My 1st plan for secondary!

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co- tutora:Prof. Graciela Inés Manzur
Lesson Plans – Practicum – Third Period
I.F.D.C. LenguasVivas
ALUMNA PRACTICANTE: Paula Schulze
Compañera que revisó el plan: Myriam Tielve
Período de Práctica: Tercero – Nivel Secundario
Institución Educativa: Colegio Bilingüe Neuquén
Dirección:Los Álamos 700, Neuquén
Sala/Grado/Año: 4to año
Cantidad de alumnos: 19
Nivel Lingüístico del curso: Intermedio alto
Tipo de Planificación: Clase
UnidadTemática: Naturaleza y Energía
Clase N°: 1
Fecha: 287/09/2015
Hora: 11 – 12.20
Duración de la clase: 80 minutos
Fecha de la primera entrega: 16/09/2015
• Teaching Points:
Definite article
Revising tenses: Simple present, present continuous, simple past, past
continuous, past perfect, present perfect, present perfect continuous, future
will and going to, future progressive (affirmative, interrogative, negative
forms) before introducing the next teaching topic that is Reported speech

2. • Aims and goals:
During this lesson, learners will be able to…
 Develop their listening and speaking skills by talking about their language
learning process.
 Develop their writing skill by writing sentences related to their experience
with the language.
 Develop their oral production while using correct tenses to talk about their
learning experience of the target language mainly.
 Develop the acquisition of instances in which the definite article has to be
used
• Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION Native
speaker
Identifying
and naming
different
tenses
Different
tense forms
Wh questions
and
Yes/No
questions
using
different
tenses
Recognition and
use of the sounds
/ði/
in the when
pronounced in a
stressed position
/ð /ə in the when
pronounced in a
unstressed position
NEW Actions:
To sit for
an exam
Talking
about the
uses of the
definite
article
Recognition and
use of the sounds
/sə(r)ˈtɪfɪkət/ in
certificate
• 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

3. 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
language learning process and then read them aloud. Their conceptual thinking
will also be developed while analyzing the uses of the definite article.
• Materials and resources:copies on tenses and sentences- posters with
triggering questions - markers for the board
• Pedagogical use of ICT in class: In this lesson we will not work with ICT
support.
• Seating arrangements: The students will be sitting in lines of 4 or 5 desks. It
must be said that each student has a favorite place within the class. As for
this first class, there will not be changes in the sitting arrangement.
• Cooperative work: sts will work in pairs to discuss about the forms, functions
and example of given sentences in order to complete a chart.
• Possible problems/difficulties and their solutions during the class: as it is
the first class I will give to the sts, I hope I will manage to do all the
activities planned. 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. Because of the free conversation that will take place, I will also

4. be ready to provide vocabulary on demand. I will carry my “little super
dictionary” in case there is a word I do not.
If the definition is not provided either I will ask the sts to search on their cell
phones, or I will write the word down to bring the answer on the following class.
I´m also worried about the balance I have to reach in my classes between the
communicative and the training abilities they must acquire for the FCE.
• Potential problems students may have with the language: Students may find
it difficult to complete the tenses chart. Iif thatis is the case I will prompt or
model the answers.
• Assessment: I will assess learners’ comprehension and understanding through
their oral interactions, and their participation and development during the
activities.
Routine: 5´
Purpose: to greet students and get them into a positive mood to start the lesson.
I will greet the sts, ask them how they feel and then I will tell them again
what will be my role in the classes to come (the teacher, Miss Valeria, had
already introduced me when I went to observe the class for the 1st
time). At
that time students were told that they had been selected for their positive
and working attitude as well as for their handling of the target language. 
I will write the date on the blackboard (this is the teacher´s routine so I will
stick to it) if the previous teacher hasn´t done it yet. All the teachers in the

5. school are supposed to write the date in English although his/ her subject may
not be that one.
Transition: Llet´s get ready to talk about ourselves and our relationship with
the English language.
Warm up: 15´
Purpose: to recall previous knowledge about individual English learning
experiences and set the context.
T: ok sts. You are going to divide into 4 groups of 4 (16 sts ) and 1 group of 3
students. On each wall of the classroom I´m going to display some questions
about you and the language and I want you stand up, visit one poster at a time
and discuss the questions with the members of your group. When I tell you,
you have to move to the next poster please.
I will give them 2 minutes in each post.
The questions and the posters will be numbered because of the retelling
activity later, I think, this will help. I´m going to display these questions; the
tenses are not going to be included.
Before starting the activity I´m also going to remind sts to speak L2.
POSTER 1
1. Do you study English every day? (simple present)Does anyone in your
class study English every day? Why/Why not? How?
2. Are you thinking in English now? Why? Why not?
POSTER 2
3. What part of your brain do you think is working? (present continuous)
4. Have you ever studied English abroad? (Present perfect)
5. Have you been training hard for the FCE? (present perfect continuous)
POSTER 3
6. Are you going to sit for the FCE? Why? /why not?(future tense- going
to)
7. What do you think we will learn today? (future – will)
POSTER 4
8. In 2 months you are finishing the school year. Do you think you will you
have done your best as regards English? How? (Future perfect)
9. How long approximately will you have been speaking in English by the end
of this morning? Is it too much?

