The lesson plan is for a 5th grade English class at a secondary school in Zapala, Neuquén. It focuses on revising the present simple and present continuous tenses. During the 40-minute lesson, students will describe pictures using the target tenses, ask and answer questions about activities they like or dislike, and play a sentence relay game. The plan outlines learning aims, language focus, teaching approach, materials, activities and assessments to integrate listening, speaking, reading and writing skills while revising key grammatical structures.
- The document provides details about an English language lesson plan for a 1st year secondary school class in Argentina, including the teaching aims, language focus, materials, procedures, and assessment.
- The 80-minute lesson focuses on developing students' listening, reading, speaking and writing skills through activities related to going to the cinema, including listening to a dialogue about choosing a movie and filling in gaps, role playing the dialogue, and creating a short dialogue.
- The teacher aims to keep students engaged through visual aids, clear instructions in Spanish and English, interaction, and writing on the board to reinforce vocabulary and structures.
The document outlines a planned English lesson for 6th grade students on telling time. It includes the teaching objectives to have students identify times, talk about TV programs and when they watch them, and practice speaking, listening and reading skills. A variety of activities are outlined, including identifying times from a listening text, role playing asking about TV preferences, and a closing game to practice telling time.
This lesson plan aims to revise parts of the body vocabulary with 25 5-year-old students at a primary school in Cordoba, Argentina. During the 45-minute lesson, students will watch a video song about body parts, name body parts when prompted, and complete a worksheet connecting body parts. The teacher will monitor understanding by listening to individual student responses.
The document outlines an English lesson plan for 10th grade students in Hue, Vietnam. The 45-minute lesson focuses on reading about the history of cinema. Students will develop reading skills and learn new vocabulary words related to films. The lesson involves warm-up activities, pre-reading vocabulary instruction, a reading comprehension activity with true/false and multiple choice questions, and a post-reading discussion about favorite films. The plan anticipates that some students may struggle with vocabulary and provides solutions to help elicit meanings.
This document contains a lesson plan for a secondary school English class in Argentina. The lesson plan aims to teach students vocabulary related to places in towns. It includes a warm up activity where students identify places from images and flashcards. Students then listen to a song and fill in blanks with place names. They practice asking and answering questions about places. Finally, students work in groups to create collages labeling a character's walk through different places in town. The teacher aims to develop students' reading, writing, listening and speaking skills through engaging activities using images, songs and group work.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
- The document provides details about an English language lesson plan for a 1st year secondary school class in Argentina, including the teaching aims, language focus, materials, procedures, and assessment.
- The 80-minute lesson focuses on developing students' listening, reading, speaking and writing skills through activities related to going to the cinema, including listening to a dialogue about choosing a movie and filling in gaps, role playing the dialogue, and creating a short dialogue.
- The teacher aims to keep students engaged through visual aids, clear instructions in Spanish and English, interaction, and writing on the board to reinforce vocabulary and structures.
The document outlines a planned English lesson for 6th grade students on telling time. It includes the teaching objectives to have students identify times, talk about TV programs and when they watch them, and practice speaking, listening and reading skills. A variety of activities are outlined, including identifying times from a listening text, role playing asking about TV preferences, and a closing game to practice telling time.
This lesson plan aims to revise parts of the body vocabulary with 25 5-year-old students at a primary school in Cordoba, Argentina. During the 45-minute lesson, students will watch a video song about body parts, name body parts when prompted, and complete a worksheet connecting body parts. The teacher will monitor understanding by listening to individual student responses.
The document outlines an English lesson plan for 10th grade students in Hue, Vietnam. The 45-minute lesson focuses on reading about the history of cinema. Students will develop reading skills and learn new vocabulary words related to films. The lesson involves warm-up activities, pre-reading vocabulary instruction, a reading comprehension activity with true/false and multiple choice questions, and a post-reading discussion about favorite films. The plan anticipates that some students may struggle with vocabulary and provides solutions to help elicit meanings.
This document contains a lesson plan for a secondary school English class in Argentina. The lesson plan aims to teach students vocabulary related to places in towns. It includes a warm up activity where students identify places from images and flashcards. Students then listen to a song and fill in blanks with place names. They practice asking and answering questions about places. Finally, students work in groups to create collages labeling a character's walk through different places in town. The teacher aims to develop students' reading, writing, listening and speaking skills through engaging activities using images, songs and group work.
This document provides details about an English lesson for first year secondary students in Argentina. The 80-minute lesson aims to develop students' reading, writing, and language skills. Students will read a short text about someone admired, Samantha Larson, and practice simple sentences. Activities include predicting vocabulary, reading comprehension questions, filling out a chart with information about Samantha, and writing their own sentences about things they enjoy. The lesson is designed according to Krashen's Natural Approach and uses images, text, and group work to engage students in an interactive way.
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
This document contains a detailed lesson plan for teaching the past simple tense to students at an upper secondary school in Italy. The lesson plan includes two 3-hour lessons. Lesson 1 focuses on regular verbs in the past simple, while Lesson 2 covers irregular verbs and the negative and interrogative forms. A variety of activities are outlined, including watching video clips, group work, class discussions, and homework assignments. The goal is for students to understand and accurately use the past simple tense in both writing and speaking.
This document provides information about a teaching practice conducted by Natalia Klein. It took place at the secondary level at Cem 24 school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary/basic English level. The class focused on the topic of professions. During the 80 minute lesson, students revised verbs like "to be" and pronouns, learned new vocabulary for jobs, and participated in activities like a game and roleplays using the target language. The lesson incorporated reading, speaking, and cooperative learning skills through a communicative approach.
