Moure secondary intermediate_lesson_plan4-8.75

Taller Práctica Docente Regina de los Ángeles Moure
Tutor: Prof. Cecilia Zemborain regis246@hotmail.com
November 2nd, 2015
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Alumno practicante: Regina Moure
Período de práctica: Secundaria
Institución educativa: Instituto Marcelo Spínola – Nivel Primario.
Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)
Sala/Grado/Sección: Ciclo Orientado
Cantidad de alumnos: 33
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad temática: Tiempo de aventura.
Clase Nº: 4
Fecha : Jueves 5 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: Present Perfect: affirmative, negative, interrogative
Apologizing
Lesson Aims:
By the end of the lesson, Ss will:
 Be able to identify and name lexical items related to camping.
 Be able to apologize and accept apologies by using specific set phrases.
 Develop their speaking and listening abilities by taking part in short oral exchanges, listening
to and role-playing dialogues.
 Develop their writing skills by writing a dialogue in pairs and an e-mail following models
(parallel writing).
 Develop their cognitive skills by solving a crossword puzzle.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
Rev Greetings:
-Hello! Bye-bye!
-Good morning.
- 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.
Comentado [R1]: In what context?
Comentado [R2]: Which ones?
Memory? Logic and reasoning? Etc.

November 2nd, 2015
2015
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.
adventure with 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
First conditional:
If + present simple +
future simple 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 days there?
Perfect Present:
Affirmative:
(I/you/he/she/it/we/they)
(have/has- ‘ve/’s) + past
participle.
I have been 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
Buenos Aires.
Interrogative:
(Have/has)+
+ past participle ?
Have you (ever) visited
your friend 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’m really sorry;
I didn’t mean to;
It was an
accident;
It won’t happen
again.
Accepting an
apology
Don’t worry;
These things
happen;
That’s ok;
It’s all right!
Stress in
compound
nouns.
Teaching approach: Natural approach – PPP
Materials and resources:
 A board and pieces of chalk.
 A poster displaying the crossword puzzle Ss will have on their handouts to check the task
with the whole group.
Comentado [R3]: Which ones?
What type of practice will be provided?

November 2nd, 2015
2015
 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 from the Internet to introduce the concept/function of apologizing
(taken from https://pbs.twimg.com/media/B3j9AdQCEAAv2he.jpg )
 Notebook- Speakers
 Next Move 2 – Student’s book (Pearson) pages 88, 93, 95,96.
 Next Move 2 (Pearson)- audio: Cd 3, track 3.21; 3.22
 1 handout per students detailing homework.
Pedagogical use of ICT:
No instances of pedagogical use of ICT during this lesson.
Seating arrangement:
Ss sit in rows of two desks, which allows for pairwork.
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 play a dialogue to practise the function (apologizing) learnt during this lesson.
Possible problems and possible solutions regarding behaviour:
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 they had in Lesson II).
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
sets of copies, S1 and S2, and Ss will have to share the information they have to complete the task.
Potential problems students may have with the language:
Comentado [R4]: Fantastic!

November 2nd, 2015
2015
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 major changes into their usual way of learning the language.
Therefore, I will keep on trying to find a balance between my teaching and Ss’ preferred way of
learning.
Assessment: What will be assessed and how:
Ss’ responsibility as regards homework , participation in class as well as understanding and use of
the lexis and structures learned so far will be the focus of assessment during this lesson.
Skills integration:
There will be an attempt to integrate the four skills during this lesson.
Routine (5 minutes)
Aim: To comply with administrative tasks required by the institution.
T will receive Ss in the classroom and start going over the roll-call right after greeting them.
As soon as the previous task is over, T will ask Ss to go over their homework as a whole – group in
order to check the activities all together
Transition:
T: Let’s check your homework all together.
Warm up (10’)
Aim:
To check homework with the whole group as well as provideing Ss with an opportunity to reinforce
the lexis and structures seen last class, either in their oral and written form.
To collect homework assigned at the end of the previous lesson.
T: Let’s start with ex. 2 from page 88.
Comentado [R5]: How?
Comentado [R6]: This is not a warm-up, but rather part of the
routine.

November 2nd, 2015
2015
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 remaining exercises ( on page 96) will be assigned to a specific row 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 provides feedback on exercise 2.
Row 3 provides feedback on exercise 3.
Row 4 provides feedback on exercise 4 (one sentence per student)
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, they haven’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.

November 2nd, 2015
2015
started?
Yes, it has.
5) Have they visited…?
Yes, they have.
6) Have you
brought…?
No, I haven’t
8) haven’t seen.
Right after having checked homework, T will ask Ss to hand it 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 lexis set related to camping.
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.
Comentado [R7]: This may take longer than 10 minutes.

November 2nd, 2015
2015
(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
repeat the word once 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 an answer, only providing the word if nobody answers.
T: #2 is a RUCKSACK. It’s like a big school bag, don’t you think?
T and Ss will go on that way until the whole lexical set is covered. T will also correct pronunciation (in
case Ss don’t provide the right one) and ask them to repeat the words after her, putting emphasising
on stressing on the right syllable in compound nouns.

