The document provides details of a lesson plan for a secondary school English class. It summarizes the lesson which focuses on teaching students about the past simple tense and irregular verbs. The lesson involves students reading about the first moon landing by Apollo 11 and the launch of Argentina's first domestically built communications satellite, ARSAT-1. Activities include matching verbs to definitions, editing sentences, watching a video of the moon landing and producing sentences using the past simple negative form. The goal is to develop students' English skills while teaching them about important space missions.

1. ALUMNO RESIDENTE: Calizaya, María Eugenia
Período de Práctica: Nivel Secundario.
Institución Educativa: CEM N° 39
Dirección: Avenida Antártida Argentina y Avenida Pocha López.
Sala/Grado/Sección: 3er Año II División
Cantidad de alumnos: 23 alumnos.
Nivel Lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Past Simple Tense
Clase N°: 2
Fecha: 13/09/2017
Hora: 16.55 hs a 18.20hs
Duración de la clase: 80 minutos.
Fecha de primera entrega: 11/09/2017
Teaching points:
• Revision of Past Simple (Irregular and Irregular verbs)
• Revision of Wh- words in interrogative structures.
• Talking about past events.
• Use of a new structure: Negative Past simple

2. Learning Aims:
• Develop the students´ reading skills by reading questions and answers in the target
language.
• Develop their speaking skills by answering questions.
• Develop speaking and listening skills by interacting with peers and the teacher by
answering questions about past events and watching a video.
• Develop their writing skills by writing sentences in context using the target
structure.
Language Focus:
Function Lexis Structure Pronunciation
REVISION Talking about
past events.
Prepositions: In,
at, on.
Question words:
Where, When,
Who, What,
Why.
Regular and
Irregular verbs
The lunar
module landed
on the moon.
What /wɒt/
NEW Negative
sentences about
past events.
Past Simple
(Negative
Form).
Time
expressions.
Buzz Aldrin
didn´t say the
famous words.
Did /`dɪdnt/
 Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
 Integration of skills: The skills the students develop are listening and speaking
skills, through the listening of questions about well-known events that occurred in
the past and watching a video about the first moon man on the moon and the
production of their own chinks of language in order to answer those questions. Also
the students develop reading and writing skills throughout the activities.
 Materials and resources: For this lesson we need a blackboard and white chalk,
copies of the activities, photocopies of the pages of the book New Headway
Elementary Level 2011 (page 59), copies of the logos of INVAP and NASA, and a
video. The link of the video is:
https://www.youtube.com/watch?v=cwZb2mqId0A&list=PLGeSuu19s04DrG6hHYHhrxNK
F9kcz-VEg&index=16
Aurelia 9/12/17 1:24 PM
Comment [1]: Will
you
use
a
projector
or
a
computer?

3.  Pedagogical use of ICT in class or at home: audiovisual material will be used to
support the exposure of the students to the teaching point.
 Seating arrangement: The students will be on their own tables, and later arranged in
groups. Assessment: I’ll check the students’ comprehension by making gestures and
miming. I’ll encourage them to produce chunks of language during the speaking
stage.
 Possible problems/difficulties and possible solutions: The activities may take longer
than expected. So, I´ll check the time spent during each activity. Students will
surely use their mother tongue as they are not used to using English. In that case I
will provide them with the equivalent in English.
 Potential Problems students may have with the language: I will use different
techniques to help them use the new items, such as repeating the vocabulary items,
giving the first part of sentences and questions so they can complete them and
encouraging the students to participate. Regarding the pronunciation, I will not
focus on correcting every item, but to the production of chunks of language and
encouraging them to use the new structures in context.
 Assessment: I will assess them by asking questions individually so as they can give
me examples, and using echoing to check their listening comprehension. Also I
correct the written activities and homework in order to check the comprehension of
the new items and grammatical structures.
Routine: 5 minutes
I´ll walk into the classroom and greet the students: “Hello! How are you?” I start the lesson
greeting the students and get them into the mood of work
Transition: I tell them: “Today we will know a little more about these logos, Did you see
them before?” I stick on the board the logos of INVAP and NASA. EA: yes! INVAP and
NASA! . I asked the students if they know where are they located. EA: United States of
America and Argentina!
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Deleted: encourage
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Comment [2]: Grammar.
Have
you
seen
them
before?
Aurelia 9/12/17 1:26 PM
Comment [3]: Make
sure
you
know
what
they
stand
for,
in
case
students
don´t
know
or
just
ask
you.

4. Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
I write on the blackboard near the logos two words: ARSAT-1 and APOLLO 11 and ask
the students what they know about it: “Was Apollo 11 a rocket or a satellite? Did the
astronauts walk on the moon? Was ARSAT- 1 launched with astronauts?”. I elicit the
vocabulary and use miming in order to help them to understand the questions. I encourage
them to answer the questions and write on the blackboard some important vocabulary they
will need later: rocket, satellite, landed on the moon, etc.
Transition: Then I tell the students we are going to read more about them.
Development:
Activity 1: 10 minutes
Purpose: Foster contextualized practice of the teaching points. Focus on specific
vocabulary related directly to the class topic.
Materials: Photocopies with the text of Apollo 11 (New Headway Elementary Level page
58) and AR-SAT 1, blackboard and white and colored chalks.
I ask the students to sit in groups of four students. Then I tell them we are going to read two
texts about the NASA and INVAP achievements. I ask the students to match the correct
verbs with their definitions. In order to do so, they have to briefly read the texts and guess
their meanings.
Aurelia 9/12/17 1:26 PM
Deleted: it
Aurelia 9/12/17 1:32 PM
Comment [4]: You
should
assign
a
skimming
task
first,
they
need
to
get
the
gist.

5. 1.- Scan the texts and match the following verbs with their definitions:
Example: FLEW (fly): to travel an aircraft or spacecraft.
LAUNCHED TO RETURN
PUT UP
TO TRAVEL AND AIRCRAFT OR
SPACECRAFT
ARSAT-­‐
1
ARSAT-­‐
1
is
a
geostationary
communications
satellite
operated
by
AR-­‐SAT
and
built
by
the
Argentine
Company
INVAP.
Argentina
launched
its
first
domestically
built
communications
satellite
in
October,
2014.
A
crew
of
about
500
scientists
constructed
over
seven
years
the
AR-­‐SAT
1
satellite
with
local
technology
and
it
costed
about
$250
million.
The
satellite
was
launched
from
a
base
in
French
Guadiana
and
is
to
orbit
22,000
miles
(36,000
kilometers)
above
Earth.
As
quickly
as
it
started
to
operate,
the
satellite
provided
digital
television
and
cell
phone
services
to
Argentina,
Chile,
Paraguay
and
Uruguay.
Finally
Argentina
joined,
in
2014,
an
elite
group
that
is
able
to
produce
these
types
of
satellites.
Aurelia 9/12/17 1:34 PM
Comment [5]: Encourage
them
to
use
the
context.
Do
you
expect
them
to
provide
the
infinitive
verb,
as
well?

6. LEFT CONSTRUCT, PLACE SOMETHING
TOOK BACK TO ABANDON OR RENOUNCE
LIFTED OFF
THE ACTION OF AN AIRCRAFT IN
RISING INTO THE AIR.
FLEW TO SEND FORTH INTO THE SPACE
Transition: Once they’ve finished, we check it with the whole class writing on the board
the verbs with their definitions. After doing this activity, I tell them: “Excellent job! Keep
on working!”
Activity 2: 20 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Materials: Copies of the two texts “Apollo 11” (New Headaway Elementary Level SB, page
59) and “AR-SAT 1”
I write on the board a sentence about the “Apollo 11” story..
Neil Armstrong didn´t say the famous words: “That´s one small step for man, one giant
leap for mankind”.
I ask to the students if the sentence is right or wrong, the students answer it is wrong. Then
I tell them if they know what it means. I give them some options, for example “Who said
that phrase? He said that because there was something important? Was that the first time
for men to reach the moon?” I colored the words DIDN´T and SAY to check the
understanding of the structure they are going to use to do the activity.
To do the activity, I tell the class that before writing the final version of the texts, there are
some mistakes that should be edited. So, they have to read the texts and point these wrong
sentences out.
2. Edit the sentences if necessary:
Example:
a) Buzz Aldrin said the famous words: “That´s one small step for man, one giant
leap for mankind.
Buzz Aldrin didn´t say the famous words. “That´s one small step for man, one giant leap
for mankind.”
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Deleted: .
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Deleted: worng
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Comment [6]: Language.
Did
he
say
that
…?
Aurelia 9/12/17 1:38 PM
Comment [7]: Why
don´t
you
provide
the
correct
sentence,
so
as
to
draw
students`
attention
to
the
different
structures
and
verb
patterns?
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Deleted: shuold
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7. b) A crew of about 5000 scientists constructed over seven years the AR-SAT 1
satellite with local technology.
.............................................................................................................................................
c) The astronauts left on the moon a satellite.
...........................................................................................................................................
d) Argentina
launched
its
first
satellite
in
October,
2017.
…………………………………………………………………………………………………………………………………………………….
e) AR-SAT 1 costed $1 millon
............................................................................................................................................
f) The lunar module of Apollo 11 landed on the moon on 15th July.
...........................................................................................................................................
g) Apolo 11 lifted off from the Kennedy Space Center in Kansas.
...........................................................................................................................................
Transition: Once they are finished, I will write on the board the sentences and correct with
the whole class the activity. I provide assitance if any additional new vocabualry is needed.
Activity 3: 20 minutes
Purpose: Review the vocabulary and to further practice the new structures.
Materials: link to the video. “Neil Armstrong – First Moon landing 1959”
https://www.youtube.com/watch?v=cwZb2mqId0A&list=PLGeSuu19s04DrG6hHYHhrxNK
F9kcz-VEg&index=16
Transcript of the video.
I tell the students that some satellites like AR-SAT 1 allow us to be connected and improve
our internet and cell phone signals. I tell them that Apollo 11 landed in 1959, when internet
didn´t exist and communication devices were developing. So, they are going to watch a
video of the First Moon landing The first time they watch the video they have to answer
one question:
1..- Answer the question:
Aurelia 9/12/17 1:39 PM
Deleted: choose
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Deleted: s
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Deleted: 3

