All plans for prima ry without comments

All Plans for PRIMARY
Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co- tutora: Prof. Graciela Inés Manzur
Lesson Plans – Practicum – Second Period
I.F.D.C. LenguasVivas
ALUMNA PRACTICANTE: Paula Schulze
Compañera que revisó el plan: Myriam Tielve
Período de Práctica: Segundo – Nivel Primario
Institución Educativa: Colegio Bilingüe Neuquén
Dirección: Los Álamos 700, Neuquén
Sala/Grado/Año: 6to “A”
Cantidad de alumnos: 19
Nivel Lingüístico del curso: Pre- intermedio
Tipo de Planificación: Clase
Unidad Temática: Piratas y Tesoros
Clase N°: 1 (Readjustment)
Fecha: 6/08/2015
Hora: 8.10 – 9.20
Duración de la clase: 80 minutos
Fecha de la primera entrega: 2/08/2015
Fecha de la segunda entrega: 4/08/15
 Teaching Points:
Past continuous in the affirmative form (questions and affirmative answers)
Revising past tense (questions and affirmative/ negative answers)

 Aims and goals:
During this lesson, learners will be able to…
 Develop their listening and speaking skills by understanding the message of a
short story.
 Develop their speaking skill while talking about what they have heard in the
story and about themselves.
 Develop their writing skill by writing sentences related to their peer´s
activities during the previous day.
 Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION Greetings
Good
morning!
Goodbye!
The
Imperative
Sit down!
Listen to!
Objects
Pirates
Chest
Sand
Time:
8 am
3 pm
Identifying
and naming
past events
Polite
requests
-Let´s sit
down/open
your book on
page…
-Listen,
please!
Wh questions
in the past
Where did
they find the
chest?
They found …
Yes/No
questions and
answers in
the past
Did they
travel by
boat?
Yes, they did.
No, they
didn´t.
Could they see
the ship? Yes,
Recognition and
use of the short
sounds
/ˈwɪkɪd/ in
wicked
/ʃɪp/ in ship

they could.
No, they
couldn´t.
NEW
Objects:
Parchment
Spade
Actions:
To dig
To pick
To bother
Adjectives:
Wicked
Inland
Talking
about
previous
day´s
events
-Wh-
questions with
present
continuous
-What were
they doing at
3pm? They
were sailing.
What were
you doing at
11pm?
I was….
Recognition and
use of the sounds
/ˈpɑː(r)tʃmənt/
in parchment
/ˈtreʒə(r)/ in
treasure
 Teaching approach: The Natural Approach as the students are expected to
interact with the teacher and peers in a natural way promoting in this way the
communicative abilities. Since language and vocabulary are of principal
importance for this approach and to acquire the language, I will encourage the
students to concentrate mainly on the understanding of the message rather on
the target language specifically. Consequently, learners are also expected to
acquire language in a free-stress classroom environment. Besides, the PPP
method will be used as well to introduce the target structure.
 Integrating skills: during this class students will develop their listening skill
while listening to the teacher and to their mates. They will also integrate
reading and writing when they are asked to write sentences about their
classmates and then read them aloud. Their critical thinking will also be
developed while talking about the moral of the story.
 Materials and resources: short story – color markers – blackboard –
parchment
 Pedagogical use of ICT in class: In this lesson we will not work with ICT
support.

 Seating arrangements: The students will be sitting at tables in groups of 4 or
5 to foster group interaction. It must be said that each student has a set
place given by the teacher so as to avoid misconduct among them.
 Cooperative work: sts will work in pairs to talk about their past actions,
according to the characteristics of this age group sts will tend to help each
other if someone is in need either of the proper word or the answer for a
given question.
 Possible problems/difficulties and their solutions during the class: as it is
the first class I give to the sts, I hope I will manage to do all the activities
planned. I was surprised to see all the activities they do with their teacher.
Either the sts may feel shy with the new teacher or relaxed and so they may
take their time to work. So I will be checking time during the whole class.
 Potential problems students may have with the language: Students may find
it difficult to use the past continuous, if this is the case I will prompt or
model the answer.
 Assessment: I will assess learners’ comprehension and understanding through
their oral interactions, and their participation and development during the
activities.
Routine: 10´
Purpose: to greet students and get them into a positive mood to start the lesson.
As this is the first period, sts take their time to open their school bags and
take their elements. They also have to place their communication copybook in a
box that is on the Tch´s desk. Then, the teacher checks that all the
schoolbags are placed next to the walls because no objects can impede the
free walk through the classroom.

So after all that routine, I will greet the sts, ask them how they feel and then
I will ask one of them about the date. I will write it on the blackboard (this is
the teacher´s routine so I will stick to it).
Transition: let´s get ready to listen to a nice story!
Warm up: 10´
Purpose: to recall previous knowledge and set the context
T: ok sts. What topic do you think our story will be about? I will give you a
hint!
I´m going to take a rolled poster from my bag and little by little I’m going to
unfold it to create suspense.
Sts: Yes! Pirates!
T: Great! You are dealing with pirates and treasures. Today we are going to
listen to the story of a very special group of pirates. While you listen to the
story you have to write words from the story that are connected to pirates. I
will draw this web on the board.
T: For example, who can tell me words related to pirates?
Sts: chest, port, hook (these are words sts have already learnt).
So I will write these words on the blackboard (bb) so as to model the activity.
If the sts don´t come with any word, I will prompt them with some scramble
words on the bb or Yes/No questions or mime.
For this very first reading I´m going to use as many gestures as possible and
change my tones of voice so as to help the sts understand the story and also
to create suspense.
After reading the story for the 1st
time, I will ask for the words to complete
the web. This will give an idea of which words are new for the kids.
T: which words are mentioned connected with pirates?
PIRATES

