Lesson Plans Secondary Period

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – Tutora: Prof. Graciela Inés Manzur
Lesson Plans – Practicum – Third Period
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
Alumna Practicante: Myriam BeatrizTielve
Compañera consultada para corrección: PaulaSchulze
Períodode Práctica: Tercero – Nivel Secundario
InstituciónEducativa: Escuelade EducaciónMediaAyelén
Dirección:Bustamante 2245 – VillaCelina–BuenosAires
Sala/Grado/Año: 2do A – Turno Mañana
Cantidad de alumnos: 30
Nivel Lingüisticodel curso: Elemental
Tipo de Planificación:Clase
UnidadTemática: Vidasaludable
Clase N°: 1
Fecha: 25/09/2015
Hora: 7.30 a 8.30 y 8.40 a 9.40
Duración de la clase: 120´
Fecha de la primera entrega: 21/09/2015
 Teaching Points:Free time- activities.PresentSimple–Questions.
 Aims and goals:
 Duringthislesson,learnerswill be able to…

2. o Improve theirlisteningskillbyunderstandingadialogue betweentwo
teenagersabouttheirfree time activities.
o Improve theirreadingand comprehensionskillbyunderstandingkey
informationinatextwrittenbyteenagers.
o Askfor and give informationaboutteenager´sfree time activitiesbased
on a readingtext.
o Developtheirspeakingskill byinteractingwiththe teacherandtheir
partnersand expressingtheirownpreferencesonfree time activities.
 Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION Greetings
Hello!
Goodbye!
The Imperative
Open!
Sit!
Go!
Action Verbs
Eat; watch;
drink;study;
cook; play;
wash
Nouns
Exam;
restaurant;TV;
football;
computer.
Meals
Breakfast
Verbsof
preference
Conjunctions
And;but
Greeting
people.
Giving
commands and
instructions.
Identifyingand
naming verbs
of action.
Identifyingand
naming nouns
in description
of certain
activities.
Expressing
preferences
Using
conjunctionsto
add or contrast
information.
Wh- Questions
in the simple
present
-What´s the
boy´sname?
- How old ishe?
-What doeshe
eat for
breakfast?
-Where is
he/she from?
Affirmative and
negative
statementsin
the simple
presenttense.
-He watchesTV
inthe morning.
-Theyeatsoup
for breakfast.
I like...;I
prefer…;Idon´t
like…+action
verbs.
Recognitionand
use of the sound
|ɪː| in eat in
contrast with
the sound |ɪ |
in drink.
NEW Greetings
How are you
today?
Greeting
people.
Wh- Questions
in the simple
present.
-How are you

3. The Imperative
Listento!
Look at!
Work!
Pay attention!
Action verbs
Meet;read;
talk;stay; surf;
ride
Nouns
Shopping;
music;friends;
comics;phone;
internet;bike.
Prepositions
On; up
Adverbsof
time
late
Possessive
Adjectives
My; your; his;
her.
Definite article
The
Giving
commands and
instructions.
Identifyingand
naming verbs
of action
connectedwith
free time
activities.
Identifyingand
naming nouns
relatedto
certain free
time activities.
Usingcertain
prepositionsof
place and
movement,
possessive
adjectives;
definite and
indefinite
articlesand
adverbs of
time.
Using
conjunctionsto
add or contrast
information.
today?I´m fine.
-What doyou
do inyour free
time?Ilistento
music.
What doesyour
frienddoin
his/herfree
time?She rides
herbike.
Questionswith
Yes/Noanswer
in the simple
present
Do youmeet
your friendsin
your free time?
Yes,I do./No,I
don´t.
Doesyour
friendwatchTV
inher/hisfree
time?
Yes,she/he
does./No,
she/he doesn´t.
Polite Requests
-Let´ssit
down/gotothe
break/lookat
the board/open
your bookon
page…/work
withyou
partner.
Expressing
Preferences
about free time
activivities
In myfree time
I like+verbwith
“ing”.
Recognitionand
use of the sound
|ɪː|inmeetand
read.
|aɪ| inride and
bike

