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.

1. Lesson Plan Two
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: “Vamos al cine”
Clase Nº: 2
Fecha: 16 de Octubre de 2015
Hora: 09:40hs
Duración de la clase: 120 minutos.
Fecha de primera entrega: Domingo 11 de Octubre de 2015.
Teaching points: Making questions in the simple past.
Aims: During this lesson, learners will be able to:
 Recognize simple questions in the simple past.

2.  Develop their communicative competence by starting informal conversation
 Perform questions in the simple past using question words “What did you do last
night?”
 Develop their speaking and writing skills while writing and performing a dialogue.
 Develop their listening skills while listening to a dialogue.
Language focus:
Lexis Function Structure Pronunciation
Revision Good morning!
Hello! How are
you?
Verbs in the
simple past:
saw, watched,
liked, did, ate.
Film, cinema,
Answering
questions about
different types
of films.
What type of
film is this one?
Simple past: I
watched a film
yesterday.
Production of
–ed /t/ as in
“liked”
New Type of films:
action,
animated,
comedy,
fantasy, horror,
romantic,
musical,
science-fiction.
Talk about
“yesterday’s”
activities.
Talk about
preferred films.
Simple past
interrogative:
What did you
do yesterday?/
Did you watch a
film yesterday?
Production of
/æ/ as in
“action”
Teaching approach: Communicative approach.
Integration of skills: speaking, listening and writing skills will be integrated in the lesson
as students discuss different ideas orally; listen to a dialogue from which they’ll do different
written and oral activities
Materials and resources: Pictures, photocopy, CD player, chalk and duster.
Pedagogical use of ICT in class or at home: In this lesson, students will listen to a
dialogue about a boy and a girl talking about a film. In case the CD player doesn’t work,
the teacher will take a small speaker with the dialogue recorded in a pen drive.
Seating arrangement: students will be sitting in pairs in order to do the activities
proposed by the teacher, and in groups of four depending on the activities.

3. Possible problems / difficulties and their possible solutions during the class:
Students may last more than it is expected when doing the activities as they like talking a
lot, but the teacher will ask them to finish and let them know the time available to fulfill
each activity.
Classroom management strategies: The teacher will make students be active
participants during most part of the lesson, and encourage them to talk about different
types of film they like.
Potential problems students may have with the language: students may have
problems in performing questions in the simple past, so the teacher will let them practice
the structure in a written activity as well as oral activities, from controlled practice to free
practice activities.
Instances of collaborative work in class: students will work in pairs and in groups in
order to help each other with the language.
Assessment: The teacher will assess students’ willingness to participate in class, as well
as when doing the activities proposed so as to determine if they understood. Besides, she
will assess students’ progress and give them some feedback for them to know how they
are going.
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 and keep quiet while I call on the roll, ok? And
please turn off your phones!
Transition: Thank you very much! Let’s write the date! What day is today? (teacher writes
the date on the board)
Warm up: 10 minutes
Purpose: to contextualize the topics
The teacher will stick some pictures on the board about different types of film.

4. Then she’ll say: The other day I was browsing the Internet for movie titles, and I came
across some images related to different types of films. Do you know to what type of film
they belong to? Look! Here I have some strips. (The teacher will show them a bag with
some strips inside it). Can you help me stick each of them next to the right picture? SS:
yes! T: ok, let’s see this one! What does it say? SS: horror film! T: yes! so which of these
pictures belongs to a horror film? (the teacher will mime doing a frighten face) SS: scream!
(or they may point with their fingers and say that one!) T: yes! very good! And what about
this one? What does it say? SS: Romantic! T: yes, very good! (And will do a heart with her
fingers). So, where should I stick it? (and we continue until we stick all the strips next to
each picture). T: excellent job students! My favourite types of film are romantic films and
comedy. What are your favourite types of films? (SS answer)