So I will write the words on the bb. Probably the words that will be mentioned
are: treasure - sail – sand – secret, among others.
All words will be welcomed even if they not appear in the story.
Cecilia, about your question, I have decided to use the story to develop
students’ listening skill, to provide a context with familiar lexis and also to
motivate their speaking skill taking as an advantage that the story has a very
concrete moral.
Transition: very good! We have many words about pirates! Why don´t we listen
to the story again?
Presentation: 15´
Purpose: to check understanding while reading for the 2nd
time
I will give a copy of the story to each student to follow it while I read. I think
this visual support will help sts to concentrate on this second reading, promote
the reading skill as they get acquainted with the spelling of some words, guess
the meaning through context and therefore get a better understanding of the
story´s message.
As I said before, the sts have already been working with this topic they know
most of the words that appear in the story, maybe parchment will be new for
them, the same with go inland, pick, spade and wicked. So, at the time of
reading the first word I will take a rolled piece of paper to hold it so sts will
understand its meaning. Then, when the character in the story reads the
message I will do as if I were unrolling the parchment so as to be read. As
regards the other words I will mime the action of doing or using the objects.
As regards the length of the story, I do not think the sts will find it difficult
to follow since their coursebooks have long passages. They sometimes listen to
the story and others they read from the book. During one of the observations,
the teacher read the 1st
part of a story and the sts just listened to her with
books closed. Then she asked them to open their coursebooks to go on reading
the story.
THE PIRATES AND THE LOST TREASURE

There wasonce an invisible shipinwhichsome wickedpirateslived.These piratesspent their
dayssailingthe oceanshuntingfor veryvaluable treasure –some hiddentreasure that no one
had seenbefore. The piratesand theirshipwere invisible,andyoucouldonlysee itif you were a
pirate too.It alsomeantthat the piratescouldgetto all the secret treasure before anyone else
because nobodycouldsee them.
One day, the pirates sailedlookingfor one secret treasure that no one had everheardof,but
evensothis treasure was very special for itguardeda big secret…
Followingthe treasure map,the pirateswere impatienttogetthere assoon as possible,forthey
believeditwouldbe the besttreasure.Quickly,the invisiblepiratesandthe invisible shipreached
the treasure islandand as theywere the firstto getthere theywere extremelyhappy.
Justas the treasure map indicated,theyhadtogo inlandfromthe beachbytaking one hundred
stepsina direct line,turningrightandtakingeightmore steps – and there, buriedinthe sand,
was the hiddentreasure.
The piratesgrabbedtheirpicksand spadesand started diggingas fast as theycould.Afterthey
had beendiggingforquite awhile,theyhitsomethingmetal…
“We’ve foundit!” shouted apirate.
Theyhad foundan oldchest that had to containthe treasure!Sotheyopenedittosee the hidden
treasure that no one had everseen.
But to theirhorror,the chestwas full of sand and had a piece ofparchment inside it.
Extremely angry,one of the piratespickedupthe parchment tosee if ittoldthemwhere the
treasure reallywas.
He beganreading:“If you have come so far, it isbecause youare nothappywithwhat youalready
have.You wish tobe richerandricher.Well,don’tbotherlookingmore,becausethere isno
hiddentreasure –the only thingthat existsisthe chest,the sandand thisparchment.Iwas once
like you,apirate whowas onlyinterestedinbecomingthe richestpirate of all.ButthenIrealised
that material thingssuch as moneyare not important. I hope youlearnto understandthisasI
did.”
These wordsmade all the wicked pirates thinkhard, because one person whohadalsobeena
pirate had taughtthema valuable lesson.
THE END
Source: http://www.shortstories.net/story-the-pirates-and-the-lost-treasure/ I have adapted
the story for pedagogical purposes.
T: ok. How did you like the story?

Sts: it´s nice!
Now, I’m going to ask the sts some comprehension questions about it.
T: How were the pirates?
Sts: they were crazy and invisible
T: Could you see the ship?
Sts: no or only pirates
T: Where did they go one day?
Sts: to find a secret treasure
T: Did they have a map?
Sts: yes!
T: what did they have to do to get to the treasure?
Sts: walk and dig in the sand
T: What did they find?
Sts: a chest
T: how do you think the pirates felt after opening the chest?
Sts: Angry!
So as to foster the sts thinking skills, I will ask them about the moral of the
story, if they liked it or not and why.
T: What do you think is the moral or the message of the story?
Sts: you do not have to think about money
T: Do you like the message of the story?
Sts: yes!
Then I will write on the bb 4 different morals for the sts to choose the one
that corresponds to the story and say why.
 Be courageous
 Respect others
 Be tolerant
 Don´t work only for money
T: From these morals, which one corresponds to the story?
Sts: the last one
T: What makes you say so?
Sts: because that is what the pirate said in the letter.
If the sts do not know how to answer a question, I will give prompts, read the
part of the story again or provide alternatives.

