Oviedo tpd 2017 - lesson plans from 1 to 8

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Liza Alejandra Oviedo
Período de Práctica: Nivel Secundaria
Institución Educativa: Colegio Secundario María Auxiliadora
Dirección: Zeballos 1191
Sala / Grado / Año - sección: 4to - TT
Cantidad de alumnos: 29
Nivel lingüístico del curso: Pre-intermediate
Tipo de Planificación: Clase
Unidad Temática: 1
Clase Nº: 1
Fecha: 30 de Octubre
Hora: 7.55 – 8.35 am
Duración de la clase: 40 min.
Fecha de entrega: 26 de Octubre
· Aims or goals: During this lesson, learners will be able to:
1. Identify family members.
2. Develop listening skills.
3. Name the members of the family.
4. Develop speaking skills.
• Teaching points: - language focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
REVIEW
Do you like travelling?
- Yes, I do.
- No, I don´t.
Do you like …? Why?
- Because …
Words connected
to tourism:
guidebook,
luggage, hotel,
tickets,
sightseeing,
passport,
package holiday,
train/boat/plane,
trip/excursion
Present simple -

NEW
Talking about holidays: I
went to … (Rio) by …
(car/train/boat) with my
…
(family/friends/brothers)
I saw…
I ate …
Countries, places:
beach, city,
hotels, etc.
Past simple:
regular/irregular
verbs
Ending -ED
sounds of past
simple verbs
/t/ /d/ / dɪ /
· Teaching approach or combination of methods / approaches: The class will be based
mostly on PPP (Presentation, practice, production) and on the communicative
approach.
· Integration of skills: Listening and speaking.
Students will listen to the teacher’s last holidays description and then they have to
comment on their last holidays and share with the classmates to practice practise
their listening skills.
· Materials and resources: Flashcards of my last holidays to introduce the topic,
worksheets and the book we are using in class as a reference.
· Pedagogical use of ICT in class or at home: Students will have a homework activity
where they will comment about their holidays on the school platform we have.
· Seating arrangement: Students will be sitting on their desks in a row, they sit in pairs
facing the school board.
· Assessment: Students will be assessed at every stage to check their understanding on
the activities, the teacher will be monitoring each one of them and encouraging
participatingparticipation, behaving well and doing the activities proposed. If
students are doing well, the teacher will praise them.
Mandatory lesson stages:
• Routine: 5’
Purpose: To say hello and greet everyone
When starting the lesson, I will enter the classroom greeting the students. As they
already know me, I won’t introduce myself again!
T: “Good morning everybody! How are you all?’’
Sts: ‘‘Hello Ms. Liza. I’m fine’’
After that I will tell them I have a game for them that will help us remember the words
related to tourism.

• Warm – up: 5’
Purpose: To call out words connected to tourism.
The teacher will start by telling students to remember some words connected to a
secret word we will first guess by playing hangman. The word is ‘‘TOURISM’’
T: “Ok! I want you to remember some words we studied last class. Look at the board and
tell me one letter, please!’’
The teacher will write this on the board until the students guess the word.
After guessing the word, we will brainstorm
some vocabulary related to tourism and I will
make some questions related to the words:
guidebook, luggage, hotel, tickets, sightseeing,
passport, package holiday, train/boat/plane,
trip/excursion. The questions will be similar to
this:
- Have you got a passport?
- Do you like excursions?
- Do you like hotels?
• Presentation 10’
Purpose: To recognize members of the family
by listening.
After that the teacher will display some flashcards with her last holidays. The
flashcards are presented in a way that students can recognize the context of the
function we are going to study.
T: “So, now I want you to look at my photos! I took them in a beautiful country! Look!’’
Then, I will tell students about my experience introducing the functions I would like
them to use later. For instance, when showing the pictures I would make them
participate and complete sentences with my examples.
The flashcards would be:

Last July, I went to ENGLAND (They are supposed to
answer England so this way we practice practise countries vocabulary as
well)
I went with MY STUDENTS.
I went to England BY PLANE.
I saw THE TOWER BRIDGE.

