Moure secondary intermediate lesson plan4 8.75

Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof.CeciliaZemborain regis246@hotmail.com
November2nd,2015
1
Alumnopracticante: ReginaMoure
Períodode práctica: Secundaria
Institucióneducativa: InstitutoMarceloSpínola– Nivel Primario.
Dirección:Don Bosco 193 – CaletaOlivia(SantaCruz)
Sala/Grado/Sección: CicloOrientado
Cantidad de alumnos: 33
Nivel lingüísticodel curso:Intermedio
Tipo de Planificación:Clase
Unidadtemática: Tiempode aventura.
Clase Nº: 4
Fecha : Jueves5 de noviembre de 2015
Hora: de 7:20 a 9:30
Duración de la clase: 120’
Fecha de primera entrega: 2 noviembre de 2015
Teaching points:PresentPerfect:affirmative,negative,interrogative
Apologizing
Lesson Aims:
By the endof the lesson,Ss will:
 Be able toidentifyandname lexical itemsrelatedto camping.
 Be able toapologize andacceptapologies byusingspecificsetphrases.
 Develop their speaking and listening abilities by taking part in short oral exchanges, listening
to and role-playingdialogues.
 Develop their writing skills by writing a dialogue in pairs and an e-mail following models
(parallel writing).
 Developtheircognitive skills bysolvingacrosswordpuzzle.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello!Bye-bye!
-Goodmorning.
- How are you
today?Fine!
- Come here! +
-Greeting
-Following
commands
and/or
instructions.
WH questions and
answers in the simple
past:
-Affirmative:
This person had an
Recognition and
production of
the following
sound in final
position.

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please.
-Vocabulary
related to
nature:
beach, desert,
lake glacier,
island,
mountain,
ocean,
rainforest, river,
sea, valley,
waterfall
Predicting
possible
outcomes based
on current
situations.
Talking about
past experiences
taking place at
an unspecified
time.
adventurewith a parent.
Interrogative
When was Jordan born?
WH questions and
answers in the simple
present.
What type of music
(does) (he) (make)?
(he) (makes) (pop)music.
WH questions and
answers in the Future
simple :Will + infinitive:
-Affirmative:It’ll rain.
-Negative: It won’t take
long.
-Interrogative:
Will (he) (answer) (the
phone)..?
Questions and answers
employing modal verb
WILL:
Will (people) (buy)
(books)?
Yes, (they) will
No,(they) won’t
Firstconditional:
If + present simple +
futuresimple Will
If you plan to go there,
will you have to save a lot
of money?
What will you have to
take with you if you want
to stay two daysthere?
PerfectPresent:
Affirmative:
(I/you/he/she/it/we/they)
(have/has- ‘ve/’s) + past
participle.
I havebeen to El Calafate.
/d/
/t/
/l/
I’ll
There’ll
/v/

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She has flown to Buenos
Aires.
Negative:
(haven’t /hasn’t) + past
participle.
I haven’t been to El
Calafate.
She hasn’t flown to
BuenosAires.
Interrogative:
(Have/has)+
+ pastparticiple ?
Have you (ever) visited
yourfriend in El Calafate?
Has she flown to Buenos
Aires by LAN or
Aerolíneas Argentinas?
New Vocabulary
related to
camping:
campfire, map,
sun hat,
compass,
rucksack, tent,
guidebook,
sleeping bag,
torch, insect
spray,
sun cream,
walking boots.
Apologizing
I’mreally sorry;
I didn’tmean to;
It was an
accident;
It won’t happen
again.
Accepting an
apology
Don’tworry;
These things
happen;
That’sok;
It’sall right!
Stress in
compound
nouns.
Teaching approach: Natural approach – PPP
Materialsand resources:
 A boardand piecesof chalk.
 A poster displaying the crossword puzzle Ss will have on their handouts to check the task
withthe whole group.