4.  Teaching approach: The communicative approach,the studentsare expectedtoshare
informationaboutfree time activitieswiththeirpartnersand theirteacher.The use of the
PPPmethodwill allow me topresentnew vocabularyincontextandgive the studentsthe
possibilitytostartinteractinginL2.
 Integrating skills: Matchingand speakingbysharinginformationaboutfree time
activities.Listening,writingandspeakingbycompleting information andtalkingabouttwo
teenagers´free time activitiesafterlisteningtoadialogue.Reading,writingandspeaking
while sharinginformationwiththe partnerssittingnearthembasedonagiventext.
 Materialsand resources:The board, piecesof chalk,mylaptop,myownspeakers,
photocopiesof the differentactivities andthe students´course book.The course bookis
Phases1; Student´sbook;EmmaHeyderman& FionaMauchine;SeriesConsultant:
AlejandraOttolina.EditorialMacmillan;2012.
 Pedagogical use of ICT inclass: Studentswill listentoadialogue whichIhave already
downloadedinmylaptop.While theylisten,theywill completeaworksheet.
 Seatingarrangement: In thisfirstlessonstudentswill sitattheirtablesof twostudents.
There are three rowsfacingto the board andthe teacher´sdeskinfrontof the room.
However,theywillhave tointeractinone of the activitieswiththe partnersittinginfront
of or behindthemsotheywill have tomove theirchairs.
 Cooperative work: The studentswillworkina cooperative waywhile theyaskandgive
informationtothe partnersittingnexttothemandwhile theydo some peercorrection.
 Possible problems/difficultiesandtheirsolutionsduring the class: Studentsare usedto
interactwiththe teacherand theirpartnersinL1 mostof the time,eventheyare
encouragedtotranslate inL1 while theyare readingatextor listeningtoa dialogue to
checkunderstanding.Therefore,Ithinkthatinthisfirstlessontheywill findsome
difficultiesinunderstandinginstructionsandperformingactivitiesinL2.I will use mimes,
gesturesandevendrawingsonthe board,at the same time I will encourage themtouse
L2 by promptingsome newwordsandrepeatingsome chunksall the time. Another
strategyI will use isyes/noquestionstoavoidusingL1.
 Potential problemsstudentsmay have with the language: It ispossible thatthe students
have some difficultieswithaskingquestionsusingthe presentsimple tense structure .I

5. will guide themandwrite some examplesof questionsonthe boardso as to helpthem.
However,myfirstaimin thislessonishelpingstudentsunderstandthe importance of
usingL2 ininteractions soIwon´t make themfeel ashamedinfrontof me andtheir
partners.It´s possible thattheywillhave some grammarmistakesbutif theydonotbreak
downcommunicationIwill notstopstudents.Inthe followinglessonsIwill dosome
remedial work.
 Assessment:Iwill assesslearner´scomprehensionandunderstandingthroughtheiroral
interactionsandtheirparticipationanddevelopmentduringthe activities.Iwill alsotake
theirhomeworkhome inordertochecktheirperformance andprepare some remedial
workon theirmistakes.
Routine:10´- 15´
Purpose:to greetstudentsand get them into a positive mood to start the lesson.
I will come intothe classroomandgreetthe students“Hello!”EA:“Hello!.Iwill alsoaskthem
“How are youtoday?(withmythumbsup) Are you fine?”EA:“Fine”.“That´sgreat! I´m fine,too!
Let´s see whoissharingthislessonwithme today!”Asthisismy firstlessonwiththemandIam
expectedtoknowwhoismissingbefore the caretakercomestoask me aboutit, I have decided to
take withme the followingsigns:
I will make themindifferentcoloursandtheywill havethe students´namesonthem.Inthisfirst
classI will handtheminto each studentinorderto seteye contact withthemandinthe next
lessonstheywillbe displayedonmydesksothat theycan catch and place them ontheirtables
while theycome intothe room.Inthisway notonlywon´t I lose time askingwhoisnotat school
on that daybut alsoI have theirnamesondisplaytointeractwiththem duringthe activities.
As thisisthe firstlessonof the day,some of the studentsusuallyarrive alittle late.Iwill use these
tenminutestoask fortheirhomeworkinthe followingway:
T: “In the previouslessonMissFabiana,the teacher,assignedyousome homeworkfortoday.Do
youremember?”
Ss: “Yes.”
T: “Ok. Please take it outand I´m goingroundthe classroomso that youcan hand it tome! You
can alsoask me aboutany doubtor if you wantto commentonsomethingaboutit!Write your
nameson yoursheets,please!”Thisisthe homeworktheirteacherassignedthemforthislesson:

