SECONDARY LEVEL- PRACTICUM PERIOD

LESSON PLAN 1
ALUMNO RESIDENTE: Viviana Scheuermann
PERÍODO DE PRÁCTICA: Nivel Medio
INSTITUCIÓN EDUCATIVA: Colegio Privado Laico Sagrado Corazón
DIRECCIÓN: Obrero Argentino 86
SALA / GRADO / AÑO -SECCIÓN: 1º Año
CANTIDAD DE ALUMNOS: 9
NIVEL LINGÜÍSTICO DEL CURSO: Elemental
TIPO DE PLANIFICACIÓN: Diaria
UNIDAD TEMÁTICA: 6
CLASE Nº: 1
FECHA: 9th October,2017
HORA: 10 - 11:20
DURACIÓN DE LA CLASE: 80 minutes
FECHA DE ENTREGA: 3rd October,2017
Aims:
During this lesson, learners will be able to:
• Give opinion about the sports they like and practise.
• Introduce and practise Present Perfect tense to describe actions that happened
in the past and are still important in the present.
• Develop their speaking skills by interacting with peers.
• Develop their listening skills by looking for specific information
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE

Teaching points: - Language Focus:
FUNCTION LEXIS STRUCTURE PRONUNCIATION
REVISION
Expressing
opinions
I think…
I consider that..
In my opinion..
What is your
favourite sport?
What sport
is7are is/are the
most popular
in….?
NEW
Describing
events that
happened in the
past and are still
important in the
present
Sports: football-
cricket-hockey-
table tennis-
tennis-cycling-
baseball-
HAVE/HAS+ Past
participle verb
( Present perfect
tense)
/d/ ; /t/;/ɪd/
Past participle
Regular verbs
Teaching approach: Communicative approach.
Resources: a copy with mixed letters to form vocabulary items related to sports- a
copy with a quiz to complete- a copy to do a listening activity- CD player to do a
listening activity – projector, computer
Seating arrangement: Students will be sitting in semi-circle, looking at the board to
facilitate eye contact among the students and with the teacher.
ICT: In this lesson, a projector to show images.
Assessment: Students will be assessed while performing the activities and errors will
be corrected in group asking what the problem is, if they can identify the mistake and if
they can correct it. Otherwise, the T will assess.
Routine (5 minutes)
Purpose: To get students be ready to start the class
The T will greet the students and ask how they are today. While the T listens to the
students’ comments, they’ll seat at their places.

Warm up: (10 minutes)
Purpose: To encourage the sts to approach to the topic to be presented.
The T will tell the students that on Saturday she went to a football match and that the
team she supported won the match, so she was very happy. Then, the T will ask the
sts if they play any sport and what sports they like watching on TV.
Transition: Ok..interesting..Now I have a challenge for you to solve.....
Presentation: (10 minutes)
Purpose: To introduce vocabulary related to the topic to be presented.
The T will show the sts some pictures with sports and will ask the sts if they know
them. The sts will mention some of them. Then the T will ask the sts to divide
themselves into two groups and form in two minutes as many sports from the pictures
as they can using letters provided for each group.
Here is the picture with the sports:

Transition: Well done! Let’s see how much you know about sports....
Development
Purpose: The activities that follow are aimed at fostering the useage of vocabulary to
present the teaching point.
Activity 1 ( 10 minutes)
The T will task the sts if they know what a quiz is.If they don’t, the T will say that it is a
set of questions with options to choose. This time it is about sports.
The T will ask the sts to work in pairs. They will read the questions and choose the
correct option with them. Then the activity will be checked with the recording.
Here is the quiz:
Transition: Great! I have an interesting interview about sports. I want to share it with
you
The T will ask:’ Do you know what an award is? If sts don’t know the T will provide
examples such as: Martin Fierro is an ‘award’. Then the T will ask: ‘Do you know what
the Champions tomorrow award is? Sts will say:’ no’. The T will add: ‘ Ok… now we’ll
see what it is about.’
The T will provide each student a copy with the following text:

The T will ask the sts to read the text and find out what the Champion Tomorrow
awards is. The T will ask each of the students to read some lines till the text finishes.
When the text is read, the T will ask the following questions:
• What does the award consist of?
• Who receives the award?
• How much money does the person receive?
• Who is the winner this year?
• What sport does she play?
The T will tell the sts that she will play the CD and they have to read and listen because
there are three mistakes to correct; i.e. There’s some information that is not the same

when they listen to the interview. They have to write the correct version next to the
mistake
The first mistake is done as an example. The other three are:
 Under 25 21
 Visit Australia The United States
 The footballer racing driver
Transition: How important are awards are to sport people, right?
Activity 3 (15 minutes)
The T will write some sentences on the bb. She will say: ‘ Well, these sentences were
taken from the interview
The T will read them. Here are the sentences:
I’ve played for the England School team.
I haven’t travelled outside Europe much.
(The following sentences are not in the text but will be included to help the sts infer the
rule for Present Perfect tense)
She has been to The USA.
Has she met Lewis Hamilton?
The t will encourage the sts to say if there is any word or expression that is repeated in
all the sentences. The sts will say: ‘HAVE-HAS’. Then the T will ask he students what
type of word follows HAVE/HAS.The sts will say: ‘a verb’. The T will ask: in which tense
are these verbs?. The sts may say: ‘ past simple’. If this happens, the T will say that it is
the past participle, the third column from the list of irregular verbs they have at the back
of their text book.
The T will guide the sts to infer the meaning and usage by asking questions such as:
’‘do you know the name of this verb tense? If the sts don’t know the T will say that it is
called Present perfect. The T will read the examples again and ask: Did she play for
England school team? Is she playing at present? Sts are expected to say ‘yes. If not
the T will provide more examples to see that this tense is used for actions that
happened in the past and have a consequence or are important in the present.
Finally the T will say:’ read the examples on the bb again. Can you tell me which of
these verbs are regular and which ones are irregular?. Then the T will encourage sts to

say that regular verbs form their past participle form the same as their past and that
irregular ones changes.
Then the sts will be asked to write the rule on their folders from the bb so they can
check when it is necessary.
Transition: Great job kids!. How good are you at doing word search?
The T will give each of the sts a copy with irregular verbs in past and they have to look
for their past participle form in a word search. They can work in pairs. They may have a
look at the back of their books to check their list if it is necessary. Here is the copy:
N W O L F A S K E D
G H T A K E N S F B
E W N E D D I R C N
A T G U P H O N E D
A O D R I V E N U L
W X Z I O E D J K L
D E T N A W A N F A
W R I T T E N F G F
Present Perfect tense is used to describe actions that
happened in the past but are still important now. We do not say
when they happened.
Have
+ Past participle verb
Has

While the sts perform the activity, the T will be walking around the pairs in order to see
if they need any help. After the task has been finished, it will be checked altogether.
Transition: You’ve working hard! Great! Let’s work on pronunciation a bit…
Activity 5:
The T will provide the sts with a chart with regular verbs in past participle. The sts will
complete the heading of each column with /d/ ; /t/; /ɪd/ after listening to the verbs.
Here is the chart
……… .................... …………………
Danced Visited Travelled
Worked Shouted Listened
Helped Started Climbed
Watched Ended Played
Clousure: ( 10 minutes)
Now let’s see how fast you are at writing…. You will write in pairs as many sentences in
present perfect as you can using the verbs from the word search and the chart. While
the sts perform the task the T will be monitoring them. Then, each pair will read their
productions.

Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Accepta
ble
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
X
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observation
s
Lovely ideas, Vivi! Have a look at the comments and suggestions I have made.
Take them into account when delivering the lesson.
Remember to include this chart in future lesson plans, please.
Have a great time!
Aure

LESSON PLAN 2
UNIDAD TEMÁTICA: 6
CLASE Nº: 2
HORA: 10 - 11:20
FECHA DE ENTREGA: 4th October,2017

Aims:
• Revise and use Present perfect tense to indicate actions that are done at
present..
• Introduce and practise the adverbs EVER-NEVER-JUST-ALREADY-YET as
indicators of Present perfect.
• Develop their reading skills by looking for specific information.
• Develop their listening skills by looking for specific information and completing a
song.
REVISION
Describing
events that
happened in
the past and
are still
important in
the present
HAVE/HAS+ Past
participle verb
( Present perfect tense)
/d/ ; /t/;/ɪd/
Past participle
Regular verbs
NEW
Indicating
frequency and
time
Ever- Never-
Just-already-
yet
Have/has….EVER+past
Participle verb.
Have/has+just/already+
p.p verb
/'evə/
/ʤʌst/
/ɔːǀ'redi/
/'nevə/
/jet/

