lesson plan

1. Lesson Plan One
Alumno Residente: Cintia Beramendi
Período de Práctica: 3, nivel Secundario
Institución Educativa: E.S.B N°306
Dirección: Paraná 36, Bahía Blanca, Buenos Aires.
Sala / Grado / Año - sección: 2°A
Cantidad de alumnos: 30
Nivel lingüístico del curso: elemental
Tipo de Planificación: Clase
Unidad Temática: Holidays
Clase Nº: 1
Fecha: 9 de Octubre de 2015
Hora: 09:40hs
Duración de la clase: 120 minutos.
Fecha de primera entrega: Domingo 4 de Octubre de 2015.
Teaching points: Affirmative sentences in the Past Simple using regular and irregular
verbs.
Aims: During this lesson, learners will be able to:

2.  Develop their communicative competence by starting informal conversation.
 Develop their speaking skills by referring to their past holidays
 Develop their listening, speaking and writing skills while writing an e-mail, watching
a video and performing a role-play activity.
Language focus:
Lexis Function Structure Pronunciation
Revision Good morning!
Hello! How are
you?
What can you
see here?
Holiday, beach,
mountains,
walking, travel,
swim, airport,
plane, bus, car.
Follow simple
commands “sit
down, listen to
me”
Wh questions in
the simple
present such as
“How are you?”
I’m fine. Do you
like traveling?
Yes, I do. / No, I
don’t.
Production of
the /d/ sound
through
repetition as in
“do”.
New
Sunbathed,
trekking,
climbed, surfed,
fishing, sailed.
Last (winter,
summer,
holiday)
Work trip, flight.
Talk about their
and others’ past
holidays.
Affirmative
sentences in
the past simple
using regular
and irregular
verbs. “I went to
the beach. I
swam. I walked
in the
mountains. I
went to Salta
last winter”.
Production of
the /t/ sound as
in “walked”.
Teaching approach: Communicative approach.
Integration of skills: speaking, reading, listening and writing skills will be integrated in
the lesson as students discuss different ideas orally; watch a video, discuss it as a class;
they also read an e-mail and write one as well; and perform a role-play activity.
Materials and resources: Pictures, photocopy, video, a projector, chalk and duster.
Pedagogical use of ICT in class or at home: In this lesson, students will watch a video
about a woman talking about her last trip. The teacher will take her notebook to connect it
to a projector. In case the projector isn’t available, the teacher will download the video and
play it on her notebook and go around the classroom so all students can watch it.
Meanwhile, she will get students a set of questions to predict what the video is about.

3. Seating arrangement: students will be sitting in pairs in order to do the activities
proposed by the teacher. This time, it isn’t necessary for students to sit in groups since the
activities are designed to work in pairs. The desks are distributed in 3 lines but the
classroom is too small for 30 students so they are close together.
Possible problems / difficulties and their possible solutions during the class:
Students may get distracted or bored or may talk more than they are supposed to, so if
they do not listen to the teacher, she’ll ask them to be quiet and stop talking. Besides, if
they continue misbehaving (students talked too much during my observation lesson and
most of them were not willing to work) I’ll separate them and ask them to sit with a different
partner.
Classroom management strategies: The teacher will make students be active
participants during most part of the lesson, and make them talk about their own holiday
experience to engage them in the activities. Besides, she will give them different type of
activities to cover different learning styles.
Potential problems students may have with the language: students may have
problems in understanding what the teacher is saying so the teacher will paraphrase,
exemplify, mime, use pictures or use the sandwich technique (as a last resource) for
students to understand..
Instances of collaborative work in class: students will collaborate with each other when
working in pairs in order to use the new structures correctly.
Assessment: The teacher will assess students’ learning when they participate orally, as
well as when doing their written task and their collaboration in class. Besides, she will take
down notes about students’ strengths and weaknesses and that will be part of their final
mark of their third trimester.
Procedures:
Routine: 15 minutes
Purpose: to greet students and let them know that the lesson has started.
I’ll say “Good morning students! How are you today?”
SS: Good morning teacher! Fine, and you?
T: Very good, thank you! Please I need you to sit down and keep quiet while I call on the
roll, ok? And please turn off your phones!
Transition: Thank you very much! Let’s start!