6. Complete the sentenceswithtrue information
1- On Mondays, I get up…
2. Then,I…
3. And after that, I…
4. On Saturdays and Sundays,I getup …
5. In the afternoon, I…
6. In the evening,I…
7. My favourite special day is …
8. It is my favourite day because…
9. On this say, I…
10. …(a friend´sname) special day is…
11. It is… favourite day because…
12. On this day, he/she…
Source: This activitywashandedintostudentsbytheirteacherinthe previouslessonsoIdon´t
knowwhere she tookitfrom.
I won´task themto do some peercorrectioninthisfirstlessonbeforehandingintheirhomework
as theyare notusedto doingthiskindof activitywiththeirownteacher soI thinktheywill not
knowwhatto do.
Transition: We are readyto start learningnow!
Warm up: 15’- 20´
Purpose:to activate previousknowledge relatedtofree time activities.
I will handinthe followingphotocopiesto the firststudentsineachrow andask themto take one
of itand thenpass the othersout to theirpartners:

7. G
Free time activities
1- Look at the picturesand tick the activitiesyou do in your free time:
A B
C D
E F
H

8. 2- Match the followingfree time activitieswith the pictures above:
Example: 1-H
1- stay up late
2- listento music
3- ride the bike
4- read comics
5- go shopping
6- talk on the phone
7-surf the internet
8- meetmy friends
Sources:http://www.thinkstockphotos.es/royalty-free/ir-de-compras-pictures
https://www.google.com.ar/search?q=imagen+escuchar+musica&rlz=1C1AFAB_enAR532AR532&
espv=2&biw=1366&bih=667&source=lnms&tbm=isch&sa=X&ved=0CAcQ_AUoAmoVChMIo8ON6Y
6IyAIVhY6QCh1N5ggS&dpr=1#tbm=isch&q=imagen+de+andar+en+bicicleta&imgrc=ZL1BmC5v1OP
eqM%3A
T: “Have youall got a copy?”
Ss: “Yes!”
T: “Great! In activitynumber1 youhave picturesof free time activitiesteenagerslike doingin
theirfree time.Youhave totick ineach circle the activitiesyouusuallydoinyoufree time!Isit
OK?Let´s do it!”I will mime the actionwhile givingall the instructionsasthe studentsare usedto
speakingL1 andbeingencouragedtotranslate inL1 all the sentencestheyreadinL2.Their
teacherdeliversherlessonsandinteractswith theminL1most of the time.
Ss: “Yes!”
I will give themsome minutestotickthe activitiesandIwill goroundthe classroomto see that
theyare performingthe activity inthe rightway.Aftersome minutesIwill call the students
attentionagainandI will give them instructionsforactivitynumber2:
T: “Well done,kids!Nowyouwill doactivitynumbertwo!Youhave tomatch the namesof the
free time activitieswiththe picturesinactivitynumber1.Forexample,number1 is “stay uplate”
and I have alreadymatcheditwithpicture H.Is it Ok?Let´s do it!

