This lesson plan is for Natalia Varesio's last class as a student teacher. The plan summarizes the class objectives, language focus, teaching approach, materials, activities, and assessment. The class will review test mistakes, classroom rules using modal verbs, and play a pictionary game. Students will work in groups on rules posters and the game. A song activity involves ordering paragraphs and filling in lyrics. The plan aims to engage students through group work, a game, and a song while revising grammar from prior lessons.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Secundaria
InstituciónEducativa:I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección:1er
Año
Cantidadde alumnos:12
Nivel lingüísticodel curso:Pre-intermedio
Tipode Planificación:Clase
Unidadtemática: Reglasde la clase
Clase Nº : 6
Fecha:09/11/18
Hora: 13:40 a 15 hs
Duraciónde laclase:80’
Fechade primeraentrega:5/11/18
Teaching points:- Classroomrules
-Modal verbs(Prohibition,obligation)
As itis the lastclass andwe are endingthe school year,the teachertoldme not to
introduce any newlanguage item.
 Aims:
-Duringthislesson,studentswillbe able to:

2. -Revise some mistakesfrom the tests.
-Revise modal verbs(Obligation, prohibition)
-Workcollaboratively while writingclassroomrules
- Developtheirspeakingskillswhile playinga game.
-Developtheirlisteningskill while listeningtoa song.
 Language focus
Lexis Function Structure Pronunciation
Revision Hello
Goodbye!
Listen!
Pay Attention
Classroomrules
Greetings
Giving
commands or
instructions
Expressing
obligation,
and prohibition
Modal Verbs:
You mustn’t use
your mobile phone.
You have to study
for an exam.
Mustn’t
/'mʌsᵊnt
New
 Teaching approach: The Natural approach- PPP
 Materials and resources: wallpapers, pieces of cardboard (to write on them),
markers, glue, worksheet with a song, projector, phrases made of cardboard,
loudspeakers.
 Pedagogical use of ICT in class: a projector will be used to display some exercises.
 Seating arrangement: students will be seated in groups.
 Cooperative work: studentswill workingroupsinactivity2and 3. Atthe closure, they
will work in pairs.
 Potential problems student may have with the language: Since the group is very
heterogeneous and their teacher uses L1 to explain some aspects of the language or
gives instructions, I’ll try to use different strategies such as miming, body language,
giving synonyms, examples, demonstrating and asking a student to explain in L1 the
instructions.If necessary,I’ll applythe sandwichtechnique.Asstudentsdon’t produce
writing work, I ‘ll guide them in written activities.

3.  Assessment: what will be assessed and how: I’ll assess students’ participation and
developmentinclassduringthe activities.I’ll askquestionstocheckif theyunderstand
the language items to be presented in this lesson.
Routine: 3’
I’ll wait for students to get into the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: “Ok, I have your tests here….”
Warm up: 5’
I’ll handout students’ tests with their marks and next we’ll revise those exercises that
students made mistakes.
Activity 1: 10’
I’ll use the projectorto display some exercises on the board so all together can analyze
mistakesorerrors that were detectedinthe tests. I’ll askstudentstocopy the exercises
on their folders.
Transition: Good! Now, let’s see the rules for the classroom!
Activity 2: 25’
Classroom rules (to review modal verbs)
In thisactivitystudentswill workintwogroups.They will write some rulesof prohibition
and obligation for the classroom on pieces of cardboard and then, they will stick them
on two wallpapers. The wallpapers will remain on the board so next year, the new
students will learn the classroom rules.
First,we’ll discussall togetherwhatthe rulesof the classroomare,andI’ll write themon
the board. Then, one group will write the rules of prohibition and another group will
write the rules of obligation. The idea is that, at least, each student writes a rule each.
T: “OK, What are the rules inside the classroom? EA: Don’t use the mobile phone!. T: “
Great! So youcan say: You mustn’t…….” EA: … use the mobile phone!T: “Excellent! You