Resources: a copy with a poem- a copy with a text- CD player to do a listening activity
ICT: In this lesson, a projector to show images.
Routine (5 minutes)
students’ comments, they’ll seat at their places.
The T will tell the sts that she has some letters but can’t find what words are hidden.
She will ask: ‘ Can you help me?
The T will copy words with mixed up letters on the bb. The T will ask the students to
order the letters to see what the hidden words are. Once the sts find out the word, they
will go to the front and write it. Here they are:
L E E V A S C T A L S E T S E T S O Z O
I O G L O E E R E V S T T A R I N P P O
H I P H P O B S U E X M A S R C O K
A N E R P L O A E L E S G C E H E S E
( CASTLE – LEAVES- TEST- ZOO – IGLOO – EVEREST – TRAIN – POP – HIP HOP
–BUS EXAMS – ROCK – AEROPLANE – LEGS – CHEESE)
Transition: Great! Now ..Do you read poems? Can you help me with one?

The T will provide each student with a copy with a poem. The T will ask the sts to read
it in pairs and complete the missing blanks with the words formed in the previous
activity. The T will add that as it is a poem, they should pay attention to rhyme the
words.
Here is the copy:
When the pairs finished the task, the sts will read their answers and the T will play the
poem on a CD to check. The second time they listen to it, the sts have to match the
words with the picture around the poem
Transition: Well done!
Development
Purpose: The activities that follow are aimed at fostering the useage of vocabulary to
The T will ask the sts to read the poem and underline all the verbs they see in present
perfect.Then they’ll read them aloud. Afterwards, the T will ask if there are any
questions. While the sts read the questions, the T will copy some of them on the bb.
Here they are:

Have you ever visited a castle?
Have you ever visited a zoo?
The T will ask: ‘ what does HAVE YOU EVER mean?’ The T will encourage the sts by
giving more examples if it is necessary
After that, the T will tell the sts that they will work in pairs to make a dialogue about
their experiences and lives. Here is the information to use:
The T will add that they have to use the verb in the correct form. If there’s an unknown
word the T will provide example or mime.
While the pairs perform the task, the T will monitor them and help them if the sts ask for
advice.
Transition: Well done! Tell me…. Do you do / practise enough sport?
After the T listens to the sts’ answers, she will ask: ‘ Do you think teens like you pay
attention to sport and being fit, in good physical conditions? The T will listen to the sts’
answers. Then she will tell the sts that she has found a text about unfit kids. She will
ask the sts if they know what unfit is. If the sts can’t provide the answer, the T will give
examples.
This is the text:

The T will provide each student with a copy of the text. The T will ask one of the
students to read the introduction and the T will ask the class: ‘How do you think Ian
Wright helps unfit teenagers?
After listening to the sts’ answers, the T will ask them to read the text in pairs to say if
the sentences provided are True or False.
Here are the sentences:
Transition: It is very important to have healthy habits, isn’t it?
Read the text and say if the sentences are True(T) or False(F)
1. Ian Wright is a retired footballer.
2. All the teenagers spend too much time on computer games.
3. Ian wants to get money for his sports clubs.
4. Ian gets some money for the clubs, in the end.
5. At the end of programme 3, all the kids are playing sport.

The T will ask the sts to have a look at the text again and pay attention to the words
which are in bold. The T will ask one of the students to read the sentences and the T
will copy them on the bb.
• Ian has just had some good news.
• Jerome is boxing and he has already become a lot fitter.
• Robert hasn’t changed his Play Station habits yet.
• Has she eaten her breakfast yet?
The T will read the sentences and will guide the sts to infer that ‘just’ means: a short
time ago’; ‘already’ is used to indicate that something has happened earlier; ‘yet’ is
used to indicate something that is expected to happen.
The T will guide the sts to indicate the position of these adverbs within the sentences
by asking:’ Can you tell me which is the position of Just and already?. The T will
guide the sts to say:’ between the auxiliary HAVE/HAS and the Past Participle verb.
The T will ask: and what about yet? Again, the T will guide the sts to say that it is used
at the end of a sentence in negative and interrogative forms only.
The T will ask the sts to copy the following information on their folders to have them
handy when they need it.
H Have/Has….EVER+ past Participle verb.
Have/Has+ Just/Already/ Never+ Past participle verb.
‘Yet’ is used in negative and interrogative forms.

