The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.

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: 1
Duración de la clase: 90 minutos
Fecha de la clase: Thursday, August 5th
Fecha de entrega de la planificación: July 4th
Learning Aims
During this lesson, learners will be able to…
→ Predict what an article is about by using the title and photos.
→ Work on their reading comprehension skills.
→ Identify in a text actions in progress in the past.
→ Understand and put in practice the Past Continuous tense.
→ Use their imagination and creativity to describe and create scenes collaboratively.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Actions and movement:
climb up, hang from,
hold, jump up, kick, lie
on, sit on, stand in, pick
up, walk on
Describing a photo in
detail:
In the middle, In front
of, Behind, On the
left/On the right, At the
top/At the bottom, In
the foreground/In the
background
To describe what was
happening when a
picture was taken
N
E
W
To describe actions in
progress in the past.
Past Continuous:
“Mr Tree was working
with his team”
“They were fighting a
bush fire”

2. Materials
→ Big picture from the article we are going to read.
→ Student’s Book, pages 40 and 41.
→ A big poster of the Story Timeline.
→ Workbook, page 33.
→ “My Diary - Saturday” worksheet.
→ Two big photos.
→ Verbs Random Wheel - Wordwall
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 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:
“What animals do you like the most? If you see an animal while you’re walking, do you take
a photo of it? Do you post it on social media?”
WARM-UP
→ Timing: 5 minutes
→ Activity description and instructions as they will be said to students (direct speech
and scaffolding strategies are included):
The teacher will introduce the topic of the lesson by displaying a big photo and a very short
caption on the board. She will ask “Look at this photo. What do you see? Can you describe
it? Try to use the vocabulary we learnt last class to talk about action and movement and
also the phrases to describe a photograph”. The flashcards with vocabulary and photo
descriptions will be displayed on the wall so they can easily look at them and do the task.
If students need some guidance, the teacher may say “Okay, look at the background of
the picture. What’s there? What’s in the foreground? What’s that behind the man’s arm?
What else can you tell me?”
Comentario [A1]: You could start
the lesson by displaying some of
the photos they took the previous
lesson and then move on to this
photo.
Comentario [A2]: Exactly!
Recycling is essential.

3. Taken from English Plus 2. Student’s Book, page 40.
→ Transition comment to link each stage of the lesson with the next one:
“Good job! This photo was published within an article. Let’s see its title”
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 write the title of the article above the photo: “How a Photo Changed my
Life”. Below the photo, she will write: “David Tree shares his water with an injured koala.
Photograph: Mark Pardew”. Then, she will say “Here we have the title of the article and the
caption of the photograph. Pay attention to them. What’s the name of the man in the
photo? What was he doing at the moment it was taken? Why was he doing that? Which
country do you think it is? Who did take the photo?”. She might go on by saying “Now,
based on what we can see and what we have discussed, what do you think the article is
about? What’s the topic of the article?”. After that, she will ask students to open their
Student’s Books at page 40 and for three or four students to read the text aloud to check the
ideas discussed. When this is ready, the teacher may ask “Were our ideas right? Why? Why
not?” so to briefly discuss the topic of the article.
Taken from English Plus 2. Student’s Book, page 40.
→ Transition comment to link each stage of the lesson with the next one:

4. “Excellent! Let’s see how well you understood the text. ”
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):
To do this activity, students will be divided into two large teams and each one will be
provided with a small whiteboard and markers. The teacher will display a poster with eight
sentences of the main events from the article. The task will be explained as follows: “Here
you have the main events we read about in the article. What’s the problem? These events
are not in the correct order. So, you have to order them and take notes in your whiteboards.
Let’s start by reading all the sentences. Who wants to? Up your hands” Once the sentences
are read, it will be discussed which one is the first one an it will be written on the poster. The
teacher will set the timer on 3 minutes and say “Read again, discuss with your partners, and
work together. Okay? You can do it! Ready, steady, go!”
When students are ready, the answers will be discussed with the whole class and written on
the poster. After that, the teacher will ask “If you had the opportunity, what questions would
you ask him? Can you think of five questions?” to encourage a brief discussion.
a. The koala took Mr Tree's hand. ______
b. Mr Tree is now famous for a photo with a koala. ______
c. The photo went viral because the firefighter Mr Pardew sent it to his friends. ______
d. Mr Tree approached the Koala and gave it water. ______
e. Homes were in danger because fires were burning. ______
f. They sent the photo to the newspaper. ______
g. Mr Tree and other firefighters were driving towards one of the fires when he spotted
an animal. ______
h. Firefighters named the koala while they were taking it to a wildlife center. ______
Key: 1) E - 2) G - 3) D - 4) A - 5) H - 6) C - 7) F - 8) B
→ Transition comment to link each stage of the lesson with the next one:
“Well done my students! It’s time now to analyse the text!”
Activity 2
→ Timing: 15 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
The teacher will ask “Can you tell me what was happening on 9 February? That’s right! Mr
tree was working with his team near Mirboo” while writing the sentence on the board. She
may then say “Now, does this sentence refer to an action in the present, in the past or in the
future. In the past, how do you know? Because it took place on 9 February. But… what’s the
difference between this sentence and the ones we worked with in the last unit? Think about
this… Did this action started and finished in the past? Or was it in progress during that day? It
was in progress! The function of the sentence is different, and also the structure. Look at it.
How many verbs can you see in this sentence? There are two: we have the past form of the
verb to be for a singular subject, and we also have another one that is not written in the past
tense. How does it end? With –ING!”. In order to extract and analyse more sentences, she
Comentario [A3]: Good.