Transition: great! Let´s go on talking about the pirates!
Development:
Activity 1: 15´
Purpose: to set the context to introduce the target structure
T: so let´s mention what the pirates did before finding the treasure.
I will provide the 1st
example and I’ll write the sentence on the left side of
the bb.
T: they sailed to the island. What else did the pirates do?
Possible answers:
They looked for the treasure.
They walked on the beach.
They talked to each other.
They travelled by ship
I will write at least 5 sentences. Sts will be encouraged to use the past tense.
In case they use the present tense, I will provide alternatives such as: do they
look or did they look for the treasure?
T: fantastic! Now let´s imagine that yesterday the pirates found this
treasure. (I will give emphasis to the word yesterday to show proximity and
therefore make it more vivid)
T: So let´s give a time to each activity.
On the bb, next to the first action, I’ll write the first set time for the sts to
understand the task:
They sailed to the island From 8 am to 2pm
They looked for the treasure. From 3 pm to 8pm
They walked on the beach. From 2pm to 7pm
They talked to each other. From 8am to 9 pm
They travelled by ship From 8 am to 2pm
Having this guide on the bb, I will say and write the following sentence in black
ink but use a different color for the verb in the past continuous.
Yesterday at 9 am, the pirates were sailing to the island.
T: what about at 4pm?
Sts: Walk on the beach

T: good! they were walking on the beach. What were they doing?
Sts: they were walking on the beach.
I will go on like this until all the activities have been mentioned. I will
encourage choral repetition if I identify that some students are still doubting
about the use of the verbs.
To check that the students understand the meaning of this verb, I will ask
them:
T: Were the pirates sailing at 9:10?
Sts: yes!
T: Were the pirates sailing at 9:20?
Sts: Yes!
T: So was it a continuous activity?
Sts: Yes!
T: Was this activity in the present or in the past?
Sts: in the past!
T: great kids! We call this verb past continuous.
Transition: excellent kids!
Activity 2: 15´
Purpose: to practice in a less controlled way the target structure
I will clean the blackboard and I will ask the sts to talk about them.
T: what about you? What were you doing yesterday at 2pm? I will write this
question on the bb in black ink and I will write the time in another color. As
the auxiliary verb “to be” changes when the person talks about “I”, I will write
the beginning of the answer as well, as it follows.
What were you doing yesterday at 2pm?
I was……
I will wait for some answers or I will ask some proficient st to answer. In case
the chosen st does not use the correct tense I will provide alternatives.
After some answers have been modeled I will ask the sts to work in pairs and
ask the mate they have sat next to them. I will encourage the sts to
remember the answers even take notes if they want. Meanwhile I will walk
around asking, prompting or even congratulating the sts for their answers.
Transition: great! Now open your folders, please.

Activity 3: 15´
Purpose: to integrate the new structure in meaningful sentences about
themselves
Cecilia, I thought of including this activity as to connect the target structure
to the students’ world, to make it more personal. Before they talked about
themselves, but instead of copying those sentences I thought of reporting
what other friends had just said. They also took notes in the previous activity.
T: Students open your folders, copy the date and write at least 3 sentences
about what your friends were doing yesterday at 11 am, for example.
In case I see they are lost, I will write a model on the bb.
1. Yesterday at 2 pm, Juan was……
While the sts are writing the sentences, I will walk around checking
understanding, spelling, prompting possibilities, etc.
Once they have finished I will ask some volunteers to read some sentences
aloud, for example:
T: who can tell me what Mariano was doing yesterday morning at 9am?
St: He was doing gym.
Transition: you have learned a lot! Now put your belongings away and let´s go
to the break.
Homework: I will ask the sts to remember a movie on pirates they have seen,
or the stories they have read in class and think about the characteristics of
the pirates: clothes, personality, physical appearance. They must also bring a
picture of a pirate.
This will be used next class to work with comparatives, a topic the teacher
asked me to revise.

Clase N°: 2
Fecha: 13/08/2015
Hora: 8.10 – 9.20
“Will” used to express decisions at the time of speaking
Revision of the use of adjectives to compare body characteristics, personality
and clothes
Cecilia: Just to tell you that I have found it difficult but challenging as well to
deal with these two topics the teacher gave me to teach and revise
respectively!
 Aims and goals:

 Compare different characters considering their body characteristics, aspects
of personality and items of clothing.
 Develop their listening skill by understanding a character’s description of a
pirate´s costume
 Develop their speaking skill while talking about what they think they will do in
the future.
 Develop their writing skill by writing sentences related a possible future
event.
 Language focus:
LEXIS FUNCTION STRUCTURE
S
PRONUNCIATIO
N
REVISIO
N
Greetings
Good
morning!
Goodbye!
The
Imperative
Sit down!
Listen to!
Objects:
Eye-patch
Dress, hat
pair of
pants, Belt,
scarf
blouse ,
Boots
shoes,
skirt,
symbol, t-
shirt, skull
Adjectives
and their
comparativ
Comparing
characters
according to
their body
characteristic
s, aspects of
personality and
items of
clothing.
Polite
requests
-Let´s sit
down/open
your book on
page…
-Listen,
please!
Wh questions
What can you
say about…?
Yes- No
questions
Do you know
what it is?
Is this a
vest?
Did you
see…?
Possessive
case
Pirate´s hair
Recognition and
use of the sound
/məˈstɑːʃ/ in
moustache

e forms:
(more)
Intelligent,
Short(er),
Long(er)
Old(er),
New(er),
Dirty/
dirtier
Big(ger),
Small(er),
Curly (ier)
(more)
dangerous
NEW
Costume
party
Sword
Actions:
To dress up
Adjectives:
dark
Items of
clothing:
Vest, belt,
costume,
Taking
decisions at
the time of
speaking
I think, I
will wear…
I don´t think
I will…
Wh-
questions
What can you
say about the
pirate´s
hair?
What will you
wear?
What will you
dress up like?
Recognition and
use of the sounds
/ˈkɒstjuːm/ in
costume
/sɔː(r)d/ in
sword
interact with the teacher and peers in a natural way promoting in this way
their communicative abilities. Since language and vocabulary are of principal
students to concentrate mainly on the understanding of the video message
rather than on the target language specifically. Consequently, learners are also
expected to acquire language in a free-stress classroom environment. Besides,
the PPP method will be used as well to introduce the target structure.

