on the board the following explanation (from English grammar in Use):

Transition comment: “Ok, now let´s practice a little bit more”
After that they will have to work on the following activities:

Scaffolding strategy: I will monitor them by walking through the classroom and ask them if they
have any doubts or question.
Transition comment: “you have worked very hard today! You deserve to game!”
Game N°1: (15min)
DOMINO: I will divide students in two teams and they will play a domino in order to practice the
differences between present perfect and past simple.
START
Canada.
I broke my leg

in 2007. Have you
done
your
homework
yet?
I washed my
teeth
and went to
bed.
How long have
you
been in love
with him?
You are the
best friend
I have ever
had.
We have
known each
other
been late for
school?
years old.
She has always
wanted to
become an
actress.
BMW
after
graduation.
I have been in
hospital for
the lottery
party
I have ever
organized
When
did you first
meet her?
I have never
been

already got
married twice.
It was difficult
for him
to find a good
job.
Has she
written
him a farewell
letter?
FINISH
Game N°2: (15min)
MEMORY GAME: I will divide students in two teams, in order to win the cards, the students
have to say a sentence in the affirmative or negative form or a question using the present
perfect of the verb they have in the cards:
SAY TAKE GET
said taken Got

SPEAK READ CHOOSE
spoken read chosen
GO COME HEAR
gone come heard

BE DRIVE BECOME
been driven Become
BUY LOSE WRITE
bought lost written

FALL MAKE GIVE
fallen made given

Nivel lingüístico del curso: Pre-Intermediate
Unidad Temática: Exam
Clase Nº: 9 y 10
Learning Aims
- Put into practice everything they have learnt about past simple and present
perfect, first and second conditional
- Develop their writing skills by answering the questions from the exam
- Develop their cognitive skills by thinking and remembering what they have
learnt
Language Focus
R
E
- Past simple verbs
- First conditional
Second conditional
- To talk about
that started in the
the present, recent
actions.
- To talk about
finished actions in
the past
- To talk about
the future
To talk about hypothetical
the future
- Have/ has (not) +
past participle
past simple verb
- If+ past simple,
would/ could+
infinitive

N
E
W
Materials
Procedures
(3min)
(5min)
I will greet students and ask them how they are. Then, I´ll call the roll and I´ll remember them
that they have a test “Have you studied for today´s exam?” (wait for answers) “Great, so you are
going to need a sheet of paper, a pen and a corrector just in case you need it. That´s all. And
remember you can not use your cellphones, you cannot talk to your partner, if you have any
question, feel free to ask me. Give your best!”
(5min)
I´ll give each of them the exam and then, I´ll explain them all the activities they´ll have to solve.
Scaffolding strategy: I will ask some of them to read the activities and then ask the class what
they have understood.
Transition comment: Great, so you all know what you have to do. Now, start working
(70min)
1.Complete the text with the present perfect or the past simple of the verbs in brackets.
Since its start in 1998, Google ___(1-become) one of
the most popular search engines. It ___(2-grow) from
a research project in the dormitory room of two college
students to a business that now employs approximately
20,000 people. Google’s founders, Larry Page and
Sergey Brin, __(3-meet) in 1995 when they __(4-be) in
their twenties and graduate students in computer
science at Stanford University in California. They
____(5-realize) that Internet search ____(6-be) a very
important field and ___(7-begin) working together to
make searching easier. Both Page and Brin ___(8-
leave) their studies at Stanford to work on their project.
Interestingly, they____(9-never/return) to finish their degrees. Brin ____(10-be) born in Russia,
but he ___ (11-live) in the U.S. since he ___(12-be) five years old. His father ___ (13-be) a
mathematician in Russia. Page, whose parents were computer experts, ___ (14-be) interested in
computers since he ___ (15-be) six years old. When Google ___ (16-start) in 1998, it ___ (17-do)

10,000 searches a day. Today it does 235 million searches a day in 40 languages. It indexes 1
trillion Web pages. How is Google different from
other search engines? ___ (18-ever/notice) how
many ads and banners there are on other search
engines? News, sports scores, stock prices, links for
shopping, mortgage rates, and more fill other search
engines. Brin and Page ____(19-want) a clean
home page. They ___(20-believe) that people come
to the Internet to search for specific information, not
to be hit with a lot of unwanted data. The success of Google over its rivals ___ (21-prove) that
this is true. Over the years, Google ___ (22-add) new features to its Web site: Google Images,
where you can type in a word and get thousands of pictures; Google News, which takes you to
today’s news; Google Maps; and more. But one thing___ (23-not change): the clean opening
page that Google offers its users. In 2009, Forbes.com ___ (24-list) Page and Brin as having net
worths of $12 billion each, at 36 and 35 years old.
*Search engine: A computer program that finds information on the internet by looking for words
that you typed in.
*Index: To index means to sort, organize and categorize information.
*Rivals: Rivals are competitors
2.Tell if the sentences are true or false. Correct the false ones.
Example: Google has become a very popular search engine. T
1. Google has grown over the years.
2. Sergey Brin has lived in the U.S. all his life.
3. Larry Page and Sergey Brin have known each other since they were children.
4. Larry Page has been interested in computers since he was a child.
5. Brin and Page have returned to college to finish their degrees.
6. Brin and Page have become rich.
3.Cross out the wrong answers to complete the following sentences:
1. My aunt has just arrived/just arrived at the airport. I have to go and pick her up.
2. My cousin is staying with me at the moment. He has arrived/arrived yesterday.
3. Guess what? I’ve got/I got a new job!
4. Have you heard/ Did you hear the news? Juliette has passed/passed all her exams.
5. I’m not hungry. I’ve already eaten/I already ate.
6. Spain have won/won the last World Cup
4.Make sentences from the words in brackets. Use the present perfect or past simple.
1.(it/not/rain/this/week)
2.(it/cold/last/week)
3.(I/not/read/a newspaper yesterday)
4.(I/not/read/a newspaper today)
5.(Emily/earn/a lot of money/this year)
6.(She/not earn/a lot of money/ last year)
6.(The USA/ be/a British colony)
5. Complete the conversation. Then, order the dialogue.
Yes, I ____(have) a great time.
Yes, I ___. I ___ (go) to New York last summer.
I really ____ (love) Central Park and Fifth Avenue

I ____ (always/ want) to go to New York!
______(you/enjoy) it?
_____ (you/ ever / be) to the USA?
What ____ (be) your favourite places?
6.Complete the conversations with the present perfect form of the verb + for or since if
necessary.
work
A: How long ____your daughter ____in New York?
B: She ____there ___four years.
be married
A: How long ___you ___?
B: I ___ ___1981.
be
A: How long ____your mum ____ a journalist?
B: She ___ a journalist ___ she left university.
know
A: How long ___they ___ each other?
B: They ____ each other ___50 years.
live
A: How long ___ you ___ here?
B: We ___here ___2006.
have
A: How long____ you ___ this phobia?
B: I ___it ____ about 2010.
play
A: How long ___you___ for this team?
B: I ___for them ___I was 17.
7. First or second conditional? Complete the sentences with the correct form of the verbs
in brackets.
1 What will we do tomorrow if it ___(rain)?
2 If I had a lot of money, I ___ (buy) a horse.
3 She’d pass her exams if she ___ (study) harder.
4 I’m sure she ___ (lend) you the money if you ask her nicely.
5 I’d like your dog more if he ___ (not be) so noisy!
6 If I ___ (not see) you this evening, I’ll see you on Friday.
7 I ___ (not say) anything to James if you don’t want me to.
8 If you ___ (not hurry up), we’ll miss the train.
9 If I were you, I ___ (not go) to the UK in the winter.
10 What you ____ (do) if you found a snake in your bed?
8. Match the beginnings of the sentences in A with the endings in B and write out the
complete sentences.