Transition: Great job kids!. Do you like competitions?
The T will tell the sts that for this competition they have to put into practice what they
have learnt so far. The sts will be divided into two groups. Each group will be provided
with two copies( they’ll be given out one at a time ).In the first copy they have to write
the adverb in the correct place. In the second one, they have to cross out the word in
bracket which can’t be used. The first group that finishes says:’stop’. They’ll read the
sentences aloud. If the sentence is ok, the group gets a point;if the other group has the
same answer, gets a point too. The group with more correct answers is the winner
Here are the copies:
Write JUST-ALREADY-YET in the correct place.
1. She’s joined a gym. ( just)
2. She’s stopped buying fizzy drinks and unhealthy food. ( already)
3. She hasn’t given up chocolate ! ( yet)
4. She only started her fitness programme two weeks ago but she’s lost some weight. ( already)
5. She’s started swimming at the weekend. ( just)
6. She’s decided to learn yoga but she hasn’t started her lesson . ( yet)
Cross out the words in brackets which can’t be used.
1.A:Where’s Annie?
B:She’s ( just) gone home (yet)
2.A:Can I have your homework, Alex?
B:Sorry, I haven’t ( already) done it (yet)
3.A: Have you seen Ben today?
B:Yes, I’ve ( just / already) seen him – he’s in the coffee bar!
4.A:What time is your train?
B:3 o’clock. I’ve ( just / already) told you three times!

While the sts are performing the activity, the T will be walking around the groups . After
the task has been finished, the sentences will be corrected and see who is the winners
are.
Transition: You’ve done a great job today! Let’s relax a bit. Have you ever heard about
the band U 2?
The T will listen to the sts` comments, if they don’t know, the T will say that they are an
Irish band and that Bono, the main singer is always participating in charities around the
world.
This is the song we’ll listen:
The sts will complete the lyrics while listening to it

BUT I STILL HAVEN’T FOUND WHAT I’M LOOKING FOR
U 2
I have…………………. the highest……….…….
I have…………… through the………..……..
Only to be with you
Only to be with you.
I have run, I have…………………..…………
I have ….................... these city ……………………
These city walls
Only to be with you.
CHORUS
But I still haven't found
What I'm looking for.
But I still haven't found
What I'm looking for.
I have kissed like fire
Felt the healing inside her
It burned honey lips
(I was) burning in her finger lips
…..I was cold as a stone. ……. I have held the hand of a devil
……It was warm in the night. …… I have spoke with the tongue of angels
REPEAT CHORUS
I………………….. in the Kingdom Come
Then all the ……………. will …………….. into one
Bleed into one.
But yes, I'm still………………...
You………….. the …………..
And you loosed the ………….
Carried the ………….. of my shame
Oh my………… , you know I believe it.
REPEAT CHORUS
Scaled- Climbed - run - fields
walls - mountains - crawled
Running cross Believe broke
colours chains bleed bonds shame

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Nice lesson! As I have commented on the plan itself, pay attention to timing so you
can give the lesson a proper round-up.
Have an awesome time!
Aure

LESSON PLAN 3
UNIDAD TEMÁTICA: 6 ‘In my life’
CLASE Nº: 3
HORA: 10 - 11:20
Aims:
• Recognize and use more proficiently the Present perfect tense and past simple
tenses.

REVISION
Describing
events that
happened in
the past and
are still
important in
the present
Ever- Never-
Just-already-
yet
HAVE/HAS+ Past
participle verb
/d/ ; /t/;/ɪd/
Past participle
Regular verbs
NEW
Contrast
Present perfect
and Past
simple
Types of
movies
HAVE/HAS+ Past
participle verb
Past simple
Resources: CD player- a copy with a text to read- projector
ICT: In this lesson, a projector will be used to show images.
Routine (5 minutes)
students’ comments, they’ll seat sit at their places.

