The document provides a lesson plan for an English class focused on teaching past tense grammar. The teacher will have students imagine what it would be like to be time travelers and discuss past events. Students will then learn about regular and irregular past tense verbs through examples from the teacher's "dream" about traveling to the 17th century. Finally, students will practice using past tense by completing sentences in a reading passage and putting story events in order.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTE: Valeria Zentner
Institución educativa: Charles Dickens Institute
Año y sección: Second Juniors - Única Sección
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: The Past
Clase Nº: 3
Duración de la clase: 90 minutos
Fecha de la clase: Tuesday, June 22nd
Fecha de entrega de la planificación: May 25th
Learning Aims
During this lesson, learners will be able to…
→ Imagine what being a time traveller is.
→ Learn and understand the use and function of past grammatical structures.
→ Improve intrapersonal and collaborative skills while interacting and playing.
→ Improve their listening comprehension skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Nouns related to time:
→ History
→ Past
Infinitive verbs:
come, eat, explore,
feel, find, get, give, go,
have, help, leave, look,
meet, see, stay, take,
travel, visit, watch
To place people,
objects, places and
events in the past.
Past form of the verb
“to be”
was/wasn’t
were/weren’t
N
E
W
Regular and Irregular
verbs in the past:
came, ate, explored,
felt, found, got, gave,
went, had, helped, left,
looked, met, saw,
stayed, took, travelled,
visited, watched
To talk about past
events and actions.
Simple Past structures
“I went back to the
17th century”
“I visited William
Shakespeare”
“I didn’t go to the
theatre”
“Did you…?”
“What/Where/Who
did X…”
Comentario [A1]: Quite abstract…

2. Materials
→ Student’s Book, pages 32 and 33.
→ Audio-files 1.27 , 1.28 and 1.31
→ Big sheets of paper with questions and answers to be displayed on the board.
→ Eight small whiteboards and markers.
Procedures
NOTE: All of the activities are described as suggested by the tutor, in
terms of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each
activity.
ROUTINE
 Timing: 5/8 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
Students will be received in the institute’s door. As always, the teacher will check their
temperature and sterilize their hands, feet and school objects, and then let them in (It usually
takes a while). Once in the classroom, they will be greeted by the teacher. She will say
"Good afternoon, my dear students! How are you today? How was your afternoon so far?"
As a next step, she will ask "What day of the week is today? And what date? Of what
month?" and then copy the date on the board.
 Transition comment to link each stage of the lesson with the next one:
“Last class we talked about going to museums to learn about the past and history. Can you
think of any other way of doing so?”
WARM-UP
 Timing: 5/10 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
The teacher may say “Alright, my students! I want you to imagine you’re time travellers.
Where in a past time do you want to go? Who do you want to meet? What do you want to
do? Why?” as to briefly introduce the topic of the lesson.
If students need more guidance to answer the questions, it will be explained that they can
use the events and people we have talked about on pages 28 and 29 of the Student’s Book.
 Transition comment to link each stage of the lesson with the next one:
“You’ve got very interesting ideas! You know? I had a dream last night in which I was a time
traveller. Do you want to know what I did in it?”
PRESENTATION
 Timing: 15 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
The teacher will explain to students that in her dream, as a time traveller, she went back to
the 17th century. She then might say “Okay, I’ll tell you what I did” while writing the following
sentence on the board:
Comentario [A2]: Provide a few
examples.

3. “I visited William Shakespeare in England. We both visited a beautiful theatre!”
She will read it aloud and make gestures with her hands so to illustrate the time of the verbs.
Then, it may be said “If I’m speaking of something I did in the 17th century, am I speaking of a
present, past or future action?. Right! About the past. Now, tell me. What are the verbs here?
Visited, that’s correct. What difference do you see between this verb and the one we
normally use? How does it finish?” so to guide the discovery of the structure and function of
past verbs.
The same process will be repeated with the following sentences:
“We both went to Spain. We met Miguel de Cervantes”
“Did you know he was a writer, too?”
“We didn’t stay there much time. We stayed there just for a couple of hours.”
The purpose of this activity is to ask questions to elicit answers from students so they can see
and understand the new structures. By doing so, the teacher will show them that no matter
what the sentence subject is, the past forms of the verbs are always the same. It will be also
shown that these are divided into two categories: regular and irregular verbs. To do so, the
teacher will provide as many examples as necessary and might ask “Do you notice any
similarity between visited and stayed? How do they both end? With –ed. The verbs that are
added –ed at the end to make their past form, are called Regular Verbs. Now, do went and
met correspond to that category? Think about their infinitive forms. They are the past forms
of go and meet. Do we add –ed at the end to make their past forms? No, there’s no rule
here. We must learn and practise them!”
Once this has been done, the teacher will encourage learners to complete the Simple Past
Rules on their Student’s Book, page 33, so to have it as a reminder. It will be done with the
whole class.
Taken from English Plus 2 (Oxford), page 33
 Transition comment to link each stage of the lesson with the next one:
“Good job, my students! Now, there’s someone else who travelled to the past. Let’s see what
he did!”
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
 Timing: 10 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
Students will be asked to open their Student’s Books on at page 32. The teacher might say
Comentario [A3]: I´d try to further
exploit meaning.
I´d ask students about William
Shakespeare.
You might leave some gaps and
encourage students to guess
where you went and what you
visited with W.S.