9. Circle the best form in each sentence.
1. I wouldn´t/ won´t do that if I am/were you.
2. I´d/ I´ll help you if I have/had more time.
3. What time will/would you be back from work this evening?
4. I won´t/ wouldn´t be surprised if they win/won the competition.
5. I´ll/ I´d be here until 6 o´clock if you need/needed anything.
6. Life will/ would be so much easier if people work/worked together.
7. If my mother is/were here, I´m sure she´d/ she´ll know what to do.
10. Decide which conditional you should use. Then, complete the sentences with your
own ideas.
1. If/ I/ live/ in another country/ I…
2. If/ I/ be/ the President/ I…
3. If/ I/ get bored/ this evening/ I…
4. If/ the weather/ be/ good/ this weekend/ I…
Scaffolding strategy: Provide them an example of the exercises that they don’t understand
Transition comment: Great job! We still have a couple minutes, so play with this domino in
silence while your partners finish the exam.
Game : (5min)
If any of them finish the exam, I will give him/ her a set of cards to play domino. If another
student finish and they still have time, I will tell him/ her to join his/ her partner and play in
silence.

ALUMNO PRACTICANTE:
Unidad Temática: Expressing movement
Clase Nº: 9 y 10
Learning Aims
- Revise some phrases and vocabulary about sports
- Learn some new phrases and vocabulary about sports
- Develop their listening skills by listening to a recording
- Develop their speaking skills by interacting with their classmates (work in pairs,
game)
- Develop their reading skills by reading a story
- Develop their intrapersonal skills by working individually
Language Focus
R
E
V
Sports vocabulary: athletics or
high jump, basketball, tennis,
skiing, cycling, handball, rugby.
Prepositions: Under, through,
up, down
Describing activities
Show movement from one
place to another place
I play/ do + sport…
I go (+verb + -ing) …
Under/ through/ up/ down +
noun
N
E
W
Prepositions: along, round,
into, across, over, past,
towards, out of
Prepositions: away, back
Verbs: hit, kick
Difference between come and
go
To express movement
Along/ round/ into/ across,
over/ past/ towards/ out of +
noun
Verb + away/ back

Difference between in or into
Difference between out or out
of
To express movement
To express movement
Materials
- Sports pictures

- Olympic games symbol
- Story adapted from https://wildfriendsfoods.com/blogs/community/a-typical-
training-day-for-an-olympic-athlete
- Sequence of pictures (copies)

- Student´s book
- Recording
EF4e_PreintSB_10.2.
mp3
Procedures
(3min)
(12min)
I will project on the board this picture and then ask students the following questions:
- Do you recognize this symbol? What does it remind you of? (Expected answer: Olympic
games)

- Do you watch it?
- Which Olympic sport do you think is the most popular?
I will show students pictures of people doing sports and I will encourage them to mention the
sports. “Now, take a look to these pictures. Can you name all the sports that you, see?”
- Which of these sports do you like most? Which one do you like least? Why?
Scaffolding strategy: If they don´t know the name of any of the sports, I will tell them that some
sports are similar to the English word or even the same.

Expected answers: athletics or high jump, basketball, tennis, skiing, cycling, handball, rugby.
I will ask students to copy the following chart on their notebooks and then write the sport in the
correct column. They will have to add two more sports in each category:
Play (sports with a ball) Go (+verb + -ing) Do
Transition comment: “Great work! Now, let´s move on”
Activity 1 (30 min)
Pre- reading activity:
I will ask them if they know any famous runner, what is her/ his name, where is she/he from.
While reading activity:
I will project the following story on the board and students will have to identify all the
prepositions from the text (they will have to write them down. They will work individually)
A typical training day for an Olympic athlete
As a professional triathlete, I train anywhere from 20-30 hours a week. In addition to the physical
training, a huge part of my training includes my nutrition, recovery and massages. I do all of these
things to make sure my body is at its' best every day!
My workouts vary a lot and look different each day, but here are some examples of what a training
day might be: I always take my dog Ralph with and the first thing we do is go down the steps of
my apartment; we cross the road and run over the bridge; we stop at the shop and get into it to
buy some stuffs. After going out of it, we keep on running but this time, under the bridge. We go
past the church and go through the tunnel. After that, we run through the lake and then, we get a
Little bit tired so, we start walking around it. We keep on walking along the Street for a couple
blocks till we get home and we go up the steps of our home.

As you can imagine, I need a lot of good-quality, nutrient dense food to keep me fueled throughout
my training. Before my morning workouts, I’ll usually have a piece of toast with Wild Friends
Almond Butter, half a banana and honey.
If you've ever thought about trying out the sport of triathlon, I highly recommend it! There are
triathlons that happen all over the country that you can train and compete it. If you don't want to
go it alone, maybe recruit a friend or family member to join you.
After Reading activity:
Students will work in pairs. I will provide them some pictures about the story and they will have
to order them according to text.
Scaffolding strategy: In case they need it, I will also provide them a sentence example with a
preposition in it. I will walk around the classroom while they do the after reading activity. We will
check the activity all together since I will project the same pictures on the board.
I will explain the difference between “across and through” and “away and back” by using the
explanation from the student book:

Transition comment: “You are doing it great!”
Activity 2 (10 min)
Students will work individually. They have to copy and solve the following activity:
Look at the sports pictures (warm up) and complete the sentences with a verb from the box and
the correct preposition.
Scaffolding strategy: I will provide them the verbs and prepositions they will have to use. Once
we check the answers, they will learn the ones they didn´t know their meaning.
Transition comment: “good job! Now, as you know in our country, football is the most popular
sport…”
Activity 3 (20 min)
Throwing- running- skiing- cycling- hitting- throwing

Pre-listening:
- As you know, in our country, football is the most popular sport. But, do you like it?
- Which is your favourite team?
- And what about your favourite football player?
While listening:
Students will work individually. I will ask learners to imagine a football match and how it is told.
After that, I will project the following picture following picture and they will have to complete the
text while listening to a commentary.
He goes____ one defender, and another.
The goalkeeper ´s coming _____ him.
Matthews shoots. And the ball goes ____
the goalkeeper _____ the goal!
After listening
We will check answers altogether. Then, they will have to complete the sentences with a verb
from the box:
Scaffolding strategy: I will explain the words that they don’t know. After checking the answers, I
will explain them the difference between “come or go,” “in or into” and “out or out of” by using
the explanation from the student´s book. Next, students will have to solve the activities:

Transition comment: You will have to solve activities from page 145 for the next class.
Game: (10 min)
I will ask one by one to come to board. He/she will have to think of a sport he/ she knows well
and the, he/ she will have to tell me which one it is (the rest of the classmates can not listen to
him/ her). Once the sport is chosen, the others have to guess it by asking a maximum of ten
yes/ no questions. I will give them a set of questions they can ask:
- Is it a team sport?
- Do you play it inside?
- Do you have to throw the ball? etc
Then, it´s the turn of someone else but they cannot repeat the same sport.
Transition comment: Great questions! Ok, don’t forget to do your homework. Have a great
weekend and see you on Tuesday 😊

ALUMNO PRACTICANTE:
Unidad Temática: Early birds
Clase Nº: 11 y 12
Learning Aims
- Revise some phrases and vocabulary about sports
- Revise phrases and vocabulary about sports
- Develop their listening skills by listening and watching a video
- Develop their speaking skills by interacting with their classmates (memory
game)
- Develop their reading and writing skills by reading and writing their own
comments
Language Focus
R
E
V
towards, out of
Verbs: hit, kick
go
of
To express movement
To express movement
To express movement
noun
Verb + away/ back

N
E
W
Materials
- Jamboard (slides 6-8)
https://jamboard.google.com/d/10id5cKleL2o8-MpF_OsgnhaN9Jh-
FCL_zixetknXtx0/edit?usp=sharing
- Video
https://youtu.be/WJk5nSWESbU
- Students book
Procedures
(3min)
and write it on the board
(10min)
Memory game: I will project on the board a jamboard with hidden pictures about sports and
hidden phrases about those sports. By taking turns and remaining on their chairs, students will
have to pick two numbers in order to find the pair.
Transition comment: Great job! Ok, do you remember that last lesson we listen to a commentary
related with a football match? So, today we are going to listen to one and you have to guess
what it is about.
Activity 1 (15min)
Pre listening:
- What verb do you have to use for sports that require a ball?
- What is the difference between throw, kick and hit? Pay attention to these pictures (I will
project them on the same jamboard)
Scaffolding strategy: I will label the pictures but I will wait till their answers and then reveal the
labels.
While listening:
I will ask them to pay attention to the verbs they listen to in order to identify what the sport is.

After listening:
I will show them the video so that they can check the sport and then I will provide them the
transcript but they will have to order it (students will work individually):
 Order the transcript:
_It comes to Mike Catt, he kicks it high into the stand.
_He drops for World Cup glory.
_It is all over, and England are the 2003 World Champions.
_It’s up, it’s over, he’s done it.
_ The whistle goes.
_Johnny Wilkinson is England’s hero yet again, and there’s not time for Australia to come back.
_England have just won the World Cup.
_There’s 35 second to go, this is the one. It’s coming back for Johnny Wilkinson
Once they finish, I will play the video once again so that they can check their answers.
Transition comment: Ok, well done. Now, let´s talk a little bit about who sports and gender.
Activiy 2 (25min)
Pre reading:
I will ask them the following questions:
- Do you think that there are some sports just for men and other just for women?
- Can you provide some examples for each gender?
- Which one do you prefer to watch?
While reading:
Students will have to read from their student book some comments people posted on a forum
and while they do so, they will have to guess the meaning of the highlight words and also, they
will have to tick the comments they agree with:

After reading:
I will ask them “do you agree with any of these comments? Do you completely disagree with
any of these comments?” They will have to answer with yes or no. After that, I will ask them to
take a piece of paper and write their own comment about men and women´s sport but without
writing down their names. They will have to do it by taking into account any sport seen and by
giving a short description about it but without mention what sport it is. Once they finish, they will
have to fold the sheets of paper in half and then give them to me. I will put them all inside a bag
and then read them aloud in front of the whole class. They will have to guess the sport and then
express their opinion about each of the comments.
Scaffolding strategy: I will provide them an example and also project on the board some verbs
and prepositions they can use to describe the activity/ sport. I will walk along the classroom
while they write their opinions in case they need help and to check mistakes.
Example:

I´m not a fun of watching sports but I find women and men sports equally entertaining. However,
I think this sport is funnier if it is performance by women since they seem lighter when they run
towards the bar and they jump over it.
Transition comment: Great job! I enjoyed listening to all of you. Now, what do you think a sport
person´s life is like?
Activity 3 (20min)
I will ask them the following questions:
- What do you think a sport person´s life is like?
- Do you think they wake up very early in the morning?
- Do you think they are the earliest birds people in the world?
- Can you think of any other job that requires to get up early in the morning?
Scaffolding strategy: I will explain them the meaning of early bird (a person who gets up very
early in the morning) and then, I will write on the board the phrase “The early bird catches the
worm.” I wil explain them that it means that it is a good thing to get up early and after that, I will
ask them if they know any equivalent phrase in Spanish.
Students will read take a look to the following pictures and then answer “what time do you think
they get up?”
The, they will have to work in pairs, one of them will read about Ella and the other one about
Peter. They will have to answer the questions about the person they are reading about and then
use their notes to tell his/ her partner about Ella´s or Peter´s day.

Scaffolding strategy: I will explain ask them to highlight the phrases they are not familiar with
and ask them to guess meaning from context. I will explain the ones that are not clear.
(5min)
I will project on the board the question: What sport do you think the person is talking about?

ALUMNO PRACTICANTE:
Unidad Temática: Early birds
Clase Nº: 13 y 14
Learning Aims
- Revise some phrasal verbs vocabulary
- Develop their listening skills by listening to an audio
- Develop their speaking skills by interacting with their classmates (conversation
activity)
- Develop their reading and writing skills by solving the activities
Language Focus
R
E
V
Wake up, get up, write down,
stand up, look for
To express actions
N
E
W
Be over
Go off
Set off
Give up
Throw away
Turn down
Turn up
Look up
Fill in
Find out
Put on
Take off
Look after
Look forward
To express actions

Materials
- Jamboard (slides 9-13)
https://jamboard.google.com/d/10id5cKleL2o8-MpF_OsgnhaN9Jh-
FCL_zixetknXtx0/edit?usp=sharing
- Student´s book
- Audio
EF4e_PreintSB_10.5.
mp3
- Worksheet
- Flashcards
- Board game
- Dice
- Small cardboard
- Computer
- Projector
- Board
- Speakers
Procedures
(3min)
(7min)
I will start with a revision of what they read and discussed last lesson: Ella´s and Peter´s day. I
will project on the board a picture of both and some phrases related with their routines. Students
will have to identify which ones correspond to Ella´s day and which ones to Peter´s. It is an oral
activity therefore; they will have to raise their hands in order to talk and provide the answers so
that I can place the phrase under the right person´s picture.

Transition comment: “Great work! Now, let me ask you something, would you like to work the
hours that Ella or Peter work? (wait for answers) All right, now, let´s come to back to some
actions that they do in their daily lives.”
(10 min)
I will project on the board some sentences from Ellan and Peter´s texts and then I will ask them
to explain the meaning of the highlight verbs. They are going to work in pairs in order to discuss
their ideas and then as a whole group, we will find out the answers.
Scaffolding strategy: I will let them re-read the texts so that they can guess meaning from
context.
After that, I will project on the board an explanation about Phrasal verbs.
Transition comment: “Is it clearer now? Don’t worry, we are going to practice them”
Activity 1 (20 min)
Pre-watching
I will project on the board the following pictures and I will ask students to describe what they
observe in each of them. They have to use the verbs that they already know. Students will work
in pairs.

