Lesson plans ens 1 caba

Taller de Práctica Docente 2016
Pedrazzani Carolina Andrea
1
Alumno Residente: PEDRAZZANI, Carolina
Período de Práctica: Secundario
Institución Educativa: ENS N° 1 en Lenguas Vivas
Dirección: Córdoba 1951 CABA
Año/Sección: 3° 2° Turno Mañana
Cantidad de Alumnos: 17
Nivel Lingüístico del curso: Upper Intermediate
Tipo de Planificación: Clase Introductoria
Unidad Temática: Introducing Oneself
Clase N°: 88
Fecha: 14 Septiembre 2016
Hora: 12:05 a 13:25
Duración de la Clase: 80 minutos
Fecha de entrega: 30 de Agosto 2016
LEARNING AIMS OR GOALS
During this lesson, learners will be able to:
 Develop their speaking skills by asking questions to gain information and their
listening skills by hearing the teacher and partners´ speech.
 Develop their critical thinking skills by performing mental activities to infer and
clarify meaning.
 Develop their writing skills by performing a report about themselves.
 The aim of this lesson is to get to know each other and to know what learners´
interests and needs are to be able to plan future lessons based on this
information.
TEACHING POINTS
 Revision of narrative tenses – Present Simple & Continuous, Present Perfect
Simple & Continuous, Past Simple & Continuous, etc.
 Use of tenses and vocabulary already leant to talk about themselves.
LANGUAGE FOCUS
FUNCTION LEXIS STRUCTURE PRONUNCIATION
Revisionclass
Use of tenses
and vocabulary
learnt to talk
about
themselves and
their home
Words related to
activities and
personal
experience
Hometown
Likes and dislikes
Sports
Tenses: Present
simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Connected
speech.
Focus on fluency
Comentado [A1]: This would be your first lesson with this
group.
Comentado [A2]: This is not a language function.
Comentado [A3]: You should mention the vocabulary
items, not just the categories.

2
TEACHING APPROACH
CLT – Communicative Language Teaching
INTEGRATION OF SKILLS
In this lesson plan, the four skills are integrated through teacher´s and students´ speech
interaction using the topic. Plus creating a written draft and reading their draft in class.
MATERIALS AND RESOURCES
Board, chalk, eraser and ipad to show pictures/photos,
PEDAGOGICAL USE OF ICT IN CLASS OR AT HOME
No use of ICT in this class.
SEATING ARRANGEMENT
Students may sit in groups or pairs in order to create a relaxed and unstructured
atmosphere.
POSSIBLE PROBLEMS / DIFFICULTIES AND THEIR POSSIBLE SOLUTIONS
This particular group is not participative, so my challenge will be to encourage them to
ask me questions and to talk about themselves. In case they don’t want to participate
by their own, I will have to ask them to talk.
CLASSROOM MANAGEMENT STRATEGIES
Learners here are reluctant to participate in class, so I will encourage them to do it so by
creating a relaxed and comfortable atmosphere. Talking about myself first will hopefully
encourage them to contribute and share. What is more, this exercise will help me learn
about them and device motivating exercises and games in the future.
ASSESSMENT
Assessment will be done by observing and monitoring learners´ work and speech during
the whole lesson.

3
ROUTINE (3´)
I will greet students saying: Hello! How are you?
I will wait for them to answer: Hi, Hello! – Good! Fine!
We will wait for the preceptor to call the attendance
TRANSITION
I will say: As you may know, I´m Carolina and I´m going to be your teacher for a couple
of months.
PRESENTATION (5´)
Teacher: Do you know why I´m here?
I expect students to say they do as they are used to having trainees in class.
Teacher: Good! Are you having any other trainee at the moment? (I know they have a
Math trainee too)
Students: Yes! In Math!
Teacher: Good! What´s his/her name?
Ss answer
Teacher: And how is he/she? Do you like him/her?
Ss answer
Teacher: What do you know about him/her?
Ss answer
Teacher: What do you like the most or the least about trainees in general?
I will try that most of the learners participate and I will pay special attention to their
answers as these will help me know what they like or not about us.
I will thank them for their participation.
WARM UP AND BRAINSTORMING (15´)
I will say: ´I´m eager to know things about you, your likes and dislikes, your free time
activities, your anxieties and expectations. So, I will start with myself. Please feel free to
ask me any question, Okay?
I will be really happy if they interrupt me to ask, extend or clarify information!
Well, my name is Carolina Pedrazzani (I will write my name on the board), I´m 42 years
old and will be 43 in a month. :-S
Comentado [A4]: What´s she like?
Comentado [A5]: What if they tell you they don´t?
Comentado [A6]: Purpose?
Comentado [A7]: This is too personal. You might be
opening up a can of worms. The trainee is your colleague,
you should bear that in mind.
Comentado [A8]: How may this be helpful?

4
I live in Quilmes, in the south of Buenos Aires around 40 minutes or an hour from here
by car.
Quilmes is a huge city. Do you know something about Quilmes? It has an interesting
history and lovely and interesting places.
I expect them to say things like the beer factory and the football team.
I will say: That´s right! Look! And I will show them some of pictures of Quilmes from my
Ipad.
There are two football teams in Quilmes. One is QAC (Quilmes Atlético Club)
And the other is Argentino de Quilmes known by ´Los Mates´. It is a poor stadium and it
has a big mate at the top of it

5
See? Interesting!
In Quilmes we have just changed our traditional, rotten and ugly diesel trains

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To brand new electrical ones! They are beautiful!!!!
And this is the Beer Factory

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There is a Quilmes Factory Park with a huge and nice restaurant inside! It is so big and
nice that 15 year-old girls and brides usually go there to be taken photos!
There is also a big Cathedral in which priests are named. It was built in 1847

8
Every year, a lot of people go there to see how priests are named. It is a lovely ceremony
to see.
In summer, people go to the river. There, you can´t get into the water, but you can fish
at the ´Pejerrey Club´
Or just spend the day at the river where there are all kinds of shows and people enjoy
practicing water sports in summer.

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What do you think of Quilmes? Do you like it? I love it!
TRANSITION
What about your hometown? Can you tell me where you live and what special places
are there?
ACTIVITY 1 (5´)
I will wait for learners to talk about where they live, if they are reluctant to talk, I will
ask them to participate.
I will thank them for their contributions.
TRANSITION
Now I know where you live and I´ve learnt about your hometown.
DEVELOPMENT (5´)
So, I live in a lovely house in a nice neighbourhood
I live with my fiancée, Leo, who is 45 years old. He is very funny and we enjoy being
together.

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We live with his son, Diego who is 19 years old.

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I also have a heart son, Francisco, who is 24 years old. I have adopted him when he
was 2. He is a very handsome and a great boy.

12
He is a radio and tv TV producer and he lives alone.
Well, and I´m training to become an English teacher and hopefully I will get my degree
this December.
Any question?
I will wait for learners to ask any question they want to.
ACTIVITY 2 (5´)
What about you? Please tell me where you live and the members of your family.
I will listen to them and ask them for further information if necessary.
I will again thank them for sharing
TRANSITION
Let me tell you about my interests, what I like doing in my free time!
DEVELOPMENT (15´)
I love reading. I like science fiction and detective stories like Sherlock Homes and the
DaVinci codeCode, and any other book that comes to my hands. When I read, I imagine
the characters and the scenery.
I enjoy spending time with friends and cooking for them because I love cooking. Look!

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I also enjoy snowboarding. I have just returned from a trip to Neuquén where I did
some snowboarding and enjoyed the beautiful scenery. Comentado [A9]: landscape

14
Do you practice any sport?
Which one? Where? How often?
I will wait for them to answer and, again, I will thank them for sharing.
ACTIVITY 3 (5´)
What about music? What kind of music do you like?
What else do you enjoy doing in your free time?
Again I will wait for them to talk and ask them if necessary.

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TRANSITION
Fantastic! Thank you for your participation!
Does anybody want to say something else?
Do you have any other question or doubt? Please feel free to ask me
ACTIVITY 4 (20´)
Now I would like you to write about yourselves. Write about you, your family, pets,
your free time activities, your likes and dislikes, etc.
You must write between 150 and 200 words. I will take these essays home.
Here is some guidance to help you writing.
I will write the following on the board:
Let´s get to know each other!
 Name/age
 My family and pets
 Free time / leisure activities (music, sports)
 Likes and dislikes
CLOSURE (2´)
I will thank all of them for participating and for letting me enjoy my first class with
them
I will tell them to give me their works.
See you on Friday! Have a nice day. Bye bye.
Please note: I really want to create a good rapport with the group so I believe this lesson
will give me the opportunity to share and know about them, their wants and their
interests. This way I will be able to create motivating contexts in the future.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Comentado [A10]: Are they acquainted with the
structure?
Comentado [A11]: What would you do if any of them
hasn´t finished?
Comentado [A12]: productions
Comentado [A13]: needs

16
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __24__ /35 = 7
Dear Carolina,
You really want to create close bonds with the students. Great! You should have a plan in case
they do not participate much, taking into account the characteristics of the group. Try to think of
other teaching strategies rather than asking for their personal information. You may give them
some prompts, for example.
Have a nice lesson!
Cecilia and Aurelia

