Secondary Level

1. ALUMNO RESIDENTE: Calizaya, María Eugenia
Período de Práctica: Nivel Secundario.
Institución Educativa: CEM N° 39
Dirección: Avenida Antártida Argentina y Avenida Pocha López.
Sala/Grado/Sección: 3er Año II División
Cantidad de alumnos: 23 alumnos.
Nivel Lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática:
Clase N°: 1
Fecha: 12/09/2017
Hora: 13.20 hs a 13.55 hs
Duración de la clase: 40 minutos.
Fecha de primera entrega: 08/09/2017
Teaching points:
• Revision of Past Simple (Irregular and Irregular verbs)
• Revision of Wh- words in interrogative structures.
• Talking about past events.
• Use of a new structure: When did….?

2. Learning Aims:
• Develop the students´ reading skills by reading questions and answers in the target
language.
• Develop their speaking skills by answering personal questions.
• Develop speaking and listening skills by interacting with peers and the teacher by
answering questions about past events.
• Develop their writing skills by writing sentences in context using the target
structure.
Language Focus:
Function Lexis Structure Pronounciation
REVISION Talking about
personal past
events.
Prepositions: In,
at, on.
Question words:
Where, When,
Who, What,
Why, How
many, How
much.
Regular and
Irregular verbs
He was born in
1989.
I had five
brothers.
What /wɒt/
NEW Asking and
answering
about past
events.
Past Simple
(Interrogative
Form).
Time
expressions.
What did you
buy yesterday?
I bought
trainers.
Did /dɪd/
 Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
 Integration of skills: The skills the students develop are listening and speaking
skills, through the listening of questions about well-known events that occurred in
the past and their personal lives and the production of their own chinks of language
in order to answer those questions. Also the students develop reading and writing
skills throughout the activities.
 Materials and resources: For this lesson we need a blackboard and white chalk,
copies of the chart of questions, photocopies of the pages of the book New
Headaway Elementary Level 2011 (page 54).

3.  Pedagogical use of ICT in class or at home: audiovisual material will be used to
support the exposure of the students to the teaching point.
 Seating arrangement: The students will be on their own tables, and later arranged in
groups. Assessment: I’ll check the students’ comprehension by making gestures and
miming. I’ll encourage them to produce chunks of language during the speaking
stage.
 Possible problems/difficulties and possible solutions: The activities may take longer
than expected. So, I´ll check the time spent during each activity. Students will
surely use their mother tongue as they are not used to using English. In that case I
will provide them with the equivalent in English.
 Potential Problems students may have with the language: I will use different
techniques to help them use the new items, such as repeating the vocabulary items,
giving the first part of sentences and questions so they can complete them and
encourage the students to participate. Regarding the pronunciation, I will not focus
on correcting every item, but to the production of chunks of language and
encouraging them to use the new structures in context.
 Assessment: I will assess them by asking questions individually so as they can give
me examples, and using echoing to check their listening comprehension. Also I
correct the written activities and homework in order to check the comprehension of
the new items and grammatical structures.
Routine: 5 minutes
I start the lesson greeting the students and get them into the mood of work. I´ll walk into
the classroom and greet them: “Hello! How are you?”
Transition: I tell the students I forget when the first time I was in their classroom was.
“When was the first time you saw me here?” EA: Two weeks ago! Body language and
mimes are used to aid comprehension.
Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
I write on the blackboard some past events: You use the computer?, you get up?, you start
learning English? and you be online?. As I´m writing this, I ask students when they did
these activities. At this stage I elicit the vocabulary and use miming in order to help them to
understand the questions. I can add more examples giving by the students and also write
them on the blackboard. I encourage them to answer the questions by using the prepositions
of time: In, At and On.
I write on the blackboard the answers and complete the questions.
Aurelia 9/10/17 12:45 PM
Deleted: was
Aurelia 9/10/17 12:45 PM
Deleted: see
Aurelia 9/10/17 1:11 PM
Comment [1]: If
they
don´t
come
up
with
the
answer,
you
can
provide
some
options.
Aurelia 9/10/17 12:45 PM
Deleted: ed
Aurelia 9/10/17 12:45 PM
Deleted: to the
Aurelia 9/10/17 1:11 PM
Comment [2]: The
question
might
be
different
among
them,
right?
*
When
was
the
first/last
time
you
used
the
computer?
*
When
did
you
start
learning
English?
Make
sure
you
practise
the
same
structure.

