This lesson plan aims to teach elementary level English students about the past simple tense. It includes 3 main activities: a pictionary game to review food vocabulary, reading passages about unusual ice creams and adding sentences using connectors, and writing their own "Believe it or not!" paragraph about unusual food or meals. The lesson incorporates skills practice, vocabulary development, and focuses on using connectors like "and", "but", and "finally" to link ideas. Feedback is provided to students throughout on their language use.

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: Past Simple Tense.
Clase N°: 6
Fecha: 27/09/2017
Hora: 16.55 hs. a 18.20 hs.
Duración de la clase: 80 minutos.
Fecha de primera entrega: 23/09/2017
Teaching points:
• Revision of Past Simple (Regular and Irregular verbs)
• Talking about past events.
• Use of a new structure: Linkers.

2. Learning Aims:
• Develop the students’ reading skills by reading short texts in the target
language.
• Develop speaking skills by answering questions and exchange information
with their peers and teacher.
• Develop speaking and listening skills by interacting with peers and the
teacher.
• Develop writing skills by writing short texts in context using the target
structure.
Language Focus:
Function Lexis Structure Pronunciation
REVISION Talking about
past events.
Regular and
Irregular verbs.
Vocabulary
related to food:
apples,
tomatoes, milk,
tea, etc.
I drank a glass
of coke.
apples /ˈæpl/
NEW Writing short
texts, using
linkers.
Linkers: and,
or, because,
for example,
First of all and
Finally.
Finally, I
finished my
recipe.
Because
/bɪˈkɒz/
✓ Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
✓ Integration of skills: The skills the students develop are writing and speaking
skills through the activities and production of short texts. Also the students
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Deleted: and use
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Deleted: of

3. develop listening and speaking skills through listening of questions about
the activities developed.
✓ Materials and resources: For this lesson we need pieces of blackboard and
white chalk, copies of the activities and card stock.
✓ 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 greet the students and ask them: “Hello! How are you?” I start the lesson getting
them into the mood for work.
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Deleted: a
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Comment [1]: No
ICT
in
this
lesson.

4. I tell them they are going to play a short game called: “pictionary”. I will dictate
three sentences related to food and they have to draw their meaning as fast as
they can. I provide drawing paper to each student. The sentences I dictate are the
following:
There are some strawberries on the plate.
There are three potatoes in the basket.
There is some wine on the table next to a tomato.
Transition: I tell the students: “Good work!” We can display the drawings to the rest
of the class.
Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
Materials: Blackboard and chalks
At this stage, I show the students the title of a famous TV program.
I ask students them if they know about this show, or if any of them watched it
before.
I ask students to read carefully one of the facts of the show’s website:
COLOR CHANGING ICE CREAM
Aurelia 9/26/17 8:21 AM
Comment [2]: A
different
version
of
the
game,
right?
Aurelia 9/26/17 8:22 AM
Comment [3]: So,
will
everyone
be
drawing
the
same?
Aurelia 9/26/17 8:24 AM
Comment [4]: Work
on
the
title
first.
You
should
add
some
visual
support.
What
about
the
unknown
vocabulary?
How
are
you
planning
to
deal
with
it?

5. Physicist Manuel Linares developed a chemical that changes ice-cream
color as it melts. Because of this secret ingredient, the unique ice-cream
turns from purple to pink and prevents you to have sticky hands. The
process is present also in nature, for example in the flowers that change
colors using the same process.
I ask them what they think about the underlined words, why the writer uses them. I
elicit the vocabulary so that students realize the words are connectors or linkers
between ideas.
Then I tell them there are more connectors and they are going to work with them.
Transition: Then I tell the students we are going to write about weird icecreams.
Development:
Activity 1: 10 minutes
Purpose: Foster contextualized practice of the teaching points. Focus on specific
vocabulary related directly to the class topic.
Materials: copies of the activity, one for each student.
1. Complete the sentences with the following words: and, or, but, finally
and first of all.
 Last year, I bought an expensive coffee from Brazil …..…. cigars from
Cuba.
 …………………I cooked a turkey yesterday.
 I didn’t eat omelet ……… rice in my last holidays.
 Bananas are delicious ……..I prefer strawberries.
 ........................., meat is a great source of proteins. Second, it is
tasty.
Transition: Once the students finish the activity we correct the sentences with the
whole class. I tell them: “Excellent job!”
Aurelia 9/26/17 8:25 AM
Deleted: do
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Deleted: in order to the
Aurelia 9/26/17 8:25 AM
Comment [5]: By
means
of
these
comments,
you
are
focusing
on
form.
You
should
work
on
meaning
first,
especially
if
you
are
adhering
to
a
communicative
approach.
Then,
you
can
move
on
to
language
focus.
Aurelia 9/26/17 8:26 AM
Comment [6]: The
following
activity
is
not
connected
with
this…
Aurelia 9/26/17 8:27 AM
Comment [7]: It
would
be
great
if
there
was
cohesion
among
the
sentences.
Aurelia 9/26/17 8:27 AM
Comment [8]: More
than
one
option
is
posible
here.

