This lesson plan is for a secondary school English class on superheroes. The class will be 120 minutes long and focus on practicing the simple past tense. Students will develop their reading, writing, listening and speaking skills. They will have a discussion about superheroes, watch a video, read about three superheroes and match them to descriptions in the past tense, and write a profile of a superhero. The teacher will use a communicative approach and have students work in pairs.

1. Lesson Plan Three
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: “Superhéroes”
Clase Nº: 3
Fecha: 23 de Octubre de 2015
Hora: 09:40hs
Duración de la clase: 120 minutos.
Fecha de primera entrega: Lunes 19 de Octubre de 2015.
Teaching points:
 Talking about past events.
 Introducing time reference
 Revising past simple questions and answers.

2. Aims: During this lesson, learners will be able to:
 Recognize and answer questions in the simple past.
 Develop their communicative competence by starting informal conversation talking about
superheroes.
 Develop their reading and writing skills while reading a text and writing a Superhero’s
profile.
 Develop their listening skills while watching a video.
Language focus:
Lexis Function Structure Pronunciation
Revision
Verbs in the simple
past: saw, watched,
liked, did.
Film, superhero,
superpowers, flight,
transform, save, help,
fight.
Last night, yesterday,
last week.
Answering
questions about
past events.
Answering
questions in the
simple present.
Did you watch a
film last night?
Yes, I did.
Does a
Superhero
save people?
Yes, he does.
Production of
æ/ as in
“spiderman”
New Villain, genetically
engineered, bite,
become, a week ago,
last weekend, in
(1995), a month ago.
Orphaned, crash,
strength,
Talk about
superheroes, and
past events using
time references.
Simple past
interrogative
with time
reference:
When did you
last watch
“Spiderman”? I
last watched
Spiderman 3
years ago.
Production of
/b/ as in “bite”
NOTE:despite in this lesson there is a new structure “When did you last…” the lesson is
aimed at practicing previously learnt past simple structures in order to round up the topic.
That’s why not all the activities have the main focus on that new structure.
Teaching approach: Communicative approach.
Integration of skills: speaking, listening, reading and writing skills will be integrated in the
lesson as students discuss different ideas orally; watch a video and then, read a text from
which they’ll do different written and oral activities.
Materials and resources: Worksheets, a video, a TV, netbooks, chalk and duster.

3. Pedagogical use of ICT in class or at home: In this lesson, students will watch the trailer of
a film (Spiderman) in order to answer some questions about it. Besides, they’ll use their
netbooks in order to find information about “Superheroes”. In case we can’t use the TV, the
teacher will download the video and show it to students from her notebook.
Seating arrangement: students will be sitting in pairs in order to do the activities proposed
by the teacher.
Possible problems / difficulties and their possible solutions during the class: Students
may talk more than it is expected so the teacher will do some seating arrangements if
necessary. Besides, she’ll let students know the time they have to do the activities so that
time is efficiently managed.
Classroom management strategies: The teacher will give students different types of
activities to engage them in the learning process and to cater for different learning styles.
Besides, she’ll promote group oral discussion for students to feel comfortable and encourage
them to participate during the lesson.
Potential problems students may have with the language: students may have problems in
understanding the text, so the teacher will let them work in pairs so they can help each other
with new vocabulary. Besides, they’ll have some problems when writing a factfile, but the
teacher will help and guide them, providing key words and specific data students will have to
include.
Instances of collaborative work in class: students will work in pairs in order to help each
other with new vocabulary.
Assessment: The teacher will assess students’ willingness to participate in class, and their
strengths and weaknesses.
Procedures:
Routine: 10 minutes
Purpose: to greet students and let them know that the lesson has started.
I’ll enter the room and say “Good morning students! How are you today?”
SS: Good morning teacher! Fine, and you?
T: Very good, thank you! Please sit down, turn off your phones and pay attention that I’m
going to call the roll, ok?
Transition: Thank you very much! Let’s write the date! What day is today? (teacher writes the
date on the board)