6. And by the end of the school-week, how long will you have been speaking
English?(future progressive)
POSTER 5
10. Were you speaking in English while I was writing the date? (past
continuous)
11. Did you have a native teacher? Who? Where? What was he/she like?
(simple past)
12. In 2013 some of you sat for the PET exam., Hhad you done a previous
test to that one? Which one? Why not? (past perfect)
GREEN = PRESENT tenses
BLUE = future tenses
RED = past tenses
While students are answering the questions, I will walk around paying
attention more on the content of what is being answered than on the tense
the sts are using unless there is a communication break or misunderstanding in
the communication, in that case I will prompt or provide some words,
expressions or tenses.
Once the sts have visited all the posters, I’ll ask them to go back to their
places.
Transition: very good! You have sort of flown over your English learning
experience! Why don´t we listen to some of your answers?
Communicative Activity: 10´
Purpose: to express sts´experiences of the target language
I will take the 5 posters to the front and I will stick them on the board.
T: so, who would like to share the answer for question number 1?
While sts are sharing their answers with the whole class, I will encourage the
sts to use the tenses used in each question.I will also prompt or provide words
on demand.
Transition: great! Let´s concentrate on a different aspect of the language!
Activity 1:20´
Purpose: to recall previous knowledge about tenses

7. T: So let´s have a look at the different posters again but now concentrate on
the tenses of the questions. Do they refer to past, present or future aspects
of your language learning development?
Sts: All of them!
T: Great! So which poster refers to past experiences?
Sts:Poster 5
T:Which poster refers to present experiences?
Sts:Posters 1 and 2
T: Finally, which poster refers to future experiences?
Sts: Posters 3 and 4
T: Awesome!
Then, I will deliver some copies and I will ask the sts to complete the following
chart in pairs; the examples they provide must be their personal answers of
the questions on the posters.
T: Ok, let´s get down to business and complete the chart in pairs!
I will provide some information that will be in the copy in bold as shown below.
I think this will lead and motivate the sts to complete the chart in a more
dynamic or attractive way.
In some cases, I have also provided the answers for 2 of the slots to be filled
in, in this way I believe the sts will not be that confused or lost.
While sts are completing the chart, I will walk around, checking understanding,
exemplifying or explaining doubts.

8. TENSES: Complete the information that is missing about the main tenses in English:
Tense:
Form:
3rd person: “S”
Usage(s):
Example:
Tense:
Form:
Usage: action taking place
atin the moment of
speaking
Example:
Tense:
Form: have/has + past
participle
Usage:
Example:
Tense
Form:
Usage: putting emphasis
on the course or duration
(not the result)
Example:
I have been training hard
for the FCE.
Tense: future tense-
going to
Form:
Usage:
Example:
Tense:
Form:
Usage:
Example: We will learn a
topic related to articles.
Tense: Future perfect
Form:
Usage: action that will be
finished at a certain time
in the future
Example:
Tense:
Form:
Usage:- action taking
place before a certain
time in the future
-putting emphasis on the
course of an action
Example: I will have been
speaking about 8 hours.
Tense:
Form:
Usage:
Example: I had 2 teachers
who were native speakers.
Tense:
Form:
Tense:
Form: had + past

9. Usage:
Example: I was speaking
in Spanish while you were
writing the date.
participle
Usage:
Example:
KEY
TENSES: Complete the information that is missing about the main tenses in English:
Tense: simple present
Form: verb
3rd person: “S”
Usage(s): habitual activity,
scheduled event
Example: I studyEnglish
twice a week.
Tense: present continuous
Form: to be + ing
Usage:action taking place
athe moment of speaking
Example:
He´s speaking in English.
Tense: Present perfect
Form: have/has + past
participle Usage: putting
emphasis on the result
action that is still going
onExample: She has
studied English for 5
years.
Tense: present perfect
continuous
Form: have/ has + been +
ing
Usage: putting emphasis on
the course or duration
(not the result)
Example:
I have been training hard
for the FCE.
Tense: future tense- going
to
Form: is/are + going to +
infinitive Usage:decision
made for the future
conclusion with regard to
the future Example: I´m
not going to sit for the
FCE.
Tense: future tense -will
Form: will + infinitive
Usage: action in the future
that cannot be influenced
spontaneous decision
Example: We will learn
tenses.
Tense: Future perfect
Form:will+have + past
participle
Usage: action that will be
finished at a certain time
in the future
Example: I will have
 Tense: future
progressive Form:
will+have+ been+ verb
with -ing ending Usage:
-action taking place
before a certain time in
Tense: simple past
Form:regular verbs + ed
Or irregular verbs
Usage: action is in the past
relative to the speaker or
writer
Example: I had 2 teachers

