The document contains a unit plan for an English lesson for 1st grade high school students in Chile. The lesson plan aims to have students comprehend a tourist leaflet about Calico, a ghost town in California. It includes pre-reading activities to engage students and predict the topic. During reading, students will read the text aloud and complete comprehension activities. Post-lesson comments assess how the lesson aligned with plans and identify aspects for future improvement.

1. Universidad Católica de la Santísima Concepción
English Pedagogy Programme
Teaching Practice VII
UNIT PLAN
Topic:
Places and directions
Class:
1° Grade High School
School (name & type): Colegio
María Inmaculada (Subsidized)
Pre-service Teacher:
Dannae Del Campo
Unit Aim: SWBAT give and ask for directions to get
to different places inside a city.
Attitudinal Aim(s): Respect for and helping others.
Date
Class
length
Lesson Aim(s)
Learning outcome(s) Language Content Main
activities
Text Type Assessment Resources
45’ To read and
understand an article
about "Calico" a
Californian. ghost
town
To write a summary
of the article about
“Calico” in
approximately 300
words.
Vocabulary about
places
Read the text
and answer
some WH
questions.
Read the text
and complete
the sentences
with the
missing
word.
An article T monitors and
checks the
answers.
Pictures
Workbook
Board
45´ To create
sentences using
indefinite
pronouns, written.
To write short
sentences about
mysterious things.
Compounds of
Some, Any.
Present Simple
Past Simple.
Verbs
Complete the
sentences
using
somebody-something-somwhere
Complete the
sentences
Sentences T checks
monitors and
gives feedback.
Pictures
Book

2. using
anybody-anything-anywhere
45’ To give orders to a
citizen about
following traffic
signs, politely.
To explain what
he/she must/musn’t
do on the way to the
school from his/her
house driving.
(traffic signs)
Auxiliary verb
"must".
Repetition
drill
Substitution
drill
Discuss with
your partner
what you
must/mustn't
do when you
drive to a
place.
A dialogue T monitors the
activities and
gives feedback.
Pictures
Whiteboard
Projector
45’ To comprehend a
talk of a police
officer about how
to be safe on the
roads today
To write a short
paragraph describing
road safety rules.
Including the points
below:
- Clothes
- Cell phones
- Music
- Eating and
drinking
- Must and
Mustn’t
- Traffic signs
vocabulary
Complete the
chart with
what cyclists
must and
mustn’t do.
Read these
four
sentences and
you are going
to decide
order them in
chronological
order.
A
paragraph
T monitors the
activity
T gives
feedback during
the process of
the writing
Projector
PPT
Audio
Book

3. Universidad Católica de la Santísima Concepción
English Teaching Programme
Practice V
Unit : Nobody lives
here
Level 1°
medio C
Date
Length: 45'
Student- Teacher: Dannae Del Campo
Aims: Students will be able to understand or comprehend a tourist leaflet about “Calico: A Californian ghost town”
Ref Planes y Programas: OF CMO, AE
Assumed knowledge: past simple, adjectives, vocabulary about giving directions.
Anticipated Problems: Ss may spell or mispronounce some of the words from the new vocabulary,
…..and Solutions: constant repetition and writing.
Aids
Images
Data
Stages
Procedure
What am I going to do ?
Instructions
What am I going to say?
Time
Objectives
(min)
Interaction
T-Ss;Ss-Ss;etc

4. Pre -reading T greets the Ss
T shows some pictures of the view from
an airplane and ask some questions to the
Ss.
T asks Ss to predict the topic of the
reading.
Good morning ladies, take a sit
and bring out your materials.
Do you all know how to get from
your home to the square of
Concepción?
Well, I know how to get to my
hometown square.
Look at these pictures, this is my
hometown Linares.
Now look at this map, here you
can see the square and my home.
To get to my home you need
walk straight along the street, turn
to the right, keep walking for two
blocks and you are there.
What do you think the reading
will be?
Engage Ss
Make Ss to predict
1 min
1 min
3 min
2 min
1 min
5 min
T-Ss
T-Ss; Ss-T
T-Ss; Ss-T
T-Ss; Ss-T
T-Ss
T-Ss; Ss-T