4. Warm up: 10 minutes
Purpose: to contextualize the topic.
The teacher will write “SUPERHEROES” on the board to start a class discussion and get to
know how much students know about the topic. She’ll ask some questions such as “What is a
superhero?” “What superheroes do you know?” Is Spiderman a superhero? (Writing the
names of superheroes students know on the board) and she’ll guide the discussion asking
more specific questions for students to activate previous knowledge and vocabulary. For
instance “Does a superhero save or help people?” Does a superhero fight against villains?
Meanwhile, she’ll write key vocabulary on the board: save, fight, villains, help, among others.
Transition: good job!
Presentation:10 minutes
Purpose: to introduce new vocabulary and structures, and revise structures and vocabulary
previously learnt.
T: What’s your favourite Superhero? Mine is Spiderman! I really enjoy watching that film. Did
you watch “Spiderman”? SS’ answer: (yes, I did/ No, I didn’t) When did you last you watch it?
(Meanwhile she’ll stick the following strips on the board as an example:
WHEN DID YOU LAST…? A month ago
Two months ago
A year ago
Two years ago
Last week
Last night
In in1995
And she’ll say: I last watched Spiderman a month ago (pointing to the strip on the board).
Then she’ll continue: “When did you last watch Batman?” Did you watch it yesterday?
(Pointing to a student and guiding him/her to answer the question) then, pointing to another
student: “When was the last time you watched “Hulk”? For instance, I watched it a week ago
(pointing to it on the board) SS’ answer. T: Did you like it? SS’ answer. T: Can you ask
him/her? (the teacher will help the student ask the question to his/her partner pointing to the
strip on the board) SS: When was the last time you watched Spiderman? SS.2: I watched
“Spiderman” a year ago. SS1: Did you like it? SS.2: Yes, I did/ No, I didn’t. (we’ll continue
asking the question several times so many students can participate and they get familiar with
the new structure).
Transition: Excellent students!

5. Activity 1: 20 minutes
Purpose: for students to practice previously learnt structures in a meaningful context and
learn new vocabulary while working with some information about “Superheroes”
The teacher will give each student a worksheet and ask to work in pairs. She’ll explain:
T: now, look at the worksheet I gave you. You have to read about the three different
superheroes and guess which one belongs to each description, ok? But first you have to
complete each paragraph with the correct form of the verb. Once you finish, you write the
name of each Superhero under each paragraph, ok? You can work in pairs and help each
other with new words, try to infer meaning through context. Who can explain what you have
to do? (Once students start working, the teacher will walk around the classroom helping
students in case they have doubts, and with new vocabulary. However, the teacher will ask
students to try to infer meaning through context, in case they have problems, she’ll help them
miming or exemplifying).
Complete the paragraphs with the correct form of the verb in
brackets, in the past. Then match each paragraph with the
correspondent character. Who’s the paragraph talking about?
Hulk - Superman - Batman
He __________(be) a refugee on Earth from the long-destroyed planet of Krypton.
Although he ________(look) completely human, he _________(have) many amazing
powers, including flight, strength, speed, resistance to extremes of cold and heat,
invulnerability to physical wounds, and more.
The story describes how he______ (be) sent away from Krypton before its destruction,
_________(arrive) at Earth, then ________(grow) to maturity and learns of his true identity
and destiny.
___________________________

6. This character _________(have) a lab accident that _________(involve) gamma
radiation and ________(make) him able to turn into a green-skinned monster whenever
he ________(get) angry, while he __________(be) pursued by the United States military.
_______________________
When his parents _________(be) killed by a mugger, he ________(set) out on a journey to
discover the means to fight injustice. He _________(find) a possible answer through a
man named Ra's Al Ghul, the head of the League of shadows. With help from Ghul, and
his assistant Henri Ducard, he _________(learn) the skills he needs to rid of criminals. On
returning to Gotham, he________ (find) the city ruled by crime and corruption. When he
_________(discover) a cave under the mansion, he_______ (come) across the symbol he
is looking for.
__________________________
Adapted from: http://www.moviemistakes.com/film1245/plot
https://en.wikipedia.org/wiki/Hulk_(film)
http://www.moviemistakes.com/film4925/plot
Answer key:
Paragraph 1:
Was-looked-had-was-arrived-grew- (Superman)
Paragraph 2:
Had-involved-made-got-was- (Hulk)
Paragraph 3:
Were-set-found-learned-discovered-came- (Batman)
After some minutes, the teacher will ask students:
“Have you finished? Can we check? SS: yes! Ok, let’s start reading the first paragraph! Who
can start? SS: me! T: Ok! (After we check the verb form of each paragraph and what
Superhero belongs to each one, the teacher will open a class discussion in order to check
comprehension) so she’ll ask: Ok, the first paragraph belongs to “Superman, right? SS: yes!
T: so, what is it about? Who was Superman? Where was he from? What were his
superpowers? (and the same with the other paragraphs).

7. Transition: Excellent job! Now, let’s meet another superhero!
Activity 2: 15 minutes
Purpose: for students to develop their listening skills while watching a video.
T: When did you last go to the cinema? (SS’answer) Very good, now we’re going to watch a
trailer of the film. Pay attention because you have to use some information to complete a
worksheet, ok? (We’ll watch the video twice. The first time is for students to complete the
while watching activity, and the second time to discuss about this character and the film with
the class).
Link: https://www.youtube.com/watch?v=FN3YaybNJ2s
SCRIPT:
Who Am I? Are you sure you wanna know?
Somebody told you I was just your average ordinary guy
not caring the world, somebody lied
The truth is it wasn't always like this. There was a time when life was a lot less
complicated
Can I take you a picture? For the school paper?
Sure!
In this lab you’ve 15 geneticallyenhanced super spiders
There are fourteen, one’s missing
Peter!Are you all right?
I’m fine!
Pete look, you’ve changed.
I know. I’d do exactly the same thing at your age.
No, not exactly.
Wow!
Peter may I introduce my father Norman Osborn
Ok, nice to meet you Sir.
Harry tells me you’re the science whiz.
You know, I’m something the scientist myself
What the hell is that?
Whatever he is, somebody has to stop it.
With great power comes great responsibility.
This is my gift
Wow
It is my curse
Who are you?

