Secondary Level

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°: 3
Fecha: 19/09/2017
Hora: 13.20 hs a 13.55 hs
Duración de la clase: 40 minutos.
Fecha de primera entrega: 15/09/2017
Teaching points:
• Revision of Past Simple (Irregular and Irregular verbs)
• Revision of negative and interrogative form..
• Talking about past events.
• Use of a new structure: Adverbs.

2. Learning Aims:
• Develop the students´ reading skills by reading questions and answers in the target
language.
• Develop their speaking skills by reading aloud sentences.
• Develop speaking and listening skills by interacting with peers and the teacher by
answering questions about past events.
• Develop their writing skills by writing sentences in context using the target
structure.
Language Focus:
Function Lexis Structure Pronounciation
REVISION Talking about
personal past
events.
Question words:
When, Where
and How.
Regular and
Irregular verbs.
Argentina
launched its
first satellite.
How /haʊ/
NEW Describing
verbs
Adverbs My dog ran
fast.
carefully
/ˈkeəәfəәli/
 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 events that occurred in the past and
the production of their own chunks 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 texts Apollo 11 (New Headway
Elementary Level page 59) and AR-SAT 1 text.
 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
Aurelia 9/16/17 5:33 PM
Comment [1]: They
might
be
practising
pronunciation/intonation
rather
than
speaking
when
reading
sentences
aloud.
Aurelia 9/16/17 5:34 PM
Comment [2]: Is
it
a
language
function?
Aurelia 9/16/17 5:34 PM
Deleted: ɛ
Aurelia 9/16/17 5:34 PM
Deleted: ɪ

3. 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
encourage 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
get them into the mood of work.
Transition: I ask the students if they remember what the last class was about. I asked the
students then: Where did Apollo 11 land?, Who were the astronauts? EA: Buzz Aldrin, Neil
Armstrong and Michael Collins.
Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
I ask the students to read again the text “AR-SAT-1” and scan the text looking for the
following information to complete the sentence:
THE SATELLITE OPERATED………………..TO PROVIDE DIGITAL TELEVISION
AND CELL PHONE SERVICES TO ARGENTINA.
I ask the students if they can say which of the following questions this sentence is
answering:
a. When did the satellite operate?
b. How did the satellite operate?
c. Where did the satellite operate?
Aurelia 9/16/17 5:36 PM
Comment [3]: Avoid
doing
so.
Why
don´t
you
play
hangman
with
one
of
the
key
words
from
last
class?
That
way,
you
may
revisit
the
main
aspects.

4. The students will answer option B, so I explain that some words which answer those
questions are called adverbs.
I write some other sentences in the blackboard as examples, and ask them to identify which
are the adverbs and underline them.
Scientists constructed the satellite slowly.
INVAP launched the satellite successfully.
It orbited quietly above the Earth.
Transition: The students copy the examples in their notebooks and then I tell them we are
going to know more about those words.
Development:
Activity 1: 10 minutes
Purpose: foster contextualized practice of the teaching points. Focus on specific vocabulary
related directly to the class topic.
Materials: Blackboard and pieces of chalk.
I ask the students we are going to use some adverbs to complete some sentences about the
texts with the help of some adverbs.
1.- Complete the sentences with the words in the box.
beautifully quietly well slowly carefully
a. In the NASA headquarters, the scientists listen Neil Armstrong ´voice
………………….
b. The rocket didn´t lift off ………………………
c. Neil Armstrong walked on the moon……………………..
d. The lunar vehicle worked …………….
e. One of the astronauts didn´t sing……………………..
Aurelia 9/16/17 5:37 PM
Comment [4]: Not
clear.
Explain
function
of
adverbs
if
necessary.
Aurelia 9/16/17 5:38 PM
Deleted: s

5. Transition: Once they’ve finished, we check it with the whole class writing on the board
the correct sentences. After doing this activity, I tell them: “Excellent job! Keep on
working!”
Activity 2: 10 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Materials:
I asked the students to work in groups of four to do a little game using some adverbs from
the box. First,I check the comprehension of the adverbs and their meanings, then I give the
students a chart to be filled. Each student should fill one of the spaces in the chart A, and
then pass the sheet to the next student.
The teacher makes an example on the board to check they understand what is about the
task.
2. Make some sentences with the adverbs of the box:
hard fast well late beautifully quietly slowly carefully early
Example:
CHART A:
I LISTENED to THE TEACHER CAREFULLY
Transition: Once they finished, I ask t some students to read their sentences aloud. I
provide assitance if any additional new vocabualry is needed.
Closure: 5 minutes
Purpose: Review the vocabulary and end this lesson.
At this stage, I tell the students: “Well, now we are going to write next to the following
adjectives the correspondent adverb” I will give them a chart:
3.- Complete the chart with the adverbs:
Aurelia 9/16/17 5:39 PM
Comment [5]: You
might
work
with
opposites.
Avoid
translation.
Aurelia 9/16/17 5:41 PM
Comment [6]: Can´t
they
write
shorter
sentences?
For
example,
I
dance
beautifully
–
will
such
a
sentence
be
possible?
Aurelia 9/16/17 5:41 PM
Deleted: are
Aurelia 9/16/17 5:41 PM
Deleted: o
Aurelia 9/16/17 5:41 PM
Deleted: aloud
Aurelia 9/16/17 5:42 PM
Comment [7]: It
would
be
great
if
you
included
those
adjectives
and
adverbs
in
meaningful
sentences,
instead
of
in
isolation.

6. beautiful
slow
quiet
careful
good
Once they´ll finish I tell them: “Oh no! The class is over! See you next class! Goodbye!

7. 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 I insist upon your including appealing visual aids. You can find
plenty of them online!
Think of meaningful ways of practising the target language. It would
be awesome if you included some game-like activities.
Have a nice lesson!
Aure