5. T presents the aim of the lesson
T checks vocabulary and pronunciation
related to some verbs in the text.
T presents the article that the Ss are
going to read.
Adapted from University of Sussex
At the end of the lesson SWBAT
comprehend a tourist leaflet
about “Calico: A Californian
ghost town”
Students repeat these words after
me.
-silver
-parking lot
-drive
-trash
-luxury campground
Students, this is the article that
you are going to read.
Communicate the aim of
the lesson to the Ss
Clarify doubts and practice
pronunciation.
Stages
Procedure
What am I going to do ?
Instructions
What am I going to say?
Objectives
(min)
Time

6. While reading
T asks Ss to start reading the text aloud.
Each Ss must read a couple of sentences.
T checks predictions
T asks Ss to do the first activity.
T checks the activity
T asks Ss to do the following activity.
T checks the previous activity.
Maria Jose starts reading the text
until the first dot. Then Claudia
you are going to read the next
sentences.
Let’s check your predictions
You are going to do the first
activity in which you have to
match the paragraph with the
corresponding content.
- which is the content of the first
paragraph?
-Which is the content of the
second paragraph?
-which is the content of the third
paragraph?
- Which is the content of the
fourth paragraph?
-Which is the content of the fifth
paragraph?
Ss in the following activity you
have to complete the sentences
with the missing words.
-Which is the answer of the fisrt
sentence? read it out loud for the
rest of the class.
-Which is the answer of the
second sentence?
-Which is the answer of the third
sentence
-Which is the answer of the
fourth sentence?
-Which is the answer of the fifth
Check understanding.
Check understanding
Check understanding
Check understanding
Check comprehension
5 min
3 min
5 min
2 min
5 min
2 min
Ss-Ss; T-Ss
T-Ss
T-Ss
T-Ss
T-Ss;Ss-T
T-Ss
T-Ss;Ss-T
T-Ss; Ss-T

7. POST LESSON COMMENTS:
How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’ motivation,
organization, setting up tasks.
What would be the aspects you need to improve in the planning and development of future lessons?
Adapted from University of Sussex

8. Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN
Class: I medio C
School: Colegio María Inmaculada
Date of lesson:
Time of lesson:
08:00-08:45
Length of
lesson:
45’
Student-Teacher’s
name:
Dannae Del Campo

9. Main Aim:
At the end of the lesson students will be able to create sentences using indefinite pronouns, written.
Exponent(s): “Someone closed the door.”
“There isn’t anybody at the door”
“Is anyone at the door?”
Adapted from University of Sussex
Assumed Knowledge:
Simple Past
Simple Present
Verbs
Target Language: ( Linguistics items and their use, meaning, form)
Someone + verb+ rest of the sentence
There+ negative form of the verb+ anybody+ rest of the sentence
Is + anybody + rest of the sentence?
Anticipated Problems …..and Solutions
Aids
PPT
Data
Book
Video

10. Stages
Procedure
What I am going to do
What I am going to say
Instructions, CCQs, Feedback,etc
Skill
Time
(min)
Interactio
n
T-Ss;Ss-
Ss;etc
LEAD-IN
T greets the class
T shows a video and asks Ss
T explains
T explains the aim of the class
T: Good morning ladies, how are
you today? Before starting the
class I want you to listen and
watch something I have for you.
T: Okay, did you know some of
these songs? I made this mix to
present you our next topic. Which
do you think it is?
Which words were repeated in the
video? Do you remember?
S: Somebody, Someone…
T: Okay, good these are
compounds of some, any, no and
every. So today’s title is
“some/any”.
The aim of the class is that you
will be able to create a story using
Oral
Oral
Oral
Oral
5 min
3 min
T- Ss,Ss-
T
T-Ss, Ss-
T
T-Ss

11. PRESENTATION
T explains the compounds
T explains the use of some an any
indefinite pronouns.
These compounds are divided in
three categories: person, thing,
and place. The first of them is
person, so add –body or –one to
some. We use somebody and
someone to refer about a person.
The second category is thing, we
add –thing to some. We use
something to refer about things.
The last category is place, we add
–where to some. We use
somewhere to refer about places.
We use some in affirmative
sentences with a positive
meaning.
The same happens with “any”.
Anybody is to talk about a people,
Anything is to talk about things
and Anywhere is to talk about
places.
We use “any” in negative and
Oral
Oral
3 min
T-Ss
T-Ss
T-Ss

