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

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: 7
Fecha: 02/06/15
Hora: 09:50 a 10:30
Duración de la clase: 40 minutos
Fecha de primera entrega:28/05/2015
Teachingpoints:
 Revision of past simple (verb to be, did you…?)
 Revision of could and can (could you…? Can you…?)
 Use of reading and writing strategies.
Learning Aims
During this lesson, learners will be able to:
 Develop their speaking skills by differentiating the uses of could and can.
 Develop speaking and listening skills by interacting with peers and the teacher.
 Develop their writing skills by creating a story in a group.
 Develop their reading comprehension skills by analysing a text.
Language Focus
Function Lexis Structure Pronunciation
Rev Writing sentences.
Answering
questions about a
Can I speak English
now?
Now I can speak
Past simple:
Regular and
irregular forms.
-Past simple
endings:
Ed as /t/ and /id/

2. picture and a text. two languages. Can you…?
New Writing sentences
using can and could.
Could I speak
English when I was
3 years old?
When I was 3 years
old I could speak
one language.
I couldn’t have a
conversation.
Could you…? /kʊd/
/kæn/
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. As regards reading and writing skills, Ss will work in groups to
do a reading comprehension race. At the same time different sub-skills are developed through the
activities, such as relate, match, associate, and create, in which Ss are actively involved. Ss will
write sentences on their own about different pictures.
Pedagogical use of ICT in class: As some ss have participated in the previous instances, now it
will be time for others to write their contributions in the blog.
Some ss have participated in the blog; however, I asked the rest of ss why they hadn’t
participated and some of them do not have an e-mail address or social networking sites, which
could be useful to participate 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 that interaction
between T and ss takes place and at the same time, they can look at one another’s faces.
Cooperative work: Students will have to cooperate with one another to participate in a reading
comprehension race. Moreover, they can work together to write different sentences.
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.
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.

3. Assessment: pronunciation and understanding of statements will be assessed 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? I would like to tell you a little bit about me.
Transition: The T will show students a poster with pictures of herself at different ages…
Presentation (8’)
T: Take a look at this poster, what do you see? Who is she?
Pictures:
Ss: You?
T: Yes, it’s me when I was a child and this is me now (points to the different pictures of herself).

4. What do you think? Could I speak English when I was 3 years old? Guess!
Ss possible answers: yes/ no
The T asks a different question: Can I speak English now?
Ss: yes
The T writes the questions on the board:
Could I speak English when I was 3 years old? / Can I speak English now?
PAST NOW
She’ll also write the timeline under both questions for Ss to notice the use of time in both questions?
T: So take a look at this chart, when do I use “Could”? And when “can”?
Ss will be given the possibility of forming the rule on their own so as to check the correct use of
both modal verbs.
Ss: Could for the past / Can for the present.
The T will then focus on each question: Look at this (points to “could”), X, (calls one student) could
you speak English when you were four?
X: No
T: No…? Who are we talking about?
X: No, I?
T: Ok, look at the beginning of the question, how does it begin? (Points to the word “could”)
X: No, I couldn’t.

5. T: Excellent, now Y (calls a different student), Can you speak English? (she says “can” a little bit
louder than the rest of the question).
Y: Yes,I can / No, I can’t (If the students do not know how to answer the question, she’ll repeat the
same process as with “could”)
T: So let’s see…When I was 3 years old, I couldn’t speak English and now I can.
The teacher will ask short questions too to different students using“Could you…? / Can you….?.
For this, the T will use a different expression given about her in the poster. She’ll read:
“When I was 3 years old I could speak one language. Now I can speak two.”
So, X, could you speak…? / can you…?
A different sentence about her will say:
“When I was 10 years old I ____________, now I _________”
T: What do you think is missing? (She’ll encourage ss to complete the sentences on their own and
she’ll write the missing parts).
Finally, some Ss will be asked to say a sentence about themselves so as to check the correct use of
can and could.
Learning about each other: This is the most crucial and general factor fostering
intermember relationships, involving the students' sharing genuine personal information with each
other. According to Dornyei (2007) acceptance simply does not occur without knowing the other
person well enough; therefore, I believe it’s important that the teacher and students exchange
information about themselves.
Transition: Great! Now let’s read a little bit more about English and me.
Activity 1 (15’):
This time the teacher will form four groups. In this activity, Ss will be trained to scan texts
effectively. It’s a “reading comprehension race” which will encourage Ss to participate in the lesson
in an encouraging way.
There will be activities displayed in four different locations around the classroom. In this
activity students go from one place in the classroom to another in teams of three or four to look for
specific information at reading stops. At each of these stops a multiple-choice activity or fill-in-the-
gaps one will be displayed. Four groups will be formed, then there should be four stops, so that each
group can start from a different stop and move clockwise until they have visited all of them. A
group can spend only two/three minutes at each stopand they have to write down their answers to
the exercises on an answer sheet. Once the teams have been through all the stops, the answers for
each group are checked.Cooperation and discussion among each group is fostered.
Music will be displayed during this activity. Using background music can contribute to a good
language learning atmosphere by counteracting teenagers’ vulnerability to stress and consequent
aggressiveness. The objectives of using music are “to slow down thought, to alleviate anxiety, to
improve concentration, to find pleasure in learning, and to educate emotion” (Cury 2007, 141).