The document outlines a lesson plan for teaching English to secondary students in Argentina. The lesson focuses on teaching the past continuous tense through a video about a blackout in a city. Students will watch the video and discuss what different people were doing when the power went out. They will then practice forming sentences in the past continuous by asking their partners what they were doing during a hypothetical blackout. The teacher provides vocabulary, models sentence structure, and facilitates partner activities to help students comprehend and use the new grammar structure.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The lesson plan outlines the teaching points, aims, language focus, approach, materials, activities, and assessment. The 40 minute lesson includes a warm up activity to review vocabulary, a presentation of new vocabulary related to typical daily routines, a development activity where students match sentences to pictures, and a closure activity where students find hidden words related to the routines. The plan demonstrates organization, coherence in sequencing activities, inclusion of varied resources and learning styles, clear stages and strategies, and accuracy of language.
This lesson plan is for a 1st year secondary school class on pets. The lesson aims to teach adjectives and modal verbs related to obligation and non-obligation using pets as the topic. The plan includes warm-up activities to introduce vocabulary, reading and listening exercises to practice the target language, and communicative activities for students to use the language. The plan demonstrates strong organization, includes a variety of resources and teaching strategies, and focuses on developing different language skills through different stages and activities.
The document outlines a lesson plan for teaching students to describe activities that people are doing in the present using affirmative and negative forms. It includes the aim, learning outcome, target language forms, procedures, and stages of the lesson. The lesson will begin with an introduction and presentation of the grammar forms. Students will then practice through a worksheet, board game, and miming activity. The goal is for students to be able to orally and in writing describe what people are doing at the present moment using affirmative and negative sentences.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
- The lesson plan is for a 3rd grade class in Comodoro Rivadavia, Argentina with 20 students learning about describing objects as old or new.
- The aims are for students to describe objects, develop reading skills, identify true/false sentences, and develop writing skills.
- Activities include introducing vocabulary with a "time machine", a word search game in pairs, a reading comprehension with true/false, and writing a paragraph about a favorite object.
- The teacher assesses understanding throughout and provides help to students as needed.
This document provides details of an English lesson for 6th grade students on TV programs. The 50-minute lesson will have 3 parts: presentation, practice, and production. In the presentation, students will listen to and identify vocabulary for different TV programs. They will then match pictures of programs to their names. The practice activities will have students working in groups and pairs to reinforce the vocabulary through a game using a handkerchief and running to identify called programs. Production will assess students' comprehension through correcting activities together and checking their performance in listening tasks.
This lesson plan focuses on teaching the simple past tense and having students summarize a chapter of The Phantom of the Opera using that tense. Students will be divided into groups to underline verbs in different tenses in their assigned chapter. They will then find images to represent the underlined verbs and create a presentation. Finally, they will give speeches to other groups summarizing their chapter using the slides and simple past tense. The objectives are for students to review simple past rules, pronounce "-ed" endings correctly, and remember main verbs from the book.
This lesson plan is for a 3rd grade Spanish class in Comodoro Rivadavia, Argentina. The lesson focuses on teaching students prepositions of place like "on", "under", and "behind" through a story about a boy named Tom losing his teddy bear. The plan includes a warm-up activity introducing the story, presenting the story, and two practice activities where students draw objects in places and work in groups to form sentences using preposition cards. The teacher assesses students throughout and the lesson aims to develop listening, speaking and use of the new prepositions.
This lesson plan is for a 4th year secondary school class with 25 students focused on future tenses. The lesson will include reviewing future tenses through a warm up activity and video. Students will then play an auction game in groups where they bid on sentences using future tenses. Finally, the sentences will be reviewed and the group that bought the most correct sentences will be declared the winner. The lesson incorporates a variety of activities, resources, and strategies to engage students and assess their understanding of future tenses.
This lesson plan aims to teach future tense using will and going to. The teacher will review food vocabulary and introduce pineapple and vegetarian. Students will complete dialogues using will for instant decisions and going to for plans. They will role play the dialogues. Students will then create short dialogues from situations using will. A game dividing the class into teams will review the language at the end of the lesson. The plan provides variety and opportunities for speaking practice while focusing on the target grammar points.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1. An introduction where students will review WH-question words in the present and be introduced to questions using "did" like "What did you do?".
2. An activity where students work in groups taking turns asking and answering WH-questions about past activities.
3. A video song that models the target questions "What did you do?", "Where did you go?", and "Who did you see?" while providing vocabulary for common past activities.
Innovative Lesson Plan on Present Continuous Tense stephythomas4
The document summarizes an English lesson plan about the present continuous tense. The teacher engages students with an entry activity involving actions and verbs. Students are then divided into groups to identify verbs in pictures and say sentences in the present continuous tense. The teacher presents the concept of the present continuous tense and has students complete sentence cards to practice. For a follow up activity, students make new sentences using a substitution table.
This lesson plan summarizes an English class for 29 second year students at a secondary school in Argentina. The goal of the 120 minute class was to assess students' understanding of the present simple tense through a review activity and test. Students first completed exercises in their textbooks to review vocabulary and grammar related to the present simple. They then received a copy of a test to complete, which asked them to write a paragraph about their mother's routine. At the end, the teacher's assistant provided feedback on components of the lesson plan.