5. may also ask “What were Mr Tree and his team doing on the same day? What was the koala
doing when Mr Tree saw the koala?” The sentences they find in the text and some negative
ones introduced by the teacher will be analysed and discussed as explained above:
“They were driving up Samson Road. They weren’t walking”
“It was walking across the burned ground. It wasn’t climbing a tree”
After that, the teacher will say “All these sentences refer to past events that were in progress
during a period of time. That is what we call Past Continuous Tense. If you turn to page 41,
you’ll see a box with two main rules that this tense follows. Who wants to read number one?
Which one is the correct answer? And in number two? Now, can you think of more
examples? Write them below the rules box!”.
Taken from English Plus 2. Student’s Book, page 41.
Students will be asked to open their Workbooks at page 33. They will complete the table on
activity 1 together with the teacher. She might say “Good, we have worked with the rules,
now with the structure. Look at the box. There you have some words with which you’ll
complete the sentences. Let’s start with the first part. It says I/He/She/It was… TV. Which
word from the box would you use to complete that sentence?”. The same process will be
done with the other ones.
Taken from English Plus 2. Workbook, page 33.
→ Transition comment to link each stage of the lesson with the next one:
“Good job! Now, we know what Mr Tree was doing last summer. Let’s see now what a girl
called Holly was doing last Saturday”
Activity 3
→ 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 work in pairs to do activity 3 from the same page. The task will be

6. explained as follows: “Here you have a sheet of paper with all the activities Holly was doing
at different times on Saturday. What you have to do is to see the schedule, read the text
and complete it with the correct form of the verbs. Okay? Let’s do number 1 together. The
text says: At 9.30 I was doing my maths homework – it was quite difficult! Then at 11.00 I… -
Look at the schedule. What was she doing at 11.00 o’clock? Well, it says From 10.30 to 12.00,
Play basketball. So, what was she doing? How do we have to write the verb to be? And the
main verb? Now, complete the following gaps in the same way”. They will have 6 minutes to
do the task. Once they are ready, she will read the text and stop at each gap so the
students can say what they wrote in each one. The answers will be written on the board so
everyone can check.
Taken from English Plus 2. Workbook, page 33.
→ Transition comment to link each stage of the lesson with the next one:
“Let’s talk about you now. What were you doing on Saturday? Do you remember?”
Activity 4
→ Timing: 15 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
Students will be given a “My Diary - Saturday” worksheet. It will be explained that, as Holly
did, they will write what they were doing on Saturday. The teacher will say “I want you to
complete the schedule with key words related to the activities you were doing at these
those times. After that, you will write a short paragraph joining in those ideas using the Past
Continuous. Okay? To do this, I’ll give you 10 minutes” while setting the timer.
Once they are ready, the teacher will say “You’re ready? Do you want to share your pieces
of writing with us? X, do you want to read yours?”. Then, the teacher will ask students to glue
the worksheets on their notebooks and hand them in so she can check their works.

7. → Transition comment to link each stage of the lesson with the next one:
“Well done, my students! Let’s play a game now!”
CLOSURE
→ Timing: 15 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
A big picture will be displayed on the board and the students will be asked to work in two
large groups of four students each.
Photo to be displayed on the board
The teacher will then say “Imagine that you were witnesses of this scene. In the scene, you
saw monkeys and a bear near some cars. I am a reporter and want to write an article on
what was happening at the time. I will ask you some questions and you have to answer me.
BUT, it’ll not be not that easy. To answer the questions, you have to spin the random wheel
on my computer and use the verb chosen! It doesn’t matter if it has no sense or if it sounds
crazy, you have to make a sentence. Okay?”
Questions to be asked:
What were the animals doing?
What were you doing when you saw this?
Who was watching? What were they doing?
Random wheel to be used:

8. Taken from WordWall. Verbs Wheel by Silviael. Link: https://wordwall.net/resource/2797802
If there is enough time, the same process will be repeated to talk about the following
photograph:
→ Transition comment to link each stage of the lesson with the next one:
“Those were interesting and fun stories, Haha! That’s it my students. See you next class!”
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

9. Language
accuracy
X
Observations
Excellent job!