The T will say that some days ago she watched a movie that she liked a lot. Then she
will ask the sts what is their favourite movie is and what type of movies they enjoy
watching.
Transition: That’s nice! Movies are great. By the way....I have some images to show
you
The T will use the projector to show the sts some movies’ covers. Here is the picture
The T will tell the sts that they are covers from movies. She will ask: ’Do you know
these movies? What kind of movies are they? The T will guide the sts to say the name
of the movies and what are they are about, if they know. Then the T will ask: What do

these movies have in common? The sts will be expected to say: ‘ they are romantic
movies’.
Transition: You know quite a lot about movies!
Development
Purpose: The activities that follow are aimed at fostering the usage of vocabulary to
The T will copy on the bb the following expressions/ events:
The T will ask the sts to read each of the sentences to check understanding. If
there’s any word/ expression they don’t know, the T will paraphrase or provide
examples. The T will ask: ‘In which context these events can appear?. The sts are
expected to say: ‘ in a romance’( the T will guide them to give that answer).
The T will ask the sts to work in pairs and put the events in order like a ‘typical’
romance.
After the activity has been performed, each pair will read how they ordered them.
Transition: Well done! Now..we’re going to know about Michael and Juliet
The T will copy on the bb: ‘ Love is in the air’. She will ask: ‘ What do you think the text
we’re going to read is about?. The T will listen to the sts’ answers. Then a copy of the
text will be provided to each of them.
Here is the copy:
Go out with somebody. Go on a date.
Fall in love with somebody. Get on well with somebody.
Meet somebody. Ask somebody out.
Get married. Get engaged.

The T will ask the sts to read to the text to check their predictions.
After reading it, the T will ask the following questions:
• How did Michael and Juliet meet?
• Did Michael ask for her phone number? Why?
• Did they finally meet?
• What did Michael say about Juliet?
• What happened to them at the end?
Transition: Lovely story, isn’t it?

The T will project some sentences taken from the text. The sts will read them and
match the sentences with the corresponding use of the verbs.
The T will ask the sts to copy the explanation on their folders to remind it when it is
required/ necessary.
Transition: Great job kids!. Do you like competitions?
The T will tell the sts that for this competition they have to put into practice what they
have learnt so far. The sts will be divided into two groups. Each group will be provided
with two copies( they’ll be delivered one at a time ).In the first copy they have to write
the adverb in the correct place. In the second one, they have to cross out the word in
bracket which can’t be used. The first group that finishes says:’stop’. They’ll read the
sentences aloud. If the sentence is ok, the group get a point; if the other group has the
same answer, gets a point too. The group with more correct answers is the winner
Here are the copies:
Write JUST-ALREADY-YET in the correct place.
7. She’s joined a gym. ( just)
8. She’s stopped buying fizzy drinks and unhealthy food. ( already)
9. She hasn’t given up chocolate ! ( yet)
10. She only started her fitness programme two weeks ago but she’s lost some weight. ( already)
11. She’s started swimming at the weekend. ( just)
12. She’s decided to learn yoga but she hasn’t started her lesson . ( yet)

While the sts perform the activity, the T will be walking around the groups . After the
task has been finished, the sentences will be corrected and see who the winner is.
Transition: You’ve done a great job today! I need a volunteer to read something….
The T will ask one of the sts to read the following role play together:
A: I’ve just been shopping.
B. Really? What did you buy?
A: I bought a new pair of trainers.
B: How nice!
The T will tell the sts that they are going to role play in pairs similar conversations with
different prompts. They should use Present perfect and Past simple. They can choose
from the items provided and add any necessary information.
Here are the prompts:
A: I’ve …………
B:What/who/where…………..you……………..?
Cross out the words in brackets which can’t be used.
1.A:Where’s Annie?
B:She’s ( just) gone home (yet)
2.A:Can I have your homework, Alex?
B:Sorry, I haven’t ( already) done it (yet)
3.A: Have you seen Ben today?
B:Yes, I’ve ( just / already) seen him – he’s in the coffee bar!
4.A:What time is your train?
B:3 o’clock. I’ve ( just / already) told you three times!
Met somebody - seen a movie - bought a tablet – moved to a new house – been
to a party – failed an exam - received a present –

Useful expressions:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Good, Vivi! Try to keep the context as clear and vivid as possible.
Have a nice time!
Aure
LESSON PLAN 4
Move -Meet -fail -see - buy - go with - receive
Really? – Well done! – Congratulations! – Good for you! – I’m so sorry- Cool!

