This lesson plan outlines a secondary English class focusing on the simple past tense. The class will review regular and irregular past verbs through activities using a calendar, dialogue practice, and creating a past activities calendar in groups. Students will develop their reading, writing, listening and speaking skills. The lesson incorporates visuals, group work, and homework to reinforce the target grammar structures.

1. TALLER DE PRÁCTICA DOCENTE 2018
Tutora: Prof. Aurelia Velázquez
Lesson plan 4 – Secondary
Alumno residente:PATRICIA BARRIONUEVO
Período de Práctica: NIVEL SECUNDARIO
Institución Educativa: E.I. N° 5
Dirección: RIO TURBIO
Sala / Grado / Año - sección: 2° B
Cantidad de alumnos: 30
Nivel lingüístico del curso: Elementary
Tipo de Planificación: clase
Unidad Temática: Past events
Clase Nº: 4
Fecha: 20/11/2018
Hora: 11.10 a 12.30
Duración de la clase: 80 minutos
Fecha de entrega: 13/11/2018
LESSON 4
 Teachingpoints
» Events in the past – Simple past tense: regular and irregular verbs – negative forms– past expressions
 Aims
» During this lesson, learners will be able to:
 Revise and reinforce simple past tenseforms totell past events in a second language.
 Tell about their ownpast activities.
 Learn andpractice newvocabulary: irregular verbs in thepast.
 Develop theirunderstanding ofclass instructions.
 Developtheir reading, listening, speaking, writing and comprehension skills through activities.
 Language focus
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION
Regular verbs in
the Simple Past
Describe past events.
Affirmative/negative
Apollo 13 didn´t land on the
moon
/t/ /d/
NEW
Past expressions
Simple past tense –
irregular verbs
Describe the time of
past events.
Describe past actions.
Last week/night/month/
weekend / yesterday.
I went to Calafate
 Teaching approach
Lesson organized following PPP procedures and combining it with the Communicative Approach as far as
possible.
 Integration of Skills
Listening and speaking skills will be integrated in the oral activities. Students will produce language orally and
interpret it through activities such as: repeating and/or answering to simple questions, producing simple
dialogues. Visuals and teacher strategies will aid students´ comprehension.
Reading and writing skills will be integrated via textual activities such as labelling, matching, completing,
finding information, etc. SS will associate written forms and pronunciation.
 Material and resources
Pictures of month calendar.
Photocopies
 Pedagogical use of ICT in class
Use of audiovisual materials in activities to enhance language learning and acquisition, such as: videos.
 Seating arrangement
SS sit in pairs
 Assessment

2. SS will be assessed by checking if they identify new and revised vocabulary when named, or, if they can
interpret new language. Theywill be asked questions to check understanding, and be encouragedto produce
vocabulary and the structures presented.
» LEAD-IN OR WARM-UP
Routine 5´
Purpose: to greet the students and check attendance.
Interaction: T-SS
Skills: L - S
T enters the classroom and greets the students: “Hello everybody! How are you today?
I´ll call the role now. Silence, please¨
Transition: ¨Ok, now it´s time to work! Take your photocopies; look for page 25 activity 3 c! ¨
Warm up 8´
Purpose: to checklast class´ activity.
Interaction:T-SS
T writes the following example on the board and asks students what the difference betweenthemis,pointing to verbs
and the auxiliary. Then T re states grammar points.
Lovell, Swigert, Haise travelled to the moon in the Apollo 13.
Apollo 13 didn´t land on the moon.
T: ¨Now we´re going to check the sentenceswe did last class. Doyou remember? Youhad to write positive and negative
sentences about Apollo 12 and 13. But first I will check that all of you have your copies here and the activity is done¨
T will nominate one S to read a sentence aloud and another to write it on the board.
Transition: ¨Great! Now pay attention, Look what I´ve got here!¨
» PRESENTATION 20¨
Purpose: to further expose the learners to the target language.
Interaction: T-SS
Skills: L – S
T shows SS a calendar with today´s date marked ¨Today,now,it´s20th
November,isn´t it? Lookat thiscalendar! Here are
some of my activities written down. Look at the dates, there are some expressions used to refer to them. For example:
19th
November is the day before today (making gestures and pointing at the calendar). It´s yesterday! These are weeks
(pointing to files), and Saturdays and Sundays are weekends). Then the previous weekend is last weekend, and the
previous month is last month; we use last to refer to previous or past expressions¨.
T writes examples on the board:
Last night/ Last weekend/ Last month/ Last week/ Last Saturday
T asks SS to write sentencesabout her activities using the expressionsfrom the past. T asks: ¨What didI doon 19th
November? ¨ SS:¨YouwatchTV¨ T:¨Yes!But youhave totell that inthepast form¨ T writes sentence on the board:
Yesterday I watched TV at home.
T asks other questions: ¨Did I go out last night?¨ SS ¨No¨ T: ¨How can we say that?¨ T writes the answer on the board
You didn´t go out last night.
T: ¨What about last weekend? ¨ …
T goes on asking and eliciting sentences from SS.
Transition: ¨Good! Now open your photocopies in page 29¨
DEVELOPMENT

3. Purpose: to foster contextualized practice of the teaching points, and activate learned structures.
Activity 1 25´
Interaction: T-SS / S-T
Skills: L – S – R - W
¨Look at the chart in activity 6, it´s about Rosie and Harry´s past activities. It´s similar to my calendar! Now, I need two
volunteers to read the dialogue, please. Thank you! ¨
After SS read the dialogue T asks SS:¨ Tell me what did Rosie do yesterday?Lookat thechart and tell me.¨ SS: SheGO to
the sports centre!¨
T: ¨Good! But yesterday it´s the past, how can we say that in the past? SS: ¨goED¨ (probably). T: ¨MMM! Go back to the
dialogue, Rosie said: I went to the sports centre!¨
T points to irregular verbs and explains the difference with regular verbs. ¨Theseverbs are different from otherverbs,
theyare irregular verbs.Their past form doesnot add -edlike regular verbs.Theseverbs changecompletelytomake past
forms¨
T gives SS a list and points to the two columns: ¨Thebase formyoualready knowand thepast form youhaveit here¨.T
uses the examplesfrom the calendar: ¨Lookat the calendar and thelist ofverbs and tell me:What did I dolast month?¨
T writes the examples on the board:
I had pizza with Anna last month.
Last weekend I did homework.
T:¨ Now work in pairs and finish the dialogue, you can use the list to checkif the verbs are regular or irregular and to
find their past tense form¨
T goes around checking pair work. Then T points to activity 4: ¨Now look at the table, can you tell me the past tense
forms for these verbs?¨
Transition: ¨Good! Keep the list with you. You´ll have to study them! But now you´ll use it for the following activity!¨
Activity 3 20´
Interaction: T-SS / S-T
Skills: L – S – R - W
T shows SS some calendar posters ¨Now, please, get in groups of 6. You are going to make your own past activities
calendars. Remember mine?¨

4. T explains SS they will have to think about 2 past activities each and mark them on the calendar as a note. Once they
have done it, T will ask: ¨Who did something YESTERDAY? ¨ and will ask SS to answer: ¨Remember to use the past
forms¨
Transition: ¨Good job! It´s almost time to leave, time flies! Let me explain your homework, please. ¨
» CLOSURE (2´)
Purpose: to round up the class and greet the students goodbye.
Interaction: T-SS
Skills: L – S
T you will keep practicing with verbs, at home complete activities 1 a and 1b on page 26. They are very easy!
¨Very good now! Have a nice week! See you next class!¨
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 Good,Pat!