I ate the typical fish and chips.
• Development : 10’
Activity 1:
Purpose: To foster contextualized practice of the teaching points.
After the students listen to the holidays stories. The teacher will ask them to think of
the ‘‘last holidays’’ they had. And she will stick the pictures with the sentences next
to the photos so they can start using the functions and lexis. They will have 5
minutes to think about their last holidays and to write something on their
notebooks. Meanwhile, the teacher will monitor their work walking around the class.
Once they finish, she will use a random picker to invite learners to come to the front
and share their experience with their mates.
Random name picker: https://www.classtools.net/random-name-picker/
The names of the students will appear on the random picker, and the teacher will
play in case students don’t want to go in front of the class to share their holiday’s
experience. Normally, they participate, so I guess we won’t have major issues to
participate.
Activity 2: 10’
The teacher will distribute some cards with different places and she will previously
write on the board the following questions:
- WHERE DID YOU GO?
- WHO DID YOU GO WITH?
- HOW DID YOU GET THERE?
- WHAT DID YOU SEE?
They will answer according to the following cards the teacher has previously
distributed randomly.
• Closure: 5’
After students finish presenting their work, the teacher will ask the cards back to
sign on their work and give them back to put them away.
The teacher then will say goodbye and invite them to go outside for breaktime.
T: “Time to finish everybody! See you next class!’’

• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
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, Liza! You are using real photographs. Great!
Go over my comments. Try to be as clear as possible, so that students know what
you expect from them. Remember to include all the materials in your lesson plans.
Have a great time!
Aure

Sala / Grado / Año - sección: Tercer año
Unidad Temática: 1
Clase Nº: 2
Fecha: 31 de Octubre
Hora: 8.45 – 10.05 am
Fecha de entrega: 28 de Octubre
5. Develop speaking skills.
6. Develop reading skills.
7. To identify present and past situations.
8. To talk about famous people and their past.
REVIEW
Talking about holidays: I
went to … (Rio) by …
(car/train/boat) with my
…
(family/friends/brothers)
I saw…
I ate …
Countries,
places: beach,
city, hotels, etc.
Past simple:
regular/irregular
Ending -ED
sounds of past
simple verbs
/t/ /d/ / dɪ /
NEW
An description about
someone famous and
their past lives.
Places of work.
Jobs and work.
Past simple:
regular/irregular
verbs.
Stress in three
syllable words.
approach.

· Integration of skills: Reading and speaking.
Students will read about two famous people and then be informed about their jobs in
the past. After that, they will bring a photo of their favorite famous person to give
make some comments about them.
· Materials and resources: Flashcards of famous people to introduce the topic,
worksheets and the book we are using in class as a reference. Also, we will use mind
gaps and cards to be added in the mind gaps.
· Pedagogical use of ICT in class or at home: Students will have a homework activity
where they will comment about their holidays on the school platform we have.
· Seating arrangement: Students will be sitting on their desks in a row; they sit in pairs
facing the school board.
participating, behaving well and doing the activities proposed. If students are doing
well, the teacher will praise them.
• Routine: 5’
When starting the lesson, I will enter the classroom greeting the students.
After that I will tell them to play a game in order to introduce the unit topic.
• Warm – up: 5’
Purpose: To call out words connected to places of work. To play a game called ‘‘The
letter game’’
The teacher will start by randomly distributing some cards randomly which contain
one letter, only 11 students will get the card. Those students who have them will be
invited to come to the front of the class in order to show the others the letters. The
rest of the class has to guess what the two words are.
F A M O U S
W O R K S

T: “Ok! I will give some of you some cards and then I want you to come to the front with
your cards. Now, the rest of the class has to think, what the first word is’’
The teacher will write this on the board until the students guess the word.
After guessing the word, we will brainstorm some vocabulary related to famous
works and places of works.
Purpose: To recognize places of worksJOB PLACES and the jobs related to these
places.
The teacher will stick some flashcards of places on the board and will give students
some cards containing the name of the different places. The students will have to
come to the front and match the names with the places.
T: “So, now I want you to look at the flashcards! Guess the name of these places. I will give
you some names and you will come to the front to match these pictures with the names!’’
HOSPITAL
CLINIC

GARAGE
FACTORY
OFFICE
OUTDOORS

RESTAURANT
SHOP
STUDIO
After that, the teacher will ask what kind of jobs they can probably find in these
places. For instance, in the hospital you can find doctors and nurses. She once more
will once more distribute some cards with the name of the jobs and they will start
matching the jobs on with the places.
T: “So, now I want you to think of some jobs you can find in these places, for example: in a
hospital, you find doctors and nurses. What about the next one? I have some cards that will
help you say the names in English!’’
She will distribute the following cards:
BUSINESSWOMAN BUSINESSMAN
DOCTOR ENGINEER