CLASE Nº: 4
FECHA: 11th 13th October,2017
HORA: 10 - 11:20
Aims:
• Recognize and use SINCE-FOR- HOW LONG
• Revise Present perfect and Past simple tenses.
• Develop their listening skills by answering questions.

REVISION
Describing
events that
happened in
the past and
are still
important in
the present.
Contrast
Present perfect
and Past
simple
Ever- Never-
Just-already-
yet
HAVE/HAS+ Past
participle verb
/d/ ; /t/;/ɪd/
Past participle
Regular verbs
NEW
Since
For
How long HAVE/HAS+
Past participle verb..?
Resources: CD player- a copy with a text to read- projector board game, dice.
Routine (5 minutes)
Purpose: To get students ready to start the class
students’ comments, they’ll sit at their places.

The T will start the class by asking:’ Have you got a big family?, Have you got
grandparents?
Transition: Interesting... I don’t have grandparents any longer but I have nice
memories about them.
Purpose: To introduce a context related to the topic to be presented.
The T will ask:’ how much do you know about your grandparents? Where are they
from? What do they do? What do they do in their free time? What do you do with them?
What memories do you have about your grandparents?
After listening to the sts’ comments, the T will show the sts the following photos:
The T will ask the sts:’ What do you think the relationship between these two people is?
The T will listen to the sts’ answers.
Transition: Ok....now we’re going to know about them.
Development

The T will provide each student with a copy of the following text:
The T will ask the sts to listen and read the text and answer the following questions:
What is the relationship between Barbara and Maria?
Where do you think Barbara is from?
What do Barbara and Maria like about each other?
The questions will be read before doing the listening.
Transition: Interesting story, right? Now, I want you to have a look at these
sentences…
The T will write the following sentences taken from the text on the bb:
How long has she worked for the government?
She has worked for the government since 1995.

She has worked for the government for over twenty years.
The T will the sts to complete the following explanations by using SINCE-FOR
The T will ask the sts to copy the explanation on their folders to remind remember it
when it is required/ necessary.
Transition: Very good! I have some dialogues to share with you
Activity 3: (10 minutes)
The T will tell the sts that they are going to listen to three dialogues between Maria and
her family.
The T will tell the sts that they will listen and answer the following questions:
How long:
Has Maria’s mother had a black jacket?
Has Maria’s grandmother had a gold necklace?
Has Maria known Adam?
The T will copy them on the bb before listening
Transition: well done! Let’s practise these prepositions a bit
The T will ask the sts to use some cues provided to make true dialogues about
themselves using ‘how long’ , ‘for’,’since’ and Present perfect.
Here are the cues:
A: How long have you lived in a flat/ house?
B: I have lived in a flat since 2012.
1. Know your best friend?
2. You be interested in……….?
3. Have short/ long hair?
4. Be in this school?
5. Study English?
We use ……………to refer to a period of time ( two years, my whole life)
We use…………….to refer to the starting point ( 2004-yesterday)

Transition: Well done! Now Let’s check these two tenses we’ve been working with
during these clases…
The T will provide each student with a copy. They’ll read the dialogue and write the
verb in brackets in Present Perfect or Past simple tense

Transition: Excellent! Would you like to play a game?
The T will tell the sts that she has brought a board game to share with them. It’s very
simple. They throw a dice and answer the questions using Present perfect or simple
past. The game will be performed into two groups.
Note: The game won’t be finished we’ll see who gets the furthest.

