This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Alumno Residente: Báez María José
Periodo de práctica: Nivel secundario
Institución Educativa: Panguitruz Nger
Dirección: Rio de la Plata 875
Sala/Grado/Año-sección: 2°II
Cantidad de alumnos: 18
Nivel lingüístico del curso del curso: Básico
Tipo de Planificación: clase
Unidad Temática: Routines and frequency adverbs
Clase N°: 6
Fecha: 19/10/2017
Hora: 9:20-10:40
Duración de la clase: 80´
Fecha de primera entrega: 9/10/2017
 Teaching points: Routines with frequency adverbs using third person
singular (she always makes her homework)
 Aims: During this lesson, learners will be able to…
- Identify and name routines using adverbs of frequency
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: he always goes to school, they go to
bed at 9 o’clock.
- To deepen their understanding of commands/instructions while
developing their skills.
- Write short sentences about routines
- Develop their speaking and listening abilities by taking part in short
oral exchanges.
-Be able to read and understand a short text.
 Language focus:
Lexis Function Structure Pronunciation
Revision Hello, goodbye-
look at the
pictures- How are
you today?- what
day is today?-
commands: sit
down!, repeat
please, silence.
The time. Get up,
have breakfast,
do my homework,
go to bed, get
home, have a
shower, get
dressed, have
dinner, make my
bed.. Frequency
adverbs:Always,
sometimes, never
Greeting, giving
commands and
instructions
She never gets
up earlier.
He goes to bed at
10 o’ clock. They
watch TV.
Correct
pronunciation of new
vocabulary
For
example: /riːd/ /bʊk/
Comentario [A1]: This is the same as
the first aim. I`ve commented on this in
every single lesson plan.

2. Usually, hardly
ever, Play
games/sports,
watch TV, read,
listen to music
New Identify and
name actions.
Ask and answer
questions while
we are checking
activities.
Correct
pronunciation of
everyday activities.
For example: /wɒtʃ/
/tivi/
 Teaching approach: Natural approach- Presentation, practice, production. Communicative
approach where students should use the new vocabulary.
 Materials and resources: flashcards, photocopies, a white board, notebook, text and games.
 Pedagogical use of ICT in class: Audio material enriches language learning and acquisition. There is
no instance of ICT in the lesson.
 Seating arrangement: Students work in their seats to have visual contact and interaction.
 Cooperative work: Students work as a class, then in groups and finally individually.
 Possible problems/difficulties and their possible solutions during the class: students may not like
that I speak the whole class in English so I will speak slowly and I will give them my help and
support. Some others may be distracted or they may not want to participate so I will encourage
them help me with flashcards or other materials.
 Potential problems students may have with the language: students may not understand
instructions or vocabulary so the teacher will repeat the language, use body language, miming,
intonation and use visual support. Also a volunteer can translate the task into their mother tongue.
 Assessment what will be assessed and how: I will pay attention to students’ participation asking
questions to all them. Also, the use of the language is important and I will note how they do the
activities. I will repeat the correct intonation, instructions and the structure with the aim they
repeat and pay special attention to these.
 Skills integration: listening, speaking and writing will be integrated in this lesson.
Routine 5’:
Aim: To greet students and create the right environment.
I will get into the classroom and greet students: “Hello! Good morning!
EA: Hello!
T: how are you?
EA: Fine!
T: Excellent! Now we are going to start with the class. So, can you tell me what day is today?
EA: Today is Thursday 19th October
I will write this on the board.
T: Now look outside and tell me: how is the weather today? . Look outside, look through the
window! Is today windy? (I will show students images of clouds, sun, rain and they only answers yes
or no)
EA: No or Yes
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 13’:
Comentario [A2]: Are you using any?

3. Aims: To activate students’ prior knowledge, revise the vocabulary learned during previous
lessons and set the context to introduce the new vocabulary.
I’ll give students different flashcards to play bingo using the vocabulary we have used. I will take a
slip of paper out of the box and I will say it aloud.
T: Now, let’s play bingo! I will say the activity aloud, if you have this in your card you will put a
piece of paper on it.
To check understanding I will practise with an example.
T: She watches TV, they do their homework.
EA: I
T: Very good!
T: Now, it is time to practise.
Development:
Activity 1- 13’:
Aim: to recognize and use the target language.
I will hand out a photocopy with a text. Where you have to find the missing word. You can work in
pairs.
Read the text about Laura and friends and find the missing word
go get watch have play read cook do clean have
My name is Laura. I always …….. up at 8 o’clock. I ………… breakfast, …….. my teeth and I go to school
with my friends. There, we sometimes ………. tennis and ……….books. We never ………..pizzas. When the
school ends, I get home with my family. I usually …………….TV with my sister. We like horror films. After
that, I ……….. my homework. Then, we ………..dinner and we ………… to bed.
Comentario [A3]: Will you give them
those pieces of paper?
Comentario [A4]: You are using
complete sentences. Great!! 

4. I will give help and support when they need and check their productions.
T: Ready? Good! let’s continue with the following task.
Activity 2-10’:
Aim: to practise the new vocabulary
T: Now taking into account the text about Laura and friends you will look at the
following pictures and you will tick the activities that she does.
Look at the pictures and tick the activities that Laura does.
 :tick
I will check monitoring their answers.
T: Ready? Stick it and we will do another activity.
Activity 3-12’:
Aim: to practise the new vocabulary
I will hand out a copy and in pairs they will find the words with the images
T: I give you a copy and you will find the hidden words with the images
Find the words and write in the correct picture.
…………….. ………………. ………………… ………………… ……………… ………………..
……………….. ………………. ………………..

5. C O O K P I Z Z A F
F R U O P L K M N O
S W A G E T H O M E
H A V E D I N N E R
E T I T O V U J B E
Y C T D W Q U W E A
F H H R L Ñ M V B D
Q T G E T U P N U B
Z V W S Y G H P P O
Z B Y S K F Ñ M O O
H A V E L U N C H K
T U W D I I F M A S
H D G V B X Z B Ñ Ñ
P L A Y T E N N I S
I will check monitoring their productions.
T: are you ready?
AE: yes. We have finished.
T: What is picture number one?
AE: cook pizza!
T: very good! And picture number two?
T: Great! Stick it in your copybook.
Activity 4- 15’:
Aim: Practise the language
T: Now, taking into account the activity number 4 look at the pictures and write sentences
about them.
Write sentences
Example:1) She cooks pizza
2) She sometimes………………………….
3) He always………………………………….
4) They usually……………………………..
5) We……………………………………………
6) They hardly ever………………………..
7) The dog…………………………………….
8) I always ……………………………………….
I will give help and support when they need and check their productions.

6. T: very good! We continue with the last activity!
Closure:
Activity 5- 12’:
Aim: To practise and assess students what they learned in class.
I will give students different cards with one word in each one. They will join in groups and assemble the
cards to form correct sentences.
T: pay attention! You have different cards so you will try to make correct four sentences.
For example:
I will be monitoring their work.
T: Let’s check. This group. Can you tell me your sentences?
T: great children! time is over. See you next class. Goodbye!
EA: Goodbye teacher!
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
Great job, Majo!!
I always watch TV