MECHANIC FARMER
NURSE SHOP ASSISTANT
SINGER WAITER
WAITRESS SECRETARY
The teacher will monitor if everyone participates giving opinions, helping their
classmates and checking answers. After we finish matching the cards with the places
of works, we will check answers all together.
Activity 1: 5’
The teacher will tell students to open their books on at page 31 to work on exercise
n· 3 (The book is GATEWAY A2, Macmillan Editorial, David Spencer, pg 92) We have
page 31 as I generally select some contents at the beginning of the year to work with
different topics and editorials.
The activity is focused on matching jobs with the definitions, once they finish this,
we check answers all together.
T: “ok, now. Open your books on at page 31. You have to match the jobs with the
definitions! You have 5 minutes’’
Activity 2: 5’

The teacher will explain that in English we have ways of pronouncing syllables. One
of them is called ‘‘STRESS’’, the accent on the main syllable of a word. Then she will
tell students that on exercise 4 they have different words, they will listen to the
words and mark the stress on the syllable.
There are 3 columns for that:
T: “1,2,3 attention please! You know that in English we have ACCENTS on syllables of
words, they are called STRESS patterns. For instance, where is the accent/stress in
DOCtor?
Do you say DOCtory or docTOR?’’
The students will give their answers and do the exercise.
Audio:
Track12.mp3
Once they finish, we will check the answers in group.
Activity 3: 10’
The teacher will invite students to be quiet and listen to the next audio. They have to
pay attention as the aim is that they discover and guess the jobs. She will give them
the options written on the board in case they do not guess quickly. Also, she will
explain they have 4 options.
1. Taxi driver
2. Dentist
3. Actor
4. Business woman

Audio:
Track13.mp3
T: “1,2,3 attention please! I want you to be in silence now and pay attention to the next
audio. You have to guess the jobs, you have 4 options written on the board.’’
Activity 4: 20’
This activity will be focused on reading a text about some famous people. The
teacher will show two pictures of the famous actors and students will guess the
name first. Prediction is a good strategy for introducing the theme of a text.
- Pre reading:
T: Look at the pictures. Do you recognize these people?
STS: Yes, the man is Brad Pitt and the woman is …???
T: Great!! Do you know what other jobs they had in the past before they were famous? I
have some cards to help you guess.
The teacher will keep asking questions before they read, then we will write our
previous ideas on the famous people’s pictures with the cards.
He/she cooked in a
fastfood restaurant
Singer on a cruise
ship
TV programme on
American Idol
Film: Dreamgirls
He/she sang for the
US president
He/she studied
acting
Limousine driver
He/she dressed up
like a chicken
Factory driver
Hollywood
Producer

After they have given their ideas, I will ask them to re-open their books on at page 32
to start reading the texts. Once we finish reading, we will check our pre-reading
activity in order to see if our guess was correct or not, we will make modifications
according to the information of the article.
T: Ok guys! Let’s check our first activity. Was Brad Pitt a cook?
Sts: No! He was a limousine driver.

- After reading:
We will do the proposed activity from the same book. Students have to mark T or
F.
T: Ok guys! Now, you have to mark true or false on the next activity. You have to pay
attention if it is Brad Pitt, Jennifer or both of them. You have 5 minutes to finish, come
on!

Activity 5: Speaking
Students will be asked to tell something about a person they most know; it might be
their parents, uncles, or any other relatives. They will think about their past and try
to say something short about them and their last jobs. For instance, something
similar to the text we have just read.
I will also provide them with some hints and model example to do it.
T: You know, I have a favourite person I most admire the most! She is not famous, but
she is fantastic. Her name is Agueda, she’s my mom!
When she was 20, she travelled to a big city to work in a shop, then she met my father
and she got married at the age of 28. Then, she studied …’’
• Closure: 10’
Some students will present their work and when the bell rings we will say goodbye.

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
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 job! Exploit resources and activities to the full!
Best,
Aure
Unidad Temática: Famous Jobs
Clase Nº: 3
Fecha: 06 de Noviembre
Hora: 7.55 – 8.35 am

Fecha de entrega: 02 de Noviembre
9. Identify the uses of past simple tense.
10.Develop reading skills.
11.Name some jobs and talk about jobs in general.
12.Develop speaking skills by commenting the activities they did during the weekend.
REVIEW
A description about
someone famous and
their past lives.
Places of work.
Jobs and work.
Past simple:
regular/irregular
verbs.
Stress in three
syllable words.
NEW
I didn’t like … when I
was 11. What about
you?
Places of work: clinic,
factory, garage,
hospital, office,
outdoors, restaurant,
shop, studio.
Jobs: actor/actress,
artist, builder,
businessman/woman,
cleaner, cook,
footballer,
hairdresser,
mechanic, nurse,
secretary, shop
assistant, singer,
waiter, waitress.
Did you…?
Yes, I did/No, I
didn’t.
I didn’t …
Stress in three
syllable words.
approach.
· Integration of skills: Reading, writing and speaking.
Students will guess about the pictures the teacher brings, they will try to guess their
jobs and then read some information of famous people and their jobs in the past.