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Tipo de Planificación: Clase
Unidad Temática: Narrative Tenses –9/11 Attacks
Clase N°: 89
Hora: 7:45 a 9:05
Fecha de entrega: 31 Agosto 2016
 Develop their reading skills by reacting and reflecting on an authentic text
 Develop their speaking and listening skills by talking about real situations and
personal experiences.
 Develop their critical thinking skills by performing mental activities to infer and
clarify meaning of vocabulary in context.
 Develop their writing skills by taking notes and giving appropriate titles to
paragraphs (Worksheets).
TEACHING POINTS
 Revision of narrative tenses – Present Simple & Continuous, Present Perfect
Simple & Continuous, Past Simple & Continuous, etc.
 Use of prediction and background knowledge to understand a text.
 Help learners express their own view on an authentic and real situation.
LANGUAGE FOCUS
Revision
Use of narrative
tenses to refer
to events in
their lives
Words related to
dynamic events
and situations
experienced by
learners
Tenses: Present
simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Connected
speech.
Focus on fluency
Comentado [A14]: 2

18
New
Use of tenses
and vocabulary
learnt to talk
about shocking
moments and
dangerous
situations
Words related to
accidents:
Crash, hit, attack,
collapse, struggle,
highjack
Past Simple
Passive
Connected
speech and
fluency.
Pronunciation of
past simple –ed
/t/ /d/ /ɪd/
TEACHING APPROACH
In this lesson plan, the four skills are integrated through exposing learners to authentic
material, inferring meaning from the context, answering to questions about the text and
themselves and students´ interaction with the topic.
Board, chalk, eraser and Worksheets – one with the text and the two others with reading
comprehension activities (while and post-reading activities). The three Worksheets will
be included at the bottom of this Lesson Plan.
Learners will use – at home – their computers, cell-phones or any device available to
browse the internet and look for facts about 9/11.
SEATING ARRANGEMENT
Students will sit in groups (they are usually grouped when we entered the class) so they
can work together to complete the exercises given.
Students may be reluctant to participate, so I may have to ask them to do so. I have
thought about 9/11 because this year it´s the attack´s 15th anniversary and social
networks and the television will be full of this issue. In case they are aliens and don’t
know anything about this, I will show them a couple of pictures and tell them my own
story – I was in New York on the 10th of September 2001 and in Miami on the 11th.
As learners are not very participative, I will encourage them to talk by creating a relaxed
and comfortable atmosphere. There are a couple of girls who never talk and are very
huffy, my every day challenge will be to make them relax and feel comfortable
participating and sharing.
Comentado [A15]: The use of tenses is not a language
function.
Comentado [A16]: Remember most of them were born
the year this happened… Do not get frustrated if they do not
know much.
Comentado [A17]: Language

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ASSESSMENT
Assessment will be done by observing and monitoring learners´ work and speech during
the whole lesson. All the exercises will be corrected orally.
ROUTINE (3´)
TRANSITION
I will say: So, today is September 16th. Last Sunday it was the 9/11 15th anniversary.
PRESENTATION (5´)
Teacher: Do you know what happened?
I will wait for learners to say what they know about the attacks.
We will discuss events, facts and vocabulary to activate learner´s previous knowledge
about the topic and to create an interest on the theme.
I will say: Great job!
PRE-READING: Activating student´s schemata and encouraging them to get involved
on the reading.
I will say: I would like to know what´s your opinion about terrorism.
What do you think? How do you feel about killings and suicide attacks?
I will wait for them to answer and hopefully we can debate and talk about extremists
and killing of innocent people. I will encourage learners to react, reflect and express
their feelings towards terrorism by asking them some questions.
Why do you think someone will want to commit suicide in order to kill other people?
What´s your opinion about attacks?
What do you think about someone who highjacks a plane and kills everyone in?
What would you say to that person?
What would you do in such a situation?
TRANSITION:
We are going to read an article about 9/11 from History Channel´s web site. You can
find it at http://www.history.com/topics/9-11-attacks.
Comentado [A18]: Word order

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I will deliver the Worksheets.
ACTIVITY 1: (10´)
Now please read the first paragraph.
Has this information confirmed what we said about the attacks?
Which fact did you find new?
How many planes were involved in the assaults?
How many people were killed?
How many al-Qaeda militants were involved?
Good!
ACTIVITY 2: (30´)
While reading
Now please continue reading the text. While you are reading it, look at Worksheet 2
and do exercises 1, 2 and 3.
I will explain and exemplify all of the exercises.
Okay. Let´s read the whole article now.
Once they have read the article and completed the exercises, we will correct them
orally.
Great job everyone!
ACTIVITY 3: (20´)
Post-reading activities
Now look at Worksheet 3.
I will again explain and exemplify the exercises to the learners.
I will walk around and monitor them. I will assist learners if necessary.
We will correct the exercises orally and I will thank them for their hard work.
HOMEWORK AND CLOSURE (2´)
Well done all of you!
For homework, I would like you to browse the web and look for some interesting facts
about 9/11.
For example: One curious fact is that the clean-up of the 1.8 million tons of wreckage
took 9 months.
Thank you again for your participation and have a nice weekend!
Comentado [A19]: Will you go over these questions
orally?

21
911 Worksheet reading.pdf
9/11 ATTACKS
1
1
Taken from: http://www.history.com/topics/9-11-attacks

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On September 11, 2001, 19 militants associated with the Islamic extremist
group al-Qaeda hijacked four airliners and carried out suicide attacks against
targets in the United States. Two of the planes were flown into the towers of
the World Trade Center in New York City, a third plane hit the Pentagon just
outside Washington, D.C., and the fourth plane crashed in a field in5
Pennsylvania. Often referred to as 9/11, the attacks resulted in extensive
death and destruction, triggering major U.S. initiatives to combat terrorism
and defining the presidency of George W. Bush. Over 3,000 people were
killed during the attacks in New York City and Washington, D.C., including
more than 400 police officers and firefighters.10
On September 11, 2001, at 8:45 a.m. on a clear Tuesday morning, an
American Airlines Boeing 767 loaded with 20,000 gallons of jet fuel crashed
into the north tower of the World Trade Center in New York City. The
impact left a gaping, burning hole near the 80th floor of the 110-story
skyscraper, instantly killing hundreds of people and trapping hundreds more15
in higher floors. As the evacuation of the tower and its twin got underway,
television cameras broadcasted live images of what initially appeared to be
a freak accident. Then, 18 minutes after the first plane hit, a second Boeing
767–United Airlines Flight 175–appeared out of the sky, turned sharply
toward the World Trade Center and sliced into the south tower near the 60th20
floor. The collision caused a massive explosion that showered burning debris
over surrounding buildings and the streets below. America was under attack.
As millions watched the events unfolding in New York, American Airlines
Flight 77 circled over downtown Washington, D.C., and slammed into the
west side of the Pentagon military headquarters at 9:45 a.m. Jet fuel from the25
Boeing 757 caused a devastating inferno that led to the structural collapse of
a portion of the giant concrete building. All told, 125 military personnel and
civilians were killed in the Pentagon, along with all 64 people aboard the
airliner.
Less than 15 minutes after the terrorists struck the nerve center of the U.S.30
military, the horror in New York took a catastrophic turn for the worse when
the south tower of the World Trade Center collapsed in a massive cloud of
dust and smoke. The structural steel of the skyscraper, built to withstand
winds in excess of 200 miles per hour and a large conventional fire, could
not withstand the tremendous heat generated by the burning jet fuel. At 10:3035

23
a.m., the other Trade Center tower collapsed. Close to 3,000 people died in
the World Trade Center and its vicinity, including a staggering 343
firefighters and paramedics, 23 New York City police officers and 37 Port
Authority police officers who were struggling to complete an evacuation of
the buildings and save the office workers trapped on higher floors. Only six40
people in the World Trade Center towers at the time of their collapse
survived. Almost 10,000 others were treated for injuries, many severe.
Meanwhile, a fourth California-bound plane–United Flight 93–was hijacked
about 40 minutes after leaving Newark International Airport in New Jersey.
Because the plane had been delayed in taking off, passengers on board45
learned of events in New York and Washington via cell phone and Airfone
calls to the ground. Knowing that the aircraft was not returning to an airport
as the hijackers claimed, a group of passengers and flight attendants planned
an insurrection. One of the passengers, Thomas Burnett Jr., told his wife over
the phone that “I know we’re all going to die. There’s three of us who are50
going to do something about it. I love you, honey.” Another passenger–Todd
Beamer–was heard saying “Are you guys ready? Let’s roll” over an open
line. Sandy Bradshaw, a flight attendant, called her husband and explained
that she had slipped into a galley and was filling pitchers with boiling water.
Her last words to him were “Everyone’s running to first class. I’ve got to go.55
Bye.”
The passengers fought the four hijackers and are suspected to have attacked
the cockpit with a fire extinguisher. The plane then flipped over and sped
toward the ground at upwards of 500 miles per hour, crashing in a rural field
in western Pennsylvania at 10:10 a.m. All 45 people aboard were killed. Its60
intended target is not known, but theories include the White House, the U.S.
Capitol, the Camp David presidential retreat in Maryland or one of several
nuclear power plants along the eastern seaboard.
At 7 p.m., President George W. Bush, who had spent the day being shuttled
around the country because of security concerns, returned to the White65
House. At 9 p.m., he delivered a televised address from the Oval Office,
declaring, “Terrorist attacks can shake the foundations of our biggest
buildings, but they cannot touch the foundation of America. These acts
shatter steel, but they cannot dent the steel of American resolve.” In a
reference to the eventual U.S. military response he declared, “We will make70

24
no distinction between the terrorists who committed these acts and those who
harbour them.”