12. T asks for CCQ’s
interrogative sentences.
T: So, we use some in which type
of sentences?
Ss: Affirmative sentences
T: And we use any in which type
of sentences?
Ss: In negative and interrogative
sentences.
T: And, Catalina If I want to talk
about people which indefinite
pronouns I have to use?
S: Anyone or Someone.
T: Excellent!
T: Maria Jose, If I want to talk
about things which indefinite
pronouns do I have to use?
S: Something and Anything.
T: Great!, and Paulina If I want to
Oral
4 min
T-Ss,Ss-
T
T-Ss,Ss-
T

13. PRACTICE
T explains the activity
T checks the activity
talk about a place. Which
indefinite pronouns do I have to
use?
S: Somewhere and Anywhere.
T: Now, you are going to copy
these sentences on your notebook.
You have to complete the
sentences with the correct
indefinite pronoun. You have five
minutes and we check.
T: Catalina read the first sentence.
S: I can hear someone at the door
T: good, Carla the second one.
S: Kate was born somewhere in
Africa
T: good, the next one Paula
S: I want something to eat.
T: The fourth one Valentina
S: She needs somebody to love.
Writ
ten
4 min
5 min
3 min
T-Ss
T-Ss,Ss-
T

14. T explains activity
T checks the activity.
She's very lonely.
T: Great, Javiera read the next
one.
S: We have to do something to
help.
T: excellent, and the last one,
Amanda.
S: Jack wants to watch something
funny on TV.
T: Now you are going to do the
same but with compounds of any.
T: I will call 6 people in front and
they are going to write their
answers on the board. Come to the
board, Ana, Catherine, Carmen,
Gabriela, Tamara, Josefa.
Let’s check what you wrote.
- He didn’t say anything
Writ
ten
5 min
T-Ss

15. PRODUCTION
T explains the last activity.
useful .All nonsense.
- Does anyone want to go to
the cinema?
- Your secret is safe with me.
I won't tell anybody.
- There isn't anything in the
fridge.
- It was really dark and I
couldn't see anything.
T: They are all correct.
Write 3 sentences using
anyone/anybody-anywhere-anything.
And 3 sentences using
someone/somebody- something-somewhere.
Writ
ten
Writ
ten
3 min
10 min
T-Ss

16. POST LESSON COMMENTS:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________________________________________________

17. Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN

18. Adapted from University of Sussex
Class: 1 medio C
School: Colegio María Inmaculada
Date of lesson:
Time of lesson:
08:00-08:45
Length of
lesson:
45’
Student-Teacher’s
name:
Dannae Del Campo
Main Aim:
At the end of the lesson students will be able to describe what you must and mustn’t do in the street, written.
Exponent(s): “you mustn’t smoke here”
“you must stop at the red traffic light”
Assumed Knowledge:
Present Simple
Verbs
Traffic signs
Target Language: ( Linguistics items and their use, meaning, form)
Pronoun + must / must not +verb+ the rest of the sentence.
Anticipated Problems …..and Solutions
Ss may have forget how to name every traffic signs. To show images of traffic signs with its
corresponding name.
Aids
PPT
DATA
IMAGES

19. Stages
Procedure
What I am going to do
What I am going to say
Instructions, CCQs, Feedback,etc
Skill
Time
(min)
Interaction
T-Ss;Ss-Ss;etc
LEAD-IN
PRESENTATION
T greets the class.
T shows some pictures and
asks the Ss.
T presents the aim of the
lesson.
Good morning Ss
How are you today?
Please sit down and take out
your materials.
Look at the pictures on the
board:- what is he doing?
-He is crossing the
street with a red light, right?
-That is right? Or wrong?
- Then, he mustn’t cross the
street with the red lights on.
-what else you musn’t do in
the street? Can you give me
examples?
At the end of the lesson
students will be able to
describe what you must and
mustn’t do in the street,
written.
Oral
Oral
Oral
1 min
3 min
1 min
T-Ss
T-Ss; Ss-T
T-Ss

20. T shows images of famous
people doing some actions and
asks Ss to repeat after her.
T explains the use and the
form of the must and must not.
Repeat after me: “you musn’t
smoke here”
“you musn’t park your car
here”
“you must turn to the left”
“you must leave the trash on
the garbage”
We use 'must' to express a
strong obligation. When we
use 'must' this means that
some personal circumstance
makes the obligation
necessary.
The form of the verb is:
Pronoun+ must / must not+
verb + the rest of the
sentence. For example:
“You must stop”
Oral
Oral
2 min
4 min
T-Ss;Ss-T
T-Ss
T-Ss; Ss-T