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 1 handout per student for a vocabulary activity (Crossword puzzle – S1 and S2). Either poster
and handouts were made using http://worksheets.theteacherscorner.net/make-your-
own/crossword/
 Markers.
 An image fromthe Internettointroduce the concept/functionof apologizing
(taken from https://pbs.twimg.com/media/B3j9AdQCEAAv2he.jpg )
 Notebook- Speakers
 Next Move 2 – Student’s book (Pearson) pages88,93, 95,96.
 Next Move 2 (Pearson)- audio:Cd3, track 3.21; 3.22
 1 handoutperstudentsdetailinghomework.
Pedagogical use of ICT:
No instancesof pedagogical use of ICTduringthislesson.
Seatingarrangement:
Ss sitin rowsof two desks,which allowsforpairwork.
Cooperative work:
Ss will work on a crossword puzzle to practise the vocabulary related to topic of this lesson as well as
to revise structures learnt previously (should/future simple/present simple). They also will write and
role playa dialogue topractise the function(apologizing) learntduringthislesson.
Possible problemsandpossible solutionsregardingbehaviour:
Even though a follow-up meeting with Ms. Paola allowed me to know that Ss like going over
mechanical and predictable activities, I also perceived they like having some fun solving puzzles (as
the one theyhad inLessonII).
On this occasion, and in order to provide Ss with an extra instance of interaction, the clues for
solving the crossword puzzle will not be available on all the handouts. There will be two different
setsof copies,S1and S2, and Ss will have toshare the informationtheyhave tocomplete the task.
Potential problemsstudentsmay have with the language:

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Ss still complain about my using the target language, especially when it comes to explaining
grammar structures, a procedure I do not usually follow during my own lessons. Nonetheless, I
understand that Ss need time to get used to this and that this is not the right time of the year to
introduce majorchangesintotheirusual wayof learningthe language.
Therefore, I will keep on trying to find a balance between my teaching and Ss’ preferred way of
learning.
Assessment:Whatwill be assessedand how:
Ss’ responsibility as regards homework , participation in class as well as understanding and use of
the lexisandstructureslearnedsofarwill be the focusof assessmentduringthislesson.
Skillsintegration:
There will be anattemptto integrate the fourskillsduringthislesson.
Routine (5 minutes)
Aim: To complywithadministrative tasksrequiredbythe institution.
T will receive Ssinthe classroomandstart goingoverthe roll-call rightaftergreetingthem.
As soon as the previous task is over, T will ask Ss to go over their homework as a whole – group in
orderto check the activitiesall together
Transition:
T: Let’s check your homework all together.
Warm up (10’)
Aim:
To check homework with the whole group as well as provide Ss with an opportunity to reinforce the
lexisandstructuresseenlastclass,eitherintheiroral andwrittenform.
To collecthomeworkassignedatthe endof the previouslesson.
T: Let’s start with ex. 2 from page 88.

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There you had to choose the right option, right?
Well, I’m going to read the sentences up to that point and you will have to
provide me with the right word, ok?
Key:
2) desert
3) ocean
4) mountain
5) lake
6) river
7) glacier
8) sea
9) valley
10) waterfall
11) island
12) beach.
The remainingexercises( on page 96) will be assignedtoa specificrow of Ss.
T: Let’s go to page 96. This row on the left, row #1 will read the answers for
ex. 1. They’ll also have to come to the board and write the sentences.
Row #2 will do the same with exercise 2, Row #3 with the following exercise
and so on.
Exercise #5 will not be checked.
Row 1 provides feedback on exercise 1. (Ss will be asked to read their answers and come to the
board to write them)
Row 2 providesfeedbackonexercise2.
Row 3 providesfeedbackonexercise3.
Row 4 providesfeedbackonexercise4(one sentence perstudent)
Exercise 5 will not be checked since it is quite similar to the one checked at the beginning of this
stage.
Key
Ex.1
2) has / ‘s taken
3) have visited
4) have/ ‘ve helped
5) have/ ‘ve made
6) have/ ‘ve used
Ex.2
2) Lucy hasn’t taken
3) Mark and Sarah
haven’t visited
4) I haven’t helped
5) You haven’t made
6) We haven’t used
Ex.3
2) Have they
watched….?
No, theyhaven’t.
3) Has she climbed….?
No, she hasn’t
4) Has the film
Ex.4
2) hasn’t finished.
3) has climbed.
4) has gone.
5) have walked.
6) have travelled
7) have felt.