6. The T will say: Now I want you to form 4 groups. As you can see, there are four tables
where you have sheets of papers. Each group will go around the four tables. Whenever the music
stops, you have to go to the following table and do the exercises. Do you understand?
Ss will complete the answer sheet and the teacher will check correct answers with the whole
group.
Reading each group will receive: (Written by me)
The Story of English and Me
This story started when I was four years old. My mother decided to
send me to a school of English. I could speak Spanish but it wasn’t perfect.
Now it is easy for me, I can speak English without any problem. But 20
years ago, I couldn’t have a conversation of any kind with anyone. I
remember those days of “Hello Miss, how are you?” when everything was
much easier than today!
I wanted to learn English so I could watch films and understand
everything they said. This didn’t happen after a few years…when I was
around 12 years old. At first I thought “I can speak English” but then a
new problem appeared: grammar. This was really difficult for me and only
after a few years I could understand the verb to be!
Everything changed when I imaginedtravelling to other countries
and speaking to different people in English. Now I can make friends with
people from everywhere! What is more, I know I can get a good job only if I
can speak perfect English.
Now I can say my English is not perfect but after a long time (almost
20 years), I can communicate in this language. This is important for me.
I could learn a lot and I can continue doing so!
Emili

7. Exercise sheet groups will have to complete:
Transition: Great! Excellent job everyone! Now let’s continue working with the same groups.
Activity 2 (13’):
The same four groups will continue working together. However this time, each of them will
have to work with different sentences as regards some pictures.
T: After a few years, I started to teach English! However, one day some students didn’t do
their homework. You will all receive some pictures. I would like you to write why my students
couldn’t do their homework!
Picture (taken from Side by Side 2-Molinsky and Bliss)
TABLE 1: Complete the missinginformation.
She ___could___ speakinEnglishwhenshe was5 yearsold.
She ______couldn’t have___a conversationinEnglish.
She ______couldn’t say____ “Hello,how are you?” whenshe was2 yearsold.
TABLE 2:Choose the correct answer(A; B; C)
She wantedto learnEnglishsoshe A:CAN B: COULD C: COULDN’T watch films.
She A: COULDN’T B: CAN’TC: CANNOTunderstandthe verbtobe.She couldspeakinEnglishatA:
2 B: 3 C: 6
TABLE 3:Complete the missinginformation.
She ___can____travel to otherplacesand____meet_____ otherpeople.
She ___couldn’t___ get a goodjob if she didn’tspeakEnglish.
People ___can____speakEnglishina lot of placesaroundthe world.
TABLE 4:Choose the correct answer(A; B; C)
After20 years,she A:CAN ‘T B: COULDN’T C: CAN speakperfectEnglish.
She A: CAN’TB: CAN C: COULD learna lot more.
She A: CAN’TB: CAN C: COULD communicate inEnglish.
Answerkey: in red

8. Learners will receive a sheet of paper with this picture. Learners will work in groups to
make up the sentences using all the pictures, verbally. They can write about four different situations
using the same set of pictures. There will be room for creativity.
The T will ask each member of the group to write a sentence (which would be a reason) for
not having done the homework.
The T can even give some ideas for Ss to create sentences on their own as: why do you
think they couldn’t do homework? Were they sick? Did they visit a friend at the hospital?
Ss may use the pictures given or create reasons on their own.

9. Closure (4’):
Students will be given the opportunity of saying why they think students couldn’t do their
homework. If there’s time left and four members per group, then each student can read one reason.
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?

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
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?


10. 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
- 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
Thislessonplanincludesgroupworkorganized throughreadingcomprehensionstages,whichwill surelybe
motivatingforSS.Good choice!
Make sure youreflectonthe aspectsto improve.Also,beware of basiclanguage mistakes.
Good use of relevantquotestosupportthe activitiesdevised!

11. Have a greatclass!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies

Language accuracy

Observations Minimumscore:20 / 32
Score:24 /32= 7.5