This document outlines a lesson plan for a 40-minute English class for 4th year secondary students in Macachín, La Pampa, Argentina. The lesson plan aims to revise the Present Perfect Simple tense through activities from the Macmillan textbook "Phases 3". Students will work in pairs and groups to complete exercises practicing affirmative, negative and interrogative forms of the Present Perfect Simple. They will also do listening activities to develop their speaking and listening skills. The teacher will assess students through oral questioning and checking activity answers.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Yanina Paola Servetto
Período de Práctica: Secundario
Institución Educativa: Instituto Manuel Belgrano
Dirección: Sarmiento 490, Macachín, La Pampa
Sala / Grado / Año - sección: 4° año de secundaria
Cantidad de alumnos: 31
Nivel lingüístico del curso: Pre-intermedio
Tipo de Planificación: Clase
Unidad Temática: Héroes
Clase Nº: 3
Fecha: 14/09/2018
Hora: 16.00 a 16.40 horas
Duración de la clase: 40 minutos
Fecha de primera entrega: 09/09/2018
 Teaching points: Present Perfect Simple (affirmative, negative and
interrogative forms)



 Aims or goals: 
During this lesson, learners will be able to…
- To revise vocabulary related to the topic of the unit.
- To revise the Present Perfect Simple tense
- To develop their speaking and listening skills by participating orally and
doing some listening activities.
- To work collaboratively.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Talking about
personal
experiences
related to the
topic.
Collect, sell,
make, do,
money,
charity,
sponsored,
badges,
Wh-questions
in the Present
and Past
Simple tenses.

2. barbecue,
jumble sale,
raffle tickets.
New Listening
about personal
experiences
related to the
topic.
Hotline,
attend.
Have you
(ever)…?
I’ve never..
I’ve /aɪv/
 Teaching approach: The lesson is based on the CLT approach and
it is organized by the PPP instruction.

 Integration of skills: What skills will be integrated and how?
Speaking skill is integrated by making students participate orally,
asking questions, checking answers orally. Listening skill is
integrated by making students work with listening activities from
the coursebook and listening to the teacher’s instructions as well.

 Materials and resources: board, audio CD, coursebook ('Phases 3',
second edition, editorial Macmillan).
 Pedagogical use of ICT in class or at home: the use of ICT is not
integrated during this lesson.

 Seating arrangement: students work in their seats during this
lesson.

 Assessment: what will be assessed and how: I assess students by
making them answer questions, working inpairs, checking activities
orally and working collaboratively. 

3. Routine: 5’
Purpose: To start the lesson and greet students.
T greets the students and asks them “How are you today?”
Transition: “Ok, let’s start by working in pairs...”
Warm-up: 10’
Purpose: to activate students’ prior knowledge by working in
pairs.
To start the lesson, the T asks students the following:
- Do you remember the tense we learned last lesson? (T
expects students to say “the present perfect”)
- Do we use it for actions that happened and ended in the
past?
- Do we use it to talk about experiences?
After discussing the questions above, and making sure that the
students remember the use of the Present Perfect, the T asks
them to open their books on page 32. T explains that they will
work in pairs to complete exercise 6:
And exercise 7:

4. Once pairs finish, the T will write the correct word order of the
questions on the board, and some students will share their
answers with the rest of the class.
T also makes students pay attention to the following in the same
page so students can understand the use of ‘ever’ in questions
and ‘never’ in sentences.
Transition: “Very good students! Now, let’s move on page 33..”
Development: 20’
Purpose: to practise the target language by doing some listening
activities.
T asks students to working with a partner to complete some
activities from the page:
Activity 8:

5. Activity 9:
Activity 10:
Activity 11:

6. All the activities above will be done in pairs. Then, we will check
answers orally and some volunteers will write them on the board,
too.
Transition: “Very good job students!”
Closure: 5’
Purpose: To end the lesson by making students copy homework.
T: “Ok students, now copy your homework on your notebooks:
Page 33 (Upgrade) and Page 112 (Reading task):”

7. Transition: “Great students! See you next week!”
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.
You must always include this chart, which will be completed by your
tutor:
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 Minimumscore:18 / 30
Score:__18__ /30
Go overthe comments.Tryto complementthe textbook. Scaffoldall stages.