LESSON PLAN

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Natalia Isabel Muñoz
Período de Práctica: Nivel Secundario
Institución Educativa: C.P.E.M n 20
Dirección: sarmiento y 22 de octubre Cutral co
Sala / Grado / Año - sección: 4to BO turno mañana
Cantidad de alumnos: 24
Nivel lingüístico del curso: Pre intermedio
Tipo de Planificación: clase
Unidad Temática: Past experiences
Clase Nº: 7
Fecha: 20/11/2018
Hora: 7.45 a 9.05
Duración de la clase: 80 minutos
Fecha de primera entrega: 17 /11/2018
· Teaching points: past experience vocabulary, negative form of simple
past
· Aims or goals:
During this lesson, learners will be able to…
● Identify and say different vocabulary related to holidays
● Develop learners’ understanding of the simple past regular form in
affirmative and negative form
● Develop their speaking and writing skills by carrying out different
activities and games
● To practice the pronunciation of “ed” /d/t/id/
● Deepen their understanding of commands/instructions while

2. developing their gross motor skills as well.
Language focus:
LEXIS FUNCTION STRUCTURE
S
PRONUNCIATION
REVISIO
N
Clothes:
swimsuit,
flip flops,
dress,
shorts, hat
Accommod
ation:
hostel, bed
and
breakfast
Activities:
Play beach
volleyball,
Dance,
listen to
music,
walk on the
…
- Giving
commands
or
instructions
Identify
and talk
about their
last
summer
holidays
using
regular
verbs in
simple
past
I travelled
to….
I stayed in/
at….
I listened
to….
I played….
/z/
NEW Identify
and talk
about past
experience
s in
affirmative
and
negative
form
Climbed up,
called to,
asked , didn’t
listen, didn’t
pick up,
answered,
opened
/t/d/id/
· Teaching approach: the lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer, 2010).

3. · Integration of skills: Listening, reading, writing and speaking will be
integrated through different activities such as questions and answers,
· Materials and resources:
· In this lesson, Activities organized through the combination of
photocopies and flashcards enhance language learning and acquisition.
· Seating arrangement: According to the group report, the students will be
sitting in pairs and in groups in order to facilitate the interaction with
their classmates and the teacher.
· Assessment: I will check that students understand and identify the
different language items by observing pictures/objects or listening to
their names. I will provide them with the necessary input so that they
may achieve the proposed.
ROUTINE 5’:
- Purpose: to get students into the mood of work and to establish rapport
with them.
I’ll get into the classroom and greet students: T: “Hello students!” S: “Hi
teacher” T: “how are you today?” S: “Fine and you?” T: “I am fine”
I’ll ask students: “What date is today?” and I will write on board the date.
Transition:
Ok, so we are going to play a game ok? I will give you each couple an envelope
and init you are going to find some words and you have to order the sentences
ok?
WARM UP 5”’:
- Purpose:
● To review the topics of the previous lesson.
● To activate the students’ prior knowledge

4. Teacher will hand in an envelope to each couple that will have some
words and students will have to order the sentences taking into
account the previous knowledge.
She listened to music yesterday
They played tennis last week
My mum stayed in a hotel last summer.
Terry travelled to China a year ago.
Ok , so I want you to get together with a classmate and I will give you an
envelope to each couple. In the envelopes you will have some sentences. Pay
attention to the fonts so it is easier for you to order the sentences ok?
Teacher will check orally with the whole class after students have ordered the
sentences.
Presentation 25´
Purpose:
● To incorporate new vocabulary and grammar topic
● To expose to the learners to the target language
● To foster comprehension of the target language through a reading
comprehension activity.
Teacher will write on the board a sentence “ A night to remember” and some
loose words “ Katie” “walked” “asleep” “crane” . Teacher will ask learners
what they think we are going to talk about. Teacher will show students some
flashcards also in order to help learners guess what the following topic is
going to be.

6. Ok, so what do you think we are going to talk about? In case that learners can
not guess teacher will help them. Teacher will try to elicit from students what
the story is about so learners can understand the following activity that will
be done with their book.
Ok, so the story is about a night to remember what did happen to Katie? Did she
walk awake? Great, so now take out your book and open on page 25.
Teacher will ask students to read the story on page 26 with their classmate in
order to answer the following questions that teacher will write on the board.
Teacher will ask learners so there
What did she do at one o´clock in the morning?
What did the man do?
Who arrived immediately?

7. Teacher will ask students to carry out activities. Teacher will check orally students´
answers and then teacher will ask learners to circle all the verbs that they can find
in the text that are in simple past.
Teacher will check orally and will write on board an example of students´ answers.
Teacher will ask learners what they think about the sentence that is in the text
He didn’t want to climb the crane.
So, let´s see I want you to circle all the verbs that you can find in the text that are in
simple past. Do you remember what the verb has at the end in order to be in simple
past, “ed”? great!!! And nowlet´s see there is a sentencethat is “ he didn’t want to climb
the crane” what do you think about this sentence?
Teacher will explain the negative form of the simple past. Teacher will explain that
in order to express an action that was not done in the past, we need to use the
auxiliary verb did not or didn’t that is the short form. In addition, that after the
auxiliary verb in past form the main verb remains in the infinitive form if not they
will have two verbs in the simple past.
He did not want to climb the crane
He didn’t want to climb the crane.
So lets go to page 27 and complete the grammar box.
Students will complete the grammar box on page 27.

8. Transition: “Well done students! Now, we are going to do two different
activities , ok?
Development 20”
- Purpose:
● To foster to contextualized practice of the teaching points.
Teacher will write on the board some sentences about the story inaffirmative
form and students in couples will have to turn them into negative ones.
Katie walked out of her school.
Katie climbed a tree.
The man called the ambulance.
Katie´s parents called her to the cellphone.
Teacher will check orally the answer by asking and will write the answers
next to each of sentence inorder to show again how to form the negative form.
Activity 2
Ok, so now it is your turn to talk about past experience that you lived
yesterday ok?
I will give you some verbs to help you with your writing and you have to say
if you lived or you didn’t live those experiences
Teacher will check orally students´ answer in order to examine students
understanding of simple past in negative form
Transition:
T: “Excellent students!!! Do you want to play a short game? great
Climb up a tree
Walk to school
Travel to Nqn
Stay in a hostel
Watch a movie
Listen a song

9. CLOSURE 15’:
The game is called the broken phone I will give each group a set of sentences
and you have tosay the sentence toyour classmate in their ear and that students
to the following one and the last student has to write what they listen in a paper.
Ok?
Teacher will explain the game and will make students form different lines in
order to pass the sentence in their classmate ears. The last student has to
write the sentence he/ she listens.
She didn’t play the game last week
They didn’t climb the tree today in the morning
She travelled to the mountains yesterday
My mum listened a song in the car.
My sister called the police
HOMEWORK 5:
Students will carry out an activity from their students´book on page 27

11. 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 Minimumscore:18 / 30
Score:_24 /30
Great lesson,Nati!Well done!