8. Did the astronauts put up the flag on the moon?
Now, they are going to watch the video again and order these images as they appear in the
video.
3..- Order the sequence
Once they are finished, I give them a copy of the transcript of the video and watch the
sequence on more time. As a final activity, I tell them they have to choose 3 verbs on the
following list and produce 3 negative sentences about Apollo 11. We check the sentences
with the whole class.
Transcript:
2, 1, 0 ... All engines running.
Liftoff. We have a liftoff 32 minutes past the hour. Liftoff on Apollo 11.
40 feet, down 2 1/2. Kicking up some dust. 30 feet, 2 1/2 down. Faint shadow. 4 forward.
4 forward. Drifting to the right a little. Okay. Down a half.
Contact light. OK, engine stop.
Houston, Tranquility Base here. The Eagle has landed.
Roger, Tranquility. We copy you on the ground. You got a bunch of guys about to turn
blue.
We're breathing again. Thanks a lot.
Ok, Neil, we can see you coming down the ladder now.
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Deleted: 4
Aurelia 9/12/17 1:41 PM
Comment [8]: What
for?
Will
they
read
the
script?
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9. I'm at the foot of the ladder. The LM footpads are only
depressed in the surface about 1 or 2 inches.
I'm going to step off the LM now.
That's one small step for a man, one giant leap for mankind.
Yahoo! Tony, this is so great you can't believe it!
Oh, I believe it, Charlie.
It's running, John!
Look at it go, would you, Charlie!
You've got all your steering. It's great!
Ah, this is going to be some kind of different ride!
Hippity-hoppity, hippity-hoppity, hippity-hopping over hill and dale.
Da da da da da da da da da da da da da.
Hippity-hopping all along.
One ignition.
We're on our way, Houston.
Things are good. Looks good. Gotcha.
Standby for flag down.
Recovery. A landing. Standby.
5.- Choose three verbs from the list and produce negative sentences about Apollo 11:
Land walk launch
Sing lift off come back
I encourage the students to read/say the sentences aloud and write on the board some
examples.
Closure: 5 minutes
Purpose: Review the vocabulary and end this lesson.
As a final activity, I ask the students to think about what they learned about AR-SAT 1 and
Apollo 11and write a sentence using this structure:
6.- Write one sentence about AR-SAT 1 and Apollo 11 using this structure:
.........................................didn´t ...............................................................................
Once they´ll finish I tell them: “Oh no! The class is over! See you next class! Goodbye!
Aurelia 9/12/17 1:42 PM
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Comment [9]: Again?
Why
don´t
you
carry
out
a
game-­‐like
activity
to
round
up
the
lesson?
You
can
do
a
True/False
activity
–
you
may
read
some
sentences
aloud
and
have
students
react
differently
(stand
up,
clap
hands,
etc)
whether
the
information
is
right
or
wrong.
They
might
have
to
correct
the
false
statements,
so
as
to
practise
negative
forms.

10. IMPORTANT!
The format in which the stages are presented will vary according to the teaching approach
or combination of approaches you decide to base your lesson plan upon.
➢ 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 Be careful with several spelling and grammar mistakes, pls.
Hope the comments are clear enough. Do remember to complete the
topic of the unit at the very beginning of the lesson plans.
Have a nice time!
Aure