English Learning Experiences

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. LenguasVivas
ALUMNA PRACTICANTE: Paula Schulze
Compañera que revisó el plan: Myriam Tielve
Período de Práctica: Tercero – Nivel Secundario
Institución Educativa: Colegio Bilingüe Neuquén
Dirección:Los Álamos 700, Neuquén
Sala/Grado/Año: 4to año
Cantidad de alumnos: 19
Nivel Lingüístico del curso: Intermedio alto
Tipo de Planificación: Clase
UnidadTemática: Naturaleza y Energía
Clase N°: 1
Fecha: 27/09/2015
Hora: 11 – 12.20
Duración de la clase: 80 minutos
Fecha de la primera entrega: 16/09/2015
 Teaching Points:
Definite article
Revising tenses: Simple present, present continuous, simple past, past continuous, past perfect,
present perfect, present perfect continuous, future will and going to, future progressive
(affirmative, interrogative, negative forms) before introducing the next teaching topic that is
Reported speech
 Aims and goals:
During this lesson, learners will be able to…
 Develop their listening and speaking skills by talking about their language learning process.
 Develop their writing skill by writing sentences related to their experience with the language.
 Develop their oral production to talk about their learning experience of the target language.
 Develop the acquisition of instances in which the definite article has to be used
 Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATION
REVISION Native speaker Identifying
and naming
different
tenses
Different
tense forms
Wh questions
and
Yes/No
questions using
different
Recognition and
use of the sounds
/ði/
in the when
pronounced in a
stressed position
/ðə/ in the when

tenses pronounced in a
unstressed position
NEW Actions:
To sit for an
exam
Talking about
the uses of the
definite article
Recognition and
use of the word
/sə(r)ˈtɪfɪkət/ in
certificate
 Teaching approach: The Natural Approach as the students are expected to interact with the
teacher and peers in a natural way promoting in this way the communicative abilities. Since language
and vocabulary are of principal importance for this approach and to acquire the language, I will
encourage the students to concentrate mainly on the understanding of the message rather on the
target language specifically. Consequently, learners are also expected to acquire language in a free-
stress classroom environment. Besides, the PPP method will be used as well to introduce the target
structure.
 Integrating skills: during this class students will develop their listening skill while listening to the
teacher and to their mates. They will also integrate reading and writing when they are asked to
write sentences about their language learning process and then read them aloud. Their conceptual
thinking will also be developed while analyzing the uses of the definite article.
 Materials and resources:copies on tenses and sentences- posters with triggering questions -
markers for the board
 Pedagogical use of ICT in class: In this lesson we will not work with ICT support.
 Seating arrangements: The students will be sitting in lines of 4 or 5 desks. It must be said that
each student has a favorite place within the class. As for this first class, there will not be changes
in the sitting arrangement.
 Cooperative work: sts will work in pairs to discuss about the forms, functions and example of given
sentences in order to complete a chart.
 Possible problems/difficulties and their solutions during the class: as it is the first class I will
give to the sts, I hope I will manage to do all the activities planned. Either the sts may feel shy with
the new teacher or relaxed and so they may take their time to work. So I will be checking time
during the whole class. Because of the free conversation that will take place, I will also be ready to
provide vocabulary on demand. I will carry my “little super dictionary” in case there is a word I do
not.

If the definition is not provided either I will ask the sts to search on their cell phones, or I will write
the word down to bring the answer on the following class.
I´m also worried about the balance I have to reach in my classes between the communicative and the
training abilities they must acquire for the FCE.
 Potential problems students may have with the language: Students may find it difficult to
complete the tenses chart. If that is the case I will prompt or model the answers.
 Assessment: I will assess learners’ comprehension and understanding through their oral
interactions, and their participation and development during the activities.
Routine: 5´
Purpose: to greet students and get them into a positive mood to start the lesson.
I will greet the sts, ask them how they feel and then I will tell them again what will be my role in
the classes to come (the teacher, Miss Valeria, had already introduced me when I went to observe
the class for the 1st
time). At that time students were told that they had been selected for their
positive and working attitude as well as for their handling of the target language. 
I will write the date on the blackboard (this is the teacher´s routine so I will stick to it) if the
previous teacher hasn´t done it yet. All the teachers in the school are supposed to write the date
in English although his/ her subject may not be that one.
Transition: Let´s get ready to talk about ourselves and our relationship with the English language.
Warm up: 15´
Purpose: to recall previous knowledge about individual English learning experiences and set the
context.
T: ok sts. You are going to divide into 4 groups of 4 (16 sts ) and 1 group of 3 students. On each
wall of the classroom I´m going to display some questions about you and the language and I want
you stand up, visit one poster at a time and discuss the questions with the members of your group.
When I tell you, you have to move to the next poster please.
I will give them 2 minutes in each post.
The questions and the posters will be numbered because of the retelling activity later, I think,
this will help. I´m going to display these questions; the tenses are not going to be included.
Before starting the activity I´m also going to remind sts to speak L2.
POSTER 1
1. Do you study English every day? (simple present)Does anyone in your class study English
every day? Why/Why not? How?
2. Are you thinking in English now? Why? Why not?
POSTER 2
3. What part of your brain do you think is working? (present continuous)
4. Have you ever studied English abroad? (Present perfect)
5. Have you been training hard for the FCE? (present perfect continuous)
POSTER 3
6. Are you going to sit for the FCE? Why? /why not?(future tense- going to)
7. What do you think we will learn today? (future – will)
POSTER 4
8. In 2 months you are finishing the school year. Do you think you will have done your best as
regards English? How? (Future perfect)

9. How long approximately will you have been speaking in English by the end of this morning? Is
it too much?
And by the end of the school-week, how long will you have been speaking English?(future
progressive)
POSTER 5
10. Were you speaking in English while I was writing the date? (past continuous)
11. Did you have a native teacher? Who? Where? What was he/she like? (simple past)
12. In 2013 some of you sat for the PET exam. Had you done a previous test to that one? Which
one? Why not? (past perfect)
GREEN = PRESENT tenses
BLUE = future tenses
RED = past tenses
While students are answering the questions, I will walk around paying attention more on the
content of what is being answered than on the tense the sts are using unless there is a
communication break or misunderstanding in, in that case I will prompt or provide some words,
expressions or tenses.
Once the sts have visited all the posters, I’ll ask them to go back to their places.
Transition: very good! You have sort of flown over your English learning experience! Why don´t we
listen to some of your answers?
Communicative Activity: 10´
Purpose: to express sts´experiences of the target language
I will take the 5 posters to the front and I will stick them on the board.
T: so, who would like to share the answer for question number 1?
While sts are sharing their answers with the whole class, I will encourage the sts to use the
tenses used in each question.I will also prompt or provide words on demand.
Transition: great! Let´s concentrate on a different aspect of the language!
Activity 1:20´
Purpose: to recall previous knowledge about tenses
T: So let´s have a look at the different posters again but now concentrate on the tenses of the
questions. Do they refer to past, present or future aspects of your language learning development?
Sts: All of them!
T: Great! So which poster refers to past experiences?
Sts:Poster 5
T:Which poster refers to present experiences?
Sts:Posters 1 and 2
T: Finally, which poster refers to future experiences?
Sts: Posters 3 and 4
T: Awesome!
Then, I will deliver some copies and I will ask the sts to complete the following chart in pairs; the
examples they provide must be their personal answers of the questions on the posters.
T: Ok, let´s get down to business and complete the chart in pairs!
I will provide some information that will be in the copy in bold as shown below.