while listening to the teacher, their mates and a video. They will also integrate
classmates and then read them aloud.
 Materials and resources: computer – overhead projector – color markers –
blackboard– copies (survey, vocabulary and homework) – vocabulary poster –
three A4 size pictures of pirates – (cell phone and loudspeaker just in case of
technological problems with the computer)
 Pedagogical use of ICT in class: In this lesson we will use ICT support, music
and a video from You Tube, to develop speaking and listening skills. The music
will be used to create a suitable atmosphere to work on the topic and the video
will be used to trigger ideas on costumes.
 Seating arrangements: The students will be sitting at tables in groups of 4 or
5 to foster group interaction. It must be said that each student has a set
place given by the teacher so as to avoid misconduct among them.
given question.
 Possible problems/difficulties and their solutions during the class: In case
there is any problem about technological devices I will use my cell phone to
play the music and I will skip the part of the video watching to pass on directly
to the supposition activity only. If any st uses L1, I will provide the words in L2
and check if he / she understands the activity or needs helps with the
vocabulary.

 Potential problems students may have with the language: Students may get
confused or not remember some comparatives, if this is so I will elicit them
from their partners or provide possibilities for example at the time of
comparing two pirates: can you use the adjective intelligent or more
intelligent?, Is he more intelligent than….?
activities.
Routine: 10´
T: Hello, good morning! Don´t forget to put all the schoolbags next to the
walls and your communication copybook in the box, please.
T: How are you today?
Sts: Fine!
T: Who wants to write the date on the bb, please?
In the previous class, sts were asked to bring pictures of pirates to work with
during this class.
T: Ok. What did we talk about last class? Do you remember?
Sts: Pirates!
T: great!
Transition: let´s get ready to start with the action, kids!
Warm up: 12´
Purpose: to recall previous knowledge and set the context
T: Let´s listen to this music for a while. Where is it from?
I won´t say the word movie to create more suspense. As it is the music of
Pirates of the Caribbean, I´m sure sts will find it very easy to find out. This

music is well known for them, so they will feel confident to start talking
achieving our main goal that is to have the kids communicating in English.
Moreover, they probably likethe movie so it would be a motivating starting
point, as well. If the sts don´t relate the music with its movie I will elicit the
right answer by asking questions with two possibilities:
T: “Is it the music from Shrek or from The Pirates of the Caribbean?”
https://www.youtube.com/watch?v=yRh-dzrI4Z4
Source:You Tube
https://www.bing.com/search?q=images%20pirates&form=EDGENT&qs=PF&cvid=4ea81ae5a24f40
7b9778cc81c77d166c&pq=images%20pirates&sbts=1439160036455&nclid=HDml9WGr%2BgsMax
vOzQtI5A%3D%3D&ts=1439160036456
I have already downloaded this music and the video that comes in next stages
to my computer.
I have also downloaded the music to my cell phone in case there is any problem
with the technology devices. I will carry my cell phone and the loudspeaker I
usually use with it.
Sts: Piratas del Caribe!
T: Yes! It is Pirates of the Caribbean!
Transition: Ok. Let´s talk about it!
Communicative Activity: 10´
Purpose: to activate previous knowledge about pirate movies they have seen or
pirate games they have played with.
To start a short discussion and a true communicative moment, I will ask the
sts some questions about the movie “Pirates of the Caribbean” and the Play
Station, Wii or X-Box game Assassin Creed: “Black Flag”.
T: Do you play Black Flag? What is it about?
T: Did you see the movie “Pirates of the Caribbean”? How did you like it?
T: Who is the main character?
T: Can you describe him?
T: Is there a woman pirate? What is her name?
Then, I will display 3 A4 pictures of some famous pirates to trigger some
comments.

Jonny Deep as Jack Sparrow Keira Knightley as Elisabeth Swann
Penelope Cruz as Angelica
Source: Google images
https://www.bing.com/images/search?q=images+pirrates+of+the+carebbean&FORM=HDRSC2
T: fantastic, did you remember to bring pictures of pirates?
Sts. Yes!
T: Ok, can we see them, please?
So sts will take out the pictures. In case some sts haven´t brought some color
pictures, I will take several like the following ones. Then, I will ask them to
have a look at their classmates´ pictures as well.

Source: Google images
https://www.bing.com/images/search?q=images+pirrates+of+the+carebbean&FORM=HDRSC2
Transition: Now, let´s compare the pirates
Activity 1: 5´
Purpose: to compare movie characters with the pictures they brought
T: We have many pirates! But they are very different, aren´t they?