25
Worksheet 2 – 9/11 Attacks
While reading:
1. Perform a chart citing the order of events.
Time of event What happened?
8:45 a.m Boeing 767 crashed into the North Tower
2. While reading, highlight a couple examples of the use of:
a. Present Perfect Tense
b. Past Simple Tense
c. Past Continuous Tense
d. Past Passive Tense
e. Past Perfect Tense
3. Find at least four words or expressions that mean ´to CRASH´

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After-Reading
4. Create a headline for each paragraph.
For example: Paragraph one could be “9/11 tragedy”
5. Match a word with its definition
1. Triggering (line 7) a. Resist / endure
2. Gaping (line 14) b. Rebellion / revolution
3. Debris (line 21) c. Jug / container for water
4. Withstand (line 33) d. Fighting
5. Staggering (line 37) e. Destroyed
6. Struggling (line 39) f. Huge / wide
7. Airfone (line 46) g. House / refuge
8. Insurrection (line 49) h. Spirit
9. Let´s roll (line 52) i. Dishonour
10. Galley (line 54) j. Wreckages / fragments
11. Pitchers (line 54) k. Travelled / transported
12. Retreat (line 62) l. A phone used in planes
13. Shuttled (line 64) m. To cover someone
14. Shatter (line 69) n. Activating / generating
15. Dent (line 69) o. Amazing / surprising
16. Resolve (line 69) p. Let us go
17. Harbour (line 72) q. Kitchen in an aircraft
1. _N_ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___
10. ___ 11. ___ 12. ___ 13. ___ 14. ___ 15. ___ 16. ___ 17. ___
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1

27
organization x
erence and
quencing
x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
servations Minimum score: 21 / 35
Score: _23___ /35 = 6.5
Dear Carolina,
You´re doing a fine job. We´d like you to remember you must include the answers to the
exercises in further lesson plans. As regards classwork correction, you may write answers on the
board for visual learners, and think of different teaching strategies to go over this important
stage of the lesson.
Just a comment about the article – it is far too long. We do not know if learners are used to
dealing with such long texts. In case they are not, you should get ready to encourage them to
keep focused and set the mood for the reading activity.
Best,
Your tutors

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Unidad Temática: Narrative Tenses – Unit 3 New Headway Upper-Intermediate 4th
Edition
Clase N°: 3
Hora: 7:45 a 9:05
Fecha de entrega: 19 Septiembre 2016
 Develop their speaking and listening skills by giving their opinion about personal experiences and
listening to their partners´ own experiences.
 Develop their critical thinking skills by performing mental activities to infer and clarify meaning of
vocabulary in context.
 Develop their writing skills by making questions and through a written task.
TEACHING POINTS
 Identification of narrative tenses – Present Simple & Continuous, Present Perfect Simple &
Continuous, Past Simple & Continuous, etc – in an article.
 Reading comprehension and guessing facts from an article headline.
 Work with vocabulary in context (guess meaning of words within a given context).
LANGUAGE FOCUS

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Revision
Use the
language learnt
to talk about
past
experiences
Words related to
accidents – crash,
smash, trap,
stuck, hit,
struggle
Narrative Tenses:
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Pronunciation of
past simple –ed
/t/ /d/ /ɪd/
New
Use of previous
knowledge and
schemata to talk
about their own
experiences and
to express
feelings
Question words:
Who – When –
How – Where –
What – Why to
gather
information
about accidents.
Past Simple
Passive
Past perfect
Connected
speech.
Focus on fluency
TEACHING APPROACH
In this lesson plan, the four skills are integrated. Students will give their opinions about a given issue, they
will listen to their partner´s speech and they will read an article and write about their own experiences.
Learners will be exposed to authentic material, in which they will have to infer meaning from the context.
Board, chalk, eraser, Worksheet 3 from the previous class – (post-reading activities).
Flashcards with facts written on them.
The Worksheet will be included at the bottom of this Lesson Plan.
Learners will have to use their computers and internet access to send me their assignments (writings).
SEATING ARRANGEMENT
Students will sit in pairs or groups to be able to complete the exercises.
I will bring some extra material (9/11 worksheets) in case learners forget to bring them to class so we can all
work on Worksheet 3. They will need some extra guidelines to complete the vocabulary task which is a bit
difficult. I will give the students clues or use body language to help them. I will also tell learners to do the
ones they think are easier first.
Comentado [A20]: Is this new input?
Comentado [A21]: Will you teach these two tenses? If so,
it is quite a lot for one lesson.
Comentado [A22]: Written productions/ compositions

30
I will also encourage them to talk. Some learners don’t participate at all so I will ask them questions to make
them speak.
I have learnt that these students like to give their opinion, so I will start the new unit by asking about
themselves, their experiences and opinions. I will ask them some questions in case they don’t want to
participate.
I will give them a written assignment which will have to be finished at home and sentd via email, so I will tell
them that this writing will be evaluated to encourage them to finish and send it.
ASSESSMENT
Assessment will be done by observing and monitoring learners´ work and speech during the whole lesson.
All the exercises will be corrected orally.
ROUTINE (2´)
TRANSITION
Do you remember last class? What was the text we read about?
I will let learners talk about the 9/11 attacks so as to activate prior knowledge about the issue. We will
discuss events and vocabulary related to the topic orally.
TRANSITION
Now please look at Worksheet 3 from last class.
ACTIVITY 1 (30´)
Now please complete exercises 5 and 6.
I will explain and exemplify the exercises.
I will monitor their work and give assistance if necessary.
The exercises will be completed orally. I will thank them for their participation
After-Reading
Comentado [A23]: Do they work harder when they know
they will be given a mark? How do they conceive homework?

31
18. Triggering (line 7) r. Resist / endure
19. Gaping (line 14) s. Rebellion / revolution
20.Debris (line 21) t. Jug / container for water
21. Withstand (line 33) u. Fighting
22.Staggering (line 37) v. Destroyed
23.Struggling (line 39) w. Huge / wide
24.Airfone (line 46) x. House / refuge
25.Insurrection (line 49) y. Spirit
26.Let´s roll (line 52) z. Dishonour
27.Galley (line 54) aa. Wreckages / fragments
28.Pitchers (line 54) bb.Travelled / transported
29.Retreat (line 62) cc. A phone used in planes
30.Shuttled (line 64) dd.To cover someone
31. Shatter (line 69) ee. Activating / generating
32.Dent (line 69) ff. Amazing / surprising
33.Resolve (line 69) gg. Let us go
34.Harbour (line 72) hh.Kitchen in an aircraft
2. _N_ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___
10. ___ 11. ___ 12. ___ 13. ___ 14. ___ 15. ___ 16. ___ 17. ___
Worksheet 3 – 9/11 Attacks (Answers)
After-Reading
Open answers

32
1. Triggering (line 7) N Activating/generating
2. Gaping (line 14) F Huge/wide
3. Debris (line 21) J Wreckages/ fragments
4. Withstand (line 33) A Resist / endure
5. Staggering (line 37) O Amazing / surprising
6. Struggling (line 39) D Fighting
7. Airfone (line 46) L A phone used in planes
8. Insurrection (line 49) B Rebellion / revolution
9. Let´s roll (line 52) P Let us go
10. Galley (line 54) Q Kitchen in an aircraft
11. Pitchers (line 54) C Jug/container of water
12. Retreat (line 62) G House / refuge
13. Shuttled (line 64) K Travelled / transported
14. Shatter (line 69) E Destroyed
15. Dent (line 69) I Dishonour
16. Resolve (line 69) H Spirit
17. Harbour (line 72) M To cover someone
3. _N_ 2. _F_ 3. _J_ 4. _A_ 5. _O_ 6. _D_ 7. _L_ 8. _B_ 9. _P_
10. _Q_ 11. _C_ 12. _G_ 13. _K_ 14. _E_ 15. _I_ 16. _H_ 17. _M_
TRANSITION
Now I would like you to share your own experiences.
ACTIVITY 2 (3´). This activity will be done orally
Have you ever been on a dangerous situation? Or, Have you ever witnessed any shocking moment? When?
What happened?
I will listen to them and ask them to participate in case they are not willing to do it so (They will hate me
but I´ll do my best to make them being active participants)
I will thank them for their participation
TRANSITION
We are going to read an article about a man who was trapped in the snow for 60 days.
ACTIVITY 3 (15´) PRE-READING. Activating student´s schemata and encouraging them to get involved on
the reading.
Let´s guess some facts. You have to come here, take a card and place it in the True or False side according
to what you believe that could have happened.
I will put TRUE – FALSE flashcards on the board and I will have some other flashcards on my desk. Learners
will come to the front and guess what could have happened.
Comentado [A24]: Hope they won´t!

