Lesson plans secondary

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE:
Institución educativa: First English Institute
Año y sección: 5th Seniors
Nivel lingüístico del curso: intermediate
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: “Final Frontiers”
Clase Nº: 4
Duración de la clase: 80 minutos
Fecha de la clase: 4 de junio
Fecha de entrega de la planificación: 30 de mayo
Learning Aims
During this lesson, learners will be able to…
 ask questions using both object and subject questions.
 develop listening and speaking skills by engaging in
conversation.
 learn interesting facts about countries and past explorers.
 raise their grammar awareness on question formation.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Subject/ Object question with
N
E
W
Ask about historical and
present facts.
Ask personal questions
Which country did Leif
Eriksson discover in the 11th
century?
Who traveled in China in the
13th century?

2. Materials
Kahoot:
https://create.kahoot.it/details/d9f0c791-3314-44fa-810e-b62df8e8c827
Slides to present while I give my class:
https://docs.google.com/presentation/d/e/2PACX-
1vTWzU9IpwtOHTXu5Yw8oMf1je70_o5xABa2wpd1ljIt1xPia5l-7gAC8sU5kSY-
XKCslk52dkqx4GTD/pub?start=false&loop=false&delayms=3000
Wordfile:
https://drive.google.com/file/d/1V4IFRfYed6IRrV3Kho5TsqChnpjuB4uW/view?usp=sharing
Textbook: Move it 4 Pearson (see photos of the activities on ex.5)
Procedures
I will greet students and engage in casual conversation. Then, I will
check attendance.
(3 minutes)
I will ask students if they play “Stop” or if they used to play this game
when they were kids. I will tell them that when I was a kid, just to be
faster and win the game, I used to make a long list of words in
alphabetical order under each category the game had. They I will tell
them I’m going to use one of these lists to test the knowledge about
countriesaround theworld. Iwillask: “Can you namecountriesstarting
with the letter A/B/C?”
Transition: “Now, let’s give a look at this questionnaire”
(10 minutes)
I will show the students the following quiz on a google slide:

3. I will explain that the answer to each question is the nameof a country,
and that they are in alphabetical order. I will read the questions aloud
and we’ll go through the questions as a class.
Transition: “Very good, now do you dare to make the questions for
countries G, H and I?”
Activity 1 (10 minutes)
In pairs, I will send the studentsto breakout room to work on the
following3 questions. Then, they will have to challenge their
classmates to answer and see if they can identify the namesof these
countries.
Meanwhile, I will write down someof the questions they created to use
later when I introducethe grammar topic of Subject/object questions.
Transition: “Very Good, now let’s look at some of the ruleswhen we
form questions”
Activity 2 (10 minutes)
I will ask students if they remember the pattern of questionsand I will
ask them to look at the questions in the quiz. I willask “How are they
different? Which questions seem similar in structure, and which are
different?”If they hesitate or do not answer, I will ask them: “which of
the questionsabove follow this pattern: (I will show a slide) and circle
the first pattern. Then, I will ask the same question for the subject
questions. Student will identify both patterns.

4. Then I will explain that the first group of questions is called object
questions and that the second group of questions is called subject
questions. Then, I will ask them to copy the date and the question
patterns on their notebook. I will give them some oral examples, but I
won’task them to copy examples at this stage.
Sample questions: Who did you call yesterday? Who called you
yesterday? What happened to Maria? What did Maríado? Who loves
you? Who do you love?
Transition: “Great! Now let’s see if you can identify subject and object
questions”
Activity 3 (10 minutes)
I will display the sameslide with the quiz, and I will ask the studentsto
read the questions and say if they are subject or object questions. I will
start calling stronger studentsto do that and I will help weaker
students-if necessary- by writing on the zoom digital board the
answer to the question, for example:
“Who invented paper, firework and sunglasses?
“China invented paper, fireworks and sunglasses.”
Then, I will ask this studentto tell me which word in the answer is the
subject, which the verb, and which the object and I will underline them
with differentcolors. Then, I will ask: “What is the question asking for?
Is it asking information aboutthe subject or the object of this
sentence?”
The studentwillsay: “about the subject” I will say: “Well, then this
question is a subject question.”

5. Then, I will write some of the questions they created on the board and
ask the whole group to tell meif they are object or subject questions.
After that, I will ask to copy the exampleson their notebooks.
Transition: “Well done!Now let’s have a break”
___________________break_____________________________
Transition: I will say “Ok, now it’s time to play!”
Activity 4: (10 minutes)
I will tell them we are going to play Kahoot, a game they love, and they
are used to playing. Before playing it, I will explain that the same
question will appear twice in the game, first they must identify if it is a
subject or an object question and then, they will have to answer it.
https://create.kahoot.it/details/d9f0c791-3314-44fa-810e-b62df8e8c827
Transition: “Well played! Now, open your books to page 83 to go on
practicing”
Activity 5: (10 minutes)
Then, I will ask students to complete the study grammar table and
exercises 2 and 3.

6. I will read the grammar table with students, and they will work
individually, completing the rules and referring to the grammar table
when necessary. In exercise two, students will have to identify the
questions as object questions and object questions. Then, they will
complete them using auxiliary verbs whereappropriate. After checking
exercise 2 as a class, I will tell students they must use the prompts to
make questions. Then, they will have to match the questions to their
answers. Again, we will check answers as a class.
Transition: “Great, now it’s time to practice in pairs”
Activity 6: (10 minutes)
Students will work in pairs with the following copy.
First, I will makethe pairsin breakout rooms. Then, through the zoom’s
chat or the WhatsApp group, half the group will receive a link or photo
of “StudentA” copyand the other half of “StudentB” copy.If they arenot
even, I will makea group of three and Iwill pair up aweak studentwith
a stronger one to work with the same copy. I will ask studentsto make
the questions and ask these questionsto their partnerswho willhave to
google the answers if they do not know the answers. Once everyone is
in the main room, we will check answers as a class.
Transition: “Very good, now let’s do our last activity. Let’s talk”
Activity 7 (10 minutes)

7. This time, students will have to work in groupsof three, they will have
the same typeof promptsto make subject and object questions but this
time they will talk about themselves and engage in a real conversation.
First, they will work individually to make the questions. After checking,
I will send them to breakout rooms so that they can engage in
conversation. I will monitor the breakout rooms without interrupting.
Transition: “Well done, now, it’s time to finish and give you some
homework.”
I will tell students I will send them a word file. I will display the word
file and I will explain what they have to do.
I will complete the first one to show them how to do it if necessary.

8. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great ideas!
I hope my comments and suggestions are useful. Keep an eye on timing!
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one