Class Plan

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Escuela Primaria
Institución Educativa: Escuela Manuel Belgrano
Dirección: Viamonte 860, Comodoro Rivadavia
Sala / Grado / Año – sección: 6to grado (sección única) – jornada extendida
Cantidad de alumnos: 15
Nivel lingüístico del curso: A2 CEFR
Tipo de Planificación: Clase
Unidad Temática: De vacaciones
Clase Nº: 2
Fecha: 21/08/2018
Hora: 12:50 a 14:50 hs
Duración de la clase: 120 minutos
Fecha de primera entrega: 16/08/2018
· Teaching points: Past continuous form, activities and objects for the holidays,
· Aims or goals:
During this lesson, learners will be able to…
- Review and learn vocabulary related to activities and objects for the holidays
- Review past forms of everyday verbs
- Notice the past continuous form in context
- Develop the four macro skills
- Notice and practice the pronunciation of gerunds in Past Continuous
 Language focus:
Functions Lexis Structures Pronunciation
Revision Describe past
holidays
Sunglasses, sunscreen,
go swimming, go
camping, others
Simple past
I went to Jejudo
d
walked
New Describe
simultaneous
actions in the
past
use
connectors
Look around, ride a
horse, walk around,
snorkelling, lying,
kayaking, doing water
sports
when and while
Past continuous
They lost their
sunglasses while they
were travelling.
 Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
 Integration of skills: students will work on their listening, speaking, reading and writing
skills

2.  Materials and resources: audio track from the coursebook Big English 5, unit 5, Pearson;
whiteboard and markers; speaker; printouts; two sets of label cards
 Pedagogical use of ICT in class or at home: In this lesson, an audio track will be used to
introduce the topic and exposure of the students to the teaching point. Activities
organised through the audio will enhance language learning and acquisition. I will book
the speakers for that day to connect to my personal mobile phone where I usually bring
the audio tracks
 Seating arrangement: at the beginning of the class the students sit individually at their
desks looking at the whiteboard. During the following tasks they will sit in pairs or small
groups. They will also be standing durinng the mimicry game. The sitting arrangement,
together with the variety of activities and games, will be very important for this class
because it lasts 2 clock hours and it’s after lunch, when they’re usually already tired and
sleepy.
 Assessment: I’ll check that students compehention through questions, their answers to
the activities and their written and oral productions
Routine: Timing 5’
Purpose: to start the lesson, get students in the mood for work, establish rapport.
Grouping : Lockstep
I’ll lead the students from the hall to the classroom, as they have their lunch break before the
English class. I’ll have them sit at their desks and once they’re all seated I’ll say: Hello! How are
you? How was your weekend? How was children’s day?
Warm up: Timing 10’
Purpose: To have students activate previous knowledge, to remember what we talked
about in the previous lesson
Grouping : Lockstep
I’ll say: Last class we were talking about holidays and about losing things remember?
According to the fun facts we read, what did people lose the most in 2011? SA: Their
mobile phones! T: Exactly! What can people do to keep from losing their mobile phones
when they travel? I’ll jot down the students’ ideas on the board.
EXCELLENT! Last class, you also drew some objetcs in your suitcases, remember? Now
we are oing to learn some more.
Presentation Timing: 10’
Purpose: To introduce new lexical items and the structure of past continuous
Grouping: Individual
I will hand the students a printout with pictures and labels of the target vocabulary
showing 9 items. I will ask them to describe the weather in some of them. Then, I’ll ask
them to read the labels and match them with the corresponding picture. They know some
of them, other items are quite obvious, so they’ll have to guess just a few. Once they
have finished, I will play an audio with 9 short descriptions which describe the pictures
and elements for them to check their guesses.
Audioscript:
1. A: While she was hiking, a mosquito bit her! Ouch! So she put on insect repellent.

3. 2. B: He learnt a good lesson. When he was biking last week, he fell and bumped his
head. Now he always wears his helmet!
3. A: When he was skiing yesterday, the temperature dropped and it got very cold. Brrr!
Now, he always wears his warm ski jacket.
4. B: He was walking to school when it got very windy. He was lucky! He had his anorak
in his backpack so he put it on.
5. A: Last week, their cousins were out sailing on their boat when it tipped over. Th ey
weren’t wearing life jackets but they were good swimmers. Now, everyone in the family
wears a life jacket all the time.
6. B: She was hiking when she suddenly got very thirsty. Th en she remembered her
water bottle. Now she stops to drink before she gets so thirsty.
7. A: Th ey were hiking when they got lost. Lucky for them – they had a map. So they
found their way back to the trail.
8. B: Last year at the beach, she got badly sunburnt. It hurt! Now she always wears
sunscreen.
9. A: He was playing volleyball at the beach when he broke his sunglasses. He was
lucky. He had another copy!
Development
Activity 1 Timing: 10’
Purpose: To practice the new lexical items
Grouping: In two groups of 7 and 8
I will ask them to form two groups and sit in a circle on the floor. I will give each group a
set of 9 cards with the vocabulary just learnt and a marker. I will assign each group one
half of the board for them to play pictionary, drawing and guessing the items. This is a
simple game they love playing since they all like drawing. I will walk around monitoring
their pronunciation and fairplay.
Activity 2: Timing 5’