Sts: Yes!
T: What aspects are different? for example, the color of their hair.
I will write hair color on the bb.
What else can we add, Luciano, what do you think?
Luciano: The clothes!
T: Great!
Then, I will give the instructions as follows:
T: Get in pairs and you have 2 minutes to list the elements that the pirates on
the bb and your pictures have different.
While they are finding the differences, I will play the music again and I will
walk around checking sts are using the target language to find the
differences. In case, they are using L1, I will ask them, What do you find
different about these pirates? so as to promote the use of the target
language. I will also prompt or provide words on demand.
Once the time is over, I will lower the volume of the music and I will say:
T: Great! Let´s make a list of the elements you found different among the
pirates.
I will write all the characteristics they mention on the board.
Hair color
Clothes
Hair
Moustache
Age
T: What about the personality? Do you think they may be different?
Sts: Yes!
I will include this item as well.
Transition: very good! Now let´s include something else about the pirates!
Practice
Activity 1: 10´
Purpose: to say how different the pirates are

T: So, using all the information from the bb, let´s compare the pirates.
I will choose 2 pictures that are on the board and I will say.
T: What can you say about their hair?
I will write this question on the bb using a color marker for the sts to have it
as a guide.
What can you say about the pirates´……HAIR……… ?
Sts: This pirate has long hair
T: this pirate´s hair is longer than this one.
And I will copy it on the board.
T: Now take the pictures again and using the list on the blackboard, ask your
classmate about the different pirates and compare them.
Meanwhile, I will walk around checking the correct use of the comparatives.
Every time I see the sts are in doubts or using the comparatives in the wrong
way, I will write the correct version on the bb for the sts to have them as a
guide.
Transition: great! Let´s go on talking about the pirates!
Presentation:
Activity 1: 15´
Purpose: to set the context and introduce the target structure
T: so let´s imagine you are invited to a costume party! Do you know what it
is?
Sts: No!
T: It´s a birthday party, for example, but you have to wear clothes, you dress
up like a pirate, like spiderman or a ghost. I will mime the actions.
Sts: fiesta de disfraces!
T: yes, a costume party! Imagine you have to go to a costume party next
Saturday and the theme is Pirates and Treasures. What costumes would you
wear?
I will take a poster with some words, I will stick it on the bb for the students
to choose possible pieces of clothing. As some words may be new for the sts I
will use the already used pictures to point at the pieces of clothing they may

not know, I will give the definition, or I will draw it on the bb for example with
the word tie. Most of these words will appear in the video.
I will model the first answer and I will write it on the bb.
I think I will wear…an eye-patch…
T: What about you, Lautaro?
St: I think I will wear boots!
T: And you Luciana?
St: I think I will wear a symbol.
T: Great. What symbol?
St: A skull (this is a word the teacher has already taught).
T: Will you take a sword? (I will mime as if I had a sword or I will point to
some in the pictures).
St: Yes!
I will write this answer also on the bb for the sts to have some other
alternatives and not only clothes to be mentioned
I think I will take a sword
Then I will ask:
T: Are you deciding the clothes now or is it something you thought about at
home?
St: Now!
T: Is it your decision to wear these costumes?
Sts: Yes!
Vest hat pair of pants
Belt scarf blouse
Boots shoes skirt
Dress symbol
Eye-patch t-shirt tie

T: Did you take this decision before coming to the class?
Sts: No! In the class!
T: Well done! So you are taking the decision now and the party will be next
Saturday! When you take the decision at the moment you are speaking, what
structure do we use? Pointing to the sentences on the board, I will elicit the
right answer from the sts.
Sts: Will!
Transition: Let´s watch a video about a boy who is invited to a pirate´s party.
Activity 2: 5´
Purpose: to provide new elements for a less controlled practice of the target
structure
I will ask the sts to guess what the boy will wear. So, I will ask the sts
T: From all these items (I will point to the words in the poster) what will the
boy use to dress up like a pirate?
St: I think he will wear a pair of pants.
I will ask some proficient sts to model some other answers.
T: ok. Let´s see what a boy will wear to dress up like a pirate!
T: You do not have to understand every word the boy says. I´m going to give
you a copy of these words that are on the poster and you have to circle the
elements mentioned in the video.
Then, we will watch the video.
https://www.youtube.com/watch?v=K3Ks4gd0Pfw
Source: You Tube
Sts will watch from 00:27 up to 1:46.
Script
Do youwant to pretendyouare a pirate,too?
So you needmyhelpandDisneyJunior´sguide todressinguplike apirate
Step1: treasure hunt
Grandpa saysthat if you gonnabe a real pirate,youshoulddressupas a pirate
So geton a treasure huntaround the house

I´ll findeverythingIneed
Your mom anddad wardrobe isthe bestplace to start
Make sure youask first
I´m goingto use thisoldblouse andscarf of mom´s,dad´s vest
Andthisoldhat I have found
Step2: make some modifications
Put onthe blouse androll upthe sleeves
Tie your scarf aroundyourwaistand add the vest
Andnowit is time tomake a pirate´shat
Turn up the frontand back, thencustomize
Everypirate has a symbol,mine isastarfish
Step3
Addthe fun staff.Everypirate needsaneye-patchandIknow how to make a fierce one.
T: Did you like it?
Sts: Yes!
T: So this boy is going to a costume party as a pirate. What will he wear?
Sts: He will wear an eye-patch.
T: Very good. What else?
STs: a vest!
Once the sts have mentioned all the possibilities I will say,
Transition: Now, let’s talk about you!
Activity 3: 13´
Purpose: to refer to instant decisions about themselves using the target
structure
I will clean the blackboard and take the poster and I will ask the sts to talk
about themselves.
T: Students, open your folders and copy the date, please.

