TPD - Secondary Lesson Plan 1

1. TALLER PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Ailén Moller Poulsen
Período de Práctica: Secundaria
Institución Educativa: Colegio Woodville
Dirección: Avda. Los Pioneros km. 2,900 - S.C. de Bariloche, Río Negro
Sala / Grado / Año - sección: 1º año
Cantidad de alumnos: 15
Nivel lingüístico del curso: Intermediate
Tipo de Planificación: Clase
Unidad Temática: Future Tense
Clase Nº: 1
Fecha: 10/10/2017
Hora: 09:55-11:25hs
Duración de la clase: 80 minutos
Fecha de entrega: 05/10/2017
LESSON PLAN
 Aims or goals:
During this lesson, learners will be able to:
-to express arrangements, predictions... (future tense)
-to work collaborative (in groups and in pairs)
-develop their writing skills by planning a trip
-keep improving their listening skills
 Teaching points:
 Language Focus:
Functions Lexis Structure Pronunciation
Revision Forming
questions
Sightseeing,
sailing,
Going to...
Will...
May...
/ə/
New --- Voyage, --- /ɔɪ/ as in ‘voyage’
 Teaching approach or combination of methods / approaches:
The PPP model will be use in this lesson.
 Integration of skills: What skills will be integrated and how?
The four skills will be integrated by the use of worksheets, recordings, readings, and activities.
 Materials and resources:
Comentario [A1]: This is the teaching
point, but which is the topic?

2. Pictures, recorder, worksheets, and the coursebook.
 Pedagogical use of ICT in class or at home:
In this lesson, the use of listening material will be use to engage students in the class, enhance
their listening skills and support the activities presented.
 Seating arrangement:
Seating in rows, in pairs, and in groups of four for the performance of some of the activities.
 Assessment: what will be assessed and how
I will check students’ comprehension and understanding by walking around the class, asking
them questions about what we are seeing and checking their class performance of the activities.
STAGES OF THE LESSON PLAN
 ROUTINE (3’)
Purpose: to let students know that the lesson is about to start
T: Hello everyone, how are you?
SS: Good...
T: Did you have a nice weekend?
SS: Yes/No...
Interaction Patterns: T-S
Transition: Ok, let’s work
 WARM-UP (10’)
Purpose:
T: Look at these images. What can you tell me about them?
SS:...
T: Good! They represent ancient civilizations. Can you match the words on the board with the
corresponded images?
Students do this orally.
T: Ok, what can you tell about these civilizations? Anything you know.
SS:...

3. WORDS: Pyramids, Pharaoh, Mummy, Desert, Parthenon, Columns, Zeus, Shield, Sword, Axe,
Runes, Spear
Interaction Patterns: T-S
Transition: Excellent! Now, we are going to work a little on Vikings.
 PRESENTATION (15’)
Purpose: to introduced the topic
T: We’ve talked a little bit about Vikings already, but could tell/repeat me who Vikings were?
Where do did they live?
SS: ...
SAMPLE PICTURES (which will help when reading the text on the course book)
http://the-wanderling.com/longship.html
Comentario [A2]: Is the connection
between stages clear enough?

4. https://layers-of-learning.com/viking-people/
T: Ok, good. Now, open your course books on page 56 please. Take a quick look at the text and
tell me what kind of text is itit is.
Students get their course books and open them.
T: What type of thext do you think is itit is?
SS: Journal, dairy, article...
T: Good, it is a diary. Now, who would like to read it?
Studetns Students read the text out loud.
T: What did do you think about this journey? Do you thinkwould you like to do it?
SS:...
Comentario [A3]: Purpose for
reading??
Comentario [A4]: How will you check
understanding of the text?

5. T: Ok, now look at the sentences in bold. What do you think they are expressing?
If students are having difficulties, T will help them. For example, by asking questions; are they
referring to the past? ... Once they’ve given the correct answer, T will ask for what we use the
future tense. Some examples will be written on the board (along with the way we form each
example –predictions, arrangements, and intentions–) to help students understand it.
T: Ok, now I would like you to do ‘Activity 4’ on your course books. You can work in pairs if you
like.
 DEVELOPMENT (45’)
Activity 1:
Purpose: to practice predictions, intentions and arrangements
Once everyone has finished, we will check all together the activity.
Doubts will be answered if necessary.
Transition: Ok, good job!
Interaction Patterns: T-S
Activity 2:
Purpose: to continue practicing practising predictions, intentions and arrangements
T will give students a worksheet for them to do. Comentario [A5]: You may go over an
example with them.