While watching
I will ask them to go to page 163 from their student´s book and they will have to look at the
same pictures and match them with the phrases that describe them. They will work in pairs.
We will check their answers by listening to an audio.

EF4e_PreintSB_10.5.
mp3
After watching
I will give each of them a worksheet. They will have to match the phrasal verbs with their
meanings by working individually.
Scaffolding strategy: I will walk through the classroom so that they can ask me questions and
check the ones that finish first.
Once they finish, we will check the activity altogether.
Transition comment: “Well done! As you can see some of the phrasal verbs are in red, some
others in green and the rest in blue. Why do you think so?”
Activity 2 (20 min)
I will explain them that there are three types of phrasal verbs. “As you can see some of the
phrasal verbs are in red, some others in green and the rest in blue. Why do you think so? Pay
attention to these examples”
I will write on the board some examples:
- I put on my shoes. - I put my shoes on.
- I get up at 6am. - I get at 6am up.
“Are these sentences correct? (Wait for their answers) You are right! Not all of them are ok. As
you can see, some phrasal verbs can be separated and some others don’t. Go to page 163”
1. Be over
2. Go off
3. Set off
4. Give up
5. Throw away
6. Turn down
7. Turn up
8. Look up
9. Fill in
10. Find out
11. Put on
12. Take off
13. Look after
14. Look forward
a) Stop working
b) To Feel excited about something that is going to happen
c) To remove clothes
d) To write or type information on a document
e) Try to find a piece of information in a book or data base
f) To come to an end
g) To stop doing something usually because it is too difficult
h) To dress
i) To reduce the volume or level
j) To take care of someone or something
k) To start on a trip
l) To increase power, sound
m) To discover where to get or how to achieve something
n) To get rid of something you don’t want anymore

(Students have the explanation in their books but I will also project my own explanation on the
board).
Scaffolding strategy: I will explain them that some phrasal verbs have an object and if it is a
pronoun, it will always go between the verb and the particle. Eg, Put it on NOT Put on it.
After the explanation, they will have to solve the following activity which can be found in their
student´s book (page 144). They will work individually:
We will check the answers orally.
Transition comment: “Great work! Now, we´ve been talking about getting up early, do you think
it is a good idea? Are you a morning person? (wait for their answers)”
Activity 3 (15 min)
Students will work again in pairs. I will leave on the table a set of flashcards with a phrasal verb
in each of them. They will be upside down. Each pair will take three flashcards and they will
have to write a short story or a conversation between a early bird and a night owl by
incorporating the phrasal verbs into it (at least 4 lines each character).
Once they finish, each pair group will read perform the conversations in front of the class or
from their desks (for the shy ones).
List of phrasal verbs´ flashcards:
1. Be over
2. Go off
3. Set off
4. Give up
5. Throw away
6. Turn down
7. Turn up
8. Look up
9. Fill in
10. Find out
11. Put on
12. Take off
13. Look after
14. Look forward
15. Go out
16. Wake up/ get up

Scaffolding strategy: I will project on the board pictures of Anonymous people so that they can
choose a character. I wil also walk though the classroom and check their writings and/ or clarify
doubts.
Transition comment: “Hollywood, here they are! I really enjoyed listening to all lof you!”
Board Game (15 min):
I will divide students in two groups and I will give them a dice, a board game and a piece of
cardboard. By taking turns, they will have to roll the dice and according to the number, they will
lay their piece of cardboard on the proper phrase and do what it asks them to do. The first one
who gets to the finish square, wins.

ALUMNO PRACTICANTE:
Unidad Temática: International inventions
Clase Nº: 15 y 16
Learning Aims
- Revise some phrasal verbs vocabulary
- Develop their speaking skills by interacting with their classmates (work in pairs)
Language Focus
R
E
V
Phrasal verbs
N
E
W
Passive voice To emphasize the action
more than the subject
performing it.
Television was invented by
John Logie in 1923.
Materials
- Video
https://youtu.be/2gKFN0d1HCE
- Canva presentation

https://www.canva.com/design/DAErZh1GpP0/blzo4WS3Sauf5yPayzdBIA/view?utm_c
ontent=DAErZh1GpP0&utm_campaign=designshare&utm_medium=link&utm_source
=sharebutton
- Puzzles
- Student´s book
- Audio
EF4e_PreintSB_10.1
3.mp3
- Power point presentation
https://vk.com/doc5326677_464806697?hash=ad2d7ab288854547d3&dl=ca023592918
dfe37cb&fbclid=IwAR1F0U4AzCapqpvveVNNoesOdkl70mX6DFLr1Oqv6RQQYHD4bL
G5JCCaR5k
Procedures
(3 min)
(10 min)
I will start the lesson by revising and consolidating the vocabulary and structures learnt in the
previous lesson. I will invite students to play a fun game in order to review the phrasal verbs. I
will randomly give them a piece of puzzles to each of them in which they will find a word written
on it: a particle (preposition or adverb) or a verb. They will have to stand up and look for the
missing piece of the puzzle that one of their classmates will have. Once they find their puzzle´s
partner, each couple will have to sit and think about an example in which they include the
phrasal verb. They will have to share the examples aloud. Once they all finish, I will repeat the
game in order to practice more phrasal verbs.

Scaffolding strategies: Before starting with the game, I will ask them “how many types of phrasal
verbs there are?” The expected answer is three (type 1: with no object; type 2: with an object
that can be separated or not; type 3: with and object that can never be separated). I will write on
the board a mind map with all the information they remember and I will also add the data they
might forget.
Transition comment: “Excellent job!
(15 min)
I will give each of the students, a worksheet in which they will find some underlined phrases that
they will have to replace with a phrasal verb (Students will work individually and then we will
check the answers altogether orally).
After that, I will tell them to pay attention to the highlighted phrase, “what does this phrase
mean?” (Expected answer: Tim´s secretary fill in or writes some of the forms). I will write on the
board the following sentences for them to see the difference:
- Some other forms are written by his secretary
- His secretary writes some other forms.
“Do they mean the same?” “Which one is the subject in the first sentence? What about in the
second one? What about the verb? Is it the same in both sentences?” Students will see how
different but also similar the sentences are.
Worksheet
Tim Powell isn’t a morning person. Which is surprising because on weekdays, he stops sleeping
and gets out of bed very early. While most of us are still asleep, Powell stops sleeping at five
forty-five, does exercise for thirty minutes in his home gym, and has a big breakfast. Then he
gets ready for work, he wears his favourite jacket and drives to the office. When he gets to the
building where he works, he removes his jacket and then he goes for a walk around a local
park. After that he goes inside to start work at nine o’clock. He thinks with pleasure about the
time he will be home. On Thursdays, his alarm stops working even earlier, at five twenty a.m., to
study German. Powell is a lawyer that is why most of the time, he writes or type information on
documents, although some other forms are written by his secretary. Once in a blue moon, he
has to discover who is the guilty of a crime.

