This document provides details of an English lesson plan for a 4th year class of 10 students at the level of Elementary. The lesson focuses on comparing situations from Chapter 3 using comparatives. Students will identify comparatives, make sentences with comparatives, and develop their speaking and reading skills. The lesson uses a poster to teach comparatives, has students do an activity comparing situations from Chapter 3, and completes a multiple choice activity about the first part of Chapter 4. Assessment involves the teacher asking questions and correcting an activity with students.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Antonella Young
Período de Práctica: Secundaria
Institución Educativa: Colegio “Sagrado Corazón”
Dirección: Pellegrini 389
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 10
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Chapter three
Clase Nº: 8
Fecha: 24/10/2018
Hora: 08.50-9.50hs
Duración de la clase: 60 min
Fecha de primera entrega: 23/10/2018
 Teaching points: vocabulary related to the story (chapter three)



 Aims or goals: During this lesson, learners will be able to…
 Talking about chapter three
 Identify comparatives
 Make sentences using comparatives
 Develop their speaking and reading skills
 

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision
New Comparatives Compare
different
situations of
chapter three
The ANC was
older than the PAC
The prison food
was worse than
food in bad
restaurants
-ER endings /ə/
Teaching approach: The lesson is based on the Natural Approach, and organized through
the PPP procedure (Harmer,2010)

 Integration of skills: What skills will be integrated and how?
 Speaking by discussing about chapter three
 Reading by re-reading important concepts
 Writing by writing comparative sentences


 Materials and resources: 
 Photocopies
 Book: Nelson Mandela
 Chalk 
 Board
 poster
 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will sit in pairs to work comfortable 

 Assessment: what will be assessed and how…
I’ll check students’ comprehension by asking some questions orally and by
correcting the comparative task together.

3. Stages in the lesson
Routine(2’ min):
Purpose:
 To greet students and start the lesson
Teaching strategies:
 Ask the date for practice
Skills:
 Listening and speaking abilities
Description and instructions: I’ll enter into the classroom and greet pupils. Then I’ll ask
them what day it is and I’ll take note on the board.
T: Good morning, everybody
Sts: Good morning, teacher.
T: What day is it, today?
STS: “it’s the 24th of October”
T: Good! First I’ll take the attendance …
Translation: Well, now let’s start with the class…
Development(20’ to 30’ min):
Purpose:
 To learn and practise comparatives
Teaching strategies:
 Use of a poster to teach comparatives
Skills:
 Cognitive abilities
 Reading abilities
Activity 2:
Description and instructions: Students will learn about comparatives. First, I’ll focus on
a comparative sentence that is in chapter three, it will be written on the poster, “she
was sixteen years younger than him”. Once they understood the use and meaning of it
they will do an activity related to chapter three.

4. T: Now, we will learn about comparatives. This means that we can compare different
things such as people, animals, countries, places, etc (pointing on the poster). Please,
Valentin and Milagros come to the front. I can say for example, that Valentin is taller
than (emphasizing this word) Milagros (miming). Or that, this window (pointing) is
bigger than the other window (pointing). Thank you Valentin and Milagros, you can sit
down.
In chapter three there is an example of comparatives and this is the example (pointing to
the poster) she was sixteen years younger than him
T: Who do you think the first person is? (Pointing to the word “she”)
STS: Winnie…. Mandela’s wife
T: Good, and who do you think the second person is? (Pointing to the words “him”)
STS: Mandela…

5. T: Good! So, it compares Winnie with Mandela… Is the word “young” a noun, verb, or
adjective? (Pointing)
STS: Adjective!
T: Ok, so we use adjective i.e. words that describe something to compare something and
the word “than” to compare both things. What do we add at the end of the adjective?
STS: ER…
T: Excellent! When we use comparatives there are some simple rules that we need to bear
in mind! Look at this, what happens when the word end in “y”?
STS: We remove the letter “y” and add “ier”
T: Excellent! There are some adjectives that are irregular because we change the word to
compare something. For example the word “bad”, how do we write this word to compare
something? (Looking at the poster)
STS: We write “worse”
T: Good! And… if we use the word “good”?
STS: Better!
T: Excellent… now go to page 19 and in pairs do activity 4.3 bearing in mind the poster.
Transition: Now that we finished chapter three we will focus on the following activity
about the first two pages of chapter four.

6. Description and instructions: I’ll tell them to read the first subtitle of chapter three and
do a multiple – choice task.
T: Open your reading book at page 20. You will read only the first subtitle and do the
following activity … Please, give a photocopy to each mate… read the activity Gabriel.
ST: Complete the sentences making a tick in the correct answer.
T: Thank you! What will you have to do? complete? Make a tick? Or match? (miming)
ST: Make a tick in the correct sentence
T: Good! You can do this activity in pair, then we compare it with other pair of students.
After a while…
T: Did you finish?
STS: Yes…
T: Good! Please, group with other two students and compare your answers…
After a while…
T: Now, group with other two students and compare your answers…
After a while…
T: Ok, now let’s see your answer! Can you discuss about their answers? Had you got some
answers different? What happened?
STS: Yes, we had an answer different, they explained us why our answer was wrong and
so we understood it and corrected it.
T: Excellent! So, we will check it together. Milagros, read the first sentences please!
ST: Mandela wore different clothes because he didn’t want the police to catch him.
T: Good! Juan Jose, read the next!
Activity: Complete the sentences making a tick in the correct answer.
1. Mandela wore different clothes because…
_____ he didn’t want the police to catch him.
_____ he wanted to show he came from a tribe.
_____ it was an apartheid law.
2. The MK…
_____ was a violent organization.
_____ was Mandela’s organization.
_____ was the same as ANC.

7. 3. The government was…
_____ weak.
_____ afraid.
_____ strong.
4. There was … in Addis Ababa in 1962.
_____ a meeting.
_____ a protest
_____ an arrest.
5. Mandela met …. In London.
_____ his first wife
_____ Oliver Tambo
_____ the president
Transition: It’s time!
Closure(5’minutes):
Purpose:
 To close the class
 To say goodbye
Description and instructions: I’ll say them goodbye.
T: Thank you very much for your attention and hard work in each class. I am very happy
to have worked and to have spent an enjoyable time with you. And… to end the class I
brought you a gift as a thank you for all the effort and interest you put into each class!