The document contains a lesson plan for a class on making questions in the simple past tense. The lesson plan outlines the aims of the class, which are for students to recognize and develop questions in the simple past, improve communicative skills through conversation, and develop speaking, listening and writing skills. The plan details the language focus, materials, teaching approach, activities and assessment of student learning. The class will include listening to a dialogue, asking each other questions in the simple past tense, and reordering parts of the dialogue script.
During this lesson, students will:
1) Revise vocabulary related to parts of the body, colors, and numbers through commands like "touch your head" and a chant.
2) Learn new vocabulary for arms, legs, and fingers.
3) Practice the new vocabulary by drawing a picture of a friend following commands to use different colors for body parts.
4) Be assessed on their participation, ability to follow commands, and answer questions about the new vocabulary.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This document outlines a lesson plan for a secondary English language class. The lesson focuses on teaching routines using frequency adverbs like "always" and "sometimes" in the third person singular. The plan includes 4 activities: a warm-up to review vocabulary, presenting new vocabulary, an activity for students to practice the new language, and a closure activity where students order pictures of a character's daily routine. The plan aims to develop students' speaking, listening, reading and writing skills through collaborative and communicative exercises.
This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
This document provides information about a teaching practice conducted by Natalia Klein. It took place at the secondary level at Cem 24 school in Rio Colorado, Rio Negro, Argentina with 20 students at an elementary/basic English level. The class focused on the topic of professions. During the 80 minute lesson, students revised verbs like "to be" and pronouns, learned new vocabulary for jobs, and participated in activities like a game and roleplays using the target language. The lesson incorporated reading, speaking, and cooperative learning skills through a communicative approach.
The document outlines a lesson plan for teaching English to secondary students in Argentina. The lesson focuses on teaching the past continuous tense through a video about a blackout in a city. Students will watch the video and discuss what different people were doing when the power went out. They will then practice forming sentences in the past continuous by asking their partners what they were doing during a hypothetical blackout. The teacher provides vocabulary, models sentence structure, and facilitates partner activities to help students comprehend and use the new grammar structure.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The lesson plan outlines the teaching points, aims, language focus, approach, materials, activities, and assessment. The 40 minute lesson includes a warm up activity to review vocabulary, a presentation of new vocabulary related to typical daily routines, a development activity where students match sentences to pictures, and a closure activity where students find hidden words related to the routines. The plan demonstrates organization, coherence in sequencing activities, inclusion of varied resources and learning styles, clear stages and strategies, and accuracy of language.
This lesson plan is for a 1st year secondary school class on pets. The lesson aims to teach adjectives and modal verbs related to obligation and non-obligation using pets as the topic. The plan includes warm-up activities to introduce vocabulary, reading and listening exercises to practice the target language, and communicative activities for students to use the language. The plan demonstrates strong organization, includes a variety of resources and teaching strategies, and focuses on developing different language skills through different stages and activities.
The document outlines a lesson plan for teaching students to describe activities that people are doing in the present using affirmative and negative forms. It includes the aim, learning outcome, target language forms, procedures, and stages of the lesson. The lesson will begin with an introduction and presentation of the grammar forms. Students will then practice through a worksheet, board game, and miming activity. The goal is for students to be able to orally and in writing describe what people are doing at the present moment using affirmative and negative sentences.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
- The lesson plan is for a 3rd grade class in Comodoro Rivadavia, Argentina with 20 students learning about describing objects as old or new.
- The aims are for students to describe objects, develop reading skills, identify true/false sentences, and develop writing skills.
- Activities include introducing vocabulary with a "time machine", a word search game in pairs, a reading comprehension with true/false, and writing a paragraph about a favorite object.
- The teacher assesses understanding throughout and provides help to students as needed.
This document provides details of an English lesson for 6th grade students on TV programs. The 50-minute lesson will have 3 parts: presentation, practice, and production. In the presentation, students will listen to and identify vocabulary for different TV programs. They will then match pictures of programs to their names. The practice activities will have students working in groups and pairs to reinforce the vocabulary through a game using a handkerchief and running to identify called programs. Production will assess students' comprehension through correcting activities together and checking their performance in listening tasks.
This lesson plan focuses on teaching the simple past tense and having students summarize a chapter of The Phantom of the Opera using that tense. Students will be divided into groups to underline verbs in different tenses in their assigned chapter. They will then find images to represent the underlined verbs and create a presentation. Finally, they will give speeches to other groups summarizing their chapter using the slides and simple past tense. The objectives are for students to review simple past rules, pronounce "-ed" endings correctly, and remember main verbs from the book.
This lesson plan is for a 3rd grade Spanish class in Comodoro Rivadavia, Argentina. The lesson focuses on teaching students prepositions of place like "on", "under", and "behind" through a story about a boy named Tom losing his teddy bear. The plan includes a warm-up activity introducing the story, presenting the story, and two practice activities where students draw objects in places and work in groups to form sentences using preposition cards. The teacher assesses students throughout and the lesson aims to develop listening, speaking and use of the new prepositions.
This lesson plan is for a 4th year secondary school class with 25 students focused on future tenses. The lesson will include reviewing future tenses through a warm up activity and video. Students will then play an auction game in groups where they bid on sentences using future tenses. Finally, the sentences will be reviewed and the group that bought the most correct sentences will be declared the winner. The lesson incorporates a variety of activities, resources, and strategies to engage students and assess their understanding of future tenses.