I think this will lead and motivate the sts to complete the chart in a more dynamic or attractive
way.
In some cases, I have also provided the answers for 2 of the slots to be filled in, in this way I
believe the sts will not be that confused or lost.
While sts are completing the chart, I will walk around, checking understanding, exemplifying or
explaining doubts.
TENSES: Complete the information that is missing about the main tenses in English:
Tense:
Form:
3rd person: “S”
Usage(s):
Example:
Tense:
Form:
Usage: action taking place
at the moment of
speaking
Example:
Tense:
Form: have/has + past
participle
Usage:
Example:
Tense
Form:
Usage: putting emphasis
on the course or duration
(not the result)
Example:
I have been training hard
for the FCE.
Tense: future tense-
going to
Form:
Usage:
Example:
Tense:
Form:
Usage:
Example: We will learn a
topic related to articles.
Tense: Future perfect
Form:
Usage: action that will be
finished at a certain time
in the future
Example:
Tense:
Form:
Usage:- action taking
place before a certain
time in the future
-putting emphasis on the
course of an action
Example: I will have been
Tense:
Form:
Usage:
Example: I had 2 teachers
who were native speakers.

speaking about 8 hours.
Tense:
Form:
Usage:
Example: I was speaking
in Spanish while you were
writing the date.
Tense:
Form: had + past
participle
Usage:
Example:
KEY
TENSES: Complete the information that is missing about the main tenses in English:
Tense: simple present
Form: verb
3rd person: “S”
Usage(s): habitual activity,
scheduled event
Example: I studyEnglish
twice a week.
Tense: present continuous
Form: to be + ing
Usage:action taking place
athe moment of speaking
Example:
He´s speaking in English.
Tense: Present perfect
Form: have/has + past
participle Usage: putting
emphasis on the result
action that is still going
onExample: She has
studied English for 5
years.
Tense: present perfect
continuous
Form: have/ has + been +
ing
Usage: putting emphasis on
the course or duration
(not the result)
Example:
I have been training hard
for the FCE.
Tense: future tense- going
to
Form: is/are + going to +
infinitive Usage:decision
made for the future
conclusion with regard to
the future Example: I´m
not going to sit for the
FCE.
Tense: future tense -will
Form: will + infinitive
Usage: action in the future
that cannot be influenced
spontaneous decision
Example: We will learn
tenses.
Tense: Future perfect
Form:will+have + past
participle
Usage: action that will be
finished at a certain time
in the future
Example: I will have
spoken 4 hours of English
 Tense: future progressive
Form: will+have+ been+
verb with -ing ending
Usage: -action taking
place before a certain
time in the future
-putting emphasis on the
course of an action
Example: I will have been
speaking about 8 hours.
Tense: simple past
Form:regular verbs + ed
Or irregular verbs
Usage: action is in the past
relative to the speaker or
writer
Example: I had 2 teachers
who were native speakers.
Tense: past continuous
Form: was/were + ing
Usage: action going on at a
certain time in the past
Example: I was speaking in
Spanish while you were
writing the date.
Tense: past perfect
Form: had + past participle
Usage: action taking place
before a certain time in
the past
Example: before the PET,
I had sat for the KET.
Sources: google pages, books at home: FCE use of English 1 by Express Publishing – First Certificate
Organiser by John Flower

After sts have completed the chart, I will ask some volunteers to tell the sections they have completed.
Transition: Excellent! How about connecting your language processes with the brain specifically!
Presentation
Activity 1: 15´
Purpose: to set the context and introduce the target structure
I will clean the board from the posters and I will deliver another copy with these sentences. Then
I will ask them to think about these assertions.
1. One of the most significant changes affecting the English language over the last 10 years is the
growing presence of spoken forms while many less examples of the written forms.
2. The scientists have developed procedures to understand the way the human brain works.
3. Considerable progress has been made over the last decade toward improved techniques to study the
human brain and how it works while learning.
4. The revolution of this study area has become especially appealing for educators as well as others
professionals.
5. The most relevant aspect about the brain and its functioning is that almost everything is under
scrutiny to scientists in different fields.
6. The head of the neuroscience department, Dr Grace said that we are still far from understanding
the functions of the brain circuits yet.
Source: I have invented most of the sentences although I have helped myself with the corpora:
http://corpus.byu.edu/coca/x.asp?r1=&w=1093&h=614
T: Did you know about them?
Sts: I knew the scientists are studying the brain in deep.
T: Great, it´s true! Notice that I have underlined some of the phrases in these assertions. Can you
guess why? Why are they important?
Sts: They have the article/ word “the”. They talk about something specific.
T: yes, all these sentences refer to the brain, the language, specific scientists, they refer to
something specific or unique. That is why we talk about the “definite article”.
So, I want you to open your book at page 125, exercise 5 and there you have the explanation of
the use of the definite article. Please, individually match the explanations, that is to say sentences
a to g, with the sentences I have just given you.

Source: Spotlight to FCE by Alastair Lan; Cengage Learning; National Geographic Learning (2014).
KEY:
1. One of the most significant changes affecting the English language over the last 10 years is the
growing presence of spoken forms while many less examples of the written forms. For
nationalities// with sth that has been mentioned before
2. The scientists have developed procedures to understand the way the humanbrainworks.There is only
1 of sth
3. Considerable progress has been made over thelast decade toward improved techniques to study the
human brain and how it works while learning.With ordinal numbers
4. The revolution of this study area has become especially appealing for educators as well as others
professionals.The subject under discussion
5. The most relevant aspect about the brain and its functioning is that almost everything is under
scrutiny to scientists in different fields.With superlatives
6. The head of the neuroscience department, Dr Grace said that we are still far from understanding
the functions of the brain circuits yet. Some titles that include “of”
Next, we will check the sentences with their explanations orally and I will provide feedback if
needed.
Transition: let´s do the last activity!
Activity 2: 15´
Purpose: to use the target structure in a less controlled context and in meaningful sentences.
I will ask the sts to do the activity they have in their book (page 125, Ex 5) but completing the
sentences with information about their own.
T: Ok now, I would like you to match the explanations with the example but providing them in
complete sentences and related to the topic of education, learning, the brain, etc. in pairs.
I will provide an example:
In reference to the nationalities you can say:
The British are learning the consequences of drug abuse in elder people.
While the sts are writing the sentences, I will walk around checking understanding, spelling,
prompting possibilities, etc.
Once they have finished I will ask some volunteers to read some sentences aloud.
Finally, I’m going to inform the sts about the homework for the following week (short story).
Transition: you have learned a lot! Now put your belongings away and let´s go to the break! See you
next week!
Homework: This is the 2nd
day after a week without classes. So sts are coming back to rhythm
little by little. On the other hand, teachers are slowly gearing up for the last two months of
classes and particularly these sts for the FCE. So quite in advance,I will ask them to start reading
(for Wednesday the 7th
) the short story Same Time, Same Place by Bates; they have it in their
book "From the Cradle to the Grave" by Oxford Bookworms Collection.