After that, they will write some sentences about these famous people using past
tenses in affirmative and negative forms according to the information. At the end,
they will talk to their partners about what they didn’t like when they were 11.
· Materials and resources: Flashcards, cards with words and tenses verbs in the past.
Pictures of the two famous people.
· Pedagogical use of ICT in class or at home: Students will post their work on their
famous people or actor and their jobs in the past on the school platform.
facing the school board, when necessary they will stand up for pasting the cards and
playing the games proposed.
• Routine: 5’
When starting the lesson, I will enter the classroom greeting the students. As they
already know me, I won’t introduce myself again!
• Warm – up: 10’
Purpose: To call out words connected to jobs and places of work.
The teacher will start by telling students to play a game in which one of them has to
guess the word he/she’s acting. Once the students guess the word, we paste it on the
board.
The words to act out will be:
Artist, builder, businessman/woman, cleaner, cook, footballer, hairdresser,
mechanic, nurse, secretary, shop assistant, singer, waiter, waitress. Then, we will also
have some action words like:
Paint, build, clean, cook, play, work, sing, go
The idea is that they can call out the words from last class and mix them with the
tense we are studying. Then, the teacher will ask a question like: ‘‘What did the artist
do yesterday?’’, they have to respond: He painted a picture, etc.
T: “Now, we will play a game, so I need some volunteers, you have to act out the word you

take out from the cards and your classmates have to guess.
Sts: Ok.’’
After we finish with the game, we will start asking questions like:
T: What did you do yesterday?
Sts.: I studied; I visited my grandma, etc.
Purpose: To write negative sentences from their own answers.
The teacher will paste some cards on the board, with the next sentences.
He didn’t finish his course
He wanted to be an actor
He didn’t have much money
He didn’t win the competition
She won an Oscar
Then, she will ask students to classify the sentences in negative. Once they finish
telling the negative sentences, we will check how we form the negative tenses paying
attention to the structure.
We will reuse the tenses verbs we had at the beginning of the lesson to make them
negative.
T: “Great that you have identified the negatives forms! Now, what’s the negative of: He
painted a picture?
Students share answers altogether and then we start working on the book writing
negative sentences.
Activity 1:
We have to make negative tenses from the ones presented on the book, pg94, unit 7
– Gateways, Macmillan editorial.
The teacher will explain they have to make them negatives.

After they finish, we check the work altogether.
Activity 2:
The teacher will show up pictures of very famous people, the students will guess
who they are and what their jobs are.
After they guess, the teacher will ask students if they know about their jobs in the past. We
will try to make predictions whether they were cleaners, cook, shop assistants, etc.
Then, we will look for information on the book and write sentences about them.
T: “Look at these people, who are they? What are their jobs? Do you know about their jobs
in the past?!’’
• Closure: 5’
After students finish presenting their work, the teacher will ask the cards back to
sign on their work and give them back to put them away.
The teacher then will say goodbye and invite them to go outside for breaktime.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1

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 job!! Go over the comments to brush the lesson up a little bit. Keep context
clear so that communication flows naturally. If not, there may be more grammar
focus than communicative tasks.
Have an awesome time.
Aure
.F.D.C. LENGUAS VIVAS
Unidad Temática: Famous people and jobs
Clase Nº: 4
Hora: 8.45 – 10.05 am