33
MAN SURVIVED 60 DAYS TUCK IN SNOW
TRUE FALSE
Hedidn´thaveanywarmclothes
Hisfamilyfoundhim
Hewasfoundbarelyalive
Hewasyoung
Hewalkeduntilhefoundahouse
Hedidn’teatanything
Heatesomesnacks
Heatesnow
Hewasrescuedbythepolice
Hewasrescuedbyaman
Hismobilephonesavedhim
Hehadanaidkitwhichsavedhim
Hecrashedhiscar
Hefellskiing
Hegotlostonanexpedition
Hewasfoundinaperfectstate
Hewastakentointensivecare
I hope some of them won´t agree with their partner so we could talk about it. In case it happens, I will ask
the student on the front to argue their choice and the one(s) who doesn’t agree to say why he/she
disagrees.
If this happens (hopefully), I will leave the written task for homework only.
ACTIVITY 4 (5´)
Now imagine you are a reporter. Ask questions to the police officer who is talking to the press. Use who –
where – when – what – why – how.
For example: What´s the man´s name?
Students will work on the questions and we will check them orally.
We will answer these questions later
TRANSITION
Now let´s see if what we have thought is true or not.
ACTIVITY 5(10´) While reading
Now open your books on page 22, read the article and
1) See if the article answers the questions you have asked
2) Let´s check and reorder the facts we have guessed
Comentado [A25]: Back up

34
3) Find one example of: Past Simple, Past Continuous, Past Perfect Simple, Past Perfect Continuous
and Past Simple Passive
I will ask learners at random to ask a question and answer it orally
Then, I will point at each fact learners have guessed and I will ask them to say if it is okay or if it has to be
changed.
Finally, we will discuss the examples on tenses.
Man survives 60 days stuck in snow
Monday, February 12 2012
A 44-YEAR-OLD SWEDISH MAN survived for 60 days by eating handfuls of snow when his car
had become trapped in snowdrifts.
Yesterday he was recovering in hospital after being pulled out barely alive.
Experts think he went into a form of hibernation after temperatures plunged to as low as -30°C.
The emaciated man, whose name was reported as Peter Skyllberg, had been driving on a remote forest
road near the town of Umeå in Southern Sweden and had become stuck during a snowstorm. He was
finally found last Friday by a passing worker on a snowmobile. The rescuer said: ´I was clearing the
road when I noticed the car. I stopped to scrape some snow from the windscreen and saw a movement
inside. The man was in a very poor state. He could hardly speak but I understood that he had eaten
nothing but snow for over two months. ´Skyllberg was wrapped in a sleeping bag but had no other
warmth. His fuel had run out weeks earlier because he had kept the engine running to keep warm.
Comentado [A26]: This activity focuses on form. The
transition is quite abrupt.

35
He is now in intensive care, being treated for hypothermia. Police think that perhaps he was a nature
lover who had been trying to photograph elk. Tommy Cederholm, a professor of nutrition at Uppsala
University, says that humans can survive 60 days without food, but other experts are highly sceptical
about the story.
CLOSURE AND HOMEWORK (13´)
Now look at the ´extra material´ provided by your teacher (Carina Luc).
Look at the writing assignment called ´The Box´.
Read the beginning of the story and complete it with your own ideas. Write at least 100 words.
As learners won´t have time in class to finish the assignment I will ask them to email me. Carina told me that
they don’t complete homework, so I thought about telling them it will be graded to encourage them to do
it. So, before the class is over I will say:
Comentado [A27]: How sad…

36
What you have to do is to write the assignment and send it to me via e-mail.
My email address is caro-pedra@hotmail.com (I will write it on the board). This assignment should be sent
within this weekend and will be evaluated.
PLEASE NOTE: This class video will be very short, as most of the time learners will be working on a given
exercise (Worksheet 3 – vocabulary), and they will come to the front and can´t be filmed. I will include
more photos of the board this time.
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization x
rning aims x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
Score: __28__ /35 = 8
Lovely lesson, Carolina! Just have second thoughts as regards the language focus chart. What is
the new input? Are you actually teaching tenses?
Hope you have a nice class.
You tutors
Comentado [A28]: It´s important for us to see if they are
using L2, if you control discipline, as so on. It would be great
if you could film most of the lesson.

37
Edition
Clase N°: 4
Fecha: 4 Octubre 2016
Hora: 12:05 a 12:45
 Develop their reading skills by reacting and reflecting on a text taken from the course book
 Develop their speaking and listening skills by giving their own opinions and listening to their partners´
opinions.
TEACHING POINTS
 Reading comprehension and reflecting on the readings.
 Working with facts in a short reading comprehension exercise
 Asking open questions.

38
LANGUAGE FOCUS
Revision
Use the
language learnt
and previous
schemata to talk
about events in
the past
Words related to
accidents – crash,
smash, trap,
stuck, hit,
struggle
Narrative Tenses:
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
Question words:
What – who –
where – when –
how.
Pronunciation in
connected
speech.
Focus on fluency
Both in free
speech
TEACHING APPROACH
In this lesson plan, the four skills are integrated through students´ free speech giving their opinion and own
point of view about a given issue, they will listen to their partner´s speech and they will read an article to
clarify their beliefs and theories.
Board, chalk, eraser and Worksheet 1 including the facts we´ve guessed the previous class.
SEATING ARRANGEMENT
Students will sit in pairs or groups to let them work in a relaxed atmosphere.
Learners are more participative so I will make them participate as much as possible to increase their talking
time and to let them express their ideas freely.

39
Sometimes they are eager to talk and I am not able to finish all the tasks thought. In this case (which has
already happened a couple of times), I will end the class with an activity that will help me as a brainstorming
exercise for the next class.
Some learners will take longer to read the text than others – it´s only a matter of one or two minutes – so,
to give them some extra time to read, I will encourage the others to complete the while-reading task to gain
time.
I have learnt that most of the learners enjoy reading, so management in this particular class will be eased
because they will perform a silent reading.
They will work in pairs to complete all the exercises given – it´s a common way to work for them – and
sometimes they ask me for clarification. I will answer all their questions and I will monitor their works during
the reading and the exercises given.
ASSESSMENT
ROUTINE (1´)
TRANSITION
Do you remember last class? We guessed some facts about a man´s accident.
WARM UP AND BRAINSTORMING (15´) Pre-reading. To brainstorm vocabulary / lexis and to encourage
learners to get involved on in the reading.
I will deliver Worksheet 1 and ask learners to look at exercise one.
So, here are the facts we talked about last class. Let´s read them again.
I will ask each learner to read one of the statements and I will ask them about their choices.
For example: The fact “He didn’t have any warm clothes” was stated as a False fact. I will ask: Why do you
think this could be false? And I expect them to say things like, “Because without warm clothes nobody can
survive cold weather”
I will congratulate them for participating.
ACTIVITY 1 (5´)
I will then say: What you have to do now is Exercise 2. Here you have to imagine you are a reporter and you
have to ask questions to the police officer who is talking to the press.
For example: “What´s the man´s name?”
I will let learners a couple of minutes to write the questions and we will check them orally.
I will thank them for participating.
Comentado [A29]: And when will the learners who take
more time do this? Won´t they get behind?
Comentado [A30]: How will you guide them in case they
do not remember?
Comentado [A31]: This activity may take longer.
Comentado [A32]: You should tell them how many
questions they need to write.

40
Worksheet 1
1. Let´s revise facts
MAN SURVIVED 60 DAYS STUCK IN SNOW
TRUE FALSE
He walked until he found a house
He got lost on an expedition
He fell skiing
He was taken to intensive care
He crashed his car
He was rescued by a man
He was found barely alive
His family found him
He was found in a perfect state
He was young
He was rescued by the police
His mobile phone saved him
He didn’t eat anything
He ate snow
He didn’t have any warm clothes
He had an aid kit which saved him
He ate some snacks
2. Imagine you are a reporter. Ask questions to the police officer who is talking to the
press. Use: WHO – WHEN – WHERE – WHAT – WHY – HOW.
TRANSITION
Now, let´s see if what we have thought is true or not
ACTIVITY 2 / CLOSURE (20´) While – reading
Now open your books on page 22, read the article “Man survives 60 days stuck in snow” and

41
1) See if the article answers the questions you have asked
2) Let´s check and reorder the facts we have guessed
I will ask each learner about a fact, he/she will have to say if it is okay or if it has to be changed
I will thank them for their participation.
Man survives 60 days stuck in snow
Monday, February 12 2012
A 44-YEAR-OLD SWEDISH MAN survived for 60 days by eating handfuls of snow when his car
had become trapped in snowdrifts.
Yesterday he was recovering in hospital after being pulled out barely alive.
Experts think he went into a form of hibernation after temperatures plunged to as low as -30°C.
The emaciated man, whose name was reported as Peter Skyllberg, had been driving on a remote forest
road near the town of Umeå in Southern Sweden and had become stuck during a snowstorm. He was
finally found last Friday by a passing worker on a snowmobile. The rescuer said: ´I was clearing the
road when I noticed the car. I stopped to scrape some snow from the windscreen and saw a movement
inside. The man was in a very poor state. He could hardly speak but I understood that he had eaten
nothing but snow for over two months. ´Skyllberg was wrapped in a sleeping bag but had no other
warmth. His fuel had run out weeks earlier because he had kept the engine running to keep warm.
He is now in intensive care, being treated for hypothermia. Police think that perhaps he was a nature
lover who had been trying to photograph elk. Tommy Cederholm, a professor of nutrition at Uppsala

42
University, says that humans can survive 60 days without food, but other experts are highly sceptical
about the story.
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization X
rning aims X
y of resources
rning styles
X
and activities X
ng strategies X
management
rategies
X
age accuracy X
Score: _28___ /35 = 8
Well done! You should be attentive to timing, as it is a short lesson and students may need some
more time to fulfil the tasks. Enjoy your lesson!
Your tutors
Edition
Clase N°: 4
Hora: 12:05 a 13:25
Comentado [A33]: 5

43
 Develop their speaking and listening skills by giving their own opinions and listening to their partners´
opinions.
 Develop their writing skills by making a writing a story.
TEACHING POINTS
 Reading comprehension and guessing facts from pictures and the use of their common sense.
 Working with facts in a short reading comprehension exercise
 Guided composition.
LANGUAGE FOCUS
Revision
Use the
language learnt
and previous
schemata to talk
about events in
the past
Words related to
items used to
survive.
Camping pans,
kitchen towel,
sleeping bag,
coolbox, nappies
Narrative Tenses:
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
Pronunciation in
connected
speech.
Focus on fluency
Both in free
speech
TEACHING APPROACH
Comentado [A34]: No new contents?