Unidad Temática: Noticias y medios de comunicación
Clase N°: 2
Fecha: 5/10/2015
Hora: 11 – 12.20
Reported speech
Revising topic: Definite article
 Aims and goals:
 Develop their listening and speaking skills by talking about recent news.
 Develop their writing skill by writing a possible dialogue between famous people.
 Develop their language awareness to use reporting structures and verbs
 Language focus:
REVISION Vocabulary
that may
come out
during the
activities:
-News
-Pieces of
news
-To drown
-Refugee
-To give a
speech
-Toxic
gasses or
fumes
presidential
candidates
Talking
about the
uses of the
definite
article
Recognition and
use of the sounds
/ði/
in the when
pronounced in a
stressed position
and before vowels
/ðə/ in the when
pronounced in a
unstressed position
I presented this
during the last
class, so I would
like to check if the
sts use these
sounds in different

contexts.
NEW Reporting
verbs:
Presume,
recollect,
maintain,
assume
Talking
about what
someone has
said using
different
reporting
verbs
Changes that
occur in
pronouns
tenses and
time
expressions
in reported
speech
Recognition and
use of the sounds
/prɪˈzjuːm/ in
presume
/draʊnd/ in
drowned
/meɪnˈteɪn/ or
/mənˈteɪn/ in
maintain
structure.
 Integrating skills: during this class students will integrate their speaking and listening skills to
improve their aural comprehension and production. They will also integrate reading and writing when
they are asked to write a dialogue and then read it aloud. Their conceptual thinking will also be
developed while analyzing the uses of the reported speech.
 Materials and resources: copies – OHP – colored copies of famous people - markers for the board,
my laptop
 Pedagogical use of ICT in class: In this lesson the OHP will be used to support visual stimulus for
discussion and for the students to invent a dialogue.
 Seating arrangements: The students will get in groups of 4 for the 1st
and last activities. In
between they will work in pairs as well.
 Cooperative work: sts will work in pairs to consider perspectives about latest pieces of news and
about the content of the dialogues they will invent and they will agree on how to transfer a direct
speech dialogue into an indirect speech paragraph. Besides, they will have to consider which
reporting verbs to include.
 Possible problems/difficulties and their solutions during the class: I will carry my dictionary as in
the previous class. I have focused on the main aspects of reported speech so reporting questions or
instances in which reported speech do not occur have been left aside.
 Potential problems students may have with the language: Students may find it difficult to turn
the dialogue into reported speech if this is the case I will prompt or model the answers. I will also
encourage the sts to have the grammar charts at hand.

Routine: 5´
I will write the date on the blackboard (this is the teacher´s routine so I will stick to it) once I
have elicited it from sts.
Transition: let´s get ready to talk about the latest news!
Warm up: 10´
Purpose: to recall previous knowledge about latest news in the media and set the context
T: Ok sts! You are going to look at some pictures and I would like you to think or remember why
they were relevant during this year. Why were they in the headlines?
Then I will show the pictures with the Power Point program and the help of an OHP. In case of no
electricity, I will carry the 4 pictures printed in colors and in office size (full-frame pictures). If
I have to use the printed pictures, I will stick them on the board.
T: Now, I want you to get in pairs and talk about each picture and its relevance to the world or to
the country.
Before starting the activity I´m also going to remind sts to speak L2.

Source:Google images
During this and the following exercise, I’m going to take notes of exact sentences that some sts
use.
While students are answering the questions, I will walk around paying attention more on the
content of what is being answered than on the structures the sts are using unless there is a
communication breakdown or misunderstanding in the communication, in that case I will prompt or
provide some words, expressions or tenses.
T: Now, tell me who are the characters in each picture?In picture 1?
Sts: The Serbian boy and the policeman who rescued him
T: In the 2nd
picture?
Sts: Macri, Massa and Scioli
T: What about picture 3?
Sts: The football players from River (I´m sure the sts will know their names)
T: And in the last picture?
Sts: The Pope
T: Can you tell me why have they been in the headlines lately?
Once the sts have expressed and shared their perspectives I will say:
Transition: very good! What if we invite them to talk?

Presentation
Activity 1: 15´
Purpose: to invent dialogues to set the context for the teaching structure
T: Please, I would like you to get in groups (3 groups of 4 members and 1 of 5) and invent 1 dialogue
using the characters from the photographs. It must be just a 6 line-dialogue, no longer than that
and you must write it in an extra sheet of paper. For example: the pope with the Turkish policeman
or the football player with Macri.
As mentioned above, while students are inventing the dialogue, I will walk around paying attention
more on the content of what is being said than on the structures the sts are using unless there is
a communication break or misunderstanding in the communication, in that case I will prompt or
provide some words or expressions.
Once sts have finished, I will invite 2 members of each group to stand up and role-play the
dialogues.
T: Now, 2 members from each group are going to role-play the dialogues and the others must try
to remember what the classmates have just said. It is a memory game, ok? You have to take notes!
Sts will role-play the 4 dialogues. I will check meaning and vocabulary. If necessary, I will prompt
or provide specific words, synonyms, expressions.
Transition: great! Remember the dialogues but now let´s concentrate on a different aspect!
Activity 2: 15´
Purpose: to introduce ways of reporting someone´s words
T: So, let´s imagine you have to report the dialogues we have heard. Can you remember every
word, expression?
Sts: No!
T: No. If the sentences are short probably you can report them accurately if not you report the
ideas mainly, only the main ideas. Let´s see how you can report the ideas. Look at these sentences.
At this point I’m going to write the sentences I have been writing down. I´m going to write them
between inverted commas for the sts to see they were their actual words, but I will also have
some sentences ready in case I have no time to take notes. The verbs are not going to be
underlined.
“The drowned Serbian boy died last August” (Agustin)
“The Pope has visited 9 countries so far” ( Lara)
“I´m sure one day I will meet the River football players” (Francisco)
T: Why have I used quotation marks?
Sts: Because they are the exact words they said.
T: Great! So let´s look at same basic and very easy ways to report the sentences: you change the
tense of the verb, we sometimes call it the “backshift”, do you understand what it means?
Sts: To move backwards
T: Yes! So look at the 1st
sentence, which is the verb?
Sts: Died!
T: Yes. What tense is it?
Sts: Past tense
T: Which tense is back in time?
Sts: Past perfect
T: Awesome! So we say:
Santiago said that the Serbian boy had died. I will write this on the board next to the sentence.
T. But it says “last August”, how can we report this structure?
If sts do not remember I will provide the 2nd
chart below for them to have it as a guide.