T: Let´s suppose the school organizes a costume party, and it is going to be
about pirates and treasures. What will you wear? You will ask your friends and
you will complete this chart.
I will give the sts this copy for them to complete a survey.
Friend What will you dress
up like?
What will you wear?
What will you take?
While the sts are working, I will walk around checking that they are
performing the activity and helping those students who have any problem. I
will also encourage the use of the L2 if necessary. Once I they have finished,
I will also ask some students to report the result of the survey in a loud voice
to practice reading and check their pronunciation as well.
Then, I will ask one st to deliver the slips of paper with the homework and I
will ask another st to read it aloud in case there are some questions.
Transition: you have learned a lot! Now put your belongings away and let´s go
to the break.
Homework: as next class is the last class with the sts, I will ask them to
dress up like pirates, if they want. Also, sts will be given the link of the video
to watch again at home.
Querida Familia:
En las horas de inglés estamos trabajando con la temática Piratas. Es por ello
que invitamos a sus hijos a caracterizarse de pirata para el próximo Martes 18.
También les compartimos el link del tema trabajado hoy donde pueden sacar
ideas para el disfraz.
https://www.youtube.com/watch?v=K3Ks4gd0Pfw
Muchas gracias,
Miss Mariana y Miss Paula

Clase N°: 3
Fecha: 18/08/2015
Hora: 8.10 – 9.30
First Conditional (Simple Present + will) to express future condition, a real
possibility
Revision of the use of adjectives in the superlative form to talk about body
characteristics, personality and clothes and ship´s characteristics
 Aims and goals:

 Compare different characters considering their body characteristics, aspects
of personality and items of clothing.
 Compare different ships and their characteristics
 Develop their listening skill by understanding the information from a video
 Develop their speaking skill while talking about their preferences and opinion
about pirates´ships.
 Develop their writing skill by writing sentences related to superstitions.
 Language focus:
LEXIS FUNCTION STRUCTURE
S
PRONUNCIATIO
N
REVISIO
N
Greetings
Good
morning!
Goodbye!
The
Imperative
Sit down!
Listen to(
your
classmate)!
Objects:
Vest, belt,
costume,
Wig, sword,
skull,
handkerchie
f
Adjectives
and their
superlative
forms:
Best, most
expensive,
Biggest,
Comparing
characters
according to
their body
characteristic
s, aspects of
personality
and items of
clothing.
Polite
requests
-Let´s sit
down/place
your book in
the box.
-Listen,
please!
Wh-
questions
Who is the
tallest
pirate?
Yes- No
questions
Did you like
the video?
Recognition and
use of the
sounds
/sɔː(r)d/ in
sword
/ˈkæptɪn/ in
captain

longest,
(most)
colorful
NEW superstition
cabin
Actions:
sink
Adjectives
in the
superlative
form:
The (most)
scary…
Expressing
future
condition
If
sentences:
If you enter
a yellow
element, the
ship will sink.
Recognition and
use of the
sounds
/bɪə(r)d/ in
beard
/ˈleɡəʊ/ in Lego
interact with the teacher and peers in a natural way promoting in this way
their communicative abilities. Since language and vocabulary are of principal
students to concentrate mainly on the understanding of the video message
rather than on the target language specifically. Consequently, learners are also
expected to acquire language in a free-stress classroom environment. Besides,
the PPP method will be used as well to introduce the target structure.
while listening to the teacher, their mates and a video. They will also integrate
superstitions and then read them aloud.
 Materials and resources: laptop – cell phone and loudspeaker – copies – items
of clothing – fake bills- presents
 Pedagogical use of ICT in class: In this lesson we will use ICT support, music
and a video from You Tube, to develop speaking and listening skills. The music

will be used to create a suitable atmosphere to work on the topic and the video
will be used to state facts about different ships.
 Seating arrangements: Last week, students were assigned by the coordinator
a new place to each one and this time the desks are not placed in a circle but
one after the other one. So the seating arrangement will be respected as set
by the coordinator.
given question.
 Possible problems/difficulties and their solutions during the class: In case
there is any problem about technological devices I will use my cell phone to
play the music and I will skip the part of the video watching to pass on directly
to the supposition activity only. If any st uses L1, I will provide the words in L2
and check if he / she understands the activity by modeling it myself or needs
helps with the vocabulary.
 Potential problems students may have with the language: Students may get
confused or not at the time of remembering some superlatives, if this is so I
will elicit them from their partners or provide possibilities for example at the
time of comparing three pirates: can you use the adjective intelligent or most
intelligent?, Is he the most intelligent or the most powerful?
activities.
Routine: 8´

T: Hello, good morning! Don´t forget to put all the schoolbags next to the
walls and your communication copybook in the box, please.
T: How are you today?
Sts: Fine!
T: Who wants to write the date on the bb, please?
In the previous class, sts were asked to bring clothes to dress up like pirates
during this class. The coordinator allowed the kids to bring the clothes in a
bag, so they can dress up like pirates only for this class then when they leave
for the break they have to be wearing the uniform again.
T: Ok. What did we talk about last class? Do you remember?
Sts: Pirates!
T: great!
Transition: So, let´s get ready to start with the action, kids!
Warm up: 20´
Purpose: to organize a competition while setting the context
T: Ok what did you have to bring for today?
Sts: Pirates’ clothes!!
T: Great! So we are going to put all the pieces of clothing together on 3 desks.
Take all the elements that you brought and put them on these 3 desks, please.
As I do not know how many elements will be brought or if all the sts will bring
clothes, I would prefer the sts to share the elements they have. So, I will
place two separate desks at the front of the classroom and I will divide the
elements the sts brought on an exact number. For example, I will place 5
pieces of clothing on each desk. I will wear or put on the extra element, if
there is one and if I fit in! This is to show involvement and that I’m also having
fun. I will also take some clothes from home.