6. Activity 2: 25 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Materials: Copies
I ask the students to work in small groups and I give them a copy of different texts.
Text A:
Glowing Cones
Bompas and Parr made a batch of glow in the dark ice cream. The
creators added an UV-responsive vitamin to get glowing cones. The
advantages are numerous, the ice creams are delicious and easier to eat in
dark cinemas!
Text B
Beaver urine
A substance from beaver urine ended in ice creams. Castoreum is present
in urine and used to mark their territory. Sometimes is used as a vanilla
substitute or as a part of strawberry flavoring.
Text C
Sundae
In the whole world people enjoyed sundae for years, but not in South
Korea. First of all, if you ask for a sundae you will be surprised because
it is made by stuffing cow or pig intestines with noodles.
The students will read the texts in groups and add one sentence to each paragraph
using linkers.
The sentences are:
Aurelia 9/26/17 8:30 AM
Comment [9]: Which
connectors
will
they
have
to
use?
Where
shall
they
place
the
sentences?
Will
it
be
clear
for
them?
What
about
the
unknown
vocabulary?
Text
B
is
rather
difficult
for
elementary
students.

7. • Ice cream was made to celebrate the release of The World’s End.
• The pig or cow intestines in South Korea are filled with blood.
• Castoreum is a thick fluid.
Transition: Once students finish the task, the activity can be checked orally by the
class as a whole.
Activity 3: 25 minutes
Purpose: Review the vocabulary and to further practice the new structures in a less
structured way.
Materials: Copies from the previous task, bilingual dictionaries, and card stock.
I tell the students they are going to work on writing a short paragraph like the ones
they read previously. It will be a new “Believe it or not!” text.
I display card stock on the board with a few questions that trigger writing. The
students have to decide what they will write about using these questions as a
guide.
2.- Writing a short paragraph:
Believe it or not!
Where did it happen?
What food/meal did the paragraph is about?
What was the invention/weird fact/discovering?
Connectors: at least two.
Once the information is provided for each question, students are encouraged to
write sentences using the connectors. I provide them with the needed vocabulary
and monitor the activity. Students are encouraged to produce a first draft at the end
of this task.
Aurelia 9/26/17 8:32 AM
Comment [10]: Individually?
Aurelia 9/26/17 8:30 AM
Deleted: do
Aurelia 9/26/17 8:31 AM
Comment [11]: Mind
you:
you
have
stated
in
one
of
the
transitions
they
will
be
writing
about
weird
ice
cream.
Will
they
be
free
to
choose
then?

8. As a second stage, I ask them to use dictionaries to check vocabulary and
grammar use in their drafts. Once they have a second draft, they have to use the
connectors to give to the text coherence.
Transition: Once they are finished, students are encouraged to tell to the whole
class about the different texts or to display their written texts on card stock.
Closure: 5 minutes
Purpose: Review the vocabulary.
Materials: Copies of the activity.
As a final activity, I ask the students to complete the cryptogram with a famous
phrase of Albert Einstein. The phrase includes a connector.
Aurelia 9/26/17 8:32 AM
Comment [12]: Why
can´t
they
use
them
from
the
onset?
Aurelia 9/26/17 8:34 AM
Comment [13]: How
would
they
know
which
letter
corresponds
to
each
number?
It
is
not
clear.
It
will
be
time
consuming.
Provide
some
hints.

9. 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

10. Observations
Work
on
the
comments
and
suggestions
I
have
made.
Stick
to
their
level,
Euge.
Activities
should
be
challenging
but
achievable.
Pay
attention
to
timing.
Enjoy
the
lesson!
Aure