This lesson plan aims to teach future tense using will and going to. The teacher will review food vocabulary and introduce pineapple and vegetarian. Students will complete dialogues using will for instant decisions and going to for plans. They will role play the dialogues. Students will then create short dialogues from situations using will. A game dividing the class into teams will review the language at the end of the lesson. The plan provides variety and opportunities for speaking practice while focusing on the target grammar points.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1. An introduction where students will review WH-question words in the present and be introduced to questions using "did" like "What did you do?".
2. An activity where students work in groups taking turns asking and answering WH-questions about past activities.
3. A video song that models the target questions "What did you do?", "Where did you go?", and "Who did you see?" while providing vocabulary for common past activities.
Innovative Lesson Plan on Present Continuous Tense stephythomas4
The document summarizes an English lesson plan about the present continuous tense. The teacher engages students with an entry activity involving actions and verbs. Students are then divided into groups to identify verbs in pictures and say sentences in the present continuous tense. The teacher presents the concept of the present continuous tense and has students complete sentence cards to practice. For a follow up activity, students make new sentences using a substitution table.
This lesson plan summarizes an English class for 29 second year students at a secondary school in Argentina. The goal of the 120 minute class was to assess students' understanding of the present simple tense through a review activity and test. Students first completed exercises in their textbooks to review vocabulary and grammar related to the present simple. They then received a copy of a test to complete, which asked them to write a paragraph about their mother's routine. At the end, the teacher's assistant provided feedback on components of the lesson plan.
The document contains a lesson plan for a class on making questions in the simple past tense. The lesson plan outlines the aims of the class, which are for students to recognize and develop questions in the simple past, improve communicative skills through conversation, and develop speaking, listening and writing skills. The plan details the language focus, materials, teaching approach, activities and assessment of student learning. The class will include listening to a dialogue, asking each other questions in the simple past tense, and reordering parts of the dialogue script.
During this lesson, students will:
1) Revise vocabulary related to parts of the body, colors, and numbers through commands like "touch your head" and a chant.
2) Learn new vocabulary for arms, legs, and fingers.
3) Practice the new vocabulary by drawing a picture of a friend following commands to use different colors for body parts.
4) Be assessed on their participation, ability to follow commands, and answer questions about the new vocabulary.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This document outlines a lesson plan for a secondary English language class. The lesson focuses on teaching routines using frequency adverbs like "always" and "sometimes" in the third person singular. The plan includes 4 activities: a warm-up to review vocabulary, presenting new vocabulary, an activity for students to practice the new language, and a closure activity where students order pictures of a character's daily routine. The plan aims to develop students' speaking, listening, reading and writing skills through collaborative and communicative exercises.
This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities and assessment. The class will introduce vocabulary like "always", "sometimes" and "never" through a memory game, reading comprehension activity and practice sentences in pairs. Students will identify routines, ask and answer questions, and write short sentences about their routines. The plan provides structure and variety to engage students through group work, individual practice, and a closing activity to assess learning.
This lesson plan is for a 6th grade English class focused on present continuous tense. The plan has the following goals: to revise actions and present continuous tense through questions and answers, develop listening, speaking, writing and reading skills, and encourage collaborative work. The plan includes a warm-up using pictures of Mr. Bean to introduce actions, a presentation segment to practice short answers using flashcards, and a development segment where students work in pairs answering questions and interviewing peers. The plan aims to integrate all four language skills and uses various teaching strategies, resources and activities to engage students at different stages of the 60-minute lesson.
This document provides details for an English lesson plan for a 4th year secondary school class in Neuquén, Argentina. The lesson focuses on revising tenses and introducing the definite article. It includes the teaching points, aims, language focus, teaching approach using the Natural Approach and PPP method. It outlines warm-up activities having students discuss their English learning experiences in small groups. It also includes a communicative activity, activity to review tenses, and a presentation activity introducing the definite article. It provides assessment of students' comprehension and details potential problems and solutions.
1. The document outlines a lesson plan for a class on the topic of cooking for secondary level students in Argentina.
2. The lesson uses images and texts to develop students' reading, writing, and listening skills through activities matching vocabulary with images, filling in blanks, true/false questions, and writing original sentences.
3. Assessment of student comprehension is done through listening to their responses, correcting activity answers, and having them read sentences aloud to check understanding.
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Tpd schulze secondary- all plans & all journalsPaula Schulze
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article to understand its uses.
This lesson plan aims to develop students' speaking, listening, and writing skills through activities focused on describing accidents and people's reactions. Students will practice the past simple tense and asking questions. They will role play describing accidents and matching them to reactions. Later, students will ask each other questions to complete answers about what they would do in different accident situations. The teacher will provide feedback on students' pronunciation throughout the lesson.
The document provides details of an English lesson plan for a 5th grade class in Argentina. It includes:
- Class details such as date, time, number of students, and level
- Teaching points focusing on past simple verbs and the uses of could and can
- Learning aims of developing speaking, listening, writing and reading skills
- Language focus on functions, vocabulary and structures
- A communicative teaching approach integrating different skills
- Materials, seating, group work, possible challenges and solutions
- Assessment of pronunciation, understanding and written work
- Planned warm up, presentation, reading activity and sentence writing group work
This document outlines a lesson plan for an English class focusing on nature, outdoor activities, and experiences. The lesson aims to have students identify lexical items related to nature, understand and use the present perfect tense to talk about past experiences, develop speaking and listening through exercises, and improve reading comprehension through news articles. Key language points covered include greetings, commands, predictions using future tense, questions and answers in simple past, present, and future tenses, as well as the first conditional. A variety of materials and resources are listed to support teaching the targeted grammar structures through listening, speaking, reading and writing activities according to the natural approach. Potential issues and solutions are discussed regarding student participation and language difficulties.