November2nd,2015
7
started?
Yes,it has.
5) Have they visited…?
Yes,they have.
6) Have you
brought…?
No, I haven’t
8) haven’t seen.
Rightafterhavingchecked homework,Twill askSsto handit in.
Transition:
T: Last class, some of you told us about your plans to travel somewhere and
others, like Hernán, mentioned that they have gone camping to different
places, such as El Chaltén.
Presentation (10 minutes)
Aim: To introduce the lexissetrelatedtocamping.
T: Have you ever gone camping?
(T draws a tent on the board)
Ss: (yes/ no)
T: (if yes) Where have you gone? I’ve been to El Bolsón on several occasions.
Have you ever been there? I really like that place.
(T writes “El Bolsón” next to the tent and draws an arrow to connect both ideas)
(if no) Do you like camping? Where will you go if you want to go camping
someday?
Ss: (name places, T writes)
T: As you may already know, you need to carry very specific elements, objects
to go camping. You can see some of them in your books, on page 96.

November2nd,2015
8
(Next Move 2, page 96)
T: Let’s go over that list all together with the help of that picture. For
instance, look at the item #1. What is it?
Since the first item is already labelled , Ss will provide that word almost immediately. As
soon as Ss have done so, T will point to the tent she previously drew on the board and
repeatthe wordonce again.
T: a tent, it’s a TENT, just like this one!
What about #2? What is it?
Some Ss may know the answer to that question, while others not. T will wait for Ss to
venture ananswer,onlyprovidingthe wordif nobodyanswers.
T: #2 is a RUCKSACK. It’s like a big school bag, don’t you think?
T and Ss will go on thatway until the whole lexical setis covered. T will also correct pronunciation (in
case Ss don’t provide the right one) and ask them to repeat the words after her, emphasizing stress
on the rightsyllable incompoundnouns.

November2nd,2015
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Key:
2) rucksack
3) sun hat
4) guidebook
5) walking boots
6) insect spray
7) map
8) torch
9) compass
10) sun cream
11) campfire
12) sleepingbag
Transition:
T: Ok. Well done, everyone! What about solving a puzzle, a crossword?
Practice 1: (10’)
Aim: To allowSsto practice the recently seenlexical setbysolvingacrosswordpuzzle inpairs.
T will displaythe followingposteronthe board:

November2nd,2015
10
AfteraskingSsto read the posterheading,she willshow themthe followinghandouts:

November2nd,2015
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November2nd,2015
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T: You are going to receive one of these handouts, on which you will find this
same crossword puzzle
(T points at the poster on the board)
and the clues for solving it.
Whenall the studentshave receivedthe copies,theywill noticethatsome cluesare missing.
T: Have you got all the clues on your handouts?

November2nd,2015
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Ss: No
T: No, you haven’t. That is why you will work in pairs, reading the clues for
your mates so that you both think of the word to fill in that line, across or
down, on your crosswords
(T uses the poster on the board to explain the task)
T: Let’s complete #1 together, here on the board.
Can anyone read the first clue?
S1: You should use this if you don’t want the sun to burn you so much.
T: ok, thanks! So, what are you going to write here on #1?
(T points at the poster again)
Ss: sun cream
T: Right, sun cream! Can anybody come here and complete that line here?
A student come to the board and complete the line.
T: Great! Now you can work on your own. A piece of advice? Follow the
order: clue # 1, then clue #2, and so on, ok?
Is it clear?
T waitsfor Ss to sayif theyknowwhattheyhave to do.
T: Ok, five minutes to complete this. I’ll be going around the classroom
monitoring your work.
Then we will come back here to check the work all together.
Key:

