The document provides details of an English lesson plan for a 4th year secondary class in Argentina. The lesson aims to teach students the future tense using the modal verb "will" in affirmative and negative forms. The plan outlines the goals, language focus, teaching approach, integration of skills, materials, potential problems and their solutions, and assessment. Key points include using pictures and a dialogue activity to introduce "will", a listening activity to practice comprehension, and group work where students write and present dialogues about future technologies.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: Lorena Analia Campos
Período de Práctica: Nivel secundario
Institución Educativa: CEM 145
Dirección: Chubut300_Villa Regina
Sala / Grado / Año - sección: 4to
1era
Cantidad de alumnos: 11
Nivel lingüístico del curso: Básico avanzado
Tipo de Planificación: clase
Unidad Temática: Futuro (Will) Forma afirmativa y negativa.
Clase Nº: 2
Fecha: 25/ 10/ 17
Hora: 16:10
Duración dela clase: 120’
Fecha de entrega: 21/10/17
 Aims or goals:
 During this lesson students will be able to make a revision of the
vocabulary they have been working with and they’ll learn the
modal verb Will (Affirmative and negative form)
 Learners will make use of their listening comprehension skills
when they listen to the teacher, the recording and their peers.
They’ll also put into practice their speaking skills, when they
interact with their peers in order to make a dialogue and a
prediction of how of they think computers will be in the future
and also, when they read the answers of the activities in order to
check them.
 Learners will put into practice their background knowledge when
they recognize the vocabulary they have already worked with.
 Regarding the multiple intelligences by Spratt et al,2005. They’ll
use the visual (they’ll learn through seeing pictures and posters)
and the auditory (they’ll learn through hearing a recording and
the teacher)
 Teaching points: learning of the verb ‘Will’ (Affirmative and
negative form)

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instructions.
 Vocabular
y related
to
computer
studies
(software,
hardware
, port,
website,
CPU,
keyboard,
mouse,
etc).
 Verbs
related to
computer
studies.
(create,
download
, write,
read,
program,
process,
search,
store)
 Simple
past .
 Present
simple.
 Regular
verb
pronounci
ation
_ /t/
_ /id/
_ /d/
 Was /
wɒz/
 Were
/wɜː/
 Vocab
ulary:
_software
/ˈsɒftˌwɛə/
_ hardware
/ˈhɑːdˌwɛə/
_ port/pɔːt/
_ website
/ˈwebˌsaɪt/
_ CPU
/siː//piː//juː/
_ keybooard
/ˈkiːˌbɔːd/
_ mouse/maʊs/
New
 Listening
and
completing
the missing
information
.
 Write a
dialogue
and a short
prediction.
 Verb
‘Will’
(Affirma
tive and
negative
form.)
_Won’t /wəʊnt/
_Orange juice
/ˈɒrɪndʒ/ /dʒuːs/
_Cupcakes
/ˈkʌpˌkeɪks/
_Cold tea
/kəʊld/ /tiː/
_Waiter /ˈweɪtə/
_Psychologist
/saɪˈkɒlədʒɪst/
_Solar panel
Spreadable
sheet /ˈsəʊlə/
/ˈpænəl/ /ˈspred
əbl/ /ʃiːt/
_tower /ˈtaʊə/