Sts: The previous August. So we say:
Santiago said that the Serbian boy had died the previous August. I will complete the sentence on
the board.
T: Perfect! Now, who would like to do the 2nd
sentence?
St 1: Lara said the Pope had visited 9 countries so far.
T: Excellent! And the last one? Can anyone try?
If there are no volunteers, I will provide the following copy for the sts to use as a guide. I will give
them time to read through the notes and I will ask again for the last sentence.
St 2: Francisco said he was sure he would meet the River football player same day.
T: Does the pronoun “I” of the original sentence remains the same?
Sts: No, it changes to “he”.
T: Ok so, so far, what aspects change from direct speech to indirect speech?
Sts: Pronouns, tenses, modals and time phrases.

Source:http://teacherpatriciomaureira.blogspot.com.ar/
Transition: Excellent! How about adding something else to these lists?
Activity 3: 10´
Purpose: to brainstorm and teach reporting verbs
T: If we want to report someone´s words we cannot be repeating: Francisco said this, he said that,
he told us this, etc. so as not to bore the listener, do you remember which other verbs we can use?
Sts: Exclaimed, answered, claimed!
T: Perfect! I´m going to give you some other reporting verbs but you have to find the pairs with
similar meanings and find their differences in formality. Work with your partner.
I´m going to deliver the following copy:
A B
admit inform
remember presume
tell confess
insist recollect
assume maintain
Source: I have designed it using different grammar books I have at home
KEY:
A B
admit confess
remember recollect
tell inform
insist maintain
assume presume
Before the sts complete the chart, I will check if they understand mainly: Presume, recollect,
maintain and assume.
T: Do you understand the meaning of presume?
St: It is to imagine or guess.
T: Ok, what about recollect?
Sts: It is the synonym of remember.

T: Or recall or think back. Very good! And maintain what´s the meaning of this verb in this
context? Probably this word is not well known for the sts so I will explain its meaning like this:
T: It means to claim, to assert. So you can say,
The accused maintained he was innocent.
Then I will give the sts some minutes to complete the chart.
T: Now, who can read the pairs?
After checking the answers I will ask about the formality of the verbs.
T: Which are more formal?
Sts: The ones in column B.
T: Yes! But let´s leave this chart open in case other verbs appear!
Transition: let´s see how much you brain can remember!
Activity 4: 15´
Purpose: to use the target structure in a less controlled and meaningful context.
T: Now, working in the same group you were before, you have to try to report one of your
classmates´ dialogues. You have to use as many reporting verbs as you can. Don´t forget to resort
to the notes you took and the copies I have given you!
While the sts are writing the dialogues, I will walk around checking understanding, use of reporting
speech and verbs, prompting possibilities, etc.
Once they have finished I will ask some volunteers to read the 5 dialogues aloud.
Transition: Excellent! Let´s do the last activity!
Activity 5: 10´
Purpose: to recall the theory the sts have seen in this class while using the definite article
T: Working in the same group I want you to write 2 golden rules specific about reported speech.
Choose 2 of these expressions to write the rules:
I will write these opening expressions on the board:
 The tenses, time phrases, pronouns are ……
 The verb(s)……
 The reporting verb(s)……
The different groups will read out their golden rules and if there is time I or a volunteer will write
them on the board (or on a poster “cartulina” to leave it in the classroom) like this:
Rule # 1:
Rule # 2:
Rule # 3, etc.
Then I will tell them about the next-class quiz.
T: As you have just summarized in these 3 golden rules, you have learned a lot today so I think it
will be good for you to go over this topic at home and so next class we are going to have a quiz. So
you can check how is your learning process going on, consider it a self-evaluation. And don´t forget
to read the story “Same place, same time” and bring the mate and cookies!
When sts have the “literature morning” they bring “los mates” and some cookies to share while
working on the story of the day. I will also tell the sts what will be quiz about and ask for queries.

T: Now put your belongings away and let´s go to the break! See you next week!
Co- tutora: Prof. Graciela Inés Manzur
UnidadTemática: La soledad
Clase N°: 3
Fecha: 13/10/2015
Hora: 11 – 12.20
Vocabulary from the short story “Same time, same place” by Bates
Revising topic: Reported speech
 Aims and goals:
 Develop their listening and speaking skills by talking about different and diverse perspectives
involved in the topic.
 Develop their writing skill at the time of noting down characters’ traits
 Develop their reading skill by understanding and decoding given phrases
 Language focus:
REVISION Possible vocabulary
that may appear:
Well off
To live on a pension
Feel lonely
Pathetic personality
Feel sympathy for
To accept/ refuse
so´s proposal
Talk about
diverse
perspectives
Changes that
occur in
pronouns
tenses and
time
expressions
in reported
speech
I have a car.
Recognition and
use of the words
/maɪˈnjuːt/ (adj)
minute
/ˈhɒmˌbɜː(r)ɡ/ (n)
homburg

He said he had
a car.
NEW Vocabulary:
- a thorn in someone
flesh
-To keep up
appearances
-A rummage sale
-To fall to pieces
-A mere kennel 7
feet by 10
-By Jove!
-With considerable
diffidence
-To look after
someone
-At dead on twelve
-To do sth like fury
-To draw someone´s
pension
-To hiss at each
other
-To struggle to do
sth.
-Talk about
diverse
perspectives
considering
one´s point
of view
-Talk about
what someone
has said using
different
reporting
verbs
Recognition and
use of the vowel
sounds
/əˈpɪərəns/ like in
Appearance
/ˈrʌmɪdʒ/ like in
rummage sale
and vocabulary are of principal importance for this approach and to acquire the language, at times, I
will encourage the students to concentrate mainly on the understanding of the message rather on
the target language specifically. Consequently, learners are also expected to acquire language in a
free-stress classroom environment. Besides, the PPP method will be used as well to introduce the
target structure.
 Integrating skills: during this class students will develop their listening skill while listening to the
teacher and to their mates. They will also integrate reading and writing when they are asked to
write sentences based on facts from the story and then read them aloud. Different learning styles
are also taken into account when including a listening activity for auditory learners and a concept
map for visual and logical students.
 Materials and resources: story handout – cd player – cd- markers for the board- copies – slips of
paper – my laptop
 Pedagogical use of ICT in class: In this lesson we will work with ICT support to assess sts´
listening skill during the quiz.
 Seating arrangements: The students will be sitting in lines of 4 or 5 desks but at times they will
move places to work in groups or pairs as requested by the activity proposed.
 Cooperative work: sts will work in pairs to discuss and agree on the main features or main
similarities between the main characters of the story.
 Possible problems/difficulties and their solutions during the class: in the last activity sts may
include questions that later on have to be reported by peers, as this hasn´t been taught yet, I will
prompt the possibilities. Example:

St1 why did you leave? Where do you live?
T: he asked her why she had left or where she lived
 Potential problems students may have with the language: Students may find it difficult to
understand the ending of the story; in this case I will lead the sts with open questions for their
comprehension and production stages.
Routine: 5´
I will ask the sts the date and write it on the blackboard (this is the teacher´s routine so I will
stick to it).
Transition: How if we have the quiz on reported speech first and then we plunge into the short
story?
Activity 1: 15´
Purpose: to introduce a context while listening to a journalist´s report for sts´ self-assessment on
reported speech.
I have chosen the material from the st´s book as suggested by the teacher so as to work on
material the sts already have.
T: Ok sts. You are going to listen to a journalist reporting on a problem in education. While doing
so, you have to complete a gapped text and then do 3 exercises on reported speech. I´m going to
play the CD twice. The answers must be on an extra sheet of paper and don’t forget to write down
your names and use legible handwriting.
So open your book at page 131 and go to exercise 7. What shall we do 1st
with the text?
Sts: read it through
T: Great! You will have a quick look and try to predict the words that may go in the gaps. I will give
you some minutes for you to do so before the 1st
listening.
In case of electricity problems, I will read the script of the interview changing tones of voice
while reading the different characters’ words.