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November2nd,2015
15
As soon as the allotted time is over, T and Ss will complete the poster. Volunteers Ss will be asked to
read the clues aloud (one at a time), others will provide their answers and, if all agree on it, a
volunteer student will come to the board to write the word. T will ask Ss to spell each word in order
to ensure rightspelling.
Transition:
T: Well done, everybody! If you have already gone camping, you may know
(for sure!) that sharing every single moment of the day and night with other
people can be difficult. You may get angry and say or do something you don’t
really mean to and then you will have to say sorry.
Have you ever felt like this?
Presentation2 ( 10’)
Aim: To introduce a few phrases for offering and accepting apologies with the help of a
contextualizeddialogue
Before listeningtask: Makingpredictionsbasedonapicture (5 minutes)
T will askSs to go to page 92 intheirbooks andlookat the picture.
T: Please open your books at page 92 and look at the picture you have there.

November2nd,2015
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(Next Move 2 – Student’s book, page 92)
T: Who can you see there? Where are they? What are they doing? What do
you think Nadia has done?
Ss answerthe questions,one atatime.
Key:
Theyare Carlos,NadiaandZak.
Theyare inZak’s kitchenlookingathisphotos.
She has deletedaphoto.
Transition:
T: Ok, let’s listen to the dialogue and see what has really happened here.
Reading/Listening1: (5 minutes)

November2nd,2015
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Aim: To have Ss reading and listening to the dialogue in order to check their predictions at the
time they are exposed to the pronunciation and intonation pattern of this type of dialogue (a chat
among friends)
NextMove 2 – Cd 3 – Track 3.21
.
(Next Move – page 92)
Right after Ss have followed the dialogues in their books, T will ask Ss to say whether their
predictionswere rightornot.
T: So, What has happened here?
Ss: Nadia has deleted a photo of Zak’s cousin.
T: Yes, She’s done that! How do you think she feels about it?
Ss: Sorry!
Transition
T: What makes you think that way?
Language Focus: Apologizing(10’)

November2nd,2015
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Aim: To introduce common setphrases for apologizingand acceptingapologies.
Ss: She says: “I’m really sorry, Zak!
T: Has she said anything else after that?
Ss: I didn’t mean to!
T: ok, So…did she do that on purpose?
Ss: No!
T: right! She didn’t have any intention to delete that photo. It was an
accident!
Now, did Zak get angry?
Ss: No!
T: What did he say?
Ss: Don’t worry!
T: Did he accept Nadia’s apology?
Ss: Yes!
T: Yes, he did. Then, here we have two types of expressions.
One for saying that you’re sorry, for apologizing…
Which one is that?
(T writes the following chart on the board)
Apologizing
Ss: I’m really sorry. I didn’t mean to

November2nd,2015
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T: Ok…Can anyone come here and write that into this chart?
(a volunteer student approaches the board and write the phrases in the right column)
Apologizing
I’m really sorry. I didn’t mean to
T: All right. This is what Nadia said for apologizing; for saying that she was
sorry for what she did. We also saw that Zak accepted her apology, didn’t he?
Ss: yes!
T: which phrase did he use for accepting Nadia’s apology?
(T writes the heading for the second column)
Apologizing Accepting apologies
I’m really sorry. I didn’t mean to.
Ss: Don’t worry!!
T: Great! Anyone? Can anyone come and write that here?
I’m really sorry. I didn’t mean to Don’t worry.
T: Thanks! Is that all what he said?
Ss: No..”these things happen”!
T: uhummm! That is also a way to say that everything’s ok.
So, we should add it here.