1. The document outlines a lesson plan for an English exam for 5th grade students.
2. It includes activities assessing reading comprehension, grammar, and writing skills.
3. The lesson plan provides details on the classroom set up, timing of activities, teaching approaches, and potential issues to address.
This document outlines a lesson plan using the PPP model to teach English as a foreign language. The lesson introduces adverbs of frequency to describe daily routines. Students will first listen to an audio about teenagers' hobbies and habits. They will then write about and discuss their own daily routines using adverbs of frequency. Finally, students will work in pairs to describe people's jobs based on their routines and habits using target language. The goal is for students to learn to use adverbs of frequency to talk about repeated actions.
The document provides a lesson plan for an English class focusing on making predictions about the future of food. The 80-minute lesson involves three main activities: 1) Reading and listening to a text about future food predictions while answering comprehension questions, 2) Scanning the text to identify language structures and complete grammar rules, and 3) Making their own predictions about future food using will/won't. The lesson aims to develop reading, listening, speaking and grammar skills while integrating technology such as a projector and online homework submissions.
This document provides a lesson plan for an English class focusing on predictions using will and won't. The plan includes the following:
1) Warm-up activities to review food from different countries and introduce vocabulary for making predictions about the future.
2) A reading and listening activity about eating habits in the future, followed by comprehension questions.
3) Scanning the text to find examples of will/won't and complete a rule about their use. Students will then make their own predictions.
4) Pairwork to ask and answer questions about future food using will/won't.
5) Homework assigned of continuing predictions on a digital padlet.
The document provides a lesson plan for an English class focusing on making predictions about the future using will and won't. The 80-minute lesson includes several activities like a warm-up discussing food traditions, a reading activity with questions, identifying language structures, making predictions, and partner work asking questions. Students will complete a homework assignment continuing predictions on an online padlet board. The plan aims to develop reading, listening, speaking and language skills around making future predictions.
This document outlines a lesson plan for a secondary English class. The lesson focuses on reviewing the present perfect tense and introducing the adverbs "for" and "since." Key activities include watching videos to identify uses of the present perfect, completing exercises about sentences with already, just and yet, creating dialogues in small groups, and performing role plays. The lesson aims to develop students' speaking, listening, reading and writing skills through communicative activities integrating various skills.
This document contains a lesson plan for teaching daily routines in English to students. The aim is for students to be able to describe their daily routines orally and in writing. The lesson plan outlines the target language, which is the present simple tense. It provides examples of how to form sentences using the present simple tense. The procedure section details the stages of the lesson, including introducing vocabulary, having students match pictures to routines they hear, completing a true/false worksheet, and writing an email describing daily routines. The lesson plan aims to provide practice and production of the target language through these interactive activities.
Tpd 2015 tielve - myriam - second period - lesson 2Myriam Tielve
This document contains a lesson plan for an English class for 5th grade students in Argentina. The lesson plan aims to teach students vocabulary related to neighborhoods, including people, animals, objects, transportation and buildings. The lesson uses a video about a dinosaur named Gogo walking through a town to introduce new vocabulary in an engaging way. Students will watch the video twice, answering questions after each viewing. They will also practice asking and answering questions about the number of items in the video, such as "How many monkeys are there?". The lesson integrates listening, speaking, and cooperative work between students.
1. The document describes the author's experience completing her third practicum period as an English teacher trainee at I.F.D. No13.
2. Over the course of 8 lessons with a fifth year class of 17 students, the author focused on improving her use of the target language, incorporating technology and audiovisual materials, and making lessons more communicative and student-centered.
3. While the experience was positive overall, it was impacted by the school's building problems which led to suspended lessons and an inability to finish the practicum period with that class. The author reflects on the challenges but also potential for improvement in state education.
The document summarizes the author's experience completing their second practicum period as an English student teacher at a primary school. Some key points:
- The author focused on using more English in the classroom and recognizing different needs of students. They planned six lessons incorporating technology, reading, writing and other skills.
- Lessons included interactive activities like games and videos to motivate students. Visual materials helped engage those learning English for the first time.
- While progress was made using a more communicative approach, planning remained challenging with students having little English. The author believes better training for current teachers could improve language instruction overall.
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
Fernanda observed her first class with a group of 5th year secondary students. She found the students seemed indifferent to her presence and the teacher said their English level was beginner despite being in their last year of secondary school. The class involved revising vocabulary through games with students enthusiastic to compete but showing little interest in learning English. Fernanda is encouraged to continue working with this challenging group.
The teacher aims to integrate listening, speaking, reading and writing skills through class discussions and activities. Students will practice describing situations, expressing opinions, and using structures like
The document is a lesson plan for teaching English to beginner level students. It focuses on teaching about heroes and includes activities to develop speaking, listening, reading and writing skills. Students will learn vocabulary to describe dangerous situations in the past tense, such as "caught fire" and "tripped and fell". They will also learn reactions like "shout for help" and "stay calm". Through interactive activities, students practice using the new language to retell stories of heroic acts. The lesson aims to help students improve their English skills while learning about courage in difficult situations.
The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.