13.Identify the uses of past simple tense.
14.Develop reading skills.
15.Name some jobs and talk about jobs in general.
16.Develop listening skills by writing down information of famous people.
REVIEW
I didn’t like … when I
was 11. What about
you?
Places of work: clinic,
factory, garage,
hospital, office,
outdoors, restaurant,
shop, studio.
Jobs: actor/actress,
artist, builder,
businessman/woman,
cleaner, cook,
footballer,
hairdresser,
mechanic, nurse,
secretary, shop
assistant, singer,
waiter, waitress.
Did you…?
Yes, I did/No, I
didn’t.
I didn’t …
Stress in three
syllable words.
NEW
- What did you
do yesterday?
- I …
Culture and
entertainment:
Art, ballet, film, opera,
poetry, theatre, etc.
Past simple:
affirmative,
negative and
introduction to
interrogative.
- Ed: /t/ or /d/
approach.
· Integration of skills: listening, writing and speaking.
Students will listen to a song to guess the name of the band, after that they will try to

remember the name of the singer. Once they recognize that, they will read a text and
write the information in affirmative or negative sentences using the past simple
structure. Then, we will listen to a speaker talking about the band and writing down
information of the band on a chart.
· Materials and resources: Flashcards, cards with words and tenses in past. Pictures of
the famous band and Marilyn Monroe.
· Pedagogical use of ICT in class or at home: Students will post their work on their
famous people or actor and their jobs in the past on the school platform.
• Routine: 5’
When starting the lesson, I will enter the classroom greeting the students. I will
probably ask them questions about their day before in past simple!
Sts: -they share answers-
• Warm – up: 10’
Purpose: To call out words connected to jobs and places of work.
The teacher will start by telling students to listen to a song, they have to guess the
name of the band, then she will ask some questions related to the band in order to
make predictions of the singer:
T: “To start, I want you to pay attention at the song and tell me if you recognize the band’’
Song: https://www.youtube.com/watch?v=bx1Bh8ZvH84
If students don’t recognize this song, the teacher will play another intro:
https://www.youtube.com/watch?v=BIQdUJ04iNY
As this band can not be really popular at the moment, she will also show a picture of the
singer Noel Gallagher

After that, we will comment a little bit about this band and if they know something
related to the band.
Purpose: To write appropriate sentences from the verbs in parentheses.
The teacher will paste some cards on the board, with the next sentences.
(NOT LIKE) SCHOOL
(LEAVE) SCHOOL
(WORK) AS A BUILDER
Then, she will ask students to guess the appropriate way to make sentences
according to the information we have. For instance: Noel Gallagher didn’t like school,
etc. This is an introduction of Noel’s life.
T: “We have some information of Noel’s life here, look, did he like school?’’
Sts: No, he didn’t like school.
The teacher repeats the same procedure with the next phrases. Then, they start
working on the book.
Activity 1:
We have to make negative and affirmative tenses from the ones presented on the
book, pg94, unit 7 – Gateways, Macmillan editorial.

After they finish, we check the work altogether.
Activity 2:
The teacher will show up pictures of different situations and ask questions about
these.
After they guess, the teacher will ask students if they know something about these
pictures…
T: “Look at these pictures, do you know who they were or what they did?’’
Students will brainstorm some ideas and if possible we will write down their ideas.
T: Great, so now you will listen to the audio and check your answers, write down if they are
positive or negative.
The sentences are:
1. Neil Amstrong/walk on the moon in 1970.
2. Brazil/win the world cup in 2006.
3. Shakespeare/write Hamlet.
4. Michael Jackson/sing Thriller.
5. Alexander Graham Bell/invent the television.
6. Marie Curie/win two Novel prizes.
7. Van Gogh/paint the Mona Lisa.
8. The Wright Brothers/build the world’s first successful plane.
9. Ada Lovelace/write the world’s first computer program.

10. Louis Pasteur/discover penicillin.
Activity 3: To extract specific information.
The teacher will read them a quiz, the aim is that they pay attention and guess the
famous person; they can ask questions about this person in order to get more
information. If they cannot guess quickly the teacher will give them more clues and
show them a picture.
1. She sang for the American president.
2. She was a sex symbol of the era.
3. She was an actress.
4. She first married when she was 16.
5. She played in the film ‘‘Gentlemen prefer
blondes’’
Once they guess who she is, we proceed to listen to the
information we need from her.
Activity 4: To extract specific information.
After that we check answers. Then we listen again and complete the timeline.

We check answers again.
Activity 5: To talk about a favorite film star.
As students were supposed to look for some information about their favorite famous
person, I SUPPOSE they won’t have problems sharing the information talking about what
they know of them. For instance:
Once they finish, they share the answers in front. If they have issues presenting their work
alone, they can work in pairs using past simple structures and asking for information, for
instance:
A: Who is your favorite actor?
B: It’s Marilyn Monroe.
A: Where did she play?
B: She played in the film Gentlemen prefer blondes.
This way is much easier for them to give a presentation sometimes. Besides, they
work collaboratively and interact with their mates using the language.
• Closure: 5’
After students finish presenting their work, the teacher then will say goodbye and
invite them to go outside for break time.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1

Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Well done, Liza!!
Have a nice time!
Aure
Sala / Grado / Año - sección: 3ero TM
Unidad Temática: Last vacation.
Clase Nº: 5
Hora: 8.45 – 10.05 am

18.Develop writing skills by making questions.
19.Develop speaking skills by asking questions about their last vacations.
REVIEW
- What did you
do yesterday?
- I …
Culture and
entertainment:
Art, ballet, film, opera,
poetry, theatre, etc.
Past simple:
affirmative,
negative and
introduction to
interrogative.
- Ed: /t/ or /d/
NEW
- Did you…
yesterday?
- Yes, I did/No, I
didn’t.
Pass your exam,
study, work, play,
watch TV, have
breakfast, go to
Past simple:
affirmative,
negative and
interrogative.
approach.
· Integration of skills: writing and speaking.
Students will look at the cards and ask their classmates some questions with direct
questions with DID. They will also write their answers on a piece of paper.
· Materials and resources: Flashcards, cards with words and tenses in past.
Worksheets A and B to practice DID questions.
· Pedagogical use of ICT in class or at home: Students will check the school platform
for any work they are missing doing.
participatingparticipation, behaving well and doing the activities proposed. If
students are doing well, the teacher will praise them.

• Routine: 5’
• Warm – up: 10’
Purpose: To answer direct questions.
The teacher will start by asking questions about themselves. The idea is that they
start giving direct responses such as ‘‘Yes, I did or No, I didn’t’’
T: “Did you watch TV yesterday?’’
Sts: Yes, I did or the opposite, maybe they will just answer NO. In that case the teacher will
make a stress emphasize on the use of NO, I DIDN’T. Then, She will paste the cards on the
board, so students recognize the ways of answering
Pass your exam study
work Play
watch TV have breakfast
go to Listen to music
DID YOU…?
Yes, I did.
No, I didn’t.

Purpose: To ask questions about their holidays.
The teacher will paste the action cards on the board or distribute them, and students
will work with their mates to ask questions about their last holidays.
T: “Now tell me, what did you do on your last holidays? Did you swim? Did you listen to
music? etc’’ The action cards will help to ask questions but they can use other options if
they want as well.
Activity 1:
After students practice for around 5 minutes, she will ask students to use these
prompts to ask more questions.
They will have another 5 minutes to practice practise these questions and answers.
The teacher will monitor in case they have problems.
They will also have to write questions and answers on their notebooks.
• Closure: 5’
After students finish practicingpractising, they will have to go in to the front and
share their answers. The teacher then will say goodbye and invite them to go outside
for break time.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x

Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Well done, Liza!!
Clase Nº: 6
Hora: 8.45 – 10.05 am

REVIEW
- Did you…
yesterday?
- Yes, I did/No, I
didn’t.
Pass your exam,
study, work, play,
watch TV, have
breakfast, go to
Past simple:
affirmative,
negative and
interrogative.
- Ed: /t/ or /d/
NEW
- Words and
expressions of
time
After that, in 2007,
then and now, the
following year, two
years later, at the age
of 15, when he was
16, etc.
Past simple:
affirmative,
negative and
interrogative.
approach.
Students will read some information of famous legendary people in Hollywood and
then complete the information with the phrases. Then, they will write a biography.
· Materials and resources: Flashcards, books, and some worksheets.
facing the school board, when necessary they will go in front to share some answers.
• Routine: 5’

• Warm – up: 10’
Purpose: To review simple past tenses.
The teacher will start by showing a picture of the joker. Students will probably know
and guess quickly. The she will ask if they know the name of this famous actor which
by the way has passed away.
T: “I want to show you a picture, but you have to guess quickly the name of the actor’’
If they do not know, the teacher will give the name and share some information like:
T: His name was Heath Ledger; He was Australian and he played as the joker in a Batman
film.
Purpose: To organize information using reading strategies.
The teacher will show three different ideas on the board; she will ask students to
read the sentences related to this famous actor and to think about the order of the
ideas. They will already contain the time phrases. For instance:
Аt the age of 16, Неath lеft sсhool to bесomе an асtor. Тwo yеаrs later hе
made оne оf his first Ьig films, Тhе Patriot.
Hеath wаs only 28 when hе died. Не wаs a grеat aсtor who сould make
any type of film.
Аftеr that, Неath Ьесamе famous. Тhеn, in 2ОО7, hе started work as Тhе
Jokеr in a Batman film.

