Lesson plan 3 - secondary

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
 Subject: Taller de Práctica Docente 2018
 Tutor’s name: Aurelia Velázquez
 Student’s name: Gunzelmann Daniela
 Title: Lesson Plan 3 - Primary

2. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Daniela Alejandra Gunzelmann
Período de Práctica: Nivel Secundaria
Institución Educativa: Escuela Enseñanza Secundaria N.º 03. “7 De Marzo”
Dirección: Buenos Aires 787
Sala / Grado / Año - sección: 4º año T. T.
Cantidad de alumnos: 16
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: simple past
Clase N.º: 3
Fecha: 06/11/2018
Hora: 16.10 a 18.10
Duración de la clase: 120´
Fecha de primera entrega:1/11/2018
Teaching points: simple past

Aims or goals: 
During this lesson, learners will be able to… ??????
 Language focus:
Functions Lexis Structures Pronunciation
Revision
*Didn’t ( sentences
negative)
 Talking about
past events
 Simple past
(negative)
e/e/
New *Sentences affirmative,
Negative and questions
Talk about
mysteries
 Simple past
 Teaching approach: The lesson is based on the Communicative approach
and organized through The PPP Procedure.

 Integration of skills: In this lesson, the students will integrate listening
and reading through a text. And the speaking and writing are integrated
through the activities.

3.  Materials and resources: book Engage 1 OUP Oxford Unit 8 , computer,
and flashcards.

 Pedagogical use of ICT in class or at home: In this lesson, I will use the
computer to show some photos

 Seating arrangement: Students will be asked to sit in small groups. 
Then, they will be sitting as usual in pairs or alone. 

 Assessment: I will verify that students can understand and recognize the
vocabulary.
I will assess that the students can understand the new structure and the
tense.
Although I will use the PPP method, I will try to make the necessary
miming so that they understand using the target language, encouraging
the students to produce the pieces of language I am teaching.
Stages in the lesson
 Routine:2´
 Purpose: to begin the lesson, motivatingthestudentsto bein agood
mood and predisposed work, and focus on the English class.
 Description:
I will get into the classroom and give the studentsa momentto
accommodate. Then, I greet them: “hello!How are you? Are you fine?” St:
ok.
Transition: “well, now we are going to play a game.”
 Warm Up: 15’ Activity 1
 Purpose: revisethe vocabulary.
 Description:
I will ask the studentsto form groupsof three or four. I will to give
them some pieces of paper, on each one, I will write a word and Iwill
ask them to form negative sentences. I will writeon the board the
structureof the sentences, so they can remember better how they how
to form it, subject + didn’t + verb.
Once they form the sentences I will invite them to writethe correct
sentence in the book, in exercise 2 on page 17.

4. T: “Now, we are going to play a game. Do you remember that in the last
class weworked with negative past sentences? I have brought some
pieces of paper in which you find somewords, you aregoing to use
them to form somenegative sentences in simplepast. I will write on
the board to help you remember.
Once you form the correct sentence you have to write it in the book on
the exercise 2, on page W17.”
I will check if they can form the correct sentences.
My parents didn’t watch the DVD
Sink the ship in the hurricane didn’t
the fire We see didn’t
didn’t your computer my brother break
you wear didn’t your new shoes
didn’t any apples buy we
the tree didn’t crash into the bus
Transition: Very Good! Now, we are going to continue with the next
activity.
 Activity 2 - 15’:

5.  Description:
I will invite the studentsto continuewith the followingactivity. I will
explain what they have to do. They have to read the piece of paper of
Lucy’sagenda. And then, they have to correct the sentences that
appear below the text and they have to write the correct sentences.
T:” Now, we are going to read the piece of Lucy’s agenda, and thenyou
can find some sentencesbelow the text. These are wrong,so youhave to
write it in negative and thenwrite the correct sentences. I will read the
first one as an example”
Transition: Very Good!Now, do youknow what a mystery is? Like the
bad light, big foot. Did youever hear about any of them?
 Development 80 ’:
 Activity 3 - 15’:
 Purpose: introducethe topic
 Description:

6. I will give to the studentsa piece of paper with a paragraph.
His large hand was insidea garbage can. It had a lot of hair on it. Then
the creature saw them. It walked away and disappeared into the forest.
The creaturewas almost three meters tall, very hairy, and wore
clothes. It walked on two legs, and it smelled terrible. It didn’tcome
back to the restaurant.
I will invite them to read it.
Then I will ask them, T:” what do youthink about the creature that is
mentioned inthe paragraph?” “It could be bigfoot?” “Aman?”
St: a bigfoot.
T:”that’sright”
I will invite the studentsto open their books on page 27. I will read the
title of the text “Did yousee that?” and Iwill ask to the students what
they think that the text is talking about. And Iwill write on the board
the possible answers.
T: “I’m going to read the title of the text: Did yousee that?
“What do youthink, that it could be the text talk about the same thing
that is mentioned inparagraph I gave you?”
St: yes
T:”Now, I am going to read the text”