Script:
KEY:
Listening activity:
1) Twenty
2) Headmaster
3) Spelling
4) Technique
5) Pupils
6) The wrong vowels
7) Full stops
8) Minister
9) Union
10)muscles
The follow-up exercises:

Source:SpotlighttoFCE byAlastairLan; Cengage Learning;National GeographicLearning(2015).
KEY: Exercises 8,9 and 10
T: Ok, now I want you to exchange the answer sheet with your nearby classmate to do peer-
correction. Once you have your classmate´s sheet of paper, have a look at his/her answers. Is
there anything you do not understand? This is the time to ask.
I will give the sts some time to do this. I will do so in order to have objective or accurate
corrections.
T: So now, let´s check the answers together. Take a color pen or pencil to write the ticks or
corrections if needed.
T: Who can read the article with the missing information?
Then T and sts will check the answers orally. Once finished, sts will give the answer sheet back to
his/her owner with the corrections done and a score provided using this technique of percentage:
21/21 (there are 21 blanks to be filled in).
Then I will collect the answer sheets and give them to the class teacher.
T: How was your performance? Do you feel secure about this topic or do you feel you have to
practice it a bit more? If so, which aspects? If sts come out with doubts about the topic I can
prepare some extra exercises or another presentation as well.
Transition: Very good! Talking about speech, how if we see what the story´s characters have to
tell us?

Activity 1: 5´
Purpose: to introduce a 1st
discussion about the short story
T: Please, would you take the short story Same Time, Same Place by Bates? (sts have it in their
book "From the Cradle to the Grave" by Oxford Bookworms Collection. A copy is included below).
And get ready to indulge yourself in some “mates” and some cookies!
Now, throughout some comprehension questions I would like to get the sts hooked on the story´s
analysis.
T: How did you like the story?
St 1: I liked it very much although there are only 2 main characters.
T: Yes! Do you remember their names?
Sts: Miss Doris Treadwell and Harry Mr. Thornhill.
T: Do you understand the meanings of “tread” and “thorn”?
Sts: A step and a spine
T: Ok so, do these names have any reference to the story? What is the possible relation of their
names and their relation? How are their names related to their relations?
Sts: Yes, because she was sure about her lifestyle and he appeared in her life as a spine.
T: Yes, and he became a thorn in her flesh. (I will write the expression on the board). Do you
agree?
Sts: Yes!
T: Do you think the main character was happy or wanted to believe she was happy?
Sts: She was really happy and the presence of Mr. Thornhill disturbed that happiness.
T: How old is Miss Treadwell?
Sts: She is in her late fifties.
T: Do you think she had ever been married? Why?
Sts: Probably she had been because she was not afraid of sitting next to Mr. Thornhill the 1st
time
she saw him in the park.
Transition: let´s see how the author describes the characters’ personalities!
Activity 2: 15´
Purpose: to introduce and analyze in context the language used by the author
T: I will deliver a photocopy with vocabulary or expressions from the short story. You have to get
in pairs and find these expressions in the story. Then rephrase them in your own words.
The purpose of the activity is to focus on particular features of the language, its use and meaning.
I have selected the phrases I think will better help the sts to analyze the characters’ attitudes or
personalities.
I will not include the definitions in the sts´ copies.
1. To keep up appearances =to pretend that everything is good,for example with your marriage or your
financial situation,even though you are having problems
2. A rummage sale = (Am E) an event where people raise moneyby selling old clothes and other things that
you no longer want, sold to raise money.The British word is jumble sale.
3. To fall to pieces =to be in a very bad condition because ofbeing old or badly made
4. A mere kennel 7 feet by 10 = very small building where a dog sleeps
5. By Jove! =used for emphasizing whatyou are saying or for expressing surprise
6. With considerable diffidence = not confident or shy
7. To look after someone /something = to take care of someone or something and make certain that
they have everything they need
8. At dead on twelve = at exactly 12 p.m.
9. To do sth like fury = to do something with a lot of energy and determination
10. To draw someone´s pension = to receive money regularly after he/she has stopped working
because oftheir age,paid either by their companyor by the government
11. To hiss at each other = to complain in a softvoice

12. To struggle to do sth. = to try hard to do something thatyou find very difficult
Source: http://www.macmillandictionary.com/dictionary/british/
Once the sts have finished we will discuss the meaning of those given expressions in relation to
the context given in the story. We will not analyze the characters yet.
Transition: Let´s use all these expressions to describe the singular main characters!
Activity 3: 20´
Purpose: to compare and contrast the main characters of the story
I will prepare some signs (similar to the one sts use to write their names) with a number on them,
from 1 to 6 so as to organize the following activity.
T: I will name the sts to get in 5 groups of 3 and 1 of 4 members (there will be 6 groups); you will
have to complete the following concept map, but:
 2 groups will describe Miss Doris Treadwell, GROUPS 1&2
 2 groups will describe Mr. Harry Thornhill GROUPS 5&6
 2 groups will describe the similarities and differences between both characters. GROUPS
3&4
GROUPS 1&2 GROUPS 3&4 GROUPS 5&6
CHARCATERISTICS SIMILARITIES OR CHARCATERISTICS
DIFFERENCES
T: In all cases, the descriptions must be only supported trough the evidence you have in your
story, no presuppositions or feelings you have towards them; only facts.
Remember you can take the dictionaries if you want.
Sts have a locker in their classroom with all their English-English dictionaries in and they take
them when in need.
T: What concrete aspects can we take into account to compare or contrast them?
Sts: Appearances, habits, apartments, their exact words or thoughts.
T: Perfect! Get down to business!
While sts are doing this activity I will walk around checking their analysis, prompting vocabulary,
encouraging the use of the new expressions and checking they are supporting their choices on
facts.
After that, I will ask the groups to share the aspects they had examined. The others will have to
complete the concept map while listening to their classmates. The 2nd
group will also be asked to
pay attention to the facts the 1st
group lists so as not to repeat given information.
I have chosen this way because if sts fill in the whole chart directly, at the time of the retelling
they do not pay attention to their peers because they have already answered or covered all the
stages of the map. In this way they will have only 1 section of the concept map completed
therefore they will have to pay attention to their peers’ retelling.
Miss
Treadwell
Mr. Thornhill