He works seventy hours a week, and he says that stop sleeping and getting out of bed early
helps him to do more during the day. He isn’t the only one – many busy, successful people do
the same thing.
Answers
Tim Powell isn’t a morning person. Which is surprising because on weekdays, he gets up very
early. While most of us are still asleep, Powell wakes up at five forty-five, does exercise for thirty
minutes in his home gym, and has a big breakfast. Then he gets ready for work, he puts on his
favourite jacket and drives to the office. When he gets to the building where he works, he takes
off his jacket and then he goes for a walk around a local park. After that he goes inside to start
work at nine o’clock. He looks forward to be home. On Thursdays, his alarm sets off even
earlier, at five twenty a.m., to study German. Powell is a lawyer that is why most of the time, he
fills in on documents, although some other forms are written by his secretary. Once in a blue
moon, he has to find out who is the guilty of a crime.
He works seventy hours a week, and he says that gets up helps him to do more during the day.
He isn’t the only one – many busy, successful people do the same thing.
Transition comment: Great work! Now it´s time to go deeper, we are going to watch a video in
which we´ll find more sentences like the one in the text”
Activity 1 (20 min)
Pre-watching
I will project on the board a presentation with some flags that they will have to identify orally.
(Italy, Usa, UK, France)
After that, I will project on the board objects and their names and students will have to match
them orally and altogether.

While watching
I will stop the video and we´ll be analyse each of the sentences and I will ask them if there is
another way to say the same sentences. I will remind them about the sentence from the text.
Eg. Television was invented by John Logie in 1923.
John Logie invented television in 1923.
After watching
“As you can see, we can say things in two different ways: in the active or in the passive voice”
I will ask students to complete the chart that they will have to copy on their folders:
Scaffolding strategies:
- Explain what they have to do;
- Monitor students while they are doing the activity;
- Provide them with the necessary help
Transition comment: “Well done! Now, let´s move on”
Activity 2 (15 min)
I will ask them to go to page 82 from their student’s book and in pairs, complete the sentences
with the words from the box:
Active Voice:
Subject + verb + object
Passive Voice:
Subject (object)+ ____+ _____ + (by)

We will check the answers by listening to an audio:
EF4e_PreintSB_10.1
3.mp3
While they listen to the audio, I will ask them to write down other piece of information about
each invention.
Scaffolding strategy: I will pause the audio after each invention in mentioned in order that they
can have time to take notes. If they need so, I will play it two or three times.
Activity 3 (10 min)
After that, they will have to work on the following activities from their student´s book:

Activity 4 (10 min)
I will project on the board the following pictures and they will have to write on their folders, the
passive voice sentences:

Scaffolding strategy: I will project the answer on the board after a couple minutes.

ALUMNO PRACTICANTE:
Unidad Temática:
Clase Nº: 17 y 18
Learning Aims
- Work collaboratively while playing the memory circle game
Language Focus
R
E
V
Present perfect
Past simple
To express experiences/
events/ situations that
started in the past but still
go on in the present.
To talk about finished
actions in the past
Subject+ have/ has+ past
participle
Subject+ verb past form…
N
E
W
Materials

- Present perfect game
https://docs.google.com/presentation/d/1TJMnppggXkSK7xu4yViVrxhyYIuHwKDF
/edit?usp=sharing&ouid=101790251673523794695&rtpof=true&sd=true
- Worksheets
- Board
- Market
- Present perfect vs past simple game
https://docs.google.com/presentation/d/15Nd5sqbjAYOIoOALtRakbmY2GnYZBs8
G/edit?usp=sharing&ouid=101790251673523794695&rtpof=true&sd=true
Procedures
(3 min)
(10 min)
I will start with a game based on questions that start with “have you ever…?” phrase. Students
will have to guess the missing word of each of these questions and then, answer them. I will
randomly ask them one by one. After their yes/ no answer, I will ask them “when?” so that they
will have to give more information by using the past simple.
Scaffolding strategy: Any of them can say the missing words aloud but only the one that I
choose will have to answer the selected question. I will encourage them to provide more
information about their answers by asking “when.”
Transition comment: “Great job! Do you remember the tense that you use to refer to different
experiences, events and actions that started in the past and still go on in the present?
(Expected answer: Present perfect). Now, pay attention to these pictures.”
(10 min)
I will project on the board the following pictures and I will tell students that the one on the left
shows Paul when he was younger. Then I will ask them “what has happened to him?”
I will give each of them a worksheet in which they´ll find some fill in the gaps sentences:
Worksheet:
Complete the sentences with the verbs from the box:
become- change- grow- lose- gain- stop

Scaffolding strategy: I will ask them “which tense do you think you should use in these
sentences? (wait for answers) you´re right! Present perfect.”
I will monitor them while they are working.
Transition comment: “Perfect! Let´s revise structure”
Activity 1: (10 min)
I´ll copy on the board the following explanation:
Then, I will project on the board the following sentences and they will have to choose the right
option. It´s an oral activity.
a) The Titanic have/ has sunk a long time ago.
b) My dad have gone/ has gone to Australia for 6 weeks.
c) He has lived/ has live in Alaska for a long time.
d) I have been/ has been to Paris, and you?
e) Has you found/ have you found your purse?
f) I have work/ have worked here since September.
I will project the following explanation:
1) We often use the present perfect to give ‘new’ information, for example when we want
to report an event that happened a short time ago:
Ouch! I’ve hurt my leg.
Spain have won the World Cup!
2) We often use the present perfect to talk about a situation that began in the past and
continues up to the present or future. It is often used with time expressions such as
since, for, never, etc.:
I’ve been married for nearly ten years.
John hasn’t lived alone since 2001
3) We often use the present perfect to talk about a past event that has a connection with
the present:

I’ve forgotten my dictionary at home. Can I borrow yours? (My dictionary is at home at
the moment.)
NOTE: If we say when something happened in a definitive time in the past, we cannot use the
present perfect. We use the past simple:
Yesterday, I forgot my dictionary at home, so I borrowed one from a classmate.
I will write on the board the following sentences and explain the use of the tense in each of
them:
I never ate/ have never eaten Chinese food, but I´d like to try it.
I never ate/ have never eaten Chinese food when I lived in China.
Next, I will give them another worksheet in which they will have to decide whether the
sentences are correct or not. They will work individually and then, we´ll check orally:
Worksheet:
 Are these sentences Ok? Correct the verbs that are wrong. (The verbs are underlined)
1. I´ve lost my key. I can´t find it. ___Ok_____
2. Have you seen Kate yesterday? ___Did you see______
3. I´ve finished my work at 2oclock. _______________
4. I´m ready now. I´ve finished my work. ___________
5. What time have you finished your work? _________
6. Sue isn´t here. She´s gone out. ________________
7. Steve´s grandmother´s died two years ago. ______
8. Where have you been last night? ______________
Scaffolding strategy: I will provide them two examples in order to make the activity clear.
Transition comment: “Well done! Now, let´s revise some exercises from the exam”
I will ask them to take their exams and go to activity 4 and 5. They already have the correct
answers but I will ask them to analyze them.
4.Make sentences from the words in brackets. Use the present perfect or past simple.