4. mustn’t use the mobile phone. (I’ll write it on the board) And what else?” EA: No
podemos mascar chicle! T: “Very good! You can’t chew gum” (I’ll write it on the board)
(I’ll do the same with the rules of obligation)
T: “What do we have to do in the classroom?” EA: We have to study! T: Perfect! (I’ll
write it on the board.) What else? EA: Respetar a la profe! T: “Fantastic! You have to
respect your teacher and your mates”
I’ll continue with some more rules and if students use L1, I’ll recast in English.
T: “Great! Now make two groups and join the tables, please!”(I’ll ask each group to sit
on a circle around the tables.)
“So, payattention!I’ll explainthe activity.I’llgive youthese piecesof cardboardto write
the rulesof the classroom.The groupof Simonwill write the rules of obligation and the
groupof Valentinawill write the rulesof prohibition.Eachstudenthasto write one rule.
Ok?”
“Once you finishwritingthe rules, you have to stick them on these wallpapers, so next
year, the new students can learn them.”
I’ll ask advanced students to help the weaker ones to write the rules. I’ll act as a
facilitator when they need to know vocabulary in L2 and encourage them to think of
other rules.
The wallpapers will be something like these:
In the classroom… In the classroom…
-You mustn’t use your phone -You have to study English
-
Transition: You did a great job! Now, it’s time to play a game!
Activity 3: 20’
Pictionary game:
I’ll make twoteams.One memberof each group passes to the front and I’ll give them a
phrase or sentence that they will have to draw on the board. The teams will have to
discoverthe phrase.The firstgroupwho guess the phrase will get a point and the team
with more points is the winner. If students answer in Spanish, I’ll ask them to say it in
English. (Each group will have some advanced students) Students don’t have to say
exactly the same phrase.

5. T: “Now,we’ll playapictionary game, so form two groups facing to the board…..ready?
Ok.Do you knowthe Pictionarygame?” EA: Yes! (I’ll ask a student to explain the game)
T: “So, pass to the front one member of each team, Agustina and Lisandro. Now you
have to draw thisphrase onthe boardand your mateshave todiscoverit.(I’ll divide the
whiteboard in two halves) “So the rest of you pay attention to the drawings and try to
guessthe phrase,but you have to say it in English, ok? The first group who guesses the
sentence willgetapoint. You have one minute to guess the phrase. Listen! I’ll give you
some help. The sentences may express obligation or prohibition.”
(I’ll ask different volunteers to pass to the front to draw the phrases and I’ll take some
pictures in case weaker students don’t understand the phrases)
The phrases will be familiar to them:
-You can’t fish in the lake.
-You can’t camp near the waterfall
-You mustn’t smoke in the forest.
-You can’t climb the trees
-You have to take your shoes off.
-You can take pictures at the zoo.
-You have to wash your dog.
-You mustn’t take your pet to the school.
Transition: Fantastic! Applauses to the winner group! Now let’s sing a song!
Closure: 17’
(As in the last class, there wasn’t enough time to work with the song, I’ll use it in this
lesson)
We’ll performanactivitywithasong. I’ll hand out the lyrics of the song “Here comes the sun”
by The Beatles.I’ll give studentsunjumbledparagraphsso they can predict the order of them.
Then, we’ll listen to the song to check their predictions and next they will listen to the song
again to fill in with some words. Students will work in pairs.
T: “Now,you can workin pairs.I’ll give youasong andyou have guessthe orderof the stanzas,
ok?.(I’ll remove the title of the songtocheckif they know it) Read the song and tell me if you
knowthe title of itand the band.” ( If studentsdon’tknow it,I’ll write iton the board) “Do you
know The Beatles, don’t you?” EA: Yes! T: “Ok, now you’ll listen to the song so you can check
the order of it.”
T: “Did you check it? EA: Yes! Ok, now you will listen to the song again and you have to
complete the missing gaps with the words from the box. You can also sing the song all
together!”
I’ll check if students know the meaning of these words.

6. Darling x2 cold rightx2 faces winter yearsx2 clear ice
Aftercompletingthe song,I’ll askstudents:“Isit a happy or sad song?Take a lookat the
phrasesinthe song.And what’sthe songabout?Is it aboutlove,violence,peace?”
We’ll discussthe answersall together.
Finally,I’ll tell studentsthat asit ismy lastclass,I’ll give eachstudent some presentsand
sweetstoshare withthe class.
I’ll congratulate themfortheireffortandsaygood-bye.

7. 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:__28__ /30
Great, Nati! Enjoyyourlastlesson. 