4. Transition: Then I tell the students we are going to learn how to ask and answer about past
events.
Development:
Activity 1: 10 minutes
Purpose: foster contextualized practice of the teaching points. Focus on specific vocabulary
related directly to the class topic.
Materials: Photocopies with the chart, blackboard and white and coloured pieces of chalk.
I ask the students we are going to answer some questions about general past events and
some personal information. I tell the students that they have to make the questions using the
chart provided and then answer them with true answers. I provide them first an example on
the blackboard so that all the students understand the task.
I check if they understand what the activity is about and monitor the activity.
1.- Match a question word in column A with a line in B, then answer it.
A B
Where
When
Who
Why
What
How many
did you eat at lunch?
did you do yesterday?
did you start at this school?
did you go to the party with?
did you go?
brothers/sisters did you
have?
Example:
a. Who did you go with to the party?
I went with Julia to the party.
b.
c.
d.
e.
Transition: Once they’ve finished, we check it with the whole class writing on the board
the correct sentences. After doing this activity, I tell them: “Excellent job! Keep on
working!”
Aurelia 9/10/17 1:11 PM
Comment [3]: Not
so
meaningful
for
them.
Aurelia 9/10/17 12:52 PM
Deleted: s
Aurelia 9/10/17 12:53 PM
Deleted: truly
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Deleted: with
Aurelia 9/10/17 1:11 PM
Comment [4]: Which
party?
Aurelia 9/10/17 1:11 PM
Comment [5]: In
the
past???
Aurelia 9/10/17 1:11 PM
Comment [6]: You
may
provide
the
following
prompt
classmates
did
you
have
last
year?
so
as
to
avoid
the
idea
of
brothers/sisters.

5. Activity 2: 10 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Materials: Set of questions for each student, pencils, blackboard and chalks.
I tell the students: “We need to write a brief description of our classmate´s life ” I write on
the board: When....did you.....?
The students are asked to sit in pairs to do the activity. I’ll monitor the activity and provide
the vocabulary items as necesasry. At the end of the activity they should write a brief
description of their classmate´s life.
2. Ask to your partner about his/her personal life experiences and then, write a short
paragraph:
WHEN
last use your computer
go on holidays
have breakfast
go to a rock concert
buy your cell phone
learn to ride a bike
start at this school
Example:
My friend.......started at this school in....
Transition: Once they are finished, I choose two or three paragraphs at random and share
they work with the rest of the class. I provide assitance if any additional new vocabualry is
needed.
Closure: 5 minutes
Purpose: Review the vocabulary and end this lesson.
At this stage, I tell the students: “Well, now we are going to do a history quiz!” The
students are allowed to sit in small groups and answer the 20th
Century Quiz, belonging to
the New Headaway Elementary 2011 Students Book on page 54, Unit 7.
Aurelia 9/10/17 12:55 PM
Deleted: brief
Aurelia 9/10/17 1:11 PM
Comment [7]: How
are
the
sentences
related?
Will
they
make
sense?
You
should
provide
an
example.
Aurelia 9/10/17 1:02 PM
Deleted: are

7. Once they´ll finish I tell them: “Oh no! The class is over! See you next class! Goodbye!
IMPORTANT!
The format in which the stages are presented will vary according to the teaching approach
or combination of approaches you decide to base your lesson plan upon.
➢ To be completed by your tutors:
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
Aurelia 9/10/17 1:11 PM
Comment [8]: Will
they
listen
and
check??

8. Observations Euge, have a look at the comments I´ve made. Think of the target
structure you want them to practise.
Include clear visual aids.
Have a nice lesson!
Aure