1Blue skirt, flowered handkerchief, eye-patch, wig, white shirt, pirate hat and sort of pink belt with coins.
Note:Positive aspectof beingamotherof 4!!!
Then I will ask the sts to go back to their seats.
T: ok let´s see what we´ve got on this desk.
So I will show the elements and ask the sts to name them using the TL. If a
new word appears I will first ask the sts if somebody knows the meaning, if
they answer affirmatively I will ask them to explain the meaning of the word
using the target language, for example,
T: How do you call this element in English?
Sts: wig!
And then I will round the idea or give the exact word, for example. It will not
be necessary to mime the meaning or give the definition since the elements
will be there. The purpose of the activity is to revise the words they learned
in the previous class and teach new ones.
Then I will ask the sts to divide into 3 groups.
Note: The previous day has been a holiday, and on that week the sts are having classes only on
Tuesday and Wednesday because on Thursday and Friday the teachers have a whole-day
training on Vess Routines, so the teachers already know that fewer sts will come.

As for this game, the present sts will be divided into 3 groups in case there is
an odd number I will choose that free st to check the rules of the game. I will
try to have more or else the same number of boys and girls in each group as
well as equal pieces of clothing if possible that is to say 1 hat, 1 sword on each
desk.
Next, they will be asked to make 3 lines of chairs in front of the desks with
the clothes on.
If I see that there are many sts I will ask them to move the chairs and desks
and sit on the floor one after the other one.
Classroom layout
Once they are set, I will ask for a volunteer from each group to stand in front
of the desk and I will explain the rules of the game.
T: Each of you has to stand up, run to the front, choose a piece of clothing and
put it on the volunteer; I mean dress up the volunteer with that element. Then
you must go back to your place and once you are sat the next classmate can
stand up and repeat the action. The activity is over when all the pieces of
clothing have been used and all the members of the group are sat at their
places. I will mime the actions while I give the instructions.
I will ask 1 volunteer to say the rules again and I will ask 2 volunteers to model
the activity before starting the game.
While the sts are playing the game, I will set the music of Pirates of the
Caribbean again as they enjoyed it very much.
Desk with
clothes
Desk with
clothes
volunteerDesk with
clothes

https://www.youtube.com/watch?v=yRh-dzrI4Z4
Source:You Tube
I have already downloaded this music to my computer.
I have also downloaded the music to my cell phone in case there is any problem
with the technology devices. I will carry my cell phone and the loudspeaker I
usually use with it.
Once the game is over, I will stop the music and I will say:
Transition: Yes! Here we have 3 fantastic pirates! Let´s talk about them!
Practice: 15´
Purpose: to compare the costume of the pirates
I will ask the pirates to stand straight at the front and I will give some
minutes to the sts to organize the chairs in case they were sat on the floor.
Meanwhile, I will try to straighten or put the pirates’ clothes in a good way for
the rest of the sts to see the clothes, symbols, extra elements he /she may
be wearing.
Now, I will whisper in the sts´ears that in the next minutes they will have to
do gestures so as to seem strong, elegant or scary for their classmates to
answer some questions.
Then, I will start asking questions to compare the pirates.
T: Who has more items of clothes?
T: Whose hat is the biggest?
T: Who has the longest belt/ hair?
T: Who is most colorful pirate?
T: Who is the strongest?
T: Who is the most elegant? (Both volunteers will have to do as if they were
strong)
T: Who is the youngest? (Both volunteers will have to show their clothes)
T: Who is the tallest?
T: Whose sword is the longest?
Now, I will give each volunteers a plastic and transparent bag with fake bills(I
will take them from the board game El Estanciero) but 1 bag will have 2 or 3
bills, the 2nd
a bit more and the last one much more.
Who is the wealthiest pirate?

I will encourage the sts to provide the complete answers; Lautaro is the
tallest pirate. And I will elicit the form from them in case they do not answer
correctly: Is Franco the tallest or the youngest?
At this point I will tell the sts that if they want they can take the elements
they brought and dress up like pirates. In this way, no one will be disappointed
at bringing the clothes and not wearing them.
Transition: Excellent! Now let´s watch a video about pirates´
Practice
Activity 1: 15´
Purpose: to provide new elements for a less controlled practice of the
superlative form
T: We are going to watch a video about 4 ships. What kind of ships do you
think they will be?
T: Pirates!
T: do you think they are going to be real?
Sts: yes! Like the ones in museums
T: OK! It could be…… Can you imagine the names of the ships?
Probably the sts will mention the Black Pearl as it is the most famous ship in
the movie Pirates of the Caribbean.
T: Do you think they are going to be sweet names?
Sts: Ok, let´s see.
T: ok. Now, I’m going to deliver a copy and there you have the names of the
other ships.
Who can read them? At that point I’m going to explain the new words (names
and characteristics to pay attention to).
Bounty- reward, sth good that you receive because of sth good you have done
Revenge- The burglar killed his family so as he is angry he decides to take
revenge and kill the burglar.
Sail: a large piece of strong cloth fixed to a tall pole on a boat, used for
catching wind to move the boat across water.
Beard: hair that grows on men chin and cheek. I will mime the word to show
the meaning of it.

T: Ok now, while watching the video you have to mark with a X which of these
ships have the best or most important characteristics ok? For example, the
first characteristic is tall, so you will have to listen to see: which is the tallest
ship? Do you understand?
Who can ask the 2nd
question?
St: Which is the shortest ship?
T: Excellent! Let´s watch the video!
CHARACTERISTICS Imperial
Flag Ship
Queen
Anne´s
Revenge
Black Pearl
Ship
Brick-
beard´s
Bounty
Ship
1 Tall
2 Short
3 Number of sails
4 Good flag
5 Long ship
6 Good front figure
7 Big ship
8 Small cabin
Video:
https://www.youtube.com/watch?v=vGvwBfZWRNg
Source: You Tube
Script
Hey,guysI´m the BrickQueen
I knowhowmuch youlike mycomparisonvideos
So todayI thoughtwe coulddo a shipcomparison
So we have the Imperial FlagShip,QueenAnne´sRevenge,BlackPearl Shipand Brick-beard´s
BountyShip
Theyare all reallygreat shipsandtheyhave come up at varioustimesoverthe yearsandfor more
infogo to the closure I’ll showyouthe details
Let´s go aheadand getstartedon a ship-comparison;aclose-upportion