5. Strips:
HORROR FILM
ROMANTIC FILM
COMEDY
ANIMATED FILM
FANTASY FILM
SCIENCE-FICTION FILM
MUSICAL
ACTION FILM
Transition: Very good students!
Presentation:15 minutes
Purpose: to introduce new vocabulary and structures.
T: I love watching films! I love staying at home watching romantic films in my free time. In
fact, I watched a romantic film last night. I watched “the vow” (pointing to the picture on the
board). What did you do last night? (miming and writing the question on a board’s side)
Did you watch a film last night? (the teacher will write this question too, under the first one)
I did. As I told you, I watched a romantic film. (teacher writes the answer under the
question on the board). What about you? What did you do last night? Did you watch a
film? (pointing to a student) SS: no, I didn’t. T: so, What did you do? Did you eat pizza?
(miming and writing the last question on the board) SS: Yes, I did. T: very good! So, look
Let’s continue! Can you ask her? (pointing to another student) SS: Did you watch a film
last night? SS 2: Yes, I did. T: Excellent. Can you ask him? (the second student asks a
question to a 3rd
one) SS 2: Did you watch a film last night? SS 3: No, I didn’t. T: What did
you do? SS: I watched TV. T: Excellent! (students will continue asking questions to each
other and the teacher will help them with the form of the verbs chosen).
Transition: Excellent students!
Activity 1: 20 minutes
Purpose: for students to notice the use of past simple tense in a meaningful context and
listen to their pronunciation.

6. T: Now, we’re going to listen to two friends which are talking to each other after school.
Can you tell me what they are talking about? Listen! (the audio is from the coursebook
“Champions 1, Oxford”.
Script:
Tom: What did you do last night?
Kate: I watched Spider-Man 3 on TV. Did you watch it?
Tom: No, I didn’t. But I saw it at the cinema ages ago! I didn’t like it. Did you like it?
Kate: Yes, I did. I love Tobey Maguire! He’s my favourite actor!
Tom: Did you like the film or did you like Tobey Maguire?
Kate: I liked them both! What type of films do you like?
Tom: I like action and fantasy films. I bet you like love stories!
Kate: yes, but I like fantasy films, too. I got the DVD of The Chronicles of Narnia for my
birthday. Do you want to come and watch it with me?
Tom: Ok! Oh, no, I can’t! I’ve got a test on Wednesday!
Kate: Come on, Tom! Get a life!
Tom: You’re right! Let’s watch the film! I can study tomorrow.
Kate: We can study together, if you like.
Tom: Thanks, Kate. That’s a great idea.
T: Did you understand the dialogue? What are Tom and Kate talking about? (SS’ answer)
Now, you are going to listen to it again in order to answer some questions, ok? (the
teacher will hand students a photocopy with some questions created by herself)
Answer the following questions according to the dialogue:
1) What did Kate do last night?
2) Did Tom watch a film last night?
3) What did he watch at the cinema?
4) When did he watch it?
5) Who’s Kate’s favourite actor?
6) What type of films does Tom like?
7) What type of films does Kate like?
T: please, first read the questions. Do you understand them? Ok, now listen to the
dialogue again and answer the questions.

7. Have you finished? SS: yes! T: Ok! Let’s check! Who can read the first question? Any
volunteer? SS: me! T: ok, read the question please! SS: What did Kate do last night? T:
good, who can answer it? Another volunteer? Ss: Me! T: ok! Ss: She watched Spider-man
3. T: Excellent! (and we continue like this checking the answers making different students
participate).
Transition: Excellent job!
Activity 2: 15 minutes
Purpose: for students to practice text organization and foster students’ collaborative work.
T: Look people! Here I have the script of the dialogue we’ve just listened but I’ve mixed its
parts. Can you help me to put it in the right order? SS: Yes! T: Ok, please sit in groups of
four (students may be sitting in groups so that they can discuss the organization of the
text, exchange opinions, and help each other with the language).
Ok, here you have a copy of the script and you have to order each part, ok? You may cut
each part and order it but don’t stick it yet. We’ll stick them in your folders once we check
with the CD. (teacher hands one copy per student despite they work in groups, so as all of
them can read it.)
Kate: Come on, Tom! Get a life!
Tom: You’re right! Let’s watch the film! I can
study tomorrow.
1Kate: Yes, I did. I love Tobey Maguire! He’s
my favourite actor!
Tom: Did you like the film or did you like
Tobey Maguire?
Kate: I liked them both! What type of films do
you like?
2
Tom: What did you do last night?
Kate: I watched Spider-Man 3 on TV. Did
you watch it?
Tom: No, I didn’t. But I saw it at the cinema
ages ago! I didn’t like it. Did you like it? 3