6. Once everyone has finished, answers will checked.
Transition: Very good class!
Interaction Patterns: T-S / S-S
Activity 3:
Purpose: to practice practise their listening skills
T: Now, you are going to listen to a couple planning their holidays.
T gives students worksheet for them to complete with ‘true or false’. She asks them to read the
worksheet first (so they have a glimpse of what to expect); and the T puts the recorder.
WORKSHEET:
1. Complete the sentences with the verbs in brackets, using ‘will’, ‘going to’ or ‘may’.
a. I’m sure Tom ____________________________________ (like) the voyage.
b. The weather is nice, but it ____________________________________ (change) anytime.
c. It’s not common, but we ____________________________________ (see) some sharks.
d. Good that we sailed today, tomorrow ____________________________________ (rain).
e. I’ve drunk sea water; I ____________________________________ (feel) sick in the morning.
f. Look, the Isle of Skye! We ____________________________________ (arrive) in the afternoon.
Comentario [A6]: Connection with
previous stages? Do not think of the
teaching point (future tense), I´m referring
to the context.

7. SCRIPT:
Students will listen to it for a couple of times before they check all together the answers.
Rose: I’d love to go abroad on holiday next spring. What do you think?
Jack: I’m not sure. When were you thinking? In April?
Rose: Maybe. We have two days off work for our national holiday. We could take off another three days and go for a week. We could even
go for two!
Jack: No, not two. If I take all my holiday in April, I won’t be able to take a holiday in the summer.
Rose: Okay. One, then.
Jack: Where would you like to go?
Rose: Well, I looked at flights. There aren’t any flights to Greece until May, unfortunately. I’d like to go there. But we can fly to Spain quite
cheaply.
Jack: That would be nice. Where would we stay? In a hotel?
Rose: I’m not sure. I don’t really like staying in hotels. But we could hire a cottage.
Jack: I don’t mind either. Is a cottage cheaper than a hotel?
Rose: It’s about the same. But I prefer staying in cottages. It’s more peaceful, and we can cook for ourselves.
Jack: Okay, well, that’s fine by me.
Rose: The problem is transport. You can get to the hotels easily from the airport. They are all in the town centre, and buses go there all the
time. But the cottages are further away. We’d need to hire a car.
Jack: That’s fine. I don’t mind doing that. Why don’t you pick out a few cottages, and we’ll choose one?
Rose: I’ve done that already. I’ll show you on the computer. There’s this one - it’s actually an apartment. It’s inside an old palace in this
beautiful historic village in the mountains. Isn’t it beautiful?
Jack: It’s quite expensive though. And it has 3 bedrooms. We don’t need that many.
Rose: I suppose not. Okay, what about this one? It’s up in the hills. Very quiet and peaceful. It has a lovely view, look. And it’s not too
expensive.
Jack: That looks nice. It’s quite far from the town, but I don’t mind that.
Rose: Nor me. Or there’s this one. It’s a town house. It’s big and it looks lovely inside.
Jack: Does it have a garden?
Rose: No, and it might be noisy, because it’s so central.
Jack: I think I prefer that other one.
Rose: Me too. Shall I write and find out if it’s free?
Jack: Yes, do. If it is, we’ll book the flights.
https://www.examenglish.com/B1/b1_listening_holidays.htm

8. Transition: Well done everyone
Interaction Patterns: T-S
Activity 4:
Purpose: to practice practise the future tense by planning their holidays.
Students will work on pairs and plan a holiday (write a short text). It will be their choice where, in
what time of the year, and so on. The T will give them some questions to help them plan it.
SAMPLE QUESTIONS:
Where are you going?
Are you travelling by plane/car/bus/...?
Where are you going to sleep?
When are you coming back?
Are you going to cook or eat outside?
Once they have finished, each pair will work with another pair and find out where they are going,
how are theythey are travelling, etc. when they have done this, they will share their peers
planning with the rest of the class. (They can use the ‘sample questions’ to help them find the
information).
Transition: Very interesting class. You’ve planned some lovely holidays.
Interaction Patterns: S-S
 CLOSURE (5’)
Purpose: to let students know the lesson is finishing.
Transition: Ok, class, is time to go. See next class.
Interaction Patterns: T-S
 HOMEWORK
---
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Comentario [A7]: What will they be
doing??? Any round-up activity?

9. Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
X
Language
accuracy
x
Observations Nice lesson! Have a look at the comments I have made and take them into account
when delivering this class and when planning future ones. Go over the first plan of
the lesson plan itself, reflect upon the topic of the learning unit, and focus on that
topic throughout the lessons.
Remember to include this chart in your lesson plans, please.
Have a nice time!
Aure