Once they have finished, I will ask the sts:
T: Now, groups 1 and 2 can you describe Miss Treadwell’s point of view about the situation?
T: Groups 5 and 6, Can you describe the situation from Mr. Thornhill´s point of view?
T: Who would like to come to the front to perform the role of the main characters?
T: And finally what aspects do they share to become a stable and happy couple and which ones
they don´t.
Transition: Great! Let´s do the last activity using our imagination!
Activity 4: 20´
Purpose: to retell a possible dialogue
T: So let´s imagine the main characters meet by chance 6 months later. What do they say to each
other? I´m going to give you slips of paper and you are going to write on them only 1 sentence with
a possible expression, comment or complain they could have said.
Next, I´m going to put all the slips of paper in a bag and mix them up.
After that, I will take one slip at a time and I will ask for volunteers to turn those sentences into
reported speech. This will give the sts the opportunity to use the reported speech “backshifts”.
Transition: you have learned a lot today so no homework to be done! Now put your belongings away
and let´s go to the break! See you next week!
Same Time, Same Place
By H. E. BATES
"From the Cradle to the Grave" by Oxford Bookworms Collection
ONE had tokeepup appearances, Miss Treadwellalways told herself. Whatever else happened,
one simply had to keep up appearances. After all, one had one's pride. The sepia musquash coat
she always worethroughoutthe winter had not only the advantageof keeping her warmand
making her look almost upper middle class but of also concealing the fact that underneath it she
worea man's woolen cardigan and a brown imitation leather waistcoatpicked up for a shilling at
a rummage sale. Underneath these garments her corsets had so far fallen topieces that every
now and then she padded them with folds of newspaper. If thesefailed to give her buxombut
not too ample figurethe distinguished and elegant line shesaw so often in advertisements, they
at least werewarmtoo and cheap and comforting. Aboveall, they helped to keep up
appearances. Miss Treadwell, who was in her late fifties, was apt to refer to her minute bed-
sitter, a mere kennel sevenfeet by ten, as "my little domain," though if occasion demanded she
might enlarge a little on that, calling it "my apartment." A divan bed, a chair, a table, and a sink
left no roomwhatever for a cooker, though this hardly mattered, since shenever cooked except
to make toast over a gas ring. Her diet consisted mostly, except on Sundays, of bread, margarine,
and tea, though even this, for various reasons, shehad only occasional!} at home. EVERY
MORNING, atabout eleven o'clock, she went out and saton one of the seats in the public
gardens. Onedidn't have to wait long there before someonedropped a newspaper into a litter
basket, so that one got the news of the day for nothing besides a new padding for the corsets
when necessary. After reading for another half hour Miss Treadwell went into a small cafe
around the corner and had her lunch. This too consisted of a bread roll, margarine, and a pot of
tea. It was mostimportant always to order a pot of tea, since in this way one got a small bowlof
cube sugar, mostof which was easily slipped into a handbag. Itwas also important to select a

table wheresomeone else had recently been eating. In this way one quite often found two or
three pennies or even sixpence left under a plate and uncollected by a busy waitress. After lunch
she always wentback to the gardens to visit the Public Ladies. Itwas quite extraordinary what
one sometimes found in the Public Ladies. Frequently someonehad forgotten a lipstick, a
powder compact, a comb, a box of eye shadow. OnceMiss Treadwell had actually found a small
handbag containing, among other things, a bottle of peroxide. With the use of this she suddenly
went sensationally and almost youthfully blonde, thus keeping up appearances dramatically. She
had learned other tricks by experience: for example, that late on Saturday afternoons onecould
buy, for a few pence, bags of unsold cakes that wouldn'tkeep in the shops until Monday, or bags
of broken biscuits that made a delicious Sunday treat if you put them in a bowland poured a
layer of thin hot chocolate over them. There were also flowers: sometimes as you walked
through the street marketyou came across a whole box of them, daffodils or roses or carnations
or gladioli, that had dropped froma truck and nobody had ever bothered to pick up. A few
swiftly snatched-up stalks turned the bed-sitter into a little paradise. SOONAFTERthe incident of
the peroxide that had turned her a light youthful blonde and helped to keep up her appearances
so dramatically, shewas sitting in the public gardens on an April morning. The day was suddenly
and unusually hot; tulips that had been mere half-green buds the day before werenow
becoming, every moment, moreand more like shimmering open wineglasses of pink and scarlet
and yellow; an occasionalwhite or yellow butterfly skimmed through the many wide yellow
trumpets of daffodils under trembling pink canopies of cherry blossom. Allthe many seats in the
gardens werecrowded. Itwas very much a morning when appearances mattered. The only place
she could find to sit down was next to a gentleman who, because of the sudden April heat, had
taken off his black homburg and laid it on the seat beside him. As Miss Treadwell approached he
removed the hat and balanced it on his knee. His hair was a smooth iron gray. This alone would
not have confirmed him as a gentleman, but the homburg hat most certainly did. Men who wore
homburgs werealways gentlemen. Alter studying his newspaper in concentrated silence for
another five minutes, he folded it up and laid that too on the seat beside him. Unwilling to
appeal- too eager, Miss Treadwell waited some further minutes before saying: "I hopeyou won't
think me rude, l)iit 1 wonder—could I take a tiny glance at your newspaper? I couldn'tget one
this morning." "Ob, by all means. By all means. Take it, please. I'vefinished with it anyway." "Oh,
T didn't mean to take it altogether." "Oh, do!I'vefinished the crossword. And onceI'vefinished
that I'mnot interested. Do you do the crossword?" No, Miss Treadwellhad to confess, shenever
did the crossword. Shesupposed shewasn'tclever enough for that. "Nor was I, this morning.
There was a devil of a clue and the only word that fitted was 'poitivene.' Had
"And what on earth is it?" "It's a sortof chrysanthemum." "Isit, by Jove! How ever did you
know?" Miss Treadwellsaid shehad seen them on the market flower stalls, labeled. There was
another one called rayonante. Shealways thought they weresuch pretty names, she said, and
the gentleman in the homburg gave her a long friendly blue-eyed stareof admiration.
me stuck for an hour. Do you know what a poitivene is?" Miss Treadwell suddenly felt flattered
and very pleased with herself. Yes, she said, as a matter of fact she did.
SII.KXCK camebetween them for some few minutes after this, until finally the gentleman in the
homburg said: "What a beautiful morning." "Lovely. Spring at last." "Spring at last." Miss
Treadwell now opened the paper and pretended to read it without actually seeing a single word.
At the same time the gentleman in the homburg extended a hand and laid it on the paper and
said: "Thecartoon's rather good today. Pagefive. Allow me." As the gentleman in the homburg
turned the pages of the paper, Miss Treadwell suddenly noticed an extraordinary thing. On the
third finger of his left hand lie was wearing a lather large ring. Itwas in the shape of a turquoise