5. Complete the conversation. Then, order the dialogue.
Yes, I ____(have) a great time.
Yes, I ___. I ___ (go) to New York last summer.
I really ____ (love) Central Park and Fifth Avenue
I ____ (always/ want) to go to New York!
______(you/enjoy) it?
_____ (you/ ever / be) to the USA?
What ____ (be) your favourite places?
After that, I will project on the board a game to practice the difference between both tenses.
They will play altogether and orally.
Transition comment: “
Game: (15 min)
I will write on the board “have you ever...?” and then I will give each of them a copy in which
they´ll find phrases with the infinitive form of the verbs. One by one, they will choose a phrase
and make the affirmative sentence by taking that one into account. Then, his/ her classmate will
have to repeat the sentence the first one has said and then choose another phrase and create
his/ her own. After that, it´s the turn of another student and so on. The challenge is that they
have to remember all the sentences that their previous classmates have said.
Eg: (finish) a serie in one day
1st student: I´ve never finished a serie in one day.
(spend) 20 hours awake.
2nd student: He has never finished a serie in one day. I´ve never spent 20 hours awake.
1. (it/not/rain/this/week)
2. (it/be/cold/last/week)
3. (I/not/read/a newspaper
yesterday)
4. (I/not/read/a newspaper today)
5. (Emily/earn/a lot of money/this year)
6. (She/not earn/a lot of money/ last year)
7. (The USA/ be/a British colony)

Transition comment: “What a memory! Great job!”

ALUMNO PRACTICANTE:
Unidad Temática: Revise present perfect vs past simple and 1st and 2nd conditionals
Clase Nº: 19 y 20
Learning Aims
- Develop their speaking skills by interacting with their classmates
- Work collaboratively while playing with the Hopscotch and wordwall game
Language Focus
R
E
V
Present perfect
Past simple
To express experiences/
events/ situations that
started in the past but still
go on in the present.
To talk about finished
actions in the past
Subject+ have/ has+ past
participle
Subject+ verb past form…
R
E
V
First conditional
Second conditional
To talk about possible
situation in the future
To talk about hypothetical
the future
- If+ past simple,
would/ could+
infinitive
Materials

https://www.canva.com/design/DAEsDhjKiGc/j8gg5HCXimuRR53uPFmxYA/view?utm
_content=DAEsDhjKiGc&utm_campaign=designshare&utm_medium=link&utm_sourc
e=sharebutton
- Worksheets
- Board
- Market
- Present perfect vs past simple game
https://docs.google.com/presentation/d/15Nd5sqbjAYOIoOALtRakbmY2GnYZBs8
G/edit?usp=sharing&ouid=101790251673523794695&rtpof=true&sd=true
- First and second conditional game
https://wordwall.net/es/resource/16317077/first-and-second-conditional
- First and second conditional game (closure)
https://quizizz.com/admin/quiz/615e0a27ae2d0a001da16104
Procedures
(3 min)
(7 min)
I will start by checking the last activity from last lesson:
We´ll correct orally altogether.
Scaffolding strategy: Ask students why they decided to use that tense and what has helped
them to be sure of their choice.
Transition comment: “Great job! Now, maybe this mind map will help to remember the uses of
present perfect”
(15 min)
I will project on the board the following mind map about present perfect tense with examples on
each of the uses.

After that, I will ask them to think about other examples for each use by playing hopscotch. In
each of this numbers they will have a card upside down with one of the uses that we discussed
in the previous activity. They will have to throw a top of a bottle on any of the numbers and
according to place in which it falls, they will have to take that card, read it and say a sentence
related with that use of the present perfect.
Transition comment: “Great! Really good sentences!”
I will give them a crossword in a sheet of paper and they will have to write the participle form of
the verbs.

Transition comment: “That´s the way! Now what about regular verbs? Here we have a few of
them. What is the past participle of regular verbs?”
I will give them another worksheet in which they will have to do the following activities:

I will monitor them by walking along the classroom.
We´ll do together an example of each activity.
Transition comment: “You have worked really hard today. Let´s close this topic with a game”
Activity 3: (8 min)
I will project on the board a game to practice the difference between both tenses.
They will play altogether and orally.

I will project the following picture and ask them what conditional is that one:
After that I will project another and ask them to finish the sentence. “What conditional should
you use in this case?”
We´ll revise the structure of each of them together and I will ask them to write on the board the
structure of each of them.
Then, I will divide them in two groups and they will play a game. Each of them will have to
choose the right option and if they answer correctly, the team keep on playing otherwise it is the
turn of the other team.

Students will have to complete the following activity from a worksheet:
Transition comment: “You were great, so you`ve won another game”
Game: (5 min)
I will project on the board a game in which students will have to choose the correct option orally.
They will play in shifts, individually since they will have to use their cell phones.
Final comment: You did it great today! Remember that next lesson you have the exam. If you
study hard, you will pass it.

ALUMNO PRACTICANTE:
Nivel lingüístico del curso: Pre- intermediate
Unidad Temática: Exam
Clase Nº: 21 y 22
Learning Aims
- Put into practice everything they have learnt about past simple and present
perfect, first and second conditional
- Develop their writing skills by answering the questions from the exam
- Develop their cognitive skills by thinking and remembering what they have
learnt
Language Focus
R
E
V
- Present Perfect
- Past Simple
- First conditional
- Second conditional
- To express
experiences/ events/
situations that
started in the past
but still go on in the
present.
- To talk about
finished actions in
the past
- To talk about
the future
- To talk about
hypothetical situation
in the present or in
the future
- Have/ has (not) +
past participle
past simple verb
- If+ past simple,
would/ could+
infinitive

N
E
W
Materials
Procedures
(3 min)
(5min)
Since they have an exam, I´ll ask them to take a sheet of paper, a pen and a corrector, and put
the rest of their things away. I´ll also remind them that they cannot use their cellphones or talk to
their classmates, and in case they have any doubt, they can ask me.
(7min)
I´ll give each of them the exam and ask them to write their names and the date. Then, I´ll
explain them all the activities they´ll have to solve.
Scaffolding strategy: - I will ask some of them to read the activities and then ask the class what
they have understood.
- If it is necessary, I will provide them an example of each activity they have to solve.
Transition comment: “Great, so you all know what you have to do. Now, start working and give
your best!”
(65min)
1) Complete the text with the correct form of the verbs in brackets.
Chris Gardner is a successful businessman and a millionaire. But things _____ always _____ (1.
not be) easy. He _____ (2. not meet) until he _____ (3. Was) twenty-eight years old. This
experience _____ (4. make) him sure about one thing: he _____ always _____ (5. want) to be a
good father for his own children. As a young man, Gardner ______ (6. experience) hard times.
His wife ______ (7. left) him, he ______ (8. lose) his job, and at one stage he and his two-year-
old son ______ (9. sleep) in train stations and airports. He _____ (10. come) a long way since
then. His life changed when he ______ (11. meet) a man driving a red Ferrari and ______ (12.
ask) him what job he did. The man _____ (13. be) a stockbroker, so Gardner ______ (14. ask)
him out to lunch, and the Ferrari driver _________ (15. introduce) Gardner to the world of finance.
Since he _______ (16. become) successful, he ______ (17. spend) a lot of money helping
homeless people and he ______ also _____ (18. write) books about his experiences. His story
was told in the film The Pursuit of Happiness, starring Will Smith.
2) Underline the correct alternative