44
In this lesson plan, the four skills are integrated through students´ free speech giving their opinion and own
point of view about a given issue, they will listen to their partner´s speech and they will read an article to
clarify their beliefs and theories.
Learners will be exposed to authentic material, in which they will have to infer meaning from the context
and they will perform a short exercises focusing on meaning.
Board, chalk, eraser, Worksheet 1 and Printed Pictures.
SEATING ARRANGEMENT
Although I have already told you that they are not very participative, if I ask them to speak, they do it. So
from now on this will be a routine in class.
Some learners will take longer to read the article than others – it´s only a matter of one or two minutes – so,
to give them some extra time to read, I will encourage the others to write the while-reading sentences to
gain time.
On As regards the writing assignment,. Ssome students don’t write much, so I will help them with ´ideas´ to
make them write an extensive story.
As I have learnt that these students like to give their opinion, I will always try to start the lessons by asking a
couple of questions.
I have also learnt that most of them enjoy reading, so management in this particular class will be eased
because they will perform a silent reading.
They will work in pairs to complete all the exercises given and sometimes they ask me for clarification. I will
answer all their questions and I will monitor their works during the reading and the exercises given.
ASSESSMENT
ROUTINE (1´)
TRANSITION
Comentado [A35]: Make sure nobody falls behind.
Comentado [A36]: Why is this so? Is it a matter of
motivation, linguistic competence, practice?

45
Do you remember last class? What happened to Mr Skyllberg?
WARM UP AND BRAINSTORMING (5´) ORALLY
I will let learners talk and discuss events and facts about Mr Skyllberg´s accident to brainstorm vocabulary
related to the topic. I will give them some clues in case they don´t remember.
TRANSITION
I will ask learners:
Do you think it is possible to survive so long with only snow to eat? Why? Why not?
Do you think he could have had some “extra” help?
ACTIVITY 1 (10´) Pre-reading. In this case the aim of this activity is to prepare learners for what they are
going to read, to let them anticipate some facts and lexis about the story.
I will show learners some photographs taken by the press and say:
Let´s look at some images from Mr Skyllberg´s car taken by the press.
And I will ask learners questions about each image to make them hesitate a little about Mr Skyllberg´s
story and thus anticipating what we are going to read next.
These photographs will be stuck on the board for future use (While reading activity)
Picture 1: Do you see/find anything unusual in this photograph?
I hope some learners say there is nothing unusual and others say that there is no snow beside the doors so
we can talk about it
Picture 2 & 3: What can you see in these pictures?
I will help learners with new vocabulary and write the new items on the board
Comentado [A37]: You may create a mind map on the
board, so that visual learners can benefit from this stage as
well.
Comentado [A38]: Expected answers?
You ought to include them in the language focus chart.

46
Picture 4: And what about this one?

47
What have we learnt about Mr skyllberg from these pictures?
I will wait for students to freely say what they think or believe now that they have seen the photographs.
TRANSITION
Now, let´s read the truth/real story about Mr Skyllberg.
ACTIVITY 2 (35´). While reading
This activity will be done in pairs as they are used to working with their partner without being told. This is
great because I can see them working together discussing facts in a very relaxed way. They also speak L2
most of the time.
I will deliver Worksheet 1
We are going to read about Mr Skyllberg´s real story taken from a web´s newspaper. While you are
reading, state which lines do you think each photograph belongs to.
We will talk about this orally:
Possible answers Picture 1 – Paragraph one
Pictures 2 & 3 – Mr Skyllberg went into a shop to buy magazines and coffee…
His car is littered with old paper cups, used tissues, and empty cigarette packets
Picture 4 – there are camping pans, rolls of kitchen towel, a sleeping bag…

48
Worksheet 1
2
Swedish man 'was not trapped in his car'
The rescuer of Sweden’s ‘igloo man’ Peter Skyllberg believes the car in which he was
trapped was never completely sealed shut by snow, casting doubt3 on the incredible
story of survival.
From the snowy forests of northern Sweden, where temperatures have been regularly below -22F (-30ºC),
there emerged last week a man who claimed to have survived for over two months inside his frosty car,
trapped beneath the snow.
The story of Peter Skyllberg's has raised doubts about the veracity of his tale.
One of his rescuers has told The Sunday Telegraph that he believes the car in which he was trapped was
never completely sealed shut by snow, while other local residents claim that it would have been easy for
him to escape if he wanted to.
"It wasn't snowed in. Not the right passenger door," said Andreas Gidlund, one of the two traffic policemen.
"If you look at the back door, on the left side, there was very compacted snow – but on the right side, there
was very loose snow.
But other people involved in the initial rescue maintain that he was indeed trapped – and that his
miraculous story of survival is, as initially seemed, astounding but true.
What is not in doubt is that Mr Skyllberg, 44, had chosen a rather unconventional lifestyle.
He had been living in his car since May, when he disappeared from his home in Karlskoga, central Sweden.
He had worked as a handy man4 for a local landlord in the iron-manufacturing town, and the landlord gave
him one of his flats where he lived for a time with a girlfriend.
The crisis came when he decided to go into the property business himself, buying a building from his
employer with borrowed money. He then poured5 his savings into renovating the property, but could not
pay the debt of £150,000, and last year it was repossessed.
Mr Skyllberg kept himself to himself, living in his car in the forest some receipts were found in his car showing
that, on December 15, he went into a shop to buy magazines and coffee. But then he disappeared.
The failure to notice his absence has surprised some, but family members have told The Sunday Telegraph
that he had not spoken to them for over 20 years.
2
Adapted from www.telegraph.co.uk
3
To cause someone or something to be doubted.
4
A man who does all kind of practical work in people´s houses
5
To spend

49
Siv Skyllberg, Mr Skyllberg's aunt, said that he had broken off relations with his family two decades ago after
a family. Even last week, when his father telephoned the hospital to speak to his son, he refused to take the
call.
Andreas Ostensson runs the local petrol station, and is the only person in the village who remembers
meeting Mr Skyllberg, who came in regularly in the summer to buy cigarettes, coffee and bread, while he
was living in a tent in the forest.
People find it difficult to believe that, only a mile from the road, he was unable to get out of his car and seek
help before he became too ill to move.
Roger Vesterlund, from the local snowmobile club, says that one of the club's members did indeed find the
car in mid-January and reported it to the police.
"He was at the car a month ago, and he was trying to get into the car. All the doors were locked and he
knocked on the windows and didn't see anything. He took the plate number and he gave it to the police, but
the police only confirmed that it was not stolen, and that it was parked in a crazy place."
The frost-coated interior of the car is a depressing testament to Mr Skyllberg's isolation. It is littered6 with
old paper cups, used tissues, and empty cigarette packets.
There's an empty bottle of beer, some rolling tobacco, and a home-made pipe. There are camping pans, rolls
of kitchen towel, a sleeping bag, a large coolbox, and a copious pack of extra-large nappies.
ACTIVITY 3 (10´)
Now, open your books on page 23 and do Exercise 7.
We will correct this exercise orally as it is a very easy exercise for them to perform.
Exercise 7 page 23
Match a line in A with a line in B.
A B
1. He disappeared.
2. He´d been living in the forest
with his family (4)
like an igloo (3)
6
An untidy pile of things

50
3. The car looked
4. He´d fallen out
5. They hadn’t been trying
6. He wasn’t discovered
until February (6)
since May (2)
ten months ago (1)
to find him (5)
CLOSURE (20´) Carina Luc has told me that giving these learners homework is useless because most of
them – if not all – go to private classes and homework is made by their private teachers and not by
themselves.
Now look at the ´extra material´ provided by your teacher (Carina Luc)
Look at the writing assignment called ´The Box´.
Read the beginning of the story and complete it with your own ideas. Write at least 100 words.
Comentado [A39]: This stage is supposed to wrap up the
lesson, summarizing the main ideas. This writing activity
clearly does not achieve such an aim. We know that you
have to include it, so make sure you create the appropriate
atmosphere so as to get the students to write. You may do
something else connected with the Swedish man`s story
before you start with this writing assignment. Or may
consider the possibility of devoting another lesson to this
writing assignment, because leaving it to the end of a lesson
might be risky and not very profitable, as students may be
tired and not so inspired at this stage.