In 2008 hе got an Оsсar for his work.
Hеath Lеdgеr was born on 4 Аpril 1979 in Аustralia. His mothеr was a
Frеnсh tеасhеr and his fаthеr was an enginееr.
She will ask for some students to volunteer, maybe two of them and everybody in a big
group will share their answers. They have to put the ideas in order. Once they finish this,
the teacher will ask them to look at the phrases in bold.
T: “I want two helpers here; the idea is that you as a whole group say which one is the first
paragraph, which is the second, the third and so on. The text is about this famous actor
whose name is…?’’
ST: Heath Ledger.
T: Fantastic! Who would come here in front to reorganize the sentences?
After students finish reorganizing the sentences, the teacher will ask them to look at
the phrases in bold to guess in context what they mean. Then, we will do the first
activity.
Activity 1: 15’
The teacher will use the phrases in bold as a reference to write something about
themselves.
T: Ok guys! I want you to take a look at the phrases in bold. Do you know what they mean?
Do you find them difficult to understand?
If students find them difficult to guess, the teacher will give her own examples for
them to think. If not, we will use L1.
T: I want you to use the phrases writing something short about yourself in your notebooks.
Example
………………. was born on ……............. in …………………… in………………………..
Аt the age of 16, ………………….. Тwo yеаrs later, ………………………………….
Аftеr that, ………………………………. Тhеn, in 2ОО7, ………………………………..
In 2008 ……………………………………….
I would give my own example:
I was born on 24th
August in 1991 in Paraguay.
At the age of 16, I decided to study English. Two years later, I finished the general
English course.

After that, I decided to study teacher’s training career. Then, in 2012, I got married.
In 2012, I came to Argentina with my husband.
The teacher will monitor their work and when they finish, some of them will read
their text.
Activity 2: 10’
The teacher will ask them to open their books to work on the writing activity. She
will first show a picture of a famous artist, they will probably not know. So, she will
have to say the name of the singer and share some information.
T: Look at the picture, who is she? Have you heard of her?
St: Yes/No…
T: She was very famous; unfortunately, she died in a plane crash in 2001. We will work
on a text about her on your book, on pg 101. You have to use the same phrases we
studied in activity 1.

Activity 3: 15’
After we finish completing the activity, we will check answers together and I will ask
them to do a writing activity similar to Aaliyah. They will call out their famous actors
or singers again, the ones they used in their homework activity.
If they’re not dead, they will just share the reason why they’re important.
• Closure: 5’
After students finish practicingpractising, they will have to go in to the front and

share their answers. The teacher then will say goodbye and invite them to go outside
for break time.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Well done!!!

Clase Nº: 7
Hora: 8.45 – 10.05 am
25.Make a revision of simple past by talking about vacations and famous people.
REVIEW
- Did you…
yesterday?
- Yes, I did/No, I
didn’t.
Pass your exam,
study, work, play,
watch TV, have
breakfast, go to
Past simple:
affirmative,
negative and
interrogative.
- Ed: /t/ or /d/
NEW
- Words and
expressions of
time
then and now, the
following year, two
of 15, when he was
16, etc.
Past simple:
affirmative,
negative and
interrogative.
approach.
Students will speak answering questions about their last vacations, they can use
some notes we made in the previous classes. Also, they will talk a little bit about their
famous actors.
· Materials and resources: Flashcards, books, and some worksheets.

facing the school board, when necessary they will go in front to share some answers.
• Routine: 5’
• Warm – up: 10’
Purpose: To review simple past verbs.
The teacher will start by showing a picture of this family on vacation. And she will
ask some questions so students can get to talk about them and make a revision of the
topics from previous classes topics.

T: “I want you to look at this picture and tell me, who are they? A family? Some friends?
Sts.: They’re a family.
T: Right! As we can see, they went on vacation. Where did they go?
Sts: They went to a campsite.
T: How did they get there?
Sts: By car.
T: What did they eat?
Sts: They ate hamburgers and fruits.
T: What did they do?
Sts: They camped and played.
T: Great!!! I want you to practice practise 5 minutes again talking with your partner about
your last holidays.
Purpose: To talk about vacations.
The teacher will monitor students so they get to talk about their holidays, asking and
answering and working in pairs. If did not go anywhere, they would use the cards to
talk about an imaginary holiday.
T: “Who would like to share their experiences?’’
ST: Me, Me…etc.
T: Fantastic!
After students finish presenting their work, the teacher will tell them to play a game.
Activity 1: 15’