1. She has been/ was on TV yesterday.
2. Have you ever written/ Did you ever write a speech?
3. Last night I have finished/ finished the book.
4. Have you ever been/ Did you ever go to USA?
5. He has finished/ finished the project this morning.
6. He lived/ has lived in Brazil for a year when he was a student.
7. Have you seen/ Did you see Julie today?
8. He has been/ was here all morning.
9. A: Ouch!
B: What happened?
A: I cut/ have cut my finger!
10. She has visited/ visited her grandmother last month.
3) Find and correct the mistakes. There is one in each sentence.
1. Have you ever see Titanic?
2. Two days ago she´s been to a museum.
3. Unfortunately, we have ever won the lottery.
4. Has ever she visited you?
5. I haven´t meet your brother.
6. In 2006 they´ve travelled to Geneva
7. Have you seen that TV programme last Wednesday?
8. He never has played a musical instrument.
4) Complete the conversations with the correct form of the verbs in the box.
Conversation 1
A: ________ (ever) business in China?
B: Yes, I have. I did business there in 2006
Conversation 2
A: Peter Duvall is a diplomat, isn´t he?
B: Yes, he ______ all over the world.
Conversation 3
A: She loves travelling, doesn´t she?
B: Yes, she _______ fifteen countries last year.
Conversation 4
A: ________ many speeches?
B: No, he hasn´t. That´s why I´m worried.
Conversation 5
A: Is Coldplay´s new CD good?
B: I don´t know. I _________ it.
Conversation 6
A: Have you ever tried sushi?
B: Yes, we ________ some yesterday.
5) Complete the blank spaces, match and then complete the sentences using the
correct form of the verbs in brackets.
Make eat visit hear do work

1. If you get the drinks, I _______ (get) the popcorn.
2. If I was a Hollywood actor, I ________ (live) in Beverly Hills.
3. I´ll be so happy if Diana ______ (ask) me to go out with her.
4. I´d buy some rollerblades if I ______ (have) enough money.
6) Circle the best form in each sentence.
1. I wouldn´t/ won´t do that if I am/were you.
2. I´d/ I´ll help you if I have/had more time.
3. I won´t/ wouldn´t be surprised if they win/won the competition.
4. Life will/ would be so much easier if people work/worked together.
5. If my mother is/were here, I´m sure she´d/ she´ll know what to do.
7) Make sentences from the words in brackets. Use the first or second conditional.
1. If/ Paul/ not watch/ TV so often/ he/ have/ more time for his homework.
2. I/ go/ to university/ if/ my marks/ be/ Good.
3. If/ he/ give/ me her number/ I/ call/ and invite her.
4. If/ Carol/ be/ here/ she/ help/ me with my maths homework.
5. I/ not come/ to your party/ if/ you/ not invite/ Lily.
Scaffolding strategy: Provide them an example of the exercises that they don’t understand
Transition comment: Great job! We still have a couple minutes, so play with this domino in
silence while your partners finish the exam.
(10 min)
If any of them finish the exam, I will give him/ her a set of cards to play domino. If another
student finish and they still have time, I will tell him/ her to join his/ her partner and play in
silence.
Used to talk about possible situations
in the future and their consequences.
Used to talk about an imaginary or
hypothetical situation in the present or
future and its consequence.
If + ____ _____ + would/ ______ + _______
If + present + ____/ won´t + _______

ALUMNO PRACTICANTE:
Unidad Temática: Movies and inventions
Clase Nº: 23 y 24
Learning Aims
- Revise some prepositions of movement to express what they can see in the
movies ‘pictures.
- Develop their speaking skills by interacting with their classmates (work in
groups)
Language Focus
R
E
V
towards, out of
go
Of
Passive voice
To express movement
To express movement
To express movement
To emphasize the action
performing it.
noun
Verb + away/ back

N
E
W
performing it.
_______ was produced by
pixar.
Materials
- Dice
https://www.canva.com/design/DAEslVKUoHQ/wTqZtqcRcnB6ZPV7zFuqfg/view?utm
_content=DAEslVKUoHQ&utm_campaign=designshare&utm_medium=link&utm_sour
ce=sharebutton
- Worksheets
- Cardboards
- Students´ book
- Audio
https://youtu.be/CI5q-mpbcKg
- Projector
- Market
- Speakers
- Computer
- Audio
EF4e_PreintSB_10.1
3.mp3
- Power point presentation
https://vk.com/doc5326677_464806697?hash=ad2d7ab288854547d3&dl=ca0235 92918
dfe37cb&fbclid=IwAR1F0U4AzCapqpvveVNNoesOdkl70mX6DFLr1Oqv6RQQYHD4bL
G5JCCaR5k
Procedures
(3 min)
(5 min)
I will ask them:
- Do you like movies?
- When was the last time you saw a movie? Was it good?
- What is your favourite gender? Action, drama, comedies, war films, etc?
Transition comment: “Ok, now, pay attention to these pictures”
(7 min)
I´ll project on the board some pictures about different movies and then, I´ll ask them:
- Have you seen these films?

Students will have to match the pictures with the name of the movies (altogether and orally).
After that, I will ask them:
- Which one is your favourite?
- What about your least favourite?
Transition comment: “Great! Now, focus on these scenes from those movies. What is missing?”
Activity 1 (10 min)
I will project on the board some scenes from the movies mentioned with a sentence in each of
them. After that I´ll ask them “what word is missing in each of these sentences?” (Expected
answer: a preposition).
Then, I´ll divide them in two teams. In order to do so, I will ask each of them to take a cardboard
from my bag (there will be yellow and orange cardboards) and according to what they get, they
will have to get together with the ones that have the same colour. To decide which group will
start, a representative of each team will roll a dice, the one who gets the higher number will
start.
I will project on the board one picture with its proper sentence at a time, which they will have to
complete with the missing word/s. Each team will have 10 seconds to answer, if they do it in
less than 5 seconds and they provide the right answer, the same team will keep on playing.
Otherwise, it will be the turn of the other one.
- I will write the rules on the board
- I will provide them an example on how to play
- I will count aloud from 10 to 0 every time it is the turn of one of the teams
Transition comment: “Great job! Now, let me ask you something, do you know who is the
director of each of these movies? What about the writers or actors?”
Activity 2 (20 min)
Students will work individually. I will give them the following worksheet:
 Complete the sentences with the name of the movie. Then match them with the
pictures.

1.
2.
3.
4.
5.
7.
- Explain what they have to do;
- Monitor students while they are doing the activity;
- Provide them with the necessary help and remind them that they have to guess.
- Check altogether and orally
After the activity, I will write on the board the following sentences and they will have to tell me
which words are missing:
- Stan Lee _______ Avengers in twentieth century.
- Avengers ____ _____by Stan Lee
I will ask them “Do these sentences mean the same?” (Expected answer: yes) “can you identify
the subject and the verb in each of them?”
_______ was created and
produced at Pixar animation
studios in 2001.
pixar.
________ was directed by
Christopher Nolan.
______ was created by Stan
Lee.
_______ was released in
1995.
________ was performed by
Tobey maguire.