7. Then, I will ask the students
T:“Where did it take place?” St: in Idaho.
T: “what did the workers hear?” St: a noise.
T: “What happened?” ST. there was a man behind the garbage cans.
T:“ but it wasn´ta man, it was a creature and how was the creature
differentfrom a man?” St: the creature was 3 meters tall, very hairy,
and woreclothes.
T: “what did the people believe?” St: it was bigfoot.
Transition: Excellent! Now, look at the activities.
 Activity 4 - 10’:
 Purpose: develop speakingand writingskills.
 Description:

8. I will invite the studentsto do the activity 2, on page 27. I will explain
what studentshave to do in this activity.
They have to match the headlines with the correct paragraph.
Then, I will invite the studentsto check it.
Transition: Excellent! Now, weare going to continuewith the next
activity.
 Activity 5 - 15’:
 Purpose: develop writingskills.
 Description:
I will invite the studentsto do the activity 3, on the page 27. I will
explain what studentshave to do in this activity. They have to answer
the questionsabout the text.
Then, I will invite the studentsto check the answers.

9. Transition: ”Great!Now, did youhear about “The mystery of Mary
Celeste”? do youthinkit could be a person, a ship, a motorcycle, a car?”
St: “a person”
T:”OK. Now, we are going to unveil the mystery” “Openyour bookson
page w18” .
 Activity 6 - 15’:
 Purpose: develop readingand writingskills.
 Description:
I will invite the studentsto open their books on page W18. Then I will
invite them to see the image that appearsat the bottom of the page and
I will ask them again, T: “who do youthink is Mary Celeste?” St: “a boat”
T: “very good!Now we are going to read the text.”
I will read the text.

10. Then, I will ask the students, T: “What is the text about?” St. it isabout a
ship”. T: “good!And What was the problemwith the Mary Celeste ship?”
St: “it was empty”.
T:“Now, we are going to do the activities.”
I will invite the students to do the activity 2 on the page W18. Iwill
explain they have to answer the questions with the text.

11.  Activity 7 - 10’:
 Purpose: develop writingskills.
 Description:
I will invite them to do the activity 4. They have to answer the
questions with the text. They have to write a complete sentence.
Transition: excellent!Your worked fantasticallytoday, to finish the class
we are going to play a game.
 Activity 8 - 20’:
 Purpose: develop and writingskills.
 Description:
I will explain how they willplay the game. T:“ To start each player will
choose an emoticonchip. To know who startsthe game, the players will
proceed to throw the dice and the one that getsthe largest number will
beginthe game, following the round to his/her right. Each player throws
the dice onhis/her turnand movesthe emoticonthe number of squares

12. indicated by the dice. To continue playing the player must answer the
questioncorrectly. Incase of not answering correctly,the player losesa
turn. If the player respondscorrectly, theycontinue with the game, the
player throws the dice againand movesthe emoticonagainasmany
squaresas the number on the dice indicatesand answersthe question
again. If the player landsin one of the special boxes, the player canbe
instructed to advance or retreata certainnumber of spaces. The winner
will be the one who first arrivesat the final locker. ”

13. START WHEN DID YOU
LAST PLAY A
GAME?
WHAT DID YOU
DO LAST WEEK?
MOVE FORWARD
2 SPACES
DID YOU
WATCHTV LAST
NIGHT?
DID IT RAIN
LAST WEEK?
WHAT DID YOU
DO
YESTERDAY?
WHAT TIME
DID YOU GO TO
BED LAST
NIGHT?
MOVE BACK 3
SPACES
WHAT TIME DID
YOU GET UP THIS
MORNING?
WHAT DID YOU
HAVE FOR
BREAKFAST
LAST
SATURDAY?
DID YOU DO
ANY EXERCISE
LAST WEEK?
DID YOU DO
HOMEWORK?
DID YOU
TRAVEL ON
YOUR LAST
HOLIDAY?
DID YOU SEE
YOUR FRIENDS
LAST
WEEKEND?
WHEN DID YOU
LAST GO TO A
BIRTHDAY
PARTY?
WHERE DID
YOU LIVE TEN
YEARS AGO?
START AGAIN
DID YOU GO TO
THE BEACH
LAST SUMMER?
SKIP TURN WHEN DID YOU
MAKE MATE
FOR THE LAST
TIME?
WHEN DID YOU
VISIT THE
DOCTOR FOR THE
LAST TIME?
DID YOU SWIM
IN THE RIVER
LAST JANUARY?
DID YOU VISIT A
DESERT?
DID YOU
LISTEN TO
MUSIC
YESTERDAY?
WHICH MOVIE
DID YOU
WATCH ON
VACATION?
DID YOU
WATCH THE
MOVIE ABOUT
THE
HURRICANE?
MOVE BACK 3
SPACES
DID YOU CLIMB
A MOUNTAIN?
FINISH

15. Closure 3’:
Homework
Description:
I will mention that the next class, I will bring an evaluative assignment.
I will explain that they will be evaluated on the topics seen in this last
unit, the topics will be past simpleaffirmative, negative, questionsand
answers.
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 Minimum score: 18 / 30
Score: _17___ /30
Activities are OK, but I´m truly worried about the serious grammar mistakes, especially
whenmakingquestions.Please,doworkonthem.Youare the model studentswillfollow.
I corrected some questions in the board game as well. Take that into account, too.