The teacher will distribute the bingo cards and will also explain the students that the
words will be in infinitive but they have to listen to their past version. She will also
explain that there will probably be more than one winner. Also, whenever the word
is extracted, the teacher will ask students to say the past version.
And the cards:

T: You’ll love this activity! We will play bingo! The words will appear in the present tense
but you have to think whenever the word is extracted in their past version. There can be
more than one winner, too.
Activity 2: 15’
The teacher will now ask them to open their notebooks to work on the next activity.
She will tell them that they will use the cards they have to tell something about
themselves. They can only use the words that were marked during the game. The
idea is that they focus on what they did yesterday with those options. For instance: If
the words marked were gave, ate, got, and took. They have to say something with
these words.
Yesterday, I gave my dog a ball but he ate it. Then, I got a call from my mom and I took
the dog outside.
They will have to be very creative in order to say something original.
Activity 3: 15’
The teacher will distribute a worksheet to practice grammar and forms of past
simple. The idea is to review before we have a formal test.
Name: Date: ……………………………
Past simple form.
1. Write the verbs using the past tense.

a) They ____________________ (watch) TV last night.
b) Priscila ____________________ (talk) to her friends all day.
c) I ___________________ (have) a terrible headache yesterday.
d) Bob _____________________ (come) home from school late.
e) They ____________________ (arrive) late and ___________________ (miss) the bus.
f) She ____________________ (study) hard and ___________________(pass) the exam.
g) He ____________________ (call) the office to tell them he was sick.
h) I ___________________ (speak) to the director as he was leaving the room.
i) Dr. Johnson ______________________ (get up) early this morning.
j) Mary _____________________ (do) her homework and ________________ (go) to
school.
2. Write questions or negative sentences.
a) He cleaned his room before school.
Question: ___________________________________________________________?
b) The teacher found the missing exams.
Negative: ____________________________________________________________?
c) Tom wanted to go to the movies alone.
Question: ___________________________________________________________?
d) Helena offered Henrique a piece of cake.
Negative: ___________________________________________________________?
e) I knew what to do.
Negative: ____________________________________________________________?
f) Alexandre helped Anita with her homework.
Question: ___________________________________________________________?
g) You ate cookies after dinner.
Negative: ____________________________________________________________?
h) You talked to her earlier.
Question: ___________________________________________________________?
i) We turned off the TV after the news.
Negative: ____________________________________________________________?
j) He drank only a coke at the party.
Question: ___________________________________________________________?
After they finish, we will check answers all together, probably, I will have to focus on
forms when they re-write the sentences in negative from the affirmative. I think it is
necessary this drilling exercise as they already understand the context in which they
have to use past simple.
T: Ok guys, now, take these worksheets I am going to give you to practise the form of
past simple. They are necessary for writing activities. It will also be necessary for you
to practise for the exam.

• Closure: 10’
After students finish, we will check answers together, if they have some doubts we
will try to clarify them. Then I will tell them they will need to study the all the forms,
some speaking topics like talking about their holidays and about their famous actors.
The writing as well will be included, they can use all the resources we practise in
class to study for the last exam of the year.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Great lesson!

Clase Nº: 8
Fecha: 28 de Noviembre (The students have asked for an extension for having the test, I
couldn´t deny, plus, they have a ‘‘charla’’ tomorrow Monday 27th
, related to ‘‘Educación en
la fe’’, the minutes we are in English class, we will try to review past simple tenses,
structures, speaking tasks and some writing tips).
Hora: 8.45 – 10.05 am
27.Talk about your last vacation
28.Do the test.
Generally, the 80 minutes class is used for the taking the test so they do not feel
pressurized and stressed. If we have time, after we finish the test we will do the
speaking task. Also, I avoid them to complain about the time for having the test; they
have been so nice the whole year that they have already convinced myself to be
flexible.
REVIEW
- Did you…
yesterday?
- Yes, I did/No, I
didn’t.
Pass your exam,
study, work, play,
watch TV, have
breakfast, go to
Past simple:
affirmative,
negative and
interrogative.
- Ed: /t/ or /d/
NEW
- Words and
expressions of
time
then and now, the
following year, two
of 15, when he was
16, etc.
Past simple:
affirmative,
negative and
interrogative.

· Integration of skills: Grammar, listening, writing and speaking.
· Materials and resources: Worksheets, pen, correction pen if necessary.
· Seating arrangement: Students will be sitting on their desks in a row.
· Assessment: The teacher will check the test and then we will review the answers
altogether.

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