9. I will goroundthe classroomcheckingunderstandingandencouragingthemtostartspeakinginL2
while theyperformthe activity.Some minuteslaterIwill catchthe students´attentionagainand
we will check theirmatchingwiththe whole group:
T: “Let´s check youranswers!Axel,please!Readactivitynumber2!”
Axel:“Listentomusic!”
T: “Which picture showsusa girl listeningtomusic?”
Axel: “B”
T: “Well done!The girl inpicture B listenstomusicinher free time!”
I will continue withthe same procedurewiththe otherpicturesaskingotherstudentstoshare
theiranswersinturns.
Transition: Well done!Nowlet´sshare withyourpartnerswhichactivitiesdoyoudoin yourfree
time!
T: “Daniela,please!Whichactivitiesdoyoutickinyour photocopy?AndAntonella,please pay
attentiontoDaniela!
Danielawill answerthe activitiesshe hastickedinherphotocopies!
T: “Great Daniela!”AntonellawhichactivitiesdoesDanieladoinherfree time?”
Antonellawill answermyquestionsif she doesn´trememberall the activitiesIwill askthe whole
classto helpher.
I will asktwomore studentsat randomto performthe same activity!
Transition: “Well done,kids!”Nowlet´slistentotwoEnglishteenagers talkingabouttheir
favourite free time activities!
Presentation:20´
Purpose:to fostercomprehensionofan authentic dialogue about teenagers´ free time activities.
Thisis the transcriptionof the dialogue we are goingtoworkon:

10. Source:
https://elt.oup.com/student/engage/starter/starter_dialogues/eng_start_dl08?cc=ar&selLangu
age=en
I have alreadydownloadedthe dialogue tomylaptopinan mp3 file because Ihave notinternetat
school. I will alsotake some writtencopieswithme justincase there isanytechnological problem.
T: “Now yourwill listentotwoEnglishstudentstalkingaboutwhichactivitiestheylike doingin
theirfree time.While youlisten,youwill completesome informationinthe followingchart:
FREE TIME ACTIVITIES ZAC CAMILA
- Practise sports-
Yes/No
- Whichones?
- Dance- Yes/No
- Sing- Yes/No
- Go the bowlingAlley-
Yes/No
- Go to the movie
theatre
Yes/No

11. Source: My owndesign.
I will askone of the studentstoreadthe requiredinformationinaloudvoice andI will check
understandingwiththe whole group.If the studentsdonotunderstandwhatsome of the
activitiesrelatetoIwill mime the actioninfrontof them.Iwill encourage themnottotranslate in
L1.
Afterplayingthe recordingtwice (if itisnecessaryIwill allow themtolistentoitthree times), Iwill
ask the studentsquestionsatrandomso as to checktheiranswers:
T: “Luis,please!DoesZac practise sports?”
Luis:“Yes! Or Yes,he does!”
T: “Roer, please!Whatsportor sportsdoesZac practise?
Roer:“He plays basketball,he runsandhe swims!”
T: “Do youhave any otherinformationaboutZacinconnectionwithsports?”Justincase some of
the studentshave takennotesaboutthe frequencyorthe daysin whichZac practicessports.
I will continue withthe same procedurewiththe otheractivitiesandthenwithCamila.
Transition: “Well done,kids!It´stime togo for a break!”
Activity oftransition betweenthe two hours: 7´to 10´
Purpose:to setto work studentsagain after the break.
If there is some extratime before the breakIwill encourage the studentstotalkabouttheirown
free time activitiesinthe followingway:
I will drawthese chartson the board:
GIRLS BOYS
BOTH OF THEM

12. ThenI will askthemthe followingquestionsandaskthemtocome to the boardand complete the
charts withtheiranswers:
T: “Raise your handsand inturns tell me whatactivitiesdoyoudoinyour free time?”
Surelystudentswill come withsome activitiestheydonotknow inEnglishsoI will promptthemin
L2 and spell themusingthe Englishalphabetsothattheydonot misspellthemonthe board.If I
have not time todevelopthisactivitybefore the breakIwill use itasa warm- up activity inthe
secondhour.
Transition: “Well done,kids!Let´sgetsome informationaboutfree timeactivities!”
Development:
Purpose:to fosterautonomous learningexperience.
 First Activity:Readingand Speaking. 15´ to 20´
Purpose:to fostercomprehensionof newvocabulary in contextand check it with a
partner.
I will tell the studentsthatIwill handinanotherphotocopytothem, theywill place itface down
on theirtablesandtheywill notallowedthe partnersittingnexttothemto lookat it.These are
the two photocopiesIwill handin:
StudentA
1- Read this text about Thomas but don´t
share it with your partner
2 – Complete the followinginformationabout
Thomas:
Hello!My name isThomas.I am 13 yearsold
and I live inLondon,England.
I wantto share withyouwhatactivitiesIlike
doinginmy free time.
On weekdaysIusuallygotoschool inthe
morningandin the afternoon.Butinthe
eveningsIsometimeslistentomusicinmy
bedroom,playcomputergamesorchat with
my friends oninternet.
At weekendsIplaysportsinthe local club.
My favourite sportisfootball butIalsopractise
handball andswimming.Iusuallymeetmy
1- Age:……………..
2- Livesin:………………………
3- Free time activitiesonweekdays:............
4- Free time activitiesatweekends:………….