4. “Here we have a time travel diary from a girl called Jade. As you can see, it’s a mess! The
sentences are not completed. To complete it, we need to choose the correct verbs. So,
don’t do that yet. I want you to analyse the verbs in bold first!”. It will be explained that they
must work on their notebooks, and that they can use their dictionaries to check the meaning
of the verbs from the text so to match them with their infinitive/base forms in exercise 2.
Taken from English Plus 2 (Oxford), page 32
When everybody has finished, it will be checked with the whole class as the teacher plays
audio-file 1.28.
1-28 English Plus
Second Edition Students Book 2.mp3
After that, the teacher will ask learners to choose to colours of pen/markers/highlighters so to
classify the verbs into regular and irregular ones. To guide this activity, the teacher may say
“Do you remember what we have already discussed? There are some verbs called regular
verbs that follow a very simple rule. What is it? What do we have to add at the end of
regular verbs so to make their past forms? Exactly, -ed.” and “What about the verbs that do
not follow the –ed rule? What are they called like? Irregular verbs. Which ones from Jade’s
diary are irregular?”. As the verbs will be written on the board, they will be circled with two
different colours to illustrate students what they have to do on their notebooks.
 Transition comment to link each stage of the lesson with the next one:
“Well done, everyone! Now that you know the meaning of the verbs, it’s time to read Jade’s
diary and complete it!”
Activity 2
 Timing: 12 minutes
Comentario [A4]: The book´s
layout is strange, don´t you think?
I agree with you on having students
figure out past forms on their
notebooks/folder first.
Comentario [A5]: You should
agree on this colour code and try to
stick to it in following lessons. It will
be really helpful for visual learners.

5.  Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
The teacher will say “As I told you before, Jade’s diary is a mess! The sentences are not
completed! I want you now to read each paragraph carefully. Pay attention to the whole
sentence so to choose the correct verb in each one”
Enough time will be provided for students to complete the task. If they need further help, the
teacher may advise them to use their dictionaries, or maybe she can write the meaning of
unknown words on the board.
When they finish, they teacher will play audio-file 1.27 for students to check if they have
chosen the correct options.
1-27 English Plus
Second Edition Students Book 2.mp3
After that, audio-file 1.31 will be played for students to put each photo in the correct order.
The teacher will explain the task as follows: “Not only the sentences were not completed,
but the paragraphs are not in the correct order. You’re going to listen to Jade reading it with
some corrections so to order the paragraphs!”. When this is done, it will be checked with the
whole class.
1-31 English Plus
Second Edition Students Book 2.mp3
 Transition comment to link each stage of the lesson with the next one:
“Now, let’s see if you really understood what Jade did during her time travel!”
Activity 3
 Timing: 12 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
As a comprehension check activity and to introduce some questions and answers practice,
the teacher will display some big sheets of paper with six questions and 8 answers. Besides,
each student will be provided with a board and a marker.
Small whiteboards to be given to the managers of the groups
She will explain the task as follows: “To do this activity, you’re going to listen to Jade reading

6. her diary again. This time, you’re going to answer some questions. Look here! From 1 to 6, we
have questions about Jade’s travels to the past. From A to H, we have eight possible
answers to the questions. You will think about the questions and decide which answer better
matches each question. You will write down notes on the whiteboards so to keep a record
of it”. Audio-file 1.31 will be played again.
1. Where did Jade go after Egypt?
2. Did she stay long in the age of the
dinosaurs? Why/Why not?
3. In what year did she see her parents?
4. Who did she meet in Switzerland?
5. What did she watch in Brazil?
6. Why did she come home early from
the moon?
a. Because she felt sick.
b. She went to Brazil.
c. In 2000.
d. No, they looked unfriendly.
e. She watched a football match.
f. She went to London.
g. Yes! They were amazing!
h. She met Queen Victoria there.
Once they have finished, they will check and discuss the questions and answers as the
teacher matches them on the board.
 Transition comment to link each stage of the lesson with the next one:
“You’ve done well! It’s your turn now to be time travellers!”
CLOSURE
 Timing: 20 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
To close this lesson, a Tic Tac Toe game will be carried on. Students will be divided into 2 big
groups of four. One of the groups will play as Xs and the other as Os.
The teacher will draw a Tic Tac Toe grid on the board and ask “What past verbs do you want
to play with? Up your hands to answer, please!”. The idea is for each group to say four/five
verbs each. The game will be explained as follows: “You’ll take turns to play, as in any Tic
Tac Toe game. Okay? The only difference is that, now, you’re going to play in groups.
You’ve travelled to the past. So, Group A will start by choosing a square on the grid. There
will be a verb with which you’ll have to make a sentence about your travel with. You’ll
discuss it with your group and then say it aloud. If you say it right, you get a point and I will
mark an X on the square. Then, Group B will do the same”. It will be explained that the first
group to connect three Xs or Os in a row (vertically, diagonally, and horizontally) will be the
winner.
While students play, the teacher may ask some questions as well, such as:
→ Where did you go?
→ Did you stay long there?
→ Who did you go with?
→ Who did you meet there?
→ Why did you...?
The game will be played twice as a competence. The group that has spoke the bigger
number of correct sentences, will be the winner.
 Transition comment to link each stage of the lesson with the next one:
“Great job today! See you next class!”
Comentario [A6]: One student
may say it aloud and another
member of the group may copy it
on the board, checking spelling too.
Comentario [A7]: Taking into
account the verbs they have
suggested

7. 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
Well done!