butterfly set in a clear white stone. Withconsiderable diffidence Miss Treadwellsaid: "Whata
most unusualring, if you forgiveme for saying so." "Itis rather unusual." Thegentleman in the
homburg held out the ring for her to look at more closely. She gazed at it for some seconds and
then said: "Itlooks sortof Chinese." "Indian, I'm told." "Is ita sortof charm, a good-luck tiling or
something?" "Sortof. The butterfly is supposed to represent summer and the white stone winter
and ice and all that. I supposeit's a sortof symbolof the resurgenceof spring over winter. Well,
so I'vebeen told." Miss Treadwell could only listen in fervent, silent admiration. The stone
flashed in the sun. And was it son of lucky? she said. "Supposed to be. But I'm afraid this thing
has produced more than its fair shareof trouble." "Oh!how could that be?"
"Itbelonged to my eldest sister. She left it to me. Consequently my other sister—I livewith her—
has never forgiven her. She gives me hell about it." Miss Treadwell fell into a depressed silence,
not knowing whatto say. The silence lasted several minutes until at last he said: "Still, I supposeI
ought to be thankful shelooks after me. Do you live nearby?" "My apartmentis justround the
corner." "You live alone?" "Oh, quite." "In a way I envy you. At least you've no one to quarrel
with. Every day I'mglad when breakfastis over. Then I can be off on my own." In silence Miss
Treadwell again gazed at the butterfly imprisoned in its ice. "Do you find it difficult to fill in the
day?" the man in the homburg asked. "Oh, no, no, no! It's terribly, terribly full. By the time I've
done my cooking and cleared up the apartment and so on I find that the time simply flies. I do a
lot of flower arrangement." "I find it hangs like hell." They satfor sometime longer in the sun,
without speaking. Then the man in the homburg looked at his pocket watch and said: "Well, I fear
I mustbe going; wealways have lunch at dead on twelve. If I'm notthere she starts creating like
fury." "I mustbe going too," Miss Treadwell said. "I'vemy own lunch to get. And then I'mmaking
new curtains for the sitting room." "Ah!You're clever at that sortof thing?" "Oh!I don't know
about clever. As a matter of fact I don't think I am. I sort of mis-measured the windows and now I
need yards and yards more material." "I supposethat's the trouble with large windows." "Yes.
Yes. However, weshall get over it. I know they haveplenty more at the shop." The man got up,
put on his hat, and then took it off again in a courteous gesture. "Well, good-bye. It's been so
nice to meet you. Oh, by the way, my name is Thornhill." The butterfly imprisoned in its ice
flashed in the sun. AFTER THAT they began to meet at moreor less the same spotat moreor less
the sametime on most weekdays. Theweather continued warm, sometimes even hot, and Miss
Treadwell discarded the musquash coatand some of the newspaper under it, wearing instead a
pale pink jersey dress and a pair of brown imitation-crocodile shoes shehad picked up cheaply at
a rummage sale. "I'mfeeling rather affluent today," was the firstremark with which Mr.
Thornhill greeted Miss Treadwell one morning. They had been meeting for nearly a month now.
"Oh!Why is that?" "I'vestarted todraw my pension." He laughed, rather againsthimself,
pleasantly. "I think it's rather funny. Do you havethe pension yet?" "Oh!no, no, clear me no,"
Miss Treadwell said. She laughed too. Did he mind? She hadn't quite got as far as that yet. All in
good time. "Earlier in life one tends rather to despisethe thought. And then when the time
comes it's rather nice. Well, I expect you won't be too proud to take it when it arrives." "Well, of
courseluckily I haveprivate means." Itwas a lie, but one had to keep up appearances. Miss
Treadwell's means consisted of a small PostOffice savings accountfrom which she extracted a
minute sum every Monday morning. "I simply couldn't manage the apartment without." "Those
curtains must havecost you a bit." "Oh, the earth! The absolute earth." "On the subjectof
affluence," he suddenly said, "I feel in honor bound to buy you a drink this morning."
"But it's only half-pasteleven." "By the time we've walked to the LansdowneArms it'll be twelve
o'clock." "The LansdowneArms?" Miss Treadwell, who couldn'tafford to drink anyway, suddenly
found herself confronted with impossiblevisions of grandeur and felt slightly frightened. Walking

across the public gardens, shekept her hands tightly folded in front of her in case one or moreof
the newspapers should slip and fall down. In the bar of the LansdowneArms, everything was
wrapped in red, subdued light. Like scarlet torches, a great vaseof gladioli flamed on the bar.
"Now name it," Mr. Thornhill said. "Anything you like. After all, it isn't every day a man becomes
of age. Sherry, port, gin, whisky, beer —whatshall it be?" Miss Treadwell hesitatingly confessed
that she felt ever so slightly tempted toward a small sherry. "Splendid. I'llhavesherry too. But a
dry one. And makethem," he said to the waiting barman, "largeones." Sherry in hand, Miss
Treadwell sat bathed in dreams of grandeur that, for all their emergence into reality, werenow
more impossiblethan ever. The sherry warmed her throat, crawled shakily through her empty
stomach, and moistened her eyes. Mr. Thornhill said "cheers!" severaltimes and then suddenly
burstout laughing. "God, I wish my sister could see me now!" He positively swigged at his sherry
while Miss Treadwell gently sipped at hers. "Hell. Why do the children of the same parents so
often hate each other?" To this question, almost barked out, Miss Treadwell had no answer and
simply went on sipping her sherry. "Somedays the atmospherein that houseis poisonous. We
hiss at eachother like two snakes. Oneclay—" Miss Treadwell started to think up what seemed
at first a presumptuous remark butanother sip or two of sherry finally fortified her to make it.
"Perhaps if you gaveher the ring, it might help things." "Good God, what? Can't you justhear
her? 'Oh! far be it fromme to take the ring from you. If Alice had wished me to have the ring she
would have left it to me. But the fact is she didn't, did she? Oh, no, it's your ring. Not all the wild
dogs in China'—that's one of her favoritemaddening expressions, 'all the wild dogs in China.'
"Mr. Thornhill savagely drained his sherry glass. "Haveyou ever known whatit is to wantto
murder somebody?" "Oh, dear meno," Miss Treadwell said, her voice barely audible. "It's not
funny," Mr. Thornhillsaid. "It's notfunny. Still, drink up. Second round. This is the day." Miss
Treadwell started meekly to protestthat really one was enough for her, but Mr. Thornhill was
already waving an expansive armin the direction of the bar. "Well, if you insist," Miss Treadwell
said, "but only a very smallone this time." Of coursehe insisted, Mr. Thornhill said, and snapped
out the words "Sameagain, barman," only to retract them a second later. "No, make mine
whisky. A double Black and White." His sister didn't drink either, he went on to say. That made
her subhuman for a start. A good drink now and then did a lot to make a person human, didn't
Miss Treadwell agree? When the barman broughtthe new drinks, Mr. Thornhilldrank gaspily at
his whisky, confessing thatsherry really wasn'this tipple. With whisky a man had something. It—
what did they say nowadays?—itsentyou. "Wemust do this more often—make it an every-
morning thing." Mr. Thornhill, having drunk half his whisky neat, now poured a little water into
the restof it, complaining at the same time that you didn't get much of a measure nowadays. In
no time you were ready for another. "By the way, did you finish your curtains?" No, Miss
Treadwell had to confess, shehadn't yet. "Well, promiseme something. When you do, invite me
up to see them. Fair enough? I envy you that apartment of yours. I really envy you. God, it would
be nice to live on one's own. Well, promise me?" Well, it would be some time yet, Miss Treadwell
found herself saying. Inwardly shetrembled with cold apprehension. There had been somehitch
about the material. The stock of the original yellow had run out and she hadn't been able to
match it up. "Well, all in good time. All in good time. But promiseme?" AFTER a third large
whisky, Mr. Thornhillgave the distinct impression of talking through a muslin bag. The folds of his
neck wereperceptibly reddened. Fromtime to time he locked and unlocked the fingers of his
two hands and finally, in one of these unsteady gestures, he took off the butterfly ring. To her
infinite and tortured astonishment, Miss Treadwell suddenly heard the words: "You said
something aboutgiving the ring back to Beryl. Well, blast Beryl. I want to give it to you. Get what
I mean?" He held out the brightimprisoned butterfly. "Go on. Take it. Slip it on." "Mr. Thornhill, I
don't quite understand—" "Go on. Third finger, left hand." The butterfly imprisoned in its ice