November 2nd, 2015
2015
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) sleeping bag
Transition:
T: Ok. Well done, everyone! What about solving a puzzle, a crossword?
Practice 1: (10’)
Aim: To allow Ss to practice the recently seen lexical set by solving a crossword puzzle in pairs.
T will display the following poster on the board:

November 2nd, 2015
2015
After asking Ss to read the poster heading, she will show them the following handouts:

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Clue 8 should
be ‘you should get one of ‘these’’
Con formato: Izquierda, Punto de tabulación: 13,5 cm,
Izquierda

November 2nd, 2015
2015
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.
When all the students have received the copies, they will notice that some clues are missing.
T: Have you got all the clues on your handouts?

November 2nd, 2015
2015
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 waits for Ss to say if they know what they have 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.

November 2nd, 2015
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Key:

November 2nd, 2015
2015
You should let SS know that in compound nouns, a square is allotted to the hyphen.
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 right spelling.
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?
Presentation 2 ( 10’)
Aim: To introduce a few phrases for offering and accepting apologies with the help of a
contextualized dialogue
Before listening task: Making predictions based on a picture (5 minutes)
T will ask Ss to go to page 92 in their books and look at the picture.
T: Please open your books at page 92 and look at the picture you have there.

November 2nd, 2015
2015
(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 answer the questions, one at a time.
Key:
They are Carlos, Nadia and Zak.
They are in Zak’s kitchen looking at his photos.
She has deleted a photo.
Transition:
T: Ok, let’s listen to the dialogue and see what has really happened here.

November 2nd, 2015
2015
Reading/Listening 1: (5 minutes)
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)
Next Move 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
predictions were right or not.
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?

November 2nd, 2015
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Language Focus: Apologizing (10’)
Aim: To introduce common set phrases for apologizing and accepting apologies.
Ss: She says that: “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

November 2nd, 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.

November 2nd, 2015
2015
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.
Controlled speaking Practice 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 the first 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, employing new phrases for apologizing.
Pre-writing task: Listening (5’)

November 2nd, 2015
2015
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.
(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..
Next Move 2 – CD 3 track 3.22
Transcript
Nadia: Oh no! You’ve deleted all my text messages !
Jody: Oops! It was an accident.
Nadia: That’s OK.
Jody: Hey! You’ve switched the TV off .
Carlos: I’m sorry.
Jody: Don’t worry. These things happen.
Zak: Wait a minute! You’ve taken my drink !
Carlos: Sorry. I didn’t mean to.
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 on the board.
I’m really sorry. I didn’t mean to
It was an accident.
Don’t worry. These things happen.
That’s ok.

November 2nd, 2015
2015
Sorry It’s all right!
Transition
T: All right! Now let’s move on to the following task. Please, open your books
at page 93.
Writing task (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
attention to the following exercises in their books.
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.

November 2nd, 2015
2015
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 soon as the allotted time is over, T will ask a few couples for feedback.
By the time this activity is finished, the bell will ring and Ss will leave the classroom for breaktime.
The following hour will be devoted to practice writing: an informal mail.
___________________________________ _____Breaktime_____________________________

November 2nd, 2015
2015
Transition:
T: During the breaktime, I thought about my camping experiences when I was
your age. At that time, there were no cell-phones and forget about Iinternet.
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-writing activity (5’)
Aim: To activate Ss’ prior knowledge about e-mails layout 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.
To:
Subject:

November 2nd, 2015
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Ss tell T where to write the recipient’s e-mail address and what to write in the “subject – line”
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 order to 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 Ss to a model of an informal e-mail.
To:
Subject:
María:

November 2nd, 2015
2015
Next Move 2 – Page 95 – Ex 2
T: Please, take a minute to read this e- mail
Then, T will ask Ss the following questions:
 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 paragraphs are 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? Things he is going to do today.

November 2nd, 2015
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Transition:
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.
Writing activity: (20’) (10’ for writing + 10’ for sharing productions)
Aim: To have Ss drafting an e-mail address to an specific audience.
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.

November 2nd, 2015
2015
Look! You can also choose between following the example provided in your
books (Ex 4) or think about any other place you already know.
Ok? Is it clear? You have ten minutes to do this.
As Ss work on their own, T will go round the classroom monitoring Ss and providing assistance.
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 check if the message is clear.
After that, Ss will share their productions with the rest of 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
during this lesson.
T: You will have to keep on working at home. And this is what you’ll have to
do.
Next Move 2 – Page 91
Exercise 2- Match the words in Exercise 1 to the sentences.
Exercise 3- Complete the sentences with the words in Exercise 1.
Next Move 2 – Page 96
Comentado [R8]: All SS? This will take too long.
Should this work be collected and checked by the teacher?
Comentado [R9]: Learning sounds better perhaps…

November 2nd, 2015
2015
Exercise 6) Complete the sentences with the words from the box.
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 Minimum score: 20 / 32
Score: 28/32=8.75
Dear Gina,
Although you have been asked to base your classes on the course book, you
have managed to make meaningful use of that resource, and to add some
extra materials and smooth transitions, which are part of your personal
teaching style. 
My best wishes for this last class!
Cecilia
Comentado [R10]: No feedback to your lessons will be asked?

Moure secondary intermediate_lesson_plan4-8.75

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