51
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization x
rning aims x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
Score: __26__ /35 = 7.5
Students will love to know the truth behind the story! Pay attention to our comments and
suggestions, especially as regards the writing task. You should have included the new vocabulary
you are planning to deal with –take that into account for further situations.
Have a lovely lesson!
Your tutors

52
Edition
Clase N°: 6
Hora: 7:45 a 09:05
Fecha de entrega: 2 Octubre 2016
 Develop their speaking and listening skills by talking about their own experiences.
narrative tenses in a given context.
TEACHING POINTS
 Students will work on the differences in meaning of narrative tenses.
 Students will talk about their previous experience celebrating their birthdays using past tenses.
LANGUAGE FOCUS
Revision
Use the
language learnt
and previous
schemata to talk
about events in
the past
Words related to
birthday
celebrations:
Age, cake, dress,
reunion,
celebration, party
Narrative Tenses:
Focus on meaning
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
Pronunciation in
connected
speech.
Focus on fluency
Both in free
speech
TEACHING APPROACH
Comentado [A40]: Such as?
Comentado [A41]: It would be great if you could devote
more time to this, which is truly communicative.
Comentado [A42]: There is a lot of emphasis on form. Try
to find the way of making a twist so that meaningful

53
In this lesson plan, the four skills are integrated through students´ free speech talking about their last
birthday celebration. Learners will also listen to their partners and teacher´s own experience.
Learners will work on differences in meaning between narrative tenses.
Board, chalk, eraser, Flashcards (When I got home, my boyfriend….), Worksheets 1.
No use of ICT in this class. (Although a couple of times I saw them browsing the net to look for the meaning
of some words, the use of cell phones are not supposed to be used in class)
SEATING ARRANGEMENT
Some learners are still reluctant to participate. However, when I ask them to participate they do it. So, I will
make sure that all of them participate by directly asking them to give me the answer when we are correcting
the exercises.
I will start this lesson by talking about how I celebrate my birthday. This will trigger the issue of celebrations.
Most of these learners enjoy talking about their own experiences so I believe this exercise will be great to
get their attention and to make them talk.
They will work in pairs to complete all the exercises given and I will monitor their work. I will answer
questions when needed and will explain any issue I found find most of them don’t fully understand (based
on observing their works and questions asked)
ASSESSMENT
ROUTINE (1´)
TRANSITION
Do you know what? It was my birthday Last Wednesday!

54
I will say: I turned 43 (in case they don’t ask me how old I am now) and this Saturday some of my friends are
coming home to celebrate. I love celebrating my birthday because it´s a good excuse to gather at home with
friends. We usually eat, chat and tell anecdotes as we don’t see each other every weekend.
– I will ask every student the same questions below so as to make sure they all participate –
Tell me, when´s your birthday?
And what do you usually do for your birthday?
What did you do for your last birthday?
As girls are all 15 years old, they may have some interesting things to say. I will start with the ones that
participate more so they can be a model for their partners. I will ask further questions in case some of the
learners give very short answers.
TRANSITION
I will say:
Well, last Wednesday was a different day for me because…
ACTIVITY 1 (10´)
I will say this aloud and stick flashcards on the board so all the learners can see the sentences clearly:
my boyfriend was preparing dinner
When I got home, my mother had brought a delicious cake
my son gave me a nice present
the table was already set
What´s the difference between these sentences? What happened first?
We will discuss these orally.
I will congratulate learners.
TRANSITION
Now open your books on page 23 and look at the PRACTICE section.
ACTIVITY 2 (15´)
Read the sentences and take a couple of minutes to discuss with your partner the difference in meaning
between them.
We will correct the statements orally. I will ask learners at random.
Page 23 – PRACTICE
1. I read
a book on the plane
Comentado [A43]: You must include them here.
Comentado [A44]: What are they supposed to correct?
Will you talk about the differences in meaning?

55
I was reading
I opened the champagne
2. When the first guests arrived, I was opening the champagne
I had opened the champagne
3. The film started
when we got to the cinema
The film had started
4. He was sacked because he had stolen money
He had been stealing money for years
5. When I got to the garage, my car was being repaired
had been repaired
TRANSITION
I will deliver the Worksheet and say: Look at this Worksheet. Here you have to do something similar to what
we have just done. You have to read the sentences and explain the differences in meaning between them.
For example – I will read the example on the worksheet as a model
ACTIVITY 3 (30´)
I will monitor learners while they are performing the task
Worksheet 1
What are the semantic differences between the members of the following pairs / sets?
Example:
a. Jack had been living with us since his arrival in England. Here the emphasis is on the duration
of the event
b. Jack had lived with us since his arrival in England. In this case this sentence emphasizes the
idea of completion
Comentado [A45]: Do they have to do this orally? Do they
have the tools/strategies to do so?

56
1. a. Have you seen the exhibition?
b. Did you see the exhibition?
2. a. When he entered the hall, the choir sang a medieval chant.
b. When he entered the hall, the choir was singing a medieval chant.
3. a. The film began when we arrived.
b. The film had begun when we arrived.
4. a. I´ve been using the swimming pool since we moved into the district.
b. I´ve used the swimming pool since we moved into the district.
5. a. I´ve read “Crime and Punishment” .
b. I´ve been reading “Crime and Punishment”.
6. a. Your wife has rung.
b. Your wife has been ringing.
7. a. I left when he arrived.
b. I had left when he arrived.
c. I was leaving when he arrived.
8. a. She pointed out he spoke English.
b. She pointed out he had spoken English.
c. She pointed out he was speaking English.
9. a. She had been painting the room when she was taken into hospital.
b. She had painted the room when she was taken into hospital.
10. a. Jen has been writing her thesis
b. Jen has written her thesis
Answer key:
1. a. Have you seen the exhibition? The exhibition is still going on.
b. Did you see the exhibition? The exhibition is over.
2. a. When he entered the hall, the choir sang a medieval chant. As soon as he entered
the hall, the choir began to sing.

57
b. When he entered the hall, the choir was singing a medieval chant. The two
situations overlapped in time. The signing singing began before his entry.
3. a. The film began when we arrived. We saw the beginning of the film.
b. The film had begun when we arrived. We didn´t.
4. a. I´ve been using the swimming pool since we moved into the district. Repeated
Action.
b. I´ve used the swimming pool since we moved into the district. On one or two
occasions. It suggests a limited number of occasions.
5. a. I´ve read “Crime and Punishment”. I read it when I was at school for example.
b. I´ve been reading “Crime and Punishment”. Repeated action (or in progress), I am
still reading it.
6. a. Your wife has rung. She may have rung just once, and only briefly
b. Your wife has been ringing. The event is repeated or extended.
7. a. I left when he arrived. The two events are practically simultaneous.
b. I had left when he arrived. The departure took place before the arrival (I was no
longer there)
c. I was leaving when he arrived. The arrival occurred during the act of leaving (I
might have been locking doors or saying goodbye)
8. a. She pointed out he spoke English. His speaking English was a fact at the time she
pointed it out.
b. She pointed out he had spoken English. It refers to a previous occasion on which
he spoke English.
c. She pointed out he was speaking English. The pointing out took place during the time
of speaking.
9. a. She had been painting the room when she was taken into hospital. We understand
that she had recently stopped painting the room, but not that she had necessarily
finished the work.
b. She had painted the room when she was taken into hospital. The job of painting the
room was completed.
10. a. Jen has been writing her thesis. She hasn’t finished it yet.
b. Jen has written her thesis. She has finished writing it.
CLOSURE (10´)

58
We will correct the sentences orally. We may not have enough time to correct them all, so I will tell learners
to bring the Worksheet the following class to be able to correct the exercises in class.
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization x
rning aims x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
Score: __22__ /35 = 6.5
Caro, pay attention to some comments we have made. We understand you want students to use
L2 to analyze the sentences, but will that communication be really meaningful to them? How
could you have exploited the topic of Birthday celebrations to the full? It is important you try
hard not to lose the thread.
Hope you can benefit from our suggestions. Have a nice lesson!
Your tutors
Comentado [A46]: In case you realize you don´t have
enough time to correct the whole exercise, it is preferable
you do something else. In fact, after working so hard on
grammar, they might feel like doing some game-like activity
to wrap up the lesson.

59
Edition
Clase N°: 6
Hora: 12:05 a 13:25
As we missed some classes this plan is very similar to the October 7th. I have followed your suggestions
and made some changes.
 Develop their speaking and listening skills by talking about their own experiences.
 Develop their critical thinking skills by performing mental activities (use of cognitive and
metacognitive strategies, making use of their previous knowledge and common sense) to infer and
clarify meaning of narrative tenses in a given context.
TEACHING POINTS
 Students will work on the differences in meaning of narrative tenses.
LANGUAGE FOCUS

60
Revision
Use the
language learnt
and previous
schemata to
understand
differences in
meaning
between pairs
of sentences
Signal words to
talk about the
past:
Before, after,
then, when, last.
Narrative Tenses:
Focus on meaning
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
Pronunciation in
connected
speech.
Focus on fluency
Both in free
speech
TEACHING APPROACH
Although this a grammar based class, when learners talk to each other and explain the differences between
the sentences given, they will use L2 to express their point of view, i.e. to communicate.
In this lesson plan, the four skills are integrated through students´ free speech talking about when things
happened in past sentences.
Board, chalk, eraser, Book & Worksheets 1.
No use of ICT in this class. (Although a couple of times I saw them browsing the net to look for the meaning
of some words, cell phones are not supposed to be used in class)
SEATING ARRANGEMENT
Some learners are still reluctant to participate. However, when I ask them to participate they do it. So, I will
make sure that all of them participate by directly asking them to give me the answer when we are correcting
the exercises.
Students will work in pairs to complete all the exercises given and I will monitor their work. I will answer
questions when needed and will explain any issue I find most of them don’t fully understand (based on
observing their works and questions asked)
ASSESSMENT

61
ROUTINE (1´)
TRANSITION
Do you remember last class? We were doing the Practice section on the book.
Please open your books on page 23
Read the sentences and take a couple of minutes to discuss with your partner the difference in meaning
between them.
We will talk about the differences in meaning between the pair of sentences. I will ask them what happened
first and what happened next.
Learners are used to focusing on meaning instead on form, so this is common practice.
Page 23 – PRACTICE
6. I read
a book on the plane
I was reading
I opened the champagne
7. When the first guests arrived, I was opening the champagne
I had opened the champagne
8. The film started
when we got to the cinema
The film had started
9. He was sacked because he had stolen money
He had been stealing money for years
10. When I got to the garage, my car was being repaired
had been repaired
TRANSITION
Comentado [A47]: What can you do to start the lesson in
a more appealing way?