This document contains journal entries from a student teacher, Fernanda Emili E. López, describing her observations of and lessons with a 4th grade English class, group 4A, in Zapala, Neuquén. In her first observation, she notes that the students are enthusiastic and motivated. She describes how the regular English teacher conducts the lesson in Spanish and has the students do activities like describing monsters. In subsequent entries, Fernanda reflects positively on teaching her first lesson to the class, in which she used visuals and a game to engage the students. She aims to encourage more English use and fun activities in her lessons.
The document outlines a lesson plan for a 4th grade English class. The lesson aims to teach students how to give directions to locations. Students will identify buildings on a map of a fictional town called Sweetie City. They will then watch a video that models conversations where people ask for and give directions between places. As they watch, the teacher will check comprehension and have students practice the target language of directions like "turn right", "go straight", and prepositions of location. The goal is for students to develop skills in both understanding and giving oral directions in English.
This document provides a lesson plan for a 4th grade English class in Zapala, Argentina. The lesson aims to teach students prepositions of place by having them describe the locations of buildings on maps. The 40-minute lesson begins with a warm-up activity identifying weather and dates. Students will then describe buildings in their hometown of Zapala. Next, they label buildings and answer questions about the locations of buildings in "Dream Town" using prepositions like behind, next to, and opposite. To conclude, students complete a dialogue practicing the new vocabulary and write sentences with prepositions.
1. The document outlines a lesson plan for a 4th grade English class in Argentina where students will describe rooms in their homes and their dream rooms.
2. During the lesson, students will read a description of Sally's bedroom and answer comprehension questions. They will also learn and practice using "there is/are" to describe rooms.
3. The main activity will have students write and draw descriptions of their own dream rooms using targeted vocabulary and structures from the lesson.
This lesson plan is for a 4th grade English class in Argentina. The goal is for students to practice describing people and animals using physical characteristics like color, size, and body parts. The teacher will show pictures and have students guess who is being described. Students will then work on writing their own descriptions of animals without saying what it is, so their classmates can guess. The lesson includes introducing vocabulary, modeling descriptions, having students practice writing and reading descriptions, and assessing comprehension through questions.
- The document outlines a lesson plan for a 4th grade English class in Argentina. The lesson focuses on developing listening and speaking skills through an interview activity.
- Students will first listen to an interview with a girl named May and answer questions about her name, age, and monsters. They will then ask questions in an interview about one of May's monsters.
- The goal is for students to practice asking questions using "have/has...got?" and develop their listening comprehension. Short assessments will check students' pronunciation and understanding of question forms.
During the lesson, the students will:
1. Learn and practice commands in English such as stand up, sit down, write, listen, and read through a game of Simon Says using pictures of the monster Mike.
2. Identify physical characteristics of Mike's monster friends by matching description cards to picture cards, describing names, number of eyes/legs/arms, and other features.
3. Write response letters to Mike describing their own monster by choosing a monster and including its physical description.
Fernanda conducted observations of an English class for kindergarten students in group 1A over two weeks. She noted that the students were enthusiastic about learning English despite having little command of the language. Fernanda felt encouraged to work with the group but also panicked about how to deal with their high energy and short attention spans. After her first lesson, she realized she needed to use visuals, repeat instructions more, and improve her voice projection. The students responded positively and Fernanda learned about strategies to keep them engaged, though she still aims to have them use English more in class.
This document provides details of an English lesson for a first grade class in Argentina on farm animals. The lesson aims to develop students' listening, speaking, and vocabulary skills related to farm animals. During the 40 minute lesson, students will watch a video about farm animal sounds, identify animals and their sounds, and participate in activities matching animal names to pictures. The teacher will use flashcards, pictures, and games to reinforce vocabulary and check student comprehension of farm animals and their sounds in English.
The document provides details of an English lesson for a first grade class in Argentina. The 40-minute lesson focuses on teaching feelings like happy and sad. Students will listen to a story about a lion and mouse, learn vocabulary about feelings, and describe how characters feel. They will practice recognizing emotions on faces, make their own happy and sad masks, and sing a song acting out different feelings. The teacher aims to develop listening and speaking skills while focusing on emotions.
This document provides a lesson plan for a beginner English class focusing on school objects. The aims are for students to identify different school objects, develop listening and speaking skills, and use the indefinite article "a". The lesson will introduce school objects, colors, and numbers using flashcards, real objects, and worksheets. Students will practice recognizing, naming, counting, and describing objects. Formative assessment will involve short questions about objects, colors, and numbers to test pronunciation and recognition. The teacher will closely monitor students and provide support through gestures, modeling, and repetition to help overcome potential difficulties with vocabulary and language structures.
1. The document outlines a 40-minute English lesson for a first grade class in Argentina focusing on domestic animals.
2. The lesson aims to develop students' listening, speaking, and vocabulary skills around domestic animals and their sizes.
3. Activities include greeting routines, introducing vocabulary for common pets and sizes through pictures and toys, a drawing activity where students draw big or small pets, and closing questions reviewing what was learned.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Lesson plan 3 Secondary Level
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López, Fernanda Emili E.
Período de Práctica: Nivel secundario
Institución Educativa: I.F.D. N°13
Dirección: Italia 141, Zapala, Neuquén.
Sala / Grado / Año - sección: 5° 1
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Idioma Mundial
Clase Nº: 3
Fecha: 19/05/15
Hora: 09:50 a 10:30
Duración de la clase: 40 minutos
Fecha de primera entrega: 16/05/2015
Teaching points:
Revision of present simple (verb to be, do you…?)