4. Warm up: 15 minutes
Purpose: to contextualize the topics
The teacher will stick some pictures on the board in order to open a class discussion about
“last holiday”

5. T: “ok students, look at these pictures! What can you see? What are they about? Can you
tell me? SS: beach!, mountains, cars, train, plane, people.
T: yes, very good! But look at this family! Are these parents working? SS: No! T: where are
they? SS: at the beach! T: yes! they are on holiday! Did you go on holiday last
winter/summer? SS: yes/no T: where did you go? SS: to the beach! To the mountains! T:
excellent! And who did you travel with? Did you travel with friends?/ with your family? SS:
with my family! T: Did you enjoy your holiday? SS: yes! T: What did you do there? Did you
walk on the beach? (miming) Did you climb a mountain? Did you sunbathe? SS: yes! I
walk on the beach! T: ok, you walked on the beach! Very good! What else did you do?
(and we continue up most students have participated).
Transition: You had wonderful holidays students! I’ll tell you about my last winter holiday!
Presentation:15 minutes
Purpose: to introduce new vocabulary and structures.
T: Last winter I went to Cordoba! (I’ll write the infinitive form and past form of the verbs on
the board as they appear. For instance I’ll write first went to Cordoba and then, the
infinitive form of the verb but placed before the past form) Besides, while I tell them about
my trip, I’ll show them some photographs I took during my winter holiday.
go I Went to Cordoba
The pictures I’ll take to the class are:

7. I really enjoyed my trip! I went with my boyfriend and we did many different activities. The
hotel was really beautiful! And the village was really nice too! We went to Villa General
Belgrano! There we visited many small villages that are close to it. We went to “La
Cumbrecita”, a small village that is 20 km far from Villa Gral Belgrano, where we walked a
lot because you are not allowed to enter by car. We went trekking, rode a horse, and many
other activities. Besides, we went by car on a mountain road which was really high and
where there was snow! I didn’t know snow! We had a really good time there! (The teacher
will stop talking for a minute and ask students to notice the past form of the verbs and ask
them to look at the list of verbs they have on the last page of their coursebooks;
champions 1. The teacher will explain to them that when they want to talk about the past
they should use those verbs that appear on the list. In case the verbs they want to use
don’t appear there, she will ask them to look at the verb “visited” written on the board for
students to infer the rule. She will explain that those verbs that go with –ed are regular,
and those whichchange are irregular verbs) so she’ll say T: ok students, if you noticed I’m
talking about the past right? So, when you want to talk in the past you should change the
infinitive form of the verbs and use them in the past. Which is the past form of the verbs?
(pointing to those on the board)So, please open your coursebooks (champions 1) and go
to page 98. Can you see the past form of the verbs? SS: yes! T: but can you find in the list
the verb “visit”? SS: no! T: why not? Can you find it on the board? SS: yes! it has –ed. T:
yes! Very good, because it is a regular verb, and regular verbs are similar to their infinite
form but you have to add –ed, right? For instance, what is the past form of “talk”? SS:
talked! T: very good! And the past form of walk? SS: walked! T: Excellent! Well, I continue
telling you about my trip! As regards the travelling itself, we traveled by car (miming). I
would like to travel by plane some day, because I haven’t yet. Did you travel by plane on
your last holiday? SS: yes/ no! T: good! The idea of travelling by plane scares me a bit
because sometimes because of climate conditions you can miss it and sleep in the airport!
Transition: Watch what happened to the woman in the video!
Activity 1: 15 minutes
Purpose: for students to notice the use of past simple verbs in a meaningful context and
listen to their pronunciation.
The link to the video is https://www.youtube.com/watch?v=XOCOEZfGmVE
Script:
Sophie: I´m so happy to be home.
Son: I bet. So, tell us what happened.
Sophie: Well, on Thursday afternoon I saw the weather forecast on the TV in the hotel
and it said there was a big storm coming.
Son: Yes, that was when we spoke.
Sophie: That´s right. So, I took a taxi to the airport straight away. I wanted to leave before
the storm came.
Daughter: Good idea. Did you get to the airport OK?
Sophie: Yes, I got there, but hundreds of other people had the same idea.
The storm arrived faster than anybody expected so there were no flights!

8. The road to the airport was completely flooded, so nobody could go back into town.
We got stuck in the airport!
Son: Did you think it would be for so long?
Sophie: Not at all. We all thought one night… possibly two.
Daughter: Did you have enough food?
Sophie: I bought some food on the first day, but it wasn´t very good by the third day.
On my birthday I had a packet of crisps and a two-day-old sandwich for lunch.
Son: Poor mum
Daughter:What about the bathrooms at the airport? Were you able to have a shower?
Sophie: No! The water pipes froze so after the first day there wasn´t any water. It wasn´t
nice!
Son: That´s disgusting!
Sophie: Don´t worry! I´m clean now!
Daughter: So, what did you do all day in the airport? 280
Sophie: I met some really nice people! We talked, read, played cards.
When they found out it was my birthday, one of them gave me his last bar of chocolate!
Daughter: Ah, cute!
Sophie: It was a strange feeling having no Internet connection, no phone line.
It was horrible not being able to phone you two! We are all so used to being connected all
the time. It was hard.
I know you think I´m on holiday when I´m working, but it´s not always easy you know!
Son and daughter: Happy birthday, mum!
T: The video is about a woman called Sophie, who went on a work trip to the USA. She
traveled by plane. But she couldn’t get home as she planned to. What do you think
happened with the flight? Did she have any problems? Where did she sleep? Discuss with
your partner and then, we check your predictions.
Please watch the video and pay attention to the dialogue. Write down notes about what
happened to Sophie so then, we discuss with the class and check your predictions. We will
watch it twice. Are you ready? SS: yes!
As we watch the video, the teacher will stop it several times to ask students questions so
they can take down notes, and also to check comprehension. For instance the teacher will
ask: What happened when Sophie saw the weather forecast? What did she do? Did she
get to the airport? What happened with the storm? Did she board the plane? What did she
do? Did she have a shower in the airport? What did she do all day in the airport? Was it a
special day for her? Did she phone her son and daughter?
After watching the video, I’ll ask students if they liked it, if their predictions were right and
we will discuss it with the whole class.
Transition: Very good students!
Activity 2: 15 minutes
Purpose: for students to practice the new structures and vocabulary and promote
autonomy.
T: Now, I’ll show you an e-mail that a friend of mine sent me last week about his summer
holiday. My friend lives in Mexico but he is learning to speak and write in English so in