After that, I will ask them to open their students´ book and go to page 144 in order to read the
explanation:
Transition comment: “now, let´s look for passive voice in the following text”
Activity 3 (15 min)
Pre-reading:
I will ask them:
- Which of the films discussed do you think is the most famous one? Why?
Then, I will play the following audio and ask them “Can you guess what this article is going to be
about?”
https://youtu.be/CI5q-mpbcKg
While reading:
I will give them a worksheet about one of the movies we´ve been discussing: The Avengers.
Students will work individually.
 Complete the blank spaces with the present or past passive of the verbs in
brackets.
A great comic
The Avengers _______ (1. Released) in 2012, _____ (2. Produce) by Marvel Studios
and _______ (3. distribute) by Walt Disney Pictures. It _____ (4. Base) on the Marvel
Comics superhero team of the same name. The film ______ (5. Script) and _______ (6.
Direct) by Joss Whedon. It features an ensemble cast that includes Robert Downey, Jr.
and Samuel L. Jackson. In The Avengers, Nick Fury, director of the peacekeeping
organization S.H.I.E.L.D., recruits Iron Man, Captain America, the Hulk and Thor to form
a team that must stop Thor's adoptive brother Loki from conquering the Earth. The film
includes all the usual thrills and spills expected from a superhero movie.
The film received positive reviews from most film critics and set numerous box office
records, including the biggest opening weekend in North America. It tied the record for
the fastest film to gross $1 billion worldwide and became the third-highest grossing film
ever. The website Rotten Tomatoes wrote: "With a script that never forgets its heroes'
humanity, and no shortage of super-powered set pieces, The Avengers lives up to its
hype." Associated Press writer Christy Lemire said: "The script sparkles as brightly as
the special effects; these people may be wearing ridiculous costumes but they're well
fleshed out underneath."
After reading:
We´ll check the answers altogether and orally.

A great comic
The Avengers was released in 2012, produced by Marvel Studios and distributed by Walt
Disney Pictures. It is based on the Marvel Comics superhero team of the same name.
The film was scripted and directed by Joss Whedon. It features an ensemble cast that
includes Robert Downey, Jr. and Samuel L. Jackson. In The Avengers, Nick Fury,
director of the peacekeeping organization S.H.I.E.L.D., recruits Iron Man, Captain
America, the Hulk and Thor to form a team that must stop Thor's adoptive brother Loki
from conquering the Earth. The film includes all the usual thrills and spills expected from
a superhero movie.
The film received positive reviews from most film critics and set numerous box office
records, including the biggest opening weekend in North America. It tied the record for
the fastest film to gross $1 billion worldwide and became the third-highest grossing film
ever. The website Rotten Tomatoes wrote: "With a script that never forgets its heroes'
humanity, and no shortage of super-powered set pieces, The Avengers lives up to its
hype." Associated Press writer Christy Lemire said: "The script sparkles as brightly as
the special effects; these people may be wearing ridiculous costumes but they're well
fleshed out underneath."
Transition comment: “Well done! Up to now, we´ve talked about movies but do you know when
cinema was invented?”
Activity 4 (5 min)
I will project a picture of William Fressie Green, the father of cinematography and ask them to
complete the following sentences with the passive and active voice (I will copy the sentences on
the board and they will answer orally):
William Fressie Green ________ (be) the father of cinematography.
Cinematography __________ (create) by William Fressie Green.
Transition comment: “I think we all agree that cinematography was a great invention, but what
about other wonderful things that still exist nowadays and have become of paramount
importance in our lives?”
Activity 5 (15 min)
Pre-listening
I will provide them the words that they will listen to and ask them to match them with the pictures

While listening:
I will ask them to write down important piece of information about each invention.
Scaffolding strategy: I will pause the audio after each invention is mentioned so that they can
have time to take notes. If they need so, I will play it two or three times.
After listening:
After that, they will have to work on the following activities from their student´s book:

Transition comment: “Excellent! Now, let´s practise with a game”
(10 min)
Before projecting the presentation/ game I will tell them a number from one to ten. Those
numbers will be the turn in which they will answer. They will have to say the sentences in the
passive. (This activity was not used during the lesson 15 and 16).

Scaffolding strategy: I will project the answer on the board after each of their answers.
If the one who has to provide the answer don’t know it, another classmate will be able to
answer.

ALUMNO PRACTICANTE:
Unidad Temática: Invented by women
Clase Nº: 25 y 26
Learning Aims
- Develop their speaking skills by interacting with their classmates (work in
groups)
Language Focus
R
E
V
performing it.
pixar.
N
E
W
Vocabulary about inventions:
Dishwasher, disposable nappy,
windscreen wipers, life raft,
solar panel, video entry phones
Materials
- Wordwall game
https://wordwall.net/resource/23484459
- Video
https://youtu.be/hqLXVHCNp8E

- Worksheets
- Projector
- Computer
- Market
- Boardgame
- Dice
- Small cardboards
Procedures
(5 min)
(10 min)
Trivia game: I will divide students in two teams randomly. Then, I will project on the board a
“wordwall game” in which they will have to complete the sentences by selecting one of the four
options. The game is related with the inventions we have been discussing during the closure
activity last lesson. Each team will have ten seconds to select the right option. If they do it
correctly, they´ll keep on playing, otherwise it will be the turn of the other team. The one that
answer more questions correctly will win.
Scaffolding strategy:
- I will write the rules on the board
- I will provide them an example on how to play
Transition comment: “Great job! Now, let me ask you something: did you see any women
between the inventors/ authors? Do you think women have created some objects? (Wait for
answers) Now, pay attention to these objects”
Activity 1 (20 min)
Pre-watching
I will project on the board the following pictures and then I will ask them “which six things do you
think were invented by women?” Students will have to guess and vote at the same time, by
choosing just 6 objects. In order to count their votes, I will write a chart on the board and note
their answers by writing “sticks” on the chart:

Dishwasher Disposable
nappy
Windscreen
wipers
Lipstick Life raft Solar
panel
Washing
machine
Video
entry
phones
Stockings
I I
Scaffolding strategy: I will explain them what they have to do
While watching
I will play the video and they will have to check their answers and complete the following
sentences from a worksheet:
Transition comment: “were you right? Now open your book on page 83”
After watching
I will ask them to open their student´s books on page 83 and answer the following questions.
They will have to work individually.
 Complete the sentences with the invention.
1. The __________ was invented by Marion Donovan in 1950.
2. The __________ was invented by Mary Anderson in 1903.
3. The __________ was invented by Josephine Cocrhane in 1886.
4. The __________ was invented by Maria Beasley in 1880.
5. The __________ was invented by Marie Van Brittan Brown in 1966.
6. The __________ was designed by Mária Telkes in 1948.

- We´ll read the questions altogether and orally
- I will play the video again and pause it after each invention so that students can take
some notes.
- Monitor while they are doing the activity
- Get students to compare with a partner
We´ll check altogether and orally.
Transition comment: “Well done, now let´s check the full script of the video”
Activity 2 (15 min)

Lessons- Secondary Level

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