The lesson plan is for a 5th year English class of 14 intermediate students. It focuses on the topic of spies. The plan includes activities to develop listening, speaking, reading and writing skills. Students will complete a crossword, learn prefixes to form negatives of adjectives, read and analyze a conversation between a father and son, and role play similar conversations. The plan provides links to online resources and worksheets to support a 80 minute class both online and in-person.

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: “Spies”
Clase Nº: 11
Duración de la clase: 80 minutos
Fecha de la clase: 30 de junio
Fecha de entrega de la planificación: 25 de junio
Learning Aims
During this lesson, learners will be able to…
 developlistening skills through an extendedconversation they
will listen.
 develop speaking skills by improvising a conversation.
 focuson an area of functionallanguage: explain, acknowledge,
and apologize.
 form the negative of certain adjectives by playing a game in
which they must use the correct prefix.
 develop their readingskills by puttinga conversation in order
and completing a crossword.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V

2. N
E
W
Adjectives with prefixes dis-/
im-/ in-/ un-
Phrases: That’s uncalled for! /
what’s going on?
Explaining, acknowledging,
and apologizing
The fact is that……
You have to understand that…
I know that.
I’m aware of that.
I’m sure that’s true.
I’m sorry that……
Let’s forget about it.
Materials
Wordwall:
https://wordwall.net/resource/18266585
https://wordwall.net/resource/18318015
Slides to present while I give my class:
https://docs.google.com/presentation/d/e/2PACX-1vREpz-
ksWV3gJGM_awTI1TjRwPmyXqhCeUXmHqDvZfSWx32uXrSOQL2dyGjfE5jKuEtJAbrTv2fG4AT/pub
?start=false&loop=false&delayms=3000
Worksheets:
https://drive.google.com/file/d/1VtN-ugiJpHTSF14e2EAZMWCxAkddABaC/view?usp=sharing
https://drive.google.com/file/d/1GuDFKGZneVt9zoGDGvnBWZhew---UZKF/view?usp=sharing
https://drive.google.com/file/d/1--TBc7c1JTKT9bjNUTLa1uXkdSFaqKSb/view?usp=sharing
Textbook: Move it 4 Pearson (see photos at the end of the lesson)
Procedures
I will greet students and engage in casual conversation. Then, I will
check attendance.
(10 minutes)
I will share the following crossword link:
https://wordwall.net/resource/18266585 if it is a virtual class or the
following worksheet if it is face-to-face class:

3. Students will have to solve the crossword by reading the definitions. If
they get stuck, I will provide the following word bank:
Tolerant- correct- satisfied- patient- polite- possible- successful-
appropriate- fair-important- loyal- honest-
Transition: “Well done, now look at these pictures”
(10 minutes)
I will show them these images:

4. I will ask students what they can see in each picture: 1) Who is lifting
the car? Do you think this is possible? 2)What’s written on the board?
What’s the matter with that? 3) What is the man doing? Is the woman
awareof that? How would you describethis man? 4)What’s going on in
picture4? Bothkidshave gotten presents, butwhat’s the problem? How
do they feel?
I will tell them that the opposite meaning of four adjectives from the
crossword can describe each situation illustrated in the pictures.
“Which arethese words?”(1. Possible-impossible2. Correct-incorrect3.
Honest-dishonest4. Fair-unfair)If studentscannotfind thewords, Iwill
ask them to open their books to page 91 and see the four words they
have in the box. Students will match the pictures to the adjectives.
Transition: “Well done, now let’s find the negative prefixes for all the
words from the crossword”
Activity 1 : (5 minutes)
I will share the followinglink:
https://wordwall.net/resource/18318015 (onlineclass)
Studentswill have to putthe adjectivesunder the correct heading.
Then, they will listen and check their answers.
If it is a face-to-face class, I willhand in this copy:
Transition: “Ok, now let’s usethese new words!”
Activity 2: (5 minutes)

5. I will ask studentsto open their books to page91. They will have to
complete the sentences with the wordsfrom the previousexercise. I
will check answersas a class.
Transition: “Great! Now, let’s play a game with these words!”
Activity 3 (5 minutes)
I will ask studentsto stand up. I will explain that they are going to play
an elimination game using the adjectives with prefixes. I will say a
student’snameand an adjective. The studentmust respond
immediately with the negative adjective. If the studenthesitates or
uses the wrongprefix, s/he is eliminated and sits down. Iwill repeat
the process, calling outstudents’names at random, givingthem the
adjective and eliminating those who make mistakes until there is a
winner.
Transition: “Well done!Now, tell me something about you”
(5 minutes)
I will ask students to tell:
 a time when they were honest.
 a time when they felt something was unfair.
 a situation that makes them feel impatient.
______________break_______________________________
(5 minutes)
I will ask studentsif they remember the last time they had to apologize
for something wrong they had done. I will ask: “What happened? How
didyoufeel? What didthe other personsay? Whatdidyou say? Isithard
for you to apologize?”
Transition: “Well now, give a look at the pictureyou have on page 92!”
(5 minutes)
They have this image:

6. I will ask students to describe the picture: “What can you see? Who are
they? Are they strangers? What do you think their relationship is?
Where are they? Are they happy or angry? What happened?”
Transition: “Well done, now let’s read and listen to their conversation”
Activity 1 : (10 minutes)
I will hand in the following copy (or send it the day before the class if
it’s online)and tell them it is the conversation between Archie and his
father about the situation illustrated in the picture above.

7. Studentswill listen and check their answers.
Transition: “Ok, now open your books to page 92!”
Activity 2: (5 minutes)
Studentswill read the conversation and answer the questions they
have in their books. They will check the answersin pairs.
Transition: “Very good! Now, let’s analyzesome parts of this
conversation!”

8. Activity 3 (5 minutes)
I will show studentsa slide with phrases or expressionstaken from the
conversation and I will ask them to tell me who says what.
Transition: “Well done!Now, let’s give a look at the language used in
the conversation”
Activity 4 (5 minutes)
I will ask studentsto find in the text the phrasesused for explaining,
acknowledging, and apologizing. I will probably have to explain the
meaningof acknowledging. Iwill tell them that to acknowledgein this
context is to admit the truth of what the other person is saying. For
example, when Archie’s dad says: “I’m surethat’s true”
I will show them a slidewith the three questions: Which phrases are
used for explaining? Which phrases are used for acknowledging?
Which phrases are used for apologizing?
Transition: “Good!Now, imagine one of these situations”
Activity 5 (10 minutes)
I will ask studentsto imagine they are involved in oneof the following
situations:
 They find their brother or sister readingtheir emails.
 They find their girlfriend/boyfriend/friendusingtheir cell
phone.
 They find their mother or father searching their bedrooms.
In pairs, they will have to improviseand act out the conversation. I will
encouragethem to use the phrases we have been workingon.

9. (5 minutes)
I will ask them to perform in front of the class.

10. 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 Remarkable! You´ve successfully adapted the lesson for both possible
scenarios. Congrats on your hard work!
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