Revision of present continuous. (are you…?)
Making questions using both tenses.
Learning Aims
During this lesson, learners will be able to:
Develop their speaking skills by describing pictures.
Develop reading skills by reading sentences produced on their own.
Develop speaking and listening skills by interacting with peers and the teacher.
Develop their writing skills by writing sentences and questions.
Language Focus
Function Lexis Structure Pronunciation
Rev Asking and
answering
questions.
- wash the dishes
- washing my
kitchen floor
Do you…?
(visit/help/listen to
your friends?)
-Do / does: weak
and strong forms.
- am / is / are : weak
2. -She always works
late
-He’s cooking
spaghetti
Are you…?
(reading, painting?)
and strong forms.
New Describing ongoing
events and
expressing likes and
dislikes.
- sink
- he’s bathing his
cat
-bathtub
Do you like / hate /
don’t mind / love
….(reading/sleeping)?
/sɪŋk /
/ˈbɑːθɪŋ /
/ bɑːθtʌb/
Teaching approach: Communicative approach.
Integration of skills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk about the topic using the target language and through students’ interaction
with the teacher and among them. Ss will have to create sentences by themselves using prompts and
pictures which will be shown to them. Then they will write sentences about them.
Pedagogical use of ICT in class: In this lesson, Ss will be encouraged to participate in the blog
created by the teacher which may be used during the whole practicum period. As some ss have
participated in the previous instances, now it will be time for other sts to write their contributions in
the blog.
Materials: board, pieces of chalk and printed pictures related to the topic.
Seating arrangement: Ss will be sitting in a semicircle in front of the board so as to promote
interaction between T and ss and at the same time, they can see each other’s faces.
Cooperative work: learners will work to make sentences on their own and develop speaking
activities. The lesson will finish with a game to end it in a relaxed way.
Possible problems/difficulties and possible solutions:
The activities may take longer than expected. That is why it is necessary to check the time spent on
each activity so as not to run out of time for the production stage.
Students will surely use their mother tongue to refer to some unknown vocabulary. In that case, I
will provide them with the equivalent in English only when it is vocabulary that is not familiar to
them. I’ll foster the use of dictionaries too.
Potential problems students may have with the language: I think most ss would know the
meaning of the different expressions and vocabulary discussed in this class since this is a revision
lesson. However, I will use different techniques to help them such as repeating, giving Ss the first
part of the sentences so that they can complete it and giving Ss positive feedback to encourage them
to participate. Moreover, I’ll mime and use flashcards for them to understand the meaning of verbs
and adjectives.
Pronunciation will be checked when Ss create sentences on their own and read them aloud.
Moreover, they will also be assessed during the whole lesson since this is a lesson developed to
practice present continuous and simple tenses.
3. Assessment: pronunciation and understanding of statements will be done during their production of
sentences. Their written work will also be checked by the T. Short questions like: Is this right?
Together with an expression of confusion will be used to helps Ss understand that they are making a
wrong statement or question.
Routine (2’): Hello everybody! How are you? Thanks for posting your previous work online in
the blog!
Transition: Today we will revise two familiar tenses to you before you take the exam on
Thursday.
Presentation (8’)
The T will show Ss the following video. If ss cannot see it on their netbooks, then the T will
bring hers and lend it to the ones who don’t have it.
Link (2’37): https://www.youtube.com/watch?v=SzL6Ww7xUWc
Video description and reason for its use: There are 3 groups of scenes in this video:
1) Someone is very surprised when she sees what her friend is doing.
2) One friend convinces another to switch from Ordinary Soap to Sparkle.
3) The GrammarRappers magically appear in an office, a kitchen, and a backyard.
I think it will be interesting and students will visually appreciate the difference between
using Present Simple for activities realized with frequency and Present Continuous for what is
happening at the moment. Moreover, this video may model the two activities which will be done
after its presentation.
Video transcript:
1) Friend 1: What are you doing?
Friend 2: I’m washing the dishes in the bathtub.
Friend 1: That’s strange! Do you usually wash the dishes in the bathtub?
Friend 2: No! I never wash the dishes in the bathtub. But I’m washing the dishes in the
bathtub today.
Friend 1: Why are you doing that?
Friend 2: Because my sink is broken.
Friend 1: I’m sorry to hear that.
2) Friend 1: Hi Tim!
Friend 2: Oh, Hi Charles!
Charles: Tim! What are you doing?
Tim: I’m washing my kitchen floor.
4. Charles: But you’re using ordinary soap.
Tim: So? I always use ordinary soap. Don’t you use ordinary soap when you wash your
kitchen floor?
Charles: Never! I use Sparkle! Here Tim, I have some with me! Let’s try it on your floor
right now.
Tim: Wow! Look at this floor! It’s shining.
Charles: It always shines with Sparkle!
Tim: No more ordinary soap for me!
3) Office:
GrammarRappers: What’s Fran doing? She’s working late. Working late? Why is she
doing that? It’s Monday. She always works late on Monday.
Kitchen:
GrammarRappers: What’s Bob doing? He’s cooking spaghetti. Cooking spaghetti? Why
is he doing that? It’s Wednesday! He always cooks spaghetti on Wednesday.
Backyard:
GrammarRappers: What’s Gary doing? He’s bathing his cat. Bathing his cat? Why is he
doing that? It’s Friday! He always bathes his cat on Friday.