4.  Teaching approach or combination of methods / approaches: Communicative
approach- PPP method.
 Integration of skills: What skills will be integrated and how? The skills that will be
integrated during this lesson are reading ( they’ll read the information on the board
and their activities) writing ( they’ll write down answers , sentences a dialogue and a
short prediction) , listening ( they’ll put into practice their listening skills when they
listen to a recording in one of the activities, the teacher and their peers)and the
speaking skill (they’ll produce sentences orally in some of the activities and also,
when they interact with their peers and the teacher.)
 Materialsand resources: pictures, sticking tape, photocopies, marker, board, mobile
phone, loudspeakers, paper- posters.
 Pedagogicaluseof ICTin classor at home: I’ll use my mobile phone and loudspeakers
to reproduce a recording, in the listening comprehension activity.
 Seating arrangement: They’ll be sitting in a semi-circle.
 Possibleproblems/ difficultiesandtheir possiblesolutionsduring theclass: Students
may get distracted talking about how amazing will be computers in the future. In this
case, I’ll tell them (in a kind manner) that their imagination is great but we cannot lose
the lesson’s purpose, they have some pre-stablished minutes to do the activity.
 Potential problemsstudents may have with the language: Maybe it would be difficult
for them to write the dialogueand then read it in frontof the class. I’ll help them to
overcome their challenges guiding them when they have to write the dialogueand
when they have to express themselves orally if it is necessary. I will also tell them
phrases like ‘you can do it’, ‘comeon’.
 Assessment: I’ll teach students using pictures and a poster. I’ll check if students
understand or not by observing them and asking them Is it clear? (I’llputmy finger up)
or not? (I’ll put my finger down) Do you understand?
_____________________________________________________________
Mandatorylessonstages:
 Routine: 1’
Teacher: Hello children! Howare you today? Fine (‘thumb up’) or bad (thumb down)
(I’lldo mimes, so they can understand whatI’m saying)
Students: Fine!
Teacher: That’s great!

5. Transition: Ok, now we’re going to start working…
 Warm-up: 4’
Teacher: Here, I brought a poster to show you…
In the future computers will be
like these ones:
They won’t be like these ones:

6. Teacher: So, according to this poster… What will you learn today?
Students: future!
Teacher: Great! Yes, we’ll learn the verb ‘Will’, which indicates ‘future’ in the
affirmative form and Won’t in the negative form.
 Presentation: 20’
Teacher: Here, you have a dialogue. There are some missing words. First you have to
read the text in silence. Then you’ll listen to the recording three times (You can’t talk
while the recording is being played). Do you understand?
Students: Yes
Teacher: Perfect! So, you can start reading it, and then you’ll listen to the recording.
computer technician _ keyboards_ digital _ Web-designer_ will_ sandwich_ mouse
_company_ computers
Two friends meet each other in a Cafe
Josh: Hey Pau! How are you today?
Paul: I’m fine thanks, and you?
Josh: I’m very well, thanks! I haven’t seen you for a long time… What’s your
profession?
Paul: I’m a 1) _______________, and you?
Josh: Really? We both are related with 2) __________! I’m a 3)_________________ .
Paul: oh, that’s great friend!
Waiter: Hi! Sorry, to interrupt you…What would you like to drink?
Josh: I will drink some orange juice with a 4) ______________, please.
Waiter: Ok
Paul: I will drink some cold tea with three chocolate cupcakes, please.
Waiter: Ok. I will bring them in a moment.
Josh: So, do you work for a 5) _____________?
Paul: Yes, right now I’m working for Huawei company. And you?
Josh: I’m working with a small local company. However, in the future I think I will work
in a bigger company, because probably I will live in New York.
Paul: That will be great!
Josh: Last night my friend, who is a reporter asked me `How do I think computers will
be in the future?’ I told her that they will be 6) __________, they’ll interact with us
orally, they’ll be our friends! I believe they’ll have a name, like our dogs! What do you
think?
Paul: Yes, I agree with you! We won’t use the 7) __________or 8) __________. They
will be completely digital. They’ll be our Psychologists and even our doctors!

7. Josh: yes, maybe they 9) ________ replace humans…
Paul: They will…
Teacher: Taking into account what you have read in the dialogue, infer the meaning of
the following words. Match the words with the correct pictures:
1) Orange juice
2) cupcakes
3) Cold tea
4) Waiter
5) Psychologist
Answer:
1) What do you think about the following predictions that appear in the text. In your
opinion will these predictions come true or not? Why?