13. friendsonSaturdayeveningandonSundaysI
do some homework,watchfilmsonTV orjust
sleeponmybed.
Tomas
StudentB
1- Read this text about Margaret but don´t
share it with your partner.
2- Complete the followinginformationabout
Margaret:
Hello!My name isMargaret. I am 12 years
oldand I live inMexico.
I wantto share withyouwhatactivitiesIlike
doinginmy free time.
On weekdaysIusuallygotoschool in the
morningsoI have the afternoonandevening
free.Iusuallysleepforone hourafterschool
and thenI go to the local clubto practise judo
and aerobics.Inthe eveningIsometimesdomy
homeworkbut Ialwayswatch myfavourite
soap operaon TV.
At weekendsI visitmyfriends orI go to the
bowlingalley tomeetwithsome partnersfrom
school.OnSundaymorningsIusuallysleeptill
late and thenI have a traditional breakfastwith
my family.
Margaret
1- Age:………..
2- Livesin:……………….
3- Free time activitiesonweekdays:…..
4- Free time activitiesatweekends:…………
Source:I have writtenthe textsanddesignedthe worksheetsaccordingtothe age and interestof
the students.
T: “In your photocopyyouwill findinformationaboutfree time activitiesof twoteenagerswho
live indifferentcountries.Youwill readthe informationandcomplete activitynumber2inyour
copies.Whenyoufinish,youwillcheckthe informationwiththe partnersittinginfrontof or
behindyoubutyoudo not have to show itto the partner sittingnexttoyou!”I will goroundthe
room checkingthatthe studentsare performingthe activityinthe rightwayandpromptingsome
newvocabularybymimingthe actionor usinggestures.Iwill encourage studentstouse L2 while
theycheckinformationwiththeirpartner.
Transition: “Excellent!Nowplace yourcopiesface downagainwhile youlistentothe instructions
of the nextactivity!”

14.  SecondActivity: Let´s share our information! 15´
Purpose:to share information witha partner about two teenagers´ free time
activities.
I will handina newphotocopytothe studentsandwill give the followinginstructions:
StudentA: AskinformationaboutMargaretto the partnersittingnexttoyouand complete the
followingchart.
Age:
Livesin:
Goesto school:
Sports:
Free time activitieson weekdays:
Free time activitiesat weekends:
Other information:
StudentB : Ask informationaboutThomastothe partnersittingnexttoyouand complete the
followingchart.
Age:
Livesin:
Goesto school:
Sports:
Free time activitieson weekdays:
Free time activitiesat weekends:
Other information:
Source:My owndesign.
To the whole group:

15. T: “What isthe firstinformationdoyouneedaboutMargaret or Thomas?”
Ss: “Age”
T: “How do youask about someone´sage?”
Ss: “How old ishe or she?”
T: “What isthe secondinformationyouneedaboutMargaretor Tomas?”
Ss:”Livesin”
T: “How do youask about where apersonisfrom?”
Ss: “Where ishe/she from?”I will write all the questionsonthe board.
T: “Great! Nowif I want to ask aboutsportsyou usuallyask:Doeshe or she playsport? Andthen
howdo youask if you wantto knowwhichsporthe/she plays?
Ss: “What sportdoeshe/she play?”If the studentsdon´tcome withthe correct answerIwill guide
themwithyes/noquestions:
T: “Is it correct to use the interrogative WhatorWhere inthisquestion?”
“Do we use the auxiliaryDoorDoes to askabout Margaret or Thomas?”
“Do we have to add“s” to the infinitiveof the verbplayornot?”
T: “Let´s go on learning.Howdoyouask about people´sactivitiesintheirfree time?”
Ss: “What doeshe /she do intheirfree time?”If the studentsdon´tcome withthe correctanswerI
will guide themagainwithyes/noquestions.
T: “Now itis time towork withthe partnersittingnexttoyouand share informationwithhimor
her.Use Englishall the time,please!”
Duringthe activityI will goroundthe room checkingthattheyare performingit inthe rightway
and helpingthose studentswhodonotknow how to performanyof the questionsoranswers.
Transition: “Awesome!Let´sshare yournew informationwiththe wholeclass!”
 Third Activity: TalkingaboutMargaret and Thomas 10´
Purpose:Peercorrection.
T: “I wantsome of the Students´A to share the informationaboutMargaretwiththe whole group!
Anyvolunteer?”DuringmyobservationsIspottedsome studentswhoare eagertospeakat all
timesduringthe lesson,Ihope theywill offerthemselvesinthisactivity.If there isnovolunteerI

16. will guide studentsA withquestionssoasto checktheirinformation.Iwill use the questions
writtenonthe board.
T: “Excellent!Doesanyone have more informationtoadd?”“Now any volunteertoshare
informationaboutThomas?”Same procedure asabove.
Transition: “You have learnta lottoday!It´s time for recapping!”
Closure:10´
Pusrpose: to recap all the activitiesdone duringthe lessonand to assign the homeworkfor the
followinglesson.
I will erase the boardandthenI will proceedinthisway:
Recapping:
T: “What wasthe firstactivitywe performedinourlessontoday?
Ss: “Picturesaboutfree time activitiesandwe matcheditwiththe actions!”
T: “That´s alright!Andwhataboutthe secondone?”
Ss: “We listenedtotwoteenagerstalkingabouttheirfree time activities!” Andsoon…
I am sure that studentswill brainstormideas,Iwill notcorrecttheminthisfirstlessonandIwill
repeattheminthe correct form while writingthemonthe board. Asthe lessonlasts120 minutes
it isa good optiontodo some recappinginorderto helpstudentstorecall everythingwe have
done duringit. I will listthe activitiesonthe board.
ThenI will handtheminthe homeworkforthe followinglesson:
Homework: September25th
1. Look at page 34 inyour book Phases1 and answer to these questions:
a- Whichof the activitiesshowninthe picturesdoyoudoinyour free time?
b- Whichof the activitiesshowninthe picturesdon´tyoudoin yourfree time?
2. Look at page 35 inyour book Phases1 and write complete questionsinexercise 6.Bring
them to the followingtoshare them withyour partner.
Example:you/readcomics/inclass?
Do yourread comicsinclass?
2.

17. 3.
4.
5.
6.
7.
See you in our next lesson!Have a nice week!
Source : Phases1; Student´sBook;EmmaHeyderman& FionaMauchine.SeriesConsultant:
AlejandraOttolina:Editorial Macmillan.(2012;p: 34-35)
Exercise 6 (page 35)
2. what programmes/you/youtfriend/watch/on/TV?
3. your family/stay uplate/weekends?
4. your bestfriend/drinkmineralwater?
5. you/ playsports/ afterschool?
6. where/you/yourfriends/goshopping?
7.your cousin/watchTV/afternoon?
I will aska volunteertoreadthe homeworkinaloudvoice and I will checkbyaskingquestionsif
theyunderstandwhattheyhave todo. If any of the studentsdo notunderstandIwill model the
activityonthe board withmyown answers.
If there is some time availablebefore the lessonendsthe teacher,FabianaSoulier,askedme to
encourage the studentstodosome reading.She hasa listwithnumbersandthenshe choosesone
studentat randomto readthe firstsentence of atext.Afterreadingthisassignedstudentchooses
one numberandthe teachertellsthe whole groupwhoisthe personwhohasto readthe
followingsentence.She asksme touse thisstrategyat the endof eachlesson.Inthiscase I will
use the textsaboutThomas andMargaret.