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Lovely lesson! You`ll be working on grammar structures – make sure you provide
them with the necessary support in L2. Write meaningful examples. You may even
draw a chart to compare tenses or the use or for/since.
Have a great time!
Aure

LESSON PLAN 5
CLASE Nº: 5
HORA: 10 - 11:20
Aims:
• Develop their ability to talk about past experiences using ‘USED TO’

REVISION
Describing
past events
Family
members-toys
food
Past simple
NEW
Describing
habits in the
past that are
not done at
present
Hide and seek
hopscotch
USED TO + INFINITIVE
VERB
/'just tə/
Resources: - a copy with a text to read- a copy with a song-projector- a computer
Routine (5 minutes)

The T will start the class by saying: ‘you are too young but ....what do you remember
about the activities you did when you were at kindergarten?
The T will listen to the sts` comments attentively
Transition: Interesting... Now I’m going to talk about me....
Purpose: To introduce the vocabulary related to the topic to be presented.
The T will say: ‘ I have some images to show you about what my habits when I was a
little girl...
The T will use the projector to show the following images

The T will describe the photos by saying: When I was a little girl, I played marbles with
my brother, I also played with dolls.... I USED TO listen to The Parchis and Gaby Fofo
and Miliki, my favourite clowns and singers. I used to wear Skippies, those plastic
sandals like our crocs now.
The sts will probably make comments about the photos and how old their teacher is!
Transition: Wwell.... as you can see things have changed a lot, right?
Development
The T will say: Now I have some memories about somebody who is a bit older then
than I am…
The T will provide each student with a copy of the following text:
The way we were
Molly Hornby was a young girl in the 1960s. Read what she says about it.
“I was a young girl in the 1960s. My friends and I used to do a lot of things
which shocked our parents. We used to do things our mothers never did. We
cut our hair, we wore short skirts, we smoked, and went dancing. We danced to
the music of Elvis Presley and the Beatles. We also got the chance to see the
Beatles live at a concert once. It was amazing. My father went fishing once a
week. I didn’t used to go with him, it didn’t catch my attention. Instead my
friends and I used to go for picnics in the surrounding area quite often. My
boyfriend had a car, a 1960 Ford Falcon, so he used to pick us up and we often
drove to Brighton. We went to the pictures twice a week and I loved to watch
films with Marlon Brando and Elizabeth Taylor , especially the ‘Reflections in
a Golden Eye’ starring both of them. I still love to watch this film. It’s my
favourite. I can remember it all so clearly.”

The T will read the tittle and the introduction. Then, she will ask: ‘When was Molly a
young girl? What do you think she did at that time?
The T will listen to the sts’ answers and will ask the sts to read each of them some lines
of the text each to check their predictions.
Then the T will ask the sts to list the activities she did when she was a young girl by
asking:’ Can you tell me what Molly did when she was a young girl?
Transition: well done! Now I want you to help me with something…
Have you realized that there are some words in bold in the text? Can you dictate them
to me?
The T will copy on the bb:
I used to do a lot of things.
I used to go for picnics.
He used to pick us up.
I didn’t use to go with him.
What do these sentences have in common? The sts will answer: USED TO.
The T will ask: Molly used to go for picnics….Does she go for picnics at present? Her
boyfriend used to pick them up….Does he pick them up at present? The sts are
expected to say:’NO’
The T will guide the sts to see that USED TO refers to activities that were a habit in the
past and we do not do them any longer in the present.
The T will ask:’ what happened in negative form? And in questions? The T will guide
the sts to infer the following rule:
The T will ask the sts to copy the explanation on their folders to remind it when it is
required/ necessary.
USED TO + INFINITIVE VERB
DIDN’T USE TO + INFINITIVE VERB
DID ………USE TO + INFINITIVE VERB?

Transition: Very good! Now let’s see about you…
Activity 3: (15 minutes)
What were your habits when you were younger? The T will listen to the sts comments
and then she will copy the following categories on the bb
• FOOD
• TRANSPORTATION
• GAMES
• HOBBIES
• FAMILY
• MUSIC
• CLOTHES
The T will explain that they will role play dialogues in pairs to know about their partner’s
habits in the past using the expression .USED TO / DID YOU USE TO…..?. They
should include the categories presented. They also have to say what they do at
present.
The T will distribute the following chart to complete during the role play:
WHEN I WAS A CHILD……. NOW….
Transition: Great! You’ve done a good job! I have a song for you to share….
The T will say:’ I know that you like music and I’ve found this nice song to share.