8. a) Computers will be digital, they’ll interact with us orally, they’ll be our friends! I
believe they’ll have a name, like our dogs!
b) We won’t use the mouse or keyboards. They will be completely digital. They’ll
be our Psychologists, our assessor image and even our doctors!
c) Maybe they will replace humans…
Transition: Now, we’re going to go on working…. With some other activities…
Development:
Activity 1: 30’
Teacher: Now, you’ll work in pairs. Each member of the group will have a copy with
different information about how nanotechnology will be in the future. You have to
imagine that you will meet your friend in a Café and you’ll interchange the information
about this topic. (You have as an example the dialogue we worked with during the
presentation stage)
Then, when everybody finishes, You’ll read your dialogues in front of the class.
Student’s copy (1)

9. Student’s copy (2)

10. Example:
 Beginning:
A: Hi, How are you?
B: I’m fine and you?....
 Development: (Ask the waiter to bring you something to drink and eat.)
C: What would you like to drink?
A:
B:
 Talking about nanotechnology:
A: How do you think nanotechnology will be in the future?
B: Well, I read some texts about that topic…Some people say that nanotechnology
will create new devices and applications for medicine for example.
Teacher: Is it clear? Do you have any question?
Students: ¿tenenos que incluir la informacion de las copias?
Teacher: Yes, you will include that information in order to interchange the
information about nanotechnology with your friend in the Café.

11. Activity 2: 20’
Read thefollowing text. Then match the correct words with the correct pictures.
1) Solar panel spreadable sheet.
a)
2) Water resistant
b)

12. 3) Internet tower
c)
4) Solar panel
d)
Teacher: you’ll read it again and then we’re going to play a game. Is it clear?
Students: Yes
Teacher: Great!
(students will read the text in silence)
Teacher: Ok, now that you have read the text, I’m going to explain to you the game.
You’ll be divided into two groups (Group A and Group B)
Each group will have some sentences. Each group will read these sentences and the
other group will say if the sentences are true or false, if they’re false you have to say
why they’re false.
For example:
Sharon, who is one of the membersof Group A, will read ‘In the future computers
won’tbe smaller’. Is it true or false?
Group B will discuss which is the correctanswer with the membersof the group, and
they’ll answer ‘False’.Becausethey will be smaller.
Teacher: Dou you understand?
Students: yes
Teacher: Ok, we can start!
Sentences:
a) Computers will be stronger.
b) They won’t have much memory to store information.
c) They won’t be faster.
d) You will have the possibility to charge it anywhere with the solar panel spreadable
sheet.

13.  Closure: 30’
Teacher: Now, you’ll work in pairs. Make a prediction about how computers will be in
the future.
Draw your prototype and use the following words and the modal verb ‘Will/ won’t’ to
describe it: design, download, process, print, store, create, write, search, hardware,
digital, ports, software, Central processing unit (CPU), keyboard, mouse.
This an example of how you can start your description:
In the future computers won’t need the mouse. (*I’ll write it on the board)
When everybody finishes you’ll expose your works on the board and you’ll read your
predictions about future computers.
Teacher: So, first you’ll work on a draft and then you’ll write it and draw it on this
paper poster. Do you understand?
Students. Yes
Teacher: Ok, so you can start working
 Homework: 15’
Teacher: First we’re going to check the homework you had from last class.
1) Who created Microsoft software?
2) Who created the iPhone?
3) Who developed a resistive touchscreen in 1975?
4) Who invented the first computer mouse?
Teacher: Sergio, can you read the answer of the first question?
German: yes,
Teacher: Great! Now, we’ll go on with the other answers.
(*we’ll check all the answers and I’ll check that they have written them correctly)
 Homework for next class:
Teacher: Write three sentences about how smartphones will be in the future.
Example: (You can start the text like this)
In the future smartphones will…
I included the situation in the café to include the questions ‘What would you like to drink?’ ‘ I
will drinksome cold tea’, because the teacher told me to include it in a dialogue. (Apart from
the computer-studies vocabulary) OK

14. Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherenceand
sequencing
x
Variety of
resources –
Learningstyles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Nice lesson, Lore! Go over the comments so as to brush it up.
Remember to includethe TOPICof the unit, which is not the
teaching point.
Have a great time!
Aure