21. PRACTICE
T asks for CCQ’s
T delivers a worksheet with
some exercises and T Checks
the activity with the whole
class.
Can you give some examples
of sentences with what you
must and you must not do?
Can you tell me which is the
use of must and must not?
You have to complete the
worksheet. In the first part
you need to complete the
rules for a school test. Use
must and mustn’t.
Let’s check the activity.
-Which is the answer for the
first sentence?
- Which is the answer for the
second sentence?
Oral
Written
2 min
10 min
T-Ss;Ss-T
T-Ss

22. T explains the second activity
and checks the activity with
the whole class.
- Which is the answer for the
third sentence?
- Which is the answer for the
fifth sentence?
- Which is the answer for the
sixth sentence?
- Which is the answer for the
seventh sentence?
In the second activity you
must rewrite the sentences in
the correct order.
Let’s check the activity:
- Can you give the
correct order of the
first sentence?
- Can you give the correct
order of the second
sentence?
- Can you give the
correct order of the
third sentence?
- Can you give the
correct order of the
fourth sentence?
- Can you give the
Written
10 min
T-Ss;Ss-T

23. PRODUCTION
T explains the last activity and
checks it with the whole class.
T explains the activity.
correct order of the
fifth sentence?
You have to complete the
rules of the traffic signs using
must and must not.
You have to create a diptych
where you explain what you
must and must not do at your
school.
written
7 min
T-Ss;Ss-T
T-Ss

24. POST LESSON COMMENTS:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________________________________________________

25. Universidad Católica de la Santísima Concepción
Unit :
Nobody lives here
Level
I medio C
Date
Length
English Teaching Programme
Practice V
45’
Student- Teacher
Dannae Del Campo Méndez
Aims: Students will be able to comprehend a talk of a police officer about how to be safe on the roads today.
Planes y Programas: OF CMO, AE
Assumed knowledge ( Content, vocabulary, strategies)
- Must and Mustn’t
- Traffic signs vocabulary
Aids
Power Point
Images

26. Anticipated Problems: They won’t be able to understand all the vocabulary during the talk.
…..and Solutions: To show images with new vocabulary before the listening.
Data
Whiteboard
Stages
Procedure
What am I going to do ?
What are students going to do?
Instructions
What am I going to say?
Time
Objectives
(min)
Interaction
T-Ss;Ss-Ss;etc
Pre -
T greets the class
T shows images of some road accidents
to the Ss.
Ss answer
T explains
T asks
T: Good morning students!
T: Look at the board. Here are
some pictures of car accidents.
Why do you think this might
happened?
S1: Alcohol!
S2: They were distracted.
T: Right! And to avoid these
accidents we are going to listen to
a police officer speaking about
how to be safe on the roads.
T: So, Francisca what are we
going to do today?
Oral
Oral
1min
3min
T-Ss, Ss-T
T-Ss,Ss-T
T-Ss,Ss-T

27. S answer
T explains the aim of the lesson
Adapted from University of Sussex
S: we are going to listen to a
police officer.
T: exactly! So, the aim of the
lesson is that you will be able to
understand a talk of a police
officer about how to be safe on
the roads today.
Oral
3min
T-Ss
Stages
Procedure
What am I going to do ?
What are the students going to do?
Instructions
What am I going to say?
Skills
(min)
Time

28. While
T explains
T explains
T asks
Ss answer
T checks the answers
T: So, now you are going to listen
to Denzel Wilcox, a police
officer, speaking about how to be
safe on roads. Pay attention.
T: So, the first activity says
complete the chart with what
cyclists must and mustn’t do. For
that we are going to listen again
but this time pay attention to the
answers you need.
T: What cyclist must do?
S1: They must wear a helmet
S2: They must ride the correct
side of the road.
T: what else?
Ss: They must use hand signals
T: right!
T: So, now you have to put your
answers in the chart and we are
going to check together. You
have 5 minutes.
T: Josefa, read the first sentence
on what cyclist must do.
S1: They must wear a helmet
T: correct! Maria Jose read the
second one.
Oral
Written
Oral
10min
10 min
7 min
T-Ss
T-Ss
T-Ss,Ss-T
T-Ss
T-Ss,Ss-T

29. POST LESSON COMMENTS :
How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’ motivation,
organization, setting up tasks.
What would be the aspects you need to improve in the planning and development of future lessons?