November2nd,2015
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I’m really sorry. I didn’t mean to Don’t worry. These things happen.
Transition:
T: Let’s practise a little, now. Let’s pretend you are the characters in this
dialogue.
ControlledspeakingPractice 1: (5 minutes)
Aim: To have Ss reading and role-playing the dialogue in order to reinforce their pronunciation and
intonation.
T will explain the procedure to Ss. T will read the dialogue aloud, line by line, for Ss to repeat and
practice both pronunciation and intonation. Then, Ss will role-play (read employing the right
intonation) the dialogue as a class. Since there are three rows of Ss, one character will be assigned to
each row. This last instance will be repeated three times, so as all the Ss can role-play all the
characters’lines.
T: In thefirst place, you are going to read the dialogue all together. Once you
have done that, I’ll assign one character to each row to role play the
dialogue. Don’t worry! You can read your lines from the book.
Transition:
T: Well done, everybody! Now, as you can imagine, these (T points at the
chart on the board) are not the only phrases we can use to say we are sorry,
or to accept others’ apologies.
Activity 1: Writing (15’)
Aim: To have Ss writing and role-playing short dialogues based on a given model from the
coursebook,employingnewphrases for apologizing.
Pre-writingtask: Listening(5’)
T: I’d like you to listen to three short dialogues. As you listen, try to spot, find,
phrases for apologizing and phrases for accepting apologies.

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(T points at the chart on the board)
T: We will come back here after you have listened to the dialogues to add
more phrases to this chart, Ok? Ready? Listen..
NextMove 2 – CD 3 track 3.22
Transcript
Nadia: Oh no! You’vedeleted all my text messages!
Jody: Oops!It was anaccident.
Nadia: That’s OK.
Jody: Hey! You’ve switchedthe TV off.
Carlos: I’m sorry.
Jody: Don’t worry. These things happen.
Zak: Waita minute! You’vetaken my drink !
Carlos: Sorry. I didn’tmeanto.
Zak: It’s all right.
Right after Ss haven’t listened to the dialogues, T will ask Ss for feedback in order to complete the
chart drawn onthe board.
I’m really sorry. I didn’t mean to
It was an accident.
Sorry
Don’t worry. These things happen.
That’s ok.
It’s all right!
Transition

November2nd,2015
22
T: All right! Now let’s move on to the following task. Please, open your books
at page 93.
Writingtask (5’)
T: Take a look at the chart there, Can you find all these phrases? Can you find
new ones?
Next Move 2 - page 93 – ex 6
After Ss have spotted an extra phrase for apologizing (It won’t happen again), T will draw their
attentiontothe followingexercisesintheirbooks.
T: If you keep on reading, you will find the transcript of the dialogues you’ve
just listened to. If you look carefully, you’ll see words in purple. Exercise 8
asks you to replace those words/phrases and create a new dialogue. You can
use either words/phrases from the book or your own ideas.

November2nd,2015
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Next Move 2 – page 93- ex -7-8
T: For instance… If I say:
Hey! You’ve broken my glasses!
What will you reply to that?
Ss: Sorry, I didn’t mean to!
T: It’s ok.
You see? You have 5 minutes to work in pairs, I’d like to listen to your
productions after that time.
As soonas the allottedtime isover,Twill aska few couplesforfeedback.
By the time thisactivityisfinished,the bellwillringandSswill leave the classroomforbreaktime.
The followinghourwillbe devotedtopractice writing:aninformal mail.
___________________________________ _____Breaktime_____________________________