8. Tom: I like action and fantasy films. I bet you
like love stories!
Kate: yes, but I like fantasy films, too. I got
the DVD of The Chronicles of Narnia for my
birthday. Do you want to come and watch it
with me?
Tom: Ok! Oh, no, I can’t! I’ve got a test on
Wednesday!
4
Kate: We can study together, if you like.
Tom: Thanks, Kate. That’s a great idea.
5
T: Have you finished? SS: yes! T: ok! Let’s check! This group, how did you order the
dialogue? (the teacher will write each group’s answers on the board like this:
Group 1: Group2: Group 3: Group 4 Group 5:
(and its possible answers)
3
4
1
5
2
Ok students! Let’s see how you did it! Listen to the dialogue again and check if your
answers were right!
(the teacher will play the CD again and check students’ answers looking at the answers on
the board).
Transition: Very good! Did you like the activity?
Activity 3: 15 minutes
Purpose: to practice the use of the simple past in questions and answers in a meaningful
context and for the teacher to check students’ understanding of the use of the tense.

9. T: Look students! Here I have a similar conversation between me and my brother but I
forgot to use the verbs in the right form. So, Can you help me to complete it with the
correct form of the verb? SS: yes! T: Ok, let’s start! You can work in pairs if you want to. (I
adapted the dialogue from the coursebook “Champions 1” exercise 3, unit 4, page 41)
Be careful because in some items you’ll have to complete a question. Look at the 1st
item!
What does it say first? SS: Where? T: yes, and what does it mean? SS: donde? T: yes,
and how should we continue the question? Look at the ones we wrote at the beginning of
the lesson (pointing to the questions on the board) SS: Did! T: very good! And then? SS:
you… go.. yesterday! T: excellent! Ok, now you can start!
Me: Where ______________(you/go) yesterday?
Martin: I __________(go) to the cinema.
Me: _____________(you/go) with Jime?
Martin: Well, I asked her, but she didn’t come.
Me: Really? And What ____________(you/do)?
_____________(you/go) home?
Martin: No, _______________. I saw Ale and Juan outside the cinema.
Me: So _______________(you/ watch) the film with them?
Martin: Yes, ____________. We watched “Everest”
Me: _________________(you/like) it?
Martin: yes, ________. It was terrific!
T: Can we check? SS: yes! T: Ok, I need two volunteers! One will be me and the other will
be my brother! (While we check the activity orally, if students have some doubts or have
committed some mistakes, the teacher will write that wrong sentences on the board and
ask the whole class to help her write it correctly)
After checking, I’ll ask for students to answer orally, “What happened to Martin? Where did
he go yesterday? Who did he go to the cinema with? Why? What did they watch? Did he
like it?
Transition: Great job students!
Activity 4: 25 minutes
Purpose: to develop speaking skills and promote students’ autonomy while practicing past
simple tense.
T: Now, the final activity has to do with a written and oral activity at the same time. You’ll
have to write a similar dialogue and then, at the front, you’ll show the rest of the class what

10. you’ve done, ok? For that you’ll work in pairs. Student A will ask questions and Student B
will answer them. Then, when you finish, you change roles, ok? SS: Ok!
T: Good! First, all of you (considering that all students will take the two roles) have to
formulate the questions taking into account the following:
 What type of film/you/see?
 What film/you/see?
 When/you/see it?
 Who/you/go with?
 Who/be/the stars/of the film?
 You/like it?
 What/you/think of the film?
After you finish formulating the questions, start writing your dialogues! Please, take into
account the model from the activity above.
(The teacher will walk around the classroom monitoring students’ work and helping them in
case they need it).
Have you finished? Ok, who wants to start? Please, the rest of the class listen carefully to
their dialogue and write down if you notice a mistake, ok? (the teacher will ask students if
they noticed some mistakes or not. In case they do, the teacher will write the wrong
sentence on the board and ask students to give her the right answer).
Transition: Excellent dialogues students!
Closure: 10 minutes
Purpose: to let students know the lesson has finished
T: Did you like/enjoy the lesson? What did you learn today? Did you like the activities?
What did you like the most? Would you like to do something different? I mean a different
kind of activity? (SS’ answer)
We have to say goodbye now!
Have a nice weekend!
See you next class!