9. order to practice the new language, he wrote to me in English. The problem is that he
made many mistakes. Could you help me correct those mistakes? SS: ok! T: right! You’ll
work in pairs, ok? And you may help yourselves with the verb list at the end of your
coursebooks. SS: ok!
The e-mail, I created, is the following: (the teacher will give each student a copy of the e-
mail for them to put the verbs in the correct form)
Hi my dear friend!
How are you? I’m really fine! Yesterday I _________(return) from my trip to Perú.
It ______(is) really wonderful! I ________(go) with two more friends.
We ________(walk) a lot since we _________(do) 3-days trekking to reach “Machu
Picchu”. It is unbelievable! Amazing!
We __________( spend) a week in Perú and then, we ___________(go) to Máncora for
seven more days. It is a great beach at the north of Perú.
There, we ____________(swim) in the sea, __________(sunbathe),_____________(go)
to different restaurants and also ___________(sail). Peter, one of my friends
_________(go) fishing at night but I _________(prefer) to stay at the hotel.
Now, we’re thinking on traveling to London but my English teacher ___________(tell) me
I need to improve my speaking and writing.
Well, I have to go now!
Love and kisses, 
Mario!
T: Have you finished? SS: yes! T: ok! Let’s check! Who can start reading? SS: me! T: Ok
mica let’s start!
T: So, what’s the e-mail about? (students and teachers discuss the content of the e-mail)
Transition: excellent job students!
Activity 3: 20 minutes
Purpose: to develop writing skills while using the new verb form in a meaningful context.
T: What do you think about sending a similar mail to a friend of you? You are going to write
an e-mail about your last holiday and send it to me. Look at Mario’s e-mail. How should we

10. start writing? What should we write first? SS: Dear friend! T: yes, very good! And then?
SS: How are you? T: yes! very good! Remember to include the place where you went, who
you traveled with, how many days you spent there, and so on ok? And please, be careful
with the use of the verbs! If you have any doubt please call me.
(the teacher will monitor students walking around the classroom)
T: have you finished? SS: yes! T: ok, who can read his/her e-mail? Any volunteer? SS:
me! T: ok , Juan come on! Read your e-mail! (the teacher will let some students read their
e-mails in order to increase students’ confidence and build a friendly relationship with the
teacher).
Transition: Excellent job kids! Now, let’s be actors/actress ha ha
Activity 4: 20 minutes
Purpose: to develop speaking skills and promote students’ autonomy.
T: Now, the next and final activity has to do with performing a role play activity. You will
work in pairs again. One of you will be the interviewer and the other will be the interviewee
(miming). So, the interviewer will ask some questions (that the teacher will provide, since
they don’t know how to perform questions in the past simple) to the interviewee about
his/her last trip, and write your mate’s answers down on a sheet of paper, ok? For
instance:
1) Where did you go?
2) Who do you travel with?
3) How many days did you stay?
4) What did you do there?
5) Did you like the place?
And the interviewee will imagine she/he arrived yesterday from a wonderful holiday. You
may think how many days you stayed there, the people you traveled with (family, friends,
etc) the activities you did there, among others. And you will also write down those ideas on
a sheet of paper so as it is easier for you to talk about your holiday, ok? Then, you will
change roles, and the one that was the interviewer will be the interviewee and vice versa.
Please, practice your interviews so as to be ready to perform them at the front. Any doubt?
Who can explain me what you have to do?
Ok, let’s start! (the teacher will walk around the classroom helping students in case they
need it).
Closure: 5 minutes
Purpose: to let students know the lesson has finished
T: Ok students, the lesson is over!

11. Goodbye everyone! Have a nice weekend!
See you next class!