4. Purpose: To introduce names of sports and leisure activities
Grouping: In pairs
I’ll give the children a printout with names of sports and leisure activities, some of which
they are already familiar with. I will ask them to say which images match the activities,
writing the corresponding letter next to it, and explain the ones they don’t know.
FUN ACTIVITIES!
Write the letter of the corresponding picture:
- biking _a_ - kayaking ___ - sailing ___
- camping ___ - rafting ____
- hiking ___ - skiing ___
- horse riding ___ - swimming ____
Activity 3: Timing 10’
Purpose: To notice the sound in the gerund forms vs.
Grouping: lockstep
I’ll write on the board the words insect repellent, anorak, sunglasses, sunscreen, biking,
camping, horse riding, kayaking, swimming. I’ll focus their attention on the letters N and
ask them to pronounce each word. Can you find any difference? Where is your tongue in
each case? Then, I’ll ask them to classify each word according to the sound. We will
practice each word, emphasizing the N sounds. (We usually work on pronunciation and
are familiar with the IPA alphabet.
anorak biking
Activity 4: Timing 10’
Purpose: To practice the sound and the new lexis
Grouping: pairwork
I will ask them to get in pairs and discuss:
- which activities they like and why, and which they don’t like and why.
- which activities they would choose for their next holidays
Activity 5 Timing 15’
Purpose: To read and notice the target grammar form and practice listening
Grouping: individual
I will give each student slips of paper with the beginnings and endings of the some
sentences from the audiotrack of the presentation activity, including complex sentences
with past Simple and Continuous. I will ask them to form the sentences. Once they have
finished. Then, I will ask them to read them aloud. I will write them down on the board
using different colours for the simple past verb forms, the past continuous forms, and the
connector. I’ll ask them: what do these sentences have in common? How many parts do
they have? How are the parts connected? I will draw a time line on the board and explain
that there are two actions, one interrupting the other.

5. When he was biking last week, he fell and bumped his head.
She was hiking when she suddenly got very thirsty.
He was playing volleyball at the beach when he broke his sunglasses.
I will ask them to copy the sentences and timeline on their folders.
Activity 6 Timing 10’
Purpose: To further practice vocabulary use
Grouping: individual
I will give the students a copy for them to read and match. Look at this pictures. What
was the man doing in the first picture? Where was he? Was he in the forest? SA: No! In
the river. T: What about the people in number 6? Where were they? What were they
doing? Ok. I want you to read the phrases and match them with the pictures.
Once they have finished, we will correct it orally. Afterwards, I will go desk by desk
checking everything is correct and I will put a stamp on their folders.
T: In picture 4, what was the boy wearing? SA: Sunglasses. T: Right! Sunglasses are
useful to protect your …? SA: Eyes. T: Very Good!
Activity 7 Timing 12’
Purpose: To further practice vocabulary use and grammar
Grouping: in two groups
I will give the children 2 sets of cards with the phrases from acivity 6. In two groups of 7
and 8 students they will play mimics guessing the activities. But they will have to make a
sentence about their classmates: You were riding a bike! No! You were skiing in the

6. snow! Yes! My turn!
Activity 8 Timing 20’
Purpose: To further practice vocabulary use
Grouping: individual
I will give the children a printout with a chart to classify vocabulary. T: here you have
some elements. What are they useful for? Write each element under the correct heading.
Can you add some more?
Classify and add one more. Then, use the ekements to complete the sentences:
An anorak – a helmet – insect repellent – a life jacket – a map – sunglasses – sunscreen – a
water bottle – a warm jacket
Useful clothing Useful for eyes Useful for skin Useful for
safety/health
1. I’m wearing __________ because there are a lot of insects in the woods.
2. Take _____. You’ll get thirsty on the hike.
3. When you go horseriding, wear _____________. You could fall.
4. I’m glad we took ________ on our bike trip. We almost got lost.
5. It was very cold in the mountains so I wore _______________.
6. tha captain of the boat gave me _______________ because the water was rough and
dangerous.
7. I didn’t put on _____________at the beach and now I’ve got sunburnt.
8. When you walk on the beach each winter, it can be windy and wet. Be sure to wear
____________.
Closure: Timing 3’
I will say: Great job, kids! We had a long class. What did we learn today? I will elicit
vocabulary and grammar form the students.
homework: For next class, please bring a photo of a holiday with your family. (This will
be used to show and thell what they were doing when they took the picture)
Lesson plan component Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization
Coherence and
sequencing
Variety of resources –
Learning styles

7. Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30