10. spoken 4 hours of English the future
-putting emphasis on the
course of an action
Example: I will have been
speaking about 8 hours.
who were native speakers.
Tense: past continuous
Form: was/were + ing
Usage: action going on at a
certain time in the past
Example: I was speaking in
Spanish while you were
writing the date.
Tense: past perfect
Form: had + past participle
Usage: action taking place
before a certain time in
the past
Example: before the PET,
I had sat for the KET.
Sources: google pages, books at home: FCE use of English 1 by Express Publishing –
First Certificate Organiser by John Flower
After sts have completed the chart, I will ask some volunteers to tell the aspects
they have completed.
Transition: Eexcellent! How about connecting your language processes with the
brain specifically!
Presentation
Activity 1: 15´
Purpose: to set the context and introduce the target structure
I will clean the board from the posters and I will deliver another copy with
these sentences. Then I will ask them to think about these assertions.
1. One of the most significant changes affecting the English language over the
last 10 years is the growing presence of spoken forms while many less
examples of the written forms.
2. The scientists have developed procedures to understand the way the human
brain works.
3. Considerable progress has been made over the last decade toward improved
techniques to study the human brain and how it works while learning.
4. The revolution of this study area has become especially appealing for
educators as well as others professionals.
5. The most relevant aspect about the brain and its functioning is that almost
everything isunder scrutiny to scientists in different fields.

11. 6. The head of the neuroscience department, Dr Grace said that we are still
far from understanding the functions of the brain circuits yet.
Source: I have invented most of the sentences although I have helped myself with
the corpora: http://corpus.byu.edu/coca/x.asp?r1=&w=1093&h=614
T: Did you know about them?
Sts: I knew the scientists are studying the brain in deep.
T: Great, it´s true! Notice that I have underlined some of the phrases in
these assertions. Can you guess why? Why are they important?
Sts: They have the article/ word “the”. They talk about something specific.
T: yes, all these sentences refer to the brain, the language, specific
scientists, they refer to something specific or unique. That is why we talk
about the “definite article”.
So, I want you to open your book at page 125, exercise 5 and there you have
the explanation ofthe use of the definite article. Please, individually match the
explanations, that is to say sentences a to g, with the sentences I have just
given you.
Source: Spotlight to FCE by Alastair Lan; Cengage Learning; National Geographic
Learning (2014).

12. KEY:
1. One of the most significant changes affecting the English language over the
last 10 years is the growing presence of spoken forms while many less
examples of the written forms. For nationalities// with sth that has been
mentioned before
2. The scientists have developed procedures to understand the way the
humanbrainworks.There is only 1 of sth
3. Considerable progress has been made over thelast decade toward improved
techniques to study the human brain and how it works while learning.With
ordinal numbers
4. The revolution of this study area has become especially appealing for
educators as well as others professionals.The subject under discussion
5. The most relevant aspect about the brain and its functioning is that almost
everything is under scrutiny to scientists in different fields.With superlatives
6. The head of the neuroscience department, Dr Grace said that we are still
far from understanding the functions of the brain circuits yet. Some titles
that include “of”
Next, we will check orally the sentences with their explanations orally and I
will provide feedback if needed.
Transition: let´s do the last activity!
Activity 2: 15´
Purpose: to use the target structure in a less controlled context and in
meaningful sentences.
I will ask the sts to do the activity they have in their book (page 125, Ex 5)
but completing the sentences with information about their own.
T: Ok now, I would like you to match the explanations with the example but
providing them in complete sentences and related to the topic of education,
learning, the brain, etc.
I will provide an example:
In reference to the nationalities you can say:
The British are learning the consequences of drug abuse in elder people.
While the sts are writing the sentences, I will walk around checking
understanding, spelling, prompting possibilities, etc.

13. Once they have finished I will ask some volunteers to read some sentences
aloud.
Finally, I’m going to inform the sts about the homework for the following week
(short story).
Transition: you have learned a lot! Now put your belongings away and let´s go
to the break! See you next week!
Homework: This is the 2nd
day after a week without classes. So sts are coming
back to rhythm little by little. On the other hand, teachers are slowly gearing
up for the last two months of classes and particularly these sts for the FCE.
So quite in advance,I will ask them to start reading (for Wednesday the 7th
)
the short story Same Time, Same Place by Bates; they have it in their book
"From the Cradle to the Grave" by Oxford Bookworms Collection.
Taller de Práctica Docente 2015
Lesson plan criteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required information?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are they clearly written to explain what the learners will learn and
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materials and
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?


14. 8 Seating arrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students? Is there a set of guidelines and instructions for this work
to be carried out?
Does the lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficulties and
possible solutions
Does this section explain possible difficulties according to previous
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lesson or
classroom
management
problems and their
possible solutions
Does this section explain possible difficulties according to previous
lessons’ experiences and class observation?

Lesson development
12 Lesson stages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lesson context and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the


15. students be in direct contact with the language? Will they share
their work with the class?
21 Active learning:
Bloom’s Taxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance, and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Dear Paula, this lesson plan is a very good start to get to know the group, their dynamics and their
experience of learning the language is a very good start!
Hope my comments help you develop this and future lesson plans, and that you may strike a balance
between the aims you devise and the demands the FCE imposes on the group.
Have a great start!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimum score: 20 / 32
Score: 29 /32=9