62
I will deliver the Worksheet and say: Look at this Worksheet. Here you have to do something similar to what
we have just done. You have to read the sentences and explain the differences in meaning between them as
in the example.
For example – I will read the example on the worksheet as a model
I will say: Discuss the differences and write them next to each sentence.
ACTIVITY 3 (30´)
I will monitor learners while they are performing the task
Worksheet 1
What are the semantic differences between the members of the following pairs / sets?
Example:
c. Jack had been living with us since his arrival in England. Here the emphasis is on the duration
of the event
d. Jack had lived with us since his arrival in England. In this case this sentence emphasizes the
idea of completion
1. a. Have you seen the exhibition?
b. Did you see the exhibition?
2. a. When he entered the hall, the choir sang a medieval chant.
b. When he entered the hall, the choir was singing a medieval chant.
3. a. The film began when we arrived.
b. The film had begun when we arrived.
4. a. I´ve been using the swimming pool since we moved into the district.
b. I´ve used the swimming pool since we moved into the district.
5. a. I´ve read “Crime and Punishment” .
b. I´ve been reading “Crime and Punishment”.
6. a. Your wife has rung.
b. Your wife has been ringing.
7. a. I left when he arrived.
b. I had left when he arrived.

63
c. I was leaving when he arrived.
8. a. She pointed out he spoke English.
b. She pointed out he had spoken English.
c. She pointed out he was speaking English.
9. a. She had been painting the room when she was taken into hospital.
b. She had painted the room when she was taken into hospital.
10. a. Jen has been writing her thesis
b. Jen has written her thesis
Answer key:
1. a. Have you seen the exhibition? The exhibition is still going on.
b. Did you see the exhibition? The exhibition is over.
2. a. When he entered the hall, the choir sang a medieval chant. As soon as he entered
the hall, the choir began to sing.
b. When he entered the hall, the choir was singing a medieval chant. The two
situations overlapped in time. The singing began before his entry.
3. a. The film began when we arrived. We saw the beginning of the film.
b. The film had begun when we arrived. We didn´t.
4. a. I´ve been using the swimming pool since we moved into the district. Repeated
Action (or in progress).
b. I´ve used the swimming pool since we moved into the district. On one or two
occasions. It suggests a limited number of occasions.
5. a. I´ve read “Crime and Punishment”. I read it when I was at school for example.
b. I´ve been reading “Crime and Punishment”. Repeated action, I am still reading it.
6. a. Your wife has rung. She may have rung just once, and only briefly
b. Your wife has been ringing. The event is repeated or extended.
7. a. I left when he arrived. The two events are practically simultaneous.
b. I had left when he arrived. The departure took place before the arrival (I was no
longer there)
c. I was leaving when he arrived. The arrival occurred during the act of leaving (I
might have been locking doors or saying goodbye)

64
8. a. She pointed out he spoke English. His speaking English was a fact at the time she
pointed it out.
b. She pointed out he had spoken English. It refers to a previous occasion on which
he spoke English.
c. She pointed out he was speaking English. The pointing out took place during the time
of speaking.
9. a. She had been painting the room when she was taken into hospital. We understand
that she had recently stopped painting the room, but not that she had necessarily
finished the work.
b. She had painted the room when she was taken into hospital. The job of painting the
room was completed.
10. a. Jen has been writing her thesis. She hasn’t finished it yet.
b. Jen has written her thesis. She has finished writing it.
CLOSURE (15´)
We will talk about each sentence orally
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization x
rning aims x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
Score: __21__ /35 = 6
We are sure you can improve this lesson! Try to include a game-like activity so as to engage
them at the very beginning. Remember that the warm-up stage is truly important in order to
Comentado [A48]: So as to check the activity?

65
activate their schemata and to set the mood. It´s a long lesson – we are positive you will come
up with interesting ideas to enliven the class!
Your tutors
Unidad Temática: Narrative Tenses – Cheating
Clase N°: 7
Hora: 07:45 a 09:05

66
 Develop their reading skills by reacting and reflecting on a given text
 Develop their speaking and listening skills by giving their opinion about personal experiences and
listening to their partners´ own experiences.
TEACHING POINTS
 Reading comprehension and guessing the meaning of words within context.
 Making questions to gather information about their partners´ article. (I have seen that they have
´problems´ in questions word order so I think this could be a good way of exercising and explaining
the order of words when making questions)
LANGUAGE FOCUS
Revision
Use the
language learnt
to talk about
past
experiences
Question words:
Who – When –
How – Where –
What – Why to
gather
information.
Narrative Tenses:
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
Pronunciation of
past simple –ed
/t/ /d/ /ɪd/
Pronunciation of
auxiliary verb did
in questions
New
Use of previous
knowledge and
schemata to talk
about their own
past
experiences
cheating
Words related to
cheating:
Cheat, ban, copy,
con, defraud,
deceive, fake,
fraud
Word order in
questions
Connected
speech.
Focus on fluency
TEACHING APPROACH

67
In this lesson plan, the four skills are integrated through students´ free speech sharing their own experiences
and listening to their partner´s speech. They will read a short article and they will ask questions to gather
information.
Board, chalk, eraser, Worksheets 1, 2 & 3 – There are 3 of each Worksheet, one for each group. (Worksheet
1 will be done on Wednesday 12th based on learners´ works ordering jumbled sentences)
The Worksheets will be included at the bottom of this Lesson Plan.
SEATING ARRANGEMENT
Students will sit in groups to be able to complete the exercises.
I have noticed that most students have problems with word order in questions. There is an exercise in which
they have to make questions and we will talk about the order of words in questions. I will ask them to say
what the order is, or what sounds odd in the question made because, although they make mistakes, when I
point them out (usually with a face expression) that there is something wrong, they immediately note their
mistake and change it.
As I have learnt that they love speaking about them, I believe that cheating will be a good topic to make
them talk. I will make sure all of the students participate and talk.
Learners will also work in groups to complete the tasks given.
There are only two boys, one of them is extremely shy and talks in a very low voice. However, it´s lovely –
and funny – to see them working together because they argue about answers and celebrate when they are
right.
ASSESSMENT
ROUTINE (1´)
TRANSITION
Do you remember last class? We arranged events of a story. Please sit in 3 groups as you did last class.
Comentado [A49]: which

68
I will deliver Worksheet 1 to each group. These include the stories they arranged the previous class. I will tell
them to read it to brainstorm the story.
ACTIVITY 1 (35´)
Now look at Worksheet 2. What you have to do is to fill in the gaps with the correct tense.
Worksheet 2 – A lucky escape
Now read the description of the events and choose the correct tenses for the verbs in brackets. Were your guesses
about the sequence of events right?
It was a Sunday morning and we (1) _________________________ (get up) early.
We (2) ____________________ (arrange) to take the children to London to visit my parents.
We (3) ___________________ (shower), had breakfast and while I (1) ___________________
(make) some sandwiches to take with us, Sally (5) ____________________ (get) the children
ready.
The train left at 8.20, so at eight o’clock we (6) ___________________ (leave) the house to
walk to the village station. Just as we (7) ____________________ (go out) of the door, the phone
(8) ____________________ (ring). It was my mother calling to say that my father had caught a
cold and to ask if we could postpone our trip.
Of course I (9) ____________________ (agree), but the children were very disappointed. In the
end, Sally suggested taking the train to another town about a hundred kilometres away
where we could go to the funfair. We (10) ____________________ (set off) for the station rather
late but unfortunately when we finally (11) _______________________ (get) there, the train (12)
____________________ (already / leave).
There was nothing we could do as the next train didn’t leave until midday, so
we (13) ____________________ (go) home. We had to buy ice-cream to keep the children
quiet. That evening we (14) ____________________ (hear) on the news that there
(15) ____________________ (be) an accident at the funfair and twenty-five people
(16) ____________________ (kill). It was the luckiest escape we have ever had.
ANSWER
Comentado [A50]: If they have the stories, will the fill-in-
the-gaps exercise be challenging? Why don´t you give them
key words/pictures instead, for them to refresh their minds?
After working with worksheet 2 they might compare the text
with what they did the previous class.