The T will write the tittle of the song: USED TO and will project some images to ask the
sts what do they think the song will be about.
Here are the images:
After listening to the sts’ comments, the T will provide each student with a copy with the
song. They’ll listen to it twice to complete the activities which will be previously
explained. Finally they’ll listen to the complete version again
USED TO
1. Fill in the gaps with the words from the box DAUGHTHRY
You used to ………… to me like
I was the only one………….. around
You used to………… on me like
The only other choice was falling ……….
You used to………… with me like
We had …………… we needed to go
Nice and………..
To no place in…………..
CHORUS
2. Put the lines in order
……..Can we get this back to how it used to be?
………We used to have this figured out
……..We used to have this under control
………We used to breathe without a doubt
…….We never thought
…….At least there's you, and at least there's me
……Can we get this back?
……When nights were clear, you were the first star that I'd see
…..We used to know
3. Match
I used to at all
I got lost where we would go
Walk -Around – down –
particular -talk – lean-slow -
nowhere

I used to listen
You always had just slow
I used to follow you
Never really cared along the way
Fast or the right thing to say
To anywhere reach for you when
REPEAT CHORUS
4. Order the letters
I ……………..( LKOO) around me
And I want you to be…………( TREHE)
'Cause I miss the ……………..(TIHGNS) that we shared
Look around you
It's……………( ETMYTP), and you're sad
'Cause you miss the………….(LVOE) that we had
REPEAT CHORUS
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1

Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Great Vivi! Go over the comments I`ve made throughout the lesson plan. I hope
they are clear and useful.
Keep an eye on timing. Make sure they practise/produce the target structure.
Have a lovely time!
Aure
LESSON PLAN 6

CLASE Nº: 6
HORA: 10 - 11:20
FECHA DE ENTREGA: 17 th October,2017
Aims:
• Revise ‘USED TO’ to refer to habits in the past.
• Develop their writing skills by making a padlet.

REVISION
Describing
habits in the
past that are
not done at
present
Family
members-
objects in a
house
USED TO + INFINITIVE
VERB
Simple Past tense
/'jus tə/
NEW
Writing a text
to provide
information
about what life
was like in the
past
Resources: Pictures/ images- projector- a computer
Routine (5 minutes)
The T will start the class by saying: ‘Who can tell me what we talked about last class?.
The sts are expected to say:’ habits in the past.
If this does not happen the T will guide them to say so by telling them about the photos
the T had shown them the previous class.

Transition:‘Ok.... now I have a photo to show you.
Purpose: To introduce the context related to the topic to be presented.
The T will project the photo and say that the photo belonged to her grandmother. Here
is the photo:
The T will ask the sts to describe the photo and mention differences between that
family and their own. The T will encourage the sts to use ‘USED TO’/’DIDN’T USE TO’.
Transition: Very good!.....As regards what life was like in the past and now.....I have
an advert to show you..
Development
The T will continue by saying:’ Do you know what and advert is?’If sts don’t know the T
will provide examples to guide them.

The T will tell the sts that they should pay attention to what happens as there is no
dialogue. The T will add that the advert is called ‘Grandpa’. They will watch it and
describe what they see.
Before the T plays the advert again, she will ask the sts to divide themselves into two
groups. This time they have to write as many sentences as they can by using: ‘USED
TO / DIDN’T USE TO. The group that makes more sentences is the winner.
Here is the link for the advert:
https://youtu.be/qvsTjZko2gw
Transition: Great job! Have you brought the images I asked you last class?
The T will say:’ We’re going to put into practice what we’ve seen about life in the past
and the present. So, we’re going to use padlet to write a text about how life has
changed.
The T will add that they can use different categories to describe what was life like in the
past.
The T will also provide the sts the following guide:
Categories:
EATING TRANSPORT CLOTHES TECHNOLOGY
Useful expressions:
• In the 19….’s ……….use to……
• On the other hand………..
• On the contrary………..
The T will provide the link so sts can post their production. They can work individually
or in pairs.
These students are used to working with padlet so while the sts perform the task the T
will monitor them and evacuate any doubt they may have.
Transition: You’ve worked really hard! Let’s share your productions
The T will project on the bb the padlet with the sts’ productions.

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Good job, Vivi! Just bear in mind the comments I have made.
Best,
Aure

SECONDARY LEVEL- PRACTICUM PERIOD

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