November2nd,2015
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Transition:
T: During thebreaktime, I thought about my camping experiences when I was
your age. At that time, there were no cell-phones and forget about Internet.
So, if we wanted to tell our families that we were ok, or about things we had
done, we had to wait until we came back home.
Now, thanks to 4-g technology, you can send a mail using your phone almost
from anywhere.
Pre-writingactivity (5’)
Aim: To activate Ss’ prior knowledge aboute-mailslayout and parts.
T: Have you ever written an e-mail before?
Ss: Yes
T: How do you begin your mail?
Ss: writing the e-mail address of the person who is going to read it.
T: Ok, and where do you write that e-mail address?
Let me draw a sort of e-mail layout on the board.
Ss tell T where towrite the recipient’se-mail addressandwhatto write inthe “subject – line”
To:
Subject:

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T: Ok. And what do you write after that, let’s say, in the body of your
message?
Ss: (the name of the person that will read the e-mail)
T: Ok
T: Like this?
(T points at the board)
Ss: Yes/ No
T: ok, what else then?
Ss keep on suggesting phrases. When they have provided all their ideas, T will ask them to go to
page 95 in orderto see a model.
Transition:
T: Please, go to page 95 in your books. There you will find a model of an e-
mail.
Reading : (5’)
Aim: To expose Ssto a model of an informal e-mail.
To:
Subject:
María:

November2nd,2015
26
Next Move 2 – Page 95 – Ex 2
T: Please, take a minute to read this e- mail
Then,T will askSs the followingquestions:
 Who is writing an e-mail? Jamie
 Who is Jamie writing to? His Mum
 How does he begin his e-mail? Dear Mum
 How does he end it? Lots of love.
 How many paragraphsare there in this e-mail? Three
 What does he write about in the first paragraph? Place and what he
has done.
 What does he write about in the second paragraph? What he did
yesterday.
 What about the third paragraph? Thingshe is going to do today.
Transition:

November2nd,2015
27
T: So, broadly speaking, Jamie tells his mum about the place he has been to
these days, the things he has done, the things he did and what he is going to
do today.
Writingactivity: (20’) (10’ forwriting + 10’ forsharing productions)
Aim: To have Ss drafting an e-mail address to an specificaudience.
T: Now, it will be your turn to write something similar to what Jamie wrote.
You are going to do this individually.
You can choose between writing an e- mail to your mum or to your best
friend. Remember to specify that in the recipient’s line, where you write the
e-mail address.
Then, develop your message in three paragraphs:
In the first one you will tell about:
Ss: The place
T: What else?
Ss: The things we have done.
T: In the second one?
Ss: Things we did yesterday?
T: Ok, and in the third paragraph?
Ss: Things we are going to do today.
T: and then?
Ss: goodbye?
T: yes! That’s right.
Look! You can also choose between following the example provided in your
books (Ex 4) or think about any other place you already know.

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28
Ok? Is it clear? You have ten minutes to do this.
As Sswork ontheirown,T will goroundthe classroommonitoringSsandprovidingassistance.
When the ten minutes are over, T will ask Ss to read their e-mails to the mate sitting next to them so
as to checkif the message isclear.
Afterthat,Ss will share theirproductionswiththe restof the class.
Transition:
T: Well done, everyone! Now that our time is almost over, let’s talk about
your homework.
Homework assignment:(10’)
Aim: To explain to Ss what they will have to do at home in order to reinforce the language acquired
duringthislesson.
T: You will have to keep on working at home. And this is what you’ll have to
do.
NextMove 2 – Page 91
Exercise 2- Match the words in Exercise 1 to the sentences.
Exercise 3- Complete the sentenceswiththe words in Exercise 1.
NextMove 2 – Page 96
Exercise 6) Complete the sentenceswiththe words from the box.

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Right after checking that everybody has taken note and understood their homework, class will be
dismissed.
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing

Learning aims 
Stages

Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score:28/32=8.75
Dear Gina,
Althoughyouhave beenasked tobase yourclassesonthe course book,you
have managedto make meaningfuluse of thatresource,andto add some
extramaterials andsmoothtransitions,whichare part of your personal
teachingstyle. 
My bestwishesforthislastclass!
Cecilia

Moure secondary intermediate lesson plan4 8.75

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