69
It was a Sunday morning and we got up early. We had arranged to take the children to London to visit my parents. We
showered, had breakfast and while I made some sandwiches to take with us, Sally got the children ready.
The train left at 8.20, so at eight o’clock we left the house to walk to the village station. Just as we were going out of
the door, the phone rang. It was my mother calling to say that my father had caught a cold and to ask if we could
postpone our trip.
Of course I agreed, but the children were very disappointed. In the end, Sally suggested taking the train to another
town about a hundred kilometres away where we could go to the fun-fair. We set off for the station rather late but
unfortunately when we finally got there, the train had already left.
There was nothing we could do as the next train didn’t leave until midday, so we went home. We had to buy ice-cream
to keep the children quiet. That evening we heard on the news that there had been an accident at the fun-fair and
twenty-five people had been killed. It was the luckiest escape we have ever had.
Worksheet 2 – Locked out!
I had a terrible day last Friday . It (1)___________________ (be) around 9 in the morning and I was alone as all of my
family (2)_____________________ (go) to work. I´d had breakfast but I (3)_____________________ (not / get)
dressed yet.
I (4)____________________ (go) into the kitchen and (5)____________________ (see) that the rubbish bin needed
emptying. So I (5)____________________ (pick up) the bin liner and went to take it outside. I
(6)____________________ (open) the front door and (7)____________________(go) along the corridor to the place
where you leave your rubbish.
As I (8)____________________ (put) the bag down I felt a draught of air and (9)____________________ (hear) a bang.
When I got back to my flat, I (10) ____________________ (find) that the door was closed. The wind
(11)____________________ (blow) it shut. I (12)____________________ (put) my hand in the pocket of my pyjamas,
but I (13) ____________________(leave) my keys inside. I tried ringing my neighbour's door bell, but they
(14)_____________________ (go) to work.
So I (15)____________________ (go) down to the security man to call my husband. But then I
remembered he (16) _________________________ (go) on a business trip and wouldn’t be back
until evening. So I had to wait all day in the corridor outside my flat!
ANSWER
I had a terrible day last Friday. It was around 9 in the morning and I was alone as all of my family had gone to work.
I'd had breakfast but I hadn't got dressed yet.
I went into the kitchen and saw that the rubbish bin needed emptying. So I picked up the bin liner and went to take it
outside. I opened the front door and went along the corridor to the place where you leave your rubbish.

70
As I was putting / put the bag down I felt a draught of air and heard a bang. When I got back to my flat, I found that
the door was closed. The wind had blown it shut. I put my hand in the pocket of my pyjamas, but I had left my keys
inside. I tried ringing my neighbour's door bell, but they had gone to work.
So I went down to the security man to call my husband. But then I remembered he had gone on a business trip and
wouldn’t be back until evening. So I had to wait all day in the corridor outside my flat!
Worksheet 2 –Travel anecdote
This (1) ___________________ (happen) about five years ago. I (2) ____________________ (come) back home from
Turkey where I (3) ____________________ (be) on holiday with some friends who (4) ____________________ (rent)
a bungalow in the mountains near Ankara.
Anyway, we (5) ____________________ (be) on the plane and (6) ____________________ (just / take off) when there
(7) ____________________ (be) a loud bang from the right hand side of the plane and I (8) ____________________
(can) see a lot of smoke coming from one of the engines.
Of course, everyone (9) _____________________ (start) looking around but the plane (10) ____________________
(carry on) flying normally.
And then a few minutes later the pilot (11) ____________________ (come on) and said there (12)
____________________ (be) a problem with one of the engines and we’d have to return to the airport.
I (13) ____________________ (feel) pretty nervous, I can tell you, but I (14) ____________________ (try) to
concentrate on my book and about ten minutes later we (15) ____________________ (land) without any problems.
We had to wait for about an hour, and then we (16) ____________________ (get) back on the plane. Actually it was
a different plane, and I was pretty relieved that it was.
ANSWER
This happened about five years ago. I was coming back home from Turkey where I had been on holiday with some
friends who had rented a bungalow in the mountains near Ankara.
Anyway, we were on the plane and had just taken off when there was a loud bang from the right hand side of the
plane and I could see a lot of smoke coming from one of the engines.
Of course, everyone started looking around but the plane carried on flying normally. And then a few minutes later the
pilot came on and said there was a problem with one of the engines and we’d have to return to the airport.
I felt pretty nervous, I can tell you, but I tried to concentrate on my book and about ten minutes later we landed
without any problems.

71
We had to wait for about an hour, and then we got back on the plane. Actually it was a different plane, and I was
pretty relieved that it was.
ACTIVITY 2 (10´)
We will correct the worksheets orally. I will make sure that every student in the group participates by
reading a paragraph.
TRANSITION
These were stories that happened to people.
Now we are going to talk about our own stories.
ACTIVITY 3 (10´) Oral work – chat (they love doing this, they feel like they are not working so they
participate a lot in a very relaxed way).
As I have told you, I love spending time with friends and every time we meet, we play board games. Our
favourite is “Pictionary” but we play it mimicking. It´s really fun!
Have you ever played Pictionary? I will wait for their answers.
Do you know why we play Pictionary mimicking? Because we used to cheat a lot when writing and we
ended up arguing!
Do you like playing games with friends? Like cards, table games, computer games?
Which one(s) do you usually play?
Who do you play these games with?
Have you ever cheated? How?
I will let learners talk about their own experiences cheating on games.
TRANSITION
Now we are going to read another story.
ACTIVITY 4 (10´).
I will deliver Worksheet 3 and ask learners to read it. (Taken from English File Intermediate – Unit 1B).
Worksheet 3 – Famous cheating moments in
sport
1. FOOTBALL – Divine Intervention?
Argentina were playing England in the quarter finals of the 1986 World Cup in Mexico. In the 52nd
minute the
Argentinian captain, Diego Maradona, scored a goal. The English players protested but the referee gave the goal.
Comentado [A51]: by miming
Comentado [A52]: Check: mimic vs mime
Comentado [A53]: Careful with the questions. They might
end up beating around the Bush.
Comentado [A54]: What is the purpose of this first
Reading? What will they have to do afterwards?

72
However, TV cameras showed that Maradona had scored the goal with his hand! Maradona said the next day, “It was
partly the hand of Maradona, and partly the hand of God”
Later in the game Maradona scored another goal and Argentina won 2-1. They went on to win the World Cup.
2. Make questions to ask the other´s group about their cheating moment. Make at least 5 questions. Use
Who – When – Where – What
sport
1. ATHLETICS – With a little help from my friends
Fred Lorz, from New York, won the marathon at the St Louis Olympic Games in 1904. He finished the race in three
hours 13 minutes.
After the race Fred was waiting to get his medal and the spectators were cheering him loudly. Alice Roosevelt, the
daughter of the US President, was in the crowd, and some journalists took a photo of Fred with her. But then suddenly
somebody started shouting “cheat” and soon everybody was shouting the same thing. It was true. Fred had travelled
18 of the 42 kilometres in a friend´s car!
Fred didn’t win the gold medal and he was banned from athletics.
sport
1. FENCING – Dishonischenko!
Boris Onischenko, an army officer from the Soviet Union, was competing against Jim Fox from Britain in the 1976
Montreal Olympic. Boris was winning and the electronic scoreboard was showing ´hit´ after ´hit´ for him. Fox protested
to the referee. Fox said that Boris was scoring points without hitting him. Olympic officials examined Boris sword and
they made a shocking discovery. Boris had changed the electronic part of his sword. He could turn on the “hit” light
on the screenboard even when he hadn’t hit Fox. Boris went home, in disgrace, the next day. The British newspapers
called him “Dishonischenko”.
Comentado [A55]: Have you thought of the pronunciation
of this term?

73
TRANSITION (2´)
I will ask: In which sports do you think there are most cases of cheating? How do people cheat in these
sports?
CLOSURE (10´)
Now look at exercise 2. Make questions to find out about the other groups stories.
As soon as they finish, they will ask the questions – orally – to the other 2 groups and their partners have
to answer them.
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization x
rning aims x
y of resources
rning styles
x
and activities x
ng strategies x
management
rategies
x
age accuracy x
Score: _24___ /35 = 7
Working in groups will be enriching. You should monitor their performance, and check that
everyone participates. Have a look at our comments and suggestions – you may have to change
some aspects. Try to focus on meaningful and challenging communication tasks.
Best,
Your tutors
Comentado [A56]: You may use these questions for the
pre-reading stage. You might write the names of the sports
involved in the passages, and ask students´ opinion. Then,
they can read and share their findings.
Comentado [A57]: The instruction is quite broad. Do you
want the whole group to write the same general questions?
What if they write questions their classmates are not able to
answer because they do not have the requested
information? Think about it.

75
Tipo de Planificación: Exámen
Unidad Temática: Formal Assessment – Narrative Tenses
Clase N°: 8
Hora: 12:05 a 13:25
 See how well they have learnt the contents Narrative Tenses and how well they can applied these
contents in a writing, reading comprehension and gap-filling task.
TEACHING POINTS
 Reading comprehension ordering events in chronological order.
 Multiple choice grammar exercise.
 Writing a letter applying all the language and grammar learnt.
LANGUAGE FOCUS
Revision
Use the
language learnt
to write a letter
Words related to
action verbs:
Leave, departure,
run away, escape
Words related to
family:
Son, daughter,
mummy, dad,
sister, brother,
children
Narrative Tenses:
Present simple &
continuous
Past simple &
continuous
Present perfect
simple &
continuous
Past Simple
Passive
Past perfect
There is no
speaking task in
the exam.
TEACHING APPROACH

Lesson plans ens 1 caba

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