See the 4 of themall formedsetside byside
Rightnow,obviouslythe FlagShip,the Imperial Flagoverthere isthe tallest
AndBrick-beard´sBounty isslightlyshorterthan QueenAnne´sRevenge andthe BlackPearl Ship
Andyou´ve got differentsailsoneveryone,asyoucan see
These are sailson the FlagShip,that´s the QueenAnne´sRevenge, BlackPearl Shipand Brick-
beard´sBounty.
Andyou alsohave a differentflagatthe topof eachone.
Andthe way I have the shipssitting,the backof each shipislinedupso youcan see
The difference of the lengthof eachone
The shortestone isactuallythe Black Pearl Shipand each one has a differentlittlefigure
At the endhere youhave a mermaidat the endof Brick-beard´sBounty
That the Black Pearl,youcan tell
AndQueen´srevenge,you´ll findaskeleton
Andthenon the Flag Shipyouhave a shark
Obviouslythe Imperial FlagShipisthe biggestship
Andyou can alsotake the mastoff
Andsee a complete in-sightof the ship
I´ve done several reviewsonthisandI’mnot goingto go oneverydetail
I justwannado an overviewandkindof show youthe difference of eachsize
I have done a viewonthese three andI have added Brick-beard´sBounty
Let´s kindof showyouthe inside of eachship fora quicklook
Thisis the inside of Brick-beard´sBounty,the cabin
Thenon the Black Pearl,thisisthe cabin
There isa small cabinonthe QueenAnne´sRevenge
Andthere isthe BlackShipcabin,evenhasa little organinit,just reallycool
But I thinkthat´s a prettygoodcomparisonof the 4

You´ve got a prettygood ideafortheylooklike
Thank youeverybodyforwatching!
After watching the 1st
time;
T: did you like the video?
Sts: Yes!
T: What are the ships made of?
Sts: Legos!
T: Yes! Do you want to watch it again?
According to the sts answers I will decide whether to watch it again or not. I
think it will be better to do so.
After the 2nd
watching, I will use the numbers on the left column to check the
comparisons between the ships. I will use the numbers instead of the
superlative form so the sts provide them by themselves.
T: What can you say about the second boat? What´s its name?
Sts: The Black Pearl.
T: What can you tell me about the Black Pearl?
Sts: It is the short!
T: Is it the short or the shortest among the 4 ships?
Sts: The shortest!
T: Ok. Let´s pass on to the 3rd characteristic. This will be done until all the
characteristics have been mentioned.
Once the sts have answered all the possibilities I will say,
Transition: Now, let’s talk about superstitions!
Presentation
Activity 1: 10´
Purpose: to refer to a real possibility about ships superstitions while using the
target structure
T: Now, let´s imagine you are the captain of those ships. Franco, which ship
will be yours?
St: Black Pearl!
T: Fantastic! Now as captains you are going to have some rules on the ship.
But you think that if some of those rules are broken something bad will

happen, for example (I will write the sentences on the bb and I will underline
some key words)
If you enter a yellow element in the ship, it will sink. (I will mime the word
sink.)
If you sing a sad song, pirates will attack your ship.
T: So now, get in pairs. And complete these superstitions. Remember you are
the captains of the ship and you have 2 minutes to think about some
superstitions. Use the sentences on the copy as a guide.
I will deliver the following copy:
If you clean the boat on a rainy day, the ship
will…………………………………………………………………
If you open the cabin´s door slowly, a pirate
will…………………………………………………………………
If you find a ring on the ship, the captain will
………………………………………………………………………
performing the activity using the target structure as well. I will also
encourage the use of the L2 if necessary. Once they have finished, I will also
ask some students to report the results in a loud voice, I will check the use of
the target structure and their pronunciation as well.
After some superstitions have been told and using the sentences that are on
the bb, I will ask the sts some questions to infer the use of the target
structure:
T: So you are the captain of a ship. Are these superstitions important for you?
Sts: Yes!
T: Are these superstitions real for you?

Sts: Yes!
T: So if you have a yellow element in the ship, what do you think will happen?
Sts: sink!
T: Yes, so this structure of a real possibility is called 1st
conditional. If sth
happens, then sth else will happen.
Transition: Now, let´s write more superstitions
Practice:
Activity 2: 13´
Purpose: to provide new elements for a less controlled practice of the target
structure
I will clean the blackboard and I will ask the sts to stick their superstitions in
their folder.
T: Students, open your folders and copy the date and stick your superstitions
in your folders, please. But now you will work alone and you will include 2 new
superstations! I will write these 2 starting sentences on the bb.
If a pirate is ………………………………………………… ,
……………………………will…………………………………
If the weather is ……………………………………………… , ………………………………… will
………………………
performing the activity and helping those students who have any problem.
Once I they have finished, I will also ask some students to report their
superstitions in a loud voice to practice reading and check their pronunciation
as well.
T: please, now you can take off the costume. Before finishing, I want to thank
you for your fantastic work and that is why I have brought a bon-o-bon for
each of you. I will also want to thank Miss Mariana and I have brought a
present for her, too. I will deliver the presents
Transition: you have learned a lot! Now put your belongings away and you can
go to the break

I will put my belongings away and leave the classroom.

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