After watching the video, the T will play it again but this time concentrating on each
specific group of scenes.
Questions to be asked after the scenes are seen:
What is happening? What does he / she always/ never do?
Possible answers:
-She’s washing the dishes / he’s washing the floor / she’s working late / he’s cooking
spaghetti / he’s bathing his cat.
-She never washes the dishes in the bathtub. / He always uses ordinary soap / She always
works late on Monday / He always cooks spaghetti on Wednesday / He always bathes his cat on
Friday.
Transition: The T may ask: Which tense are we using to refer to what is happening now? Which
one to refer to what always or never happens?
Activity 1 (12’): Ss should provide answers since this is a revision lesson. The answers may be
Present Continuous for what is happening at the moment of speaking and Present Simple for
activities which always or never happen.
5. The T will assess Ss understand the difference between both tenses. Moreover, she’ll check
the correct use of both of them. T: Remember, how do we form a sentence in the present
continuous? What do we need? Which verb?
Ss: The verb to be.
T: yes!! And what happens to the other verb? What do we need to add?
Ss: The –ing!
T: Excellent! Now what happens to sentences in the present simple? Does the verb need anything?
Ss: Sometimes!
T: Why sometimes? What happens to it?
Ss: the verb carries “s”!
T: Yes! But when does it carry an “S”? Does it happen with all the pronouns?
Ss: with he/she/it
T: Ok! You are right! But what about the other pronouns? What happens to the verb?
Ss: Nothing!
T: Yes excellent! Now we will work in pairs. I want you to take a look at what I’ll write on the
board please.
The T will write some prompts on the board for Ss to produce sentences on their own. The
words will be: ALWAYS / NEVER / NOW / TODAY.
She’ll say to ss: Take a look at these words, what do they refer to?
Ss: Time!
T: Yes, they tell us about how often something happens and when they happen. What do
you think? Which tense do you use with “always / never / now / today”, present simple or
continuous?
Ss: Always and never with present simple and now and today with present continuous.
After Ss recognize when to use these words. The T will stick the following pictures on the
board. She’ll say: Now take a look at these pictures and tell me what activities you see.
Pictures
6. The T will stick these pictures on the board and she’ll point to them by asking: What is he/she
doing?
Ss: He’s sleeping / she’s talking on the phone / he’s eating spaghetti / he’s having breakfast.
T: Excellent! Which tense did you use?
Ss: Present Continuous.
T: Yes! Can you make one sentence using Present simple?
Ss: He sleeps?
T: Yes, can you join the sentence in present continuous with one in present simple using the
words I wrote? (T mimes “join” with her hands) Try to make a complete and interesting sentence,
like the ones from the video, remember?
Ss: He is sleeping now. He always sleeps.
T: That’s right...but what else can you say?
Ss: Is it ok to say…He is sleeping now but he always sleeps a lot on Sundays.
7. T: Yes! Excellent! Try to be as creative as you can! Write four sentences describing what
they people are doing know and what they always, sometimes, never do.
The T will monitor the activity walking around the desks and checking the correct use of verbs in
both tenses.
After a few minutes, some Ss will be asked to read their sentences aloud. The T will assess
pronunciation of verbs and time expressions whenever ss read their sentences aloud by repeating the
word or asking: How do you say….?
Transition: Great! Now that we have compared these pictures, I’d like you to tell me which of
these activities you like doing!
Activity 2 (13’): The T will stick one more picture on the board and will ask ss: What are they
doing? Do you like riding your bikes/cycling?
Picture
This picture has been added for ss to write 5 questions.
Ss will give their opinion as regards this activity.
The T will point to another picture and say: I don’t like eating spaghetti, what about you?
Ss will answer the question. The T will say: Now I would like you to ask your partners
about these activities.
The T will write other words on the board, she’ll erase the time expressions and write the
following: LIKE / LOVE / HATE / DISLIKE / DON’T MIND.
8. T: I want you to write 5 questions for your partners using these words, who can give me an
example?
In this way the T will check understanding of instructions and check how ss produce the
questions.
For instance: Do you like having toast for breakfast?
Possible answer: No, I don’t. I hate toast.
Ss will work in pairs and ask the questions to each other. If there’s time left, then students
can walk around asking other mates the questions created by themselves.
The T will walk around while ss ask questions to each other.
Closure (8’): The T will finish the lesson by proposing a game to Ss.
T: I’d like you to form 2 lines of 8 students. (The number will vary according the number of ss
present that day)
I’m going to show the first two people on the line a sentence… at the same time! Then, they
will run and will say it to the student behind them (The T points to the students). You should
whisper the sentence to your partner but quickly because the last person (the T points to students
when she refers to them) that is there next to the board, he/he will have to write the complete
sentence without mistakes! The group that makes no mistakes wins!
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?
2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?
3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?
4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?
5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?
6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?
9. 7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?
8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?
9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?
10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?
11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissection explainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?
13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?
14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?
15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?
16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?
17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?
18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
10. - Others?
19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?
20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?
21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?
22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?
Observations:
Dear Emili
Althoughthe choice of the videoisverygood,the lessonplanisnotcoherentwiththe approachyouclaim
youwouldimplement.The activitieshave noframingcontext,andtheyare notsustainedbyany
communicative purposeeither.
Please,reflectonthe commentsandthisfeedbacksothatyoucan furtherdevelopthisandyournextplans.
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization
Coherence and
sequencing
Learning aims
Stages
Activities
Teaching strategies