8. Who am I? I'm spider-man!
You’d like it to say thank you this time
you do too much you’re not Superman you know
While watching:
Peter Parker was
a) A chef
b) A doctor
c) A photographer
Peter Parker was bitten by a:
a) Snake
b) Bat
c) Spider
Spiderman is:
a) A place
b) An animal
c) A man
Spiderman:
a) Helps people
b) Damages places
c) Is dangerous for people
Spiderman suit is:
a) Green and red
b) Blue and white
c) Red and blue
After watching the video once, the teacher will say: Ok students, let’s check! The first
sentence, was Peter Parker a chef? SS: no! T: what was he? SS: he was a photographer! T:
very good! What about the second sentence? (we continue until we check all the sentences)

9. T: Ok, students let’s watch it again!
After watching for the second time the teacher will ask students to discuss the video with their
partners.
T: Ok, now discuss with your partner: What type of film is “Spiderman”? is it a romantic film?
Is it a fantasy film? What is it about? Please, take down some notes about what you
understood about the film. Then we’ll discuss orally.
(After a few minutes) T: Ok, What type of film is it? Did you like it? What is it about? Was
Spiderman a hero? How did he become “Spiderman”? What happened to him? What were
his superpowers? What could he do? (the teacher will help students answer the questions
orally since the next activity is closely connected with this one, and students will have to do a
written activity in which they’ll answer deeply. This is just to introduce the “Superhero”).
Transition: Good job students!
Activity 3: 20 minutes
Purpose: to revise the use of the simple past in questions and answers in a meaningful
context and to develop reading skills.
T: Now, we’re going to know a bit more about Spiderman. Here I have a photocopy about
Spiderman’s profile. You have to read it, and then answer some questions, ok? SS: Ok! T:
good, you may want to work in pairs.
I took the text from the following site, (as regards the questions, I created them):
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnwzMDFzdXB
lcmhlcm9lc3xneDo3MDdkZDAyOWMxZjcwN2Rk

10. Answer the questions:
1) What’s Spiderman real name?
2) What was his job?
3) Where was he born?
4) When did he last see his parents?
5) What happened to them?
6) Who did Peter live with after his parents’ death?
7) When did he last be an ordinary guy? Why?
8) What changes did he suffer?
(While students do the activities I’ll walk around the classroom in case they have some
doubts. In case they have some problems with the vocabulary, I’ll apply the same strategies
as above. I’ll ask them to infer meaning through context and if that doesn’t work, I’ll mime or
exemplify.)
After some minutes I’ll ask: Can we check? SS: yes! T: Ok, Who can read the first question?
SS: me! T: ok! (by this way the teacher checks students’ comprehension and promote
communication in the language).
Transition: Very good students! Did you like the activity? Now, let’s create a Superhero’s
profile!
Activity 4: 25 minutes
Purpose: to promote students’ autonomy while using the past simple tense to create a profile
about a Superhero they like.
T: Now, the final activity has to do with searching the web! Do you like working with your
computers, don’t you? SS: yes! Ok, now you can work in pairs. You’ll choose a Superhero
you like, whoever you like, and you will create a profile like the one about Spiderman, ok? I’ll
give you some sites, where you can search for information. Be careful with the information
you include. You have to follow Spiderman’s model, right? Take into account:
Real name
Profession
Place of birth
Marital status

11. Relatives
And a brief description about his/her history, including his/her superpowers.
Are you ready? SS: yes! Ok, here are the sites where you can find information. However if
you know any other, you can use it.
https://en.wikipedia.org/
http://www.moviemistakes.com/
(Students will search the Internet and find information about the Superheroes. They’ll start
writing the profile in class, so that the teacher can check it first, and at home they’ll print a
picture of the Superhero they’ve chosen and prepare a poster to stick on the classroom’s
wall) so, the teacher will say:
Students, at home you have to find or print a picture about your superhero and prepare a
poster in which you’ll paste the picture and write the profile you are preparing now, ok?
You may write the profile in your computers, and then print it and paste it on the poster.
SS: ok!
(While students work, the teacher will monitor them and walk around the classroom in
case they need help)
Transition: Excellent job students!
Closure: 10 minutes
Purpose: to let students know the lesson has finished
T: Did you enjoy the lesson? Did you like working with “Superheroes”? What did you like the
most? (SS’ answers)
Ok, please bring your posters for next class, ok?
Goodbye everyone!
Have a nice weekend!
See you next class!