sparkled. Miss Treadwell proceeded to lift her glass of sherry, only to find herself trembling so
much that she had to set it down again. Mr. Thornhill smacked the palms of his hands together
and his voice was overloud. "You get what I'm asking you, don't you? Itisn't always easy to say
these things." Half terrified, Miss Treadwell made yet another attempt to lift her glass of sherry.
This time shemanaged to get it to her lips, spilling much of it down her chin. As shemopped at it
with her handkerchief it appeared to Mr. Thornhill that she might have been about to cry. She
did in fact feel like crying and satfor somemoments biting her lips hard, locked in impotent
nervous distress. "Well," Mr. Thornhillsaid. "What say you? Do you know, I don't even know your
Christian name." "Doris." Mr. Thornhilllaughed tipsily. "Doris, I'm asking you—yes, I know, I
expect you'regoing to say 'This is all so sudden.'" Well, it was. sortof. Miss Treadwell said. A
vision of her bed-sitter, the kennel, suddenly roseup to mock her. The loud plop of the gas ring
as she lit it echoed through her mind, extinguishing for a moment every thought. Again the
imprisoned butterfly sparkled. A moment later, unsteadily grabbing at his glass, Mr. Thornhill
dropped the ring on the floor. Picking it up. he was visibly trembling too. "I thoughtperhaps we
could both manage in your apartment—with my pension and yours—unless perhaps you'd
sooner be independent." Desperately, as never beforein her life, Miss Treadwell soughtto keep
up appearances by taking her compact from her bag, looking into its mirror, and slowly
powdering her nose. The face she saw in the glass, pallid and stiff, seemed not to belong to her,
and hastily she shutthe compact. "Well, what do you say?" "I don'tknow what—well, anyway,
not today, Mr. Thornhill. Please, not today." "Not Mister Thornhill. Harry. Tomorrow, then? Same
time, sameplace, tomorrow. Here"I think I oughtto go now, Mr. Thornhill." "Harry, Harry please.
Go my foot. I'mgoing to have another whisky." Mr. Thornhill's command of "Sameagain!" was so
sharp and loud that a wirehaired terrier belonging to a tweeted gentleman at the far end of the
bar yapped out a series of loud and agitated barks. In its feverish agitation it might well have
been the echo of the voice of Miss Treadwell pleading for somesort of escape or mercy. "Good-
bye," she said. "I really must go." Her voice was in fact barely audible. "Good-bye—I really must
go now—" "Don'tforget." Mr. Thornhill staggered unsteadily to his feet, eyes watering weakly,
the imprisoned butterfly flashing again as he soughtto shakeher hand. "Sametime, same
place—" AFTER THAT Miss Treadwell never sat in the public gardens again. She now goes,
instead, to a park half a mile away. In the park is a small lake. In the center of the lake is an island
covered with low shrubbery and a number of wooden coops whereornamental water birds,
bright mallards, unusualgeese, and even moorhens can shelter. Every morning Miss Treadwell,
struggling always, with pride, to keep up appearances, takes with her a small bag of stale cakes or
broken biscuits and throws them to the birds and then persuades herself it is sort of fun to watch
which ones, greed) and squabbling, grab the biggest pieces first. "Tomorrow," shealways tells
herself. "Same time, same place." Shealso reads the newspapers.
March 21, 1968

Unidad Temática: La soledad (Loneliness)
Clase N°: 4
Fecha: 19/10/2015
Hora: 11 – 12.20
Teaching Points:
To have something done  causative have
Revising topic: vocabulary from the short story “Same time, same place” by Bates
 Aims and goals:
 Develop their listening and speaking skills by talking about events connected to the short story.
 Develop their writing skill by writing a possible dialogue between two characters of the short story.
 Develop their language awareness of the use of the causative have.
 Language focus:
EVISION Vocabulary:
a thorn in someone flesh
To keep up appearances
A rummage sale
To fall to pieces
A mere kennel 7 feet by 10
By Jove!
With considerable diffidence
To look after someone
At dead on twelve
To do sth like fury
To draw someone´s pension
To hiss at each other
To struggle to do sth.
Talking about
different
perspectives
Recognition and
use of the
sounds
/əˈpɪərəns/ like in
Appearance
/ˈrʌmɪdʒ/ like in
rummage sale
NEW Talking about
what other
person does
for someone as
a service
Causative
have
Have/has/
had +sth +
(done) past
participle
Recognition and
use of the
sounds
/mɪə(r)/ in mere
/ˈdɪfɪdəns/ in
diffidence

structure.
 Integrating skills: during this class students will integrate their speaking and listening skills to
improve their aural comprehension and production. They will also integrate reading and writing when
they are asked to write a dialogue and then read it aloud. Their conceptual thinking will also be
developed while analyzing the uses of the causative have.
 Materials and resources: color markers for the board, my laptop, photocopy, slip of paper
 Pedagogical use of ICT in class: In this lesson we will not work with ICT support or resources.
 Seating arrangements: The students will get in 4 groups to work in the same way during the whole
class.
 Cooperative work: sts will work in pairs to reason with evidence the changes the main characters of
the story may have undergone. They will also consider perspectives about the content of the
dialogues they will invent. Besides they will agree on how to include causative have in them.
 Possible problems/difficulties and their solutions during the class: I will carry my dictionary as in
the previous class. I have focused on causative “have” in passive voice. I have left aside the
causative “get” or the use of the active causative have such as in: I had the plumber fix the pipes.
 Potential problems students may have with the language: Students may find it difficult to include
the causative have in the last dialogue. If this is the case I will prompt or model some suggestions or
situations. I will also encourage the sts to have the grammar pattern at hand.
Routine: 5´
I will elicit the date from the sts and write it on the board.
Transition: let´s get ready to talk about the short story!
Warm up: 5´
Purpose: to recall previous knowledge about vocabulary from the story and set the context
T: Ok sts! Do you remember the story we read last class? What was its name?
Sts: Same time, same place.
T: Who were the main characters?
Sts: Mr. Thornhill and Miss Treadwell.
T: What was mainly the story about? What was the main conflict?
Sts: Two elderly people; one feels lonely and the other one alone.
T: If you had to summarize the topic of the story, which one could be? Why?

Sts: Loneliness, because each of them is going through their life´s sufferings but in different
ways. Each of them has different perspectives about being alone, but each of them has
difficulties.
T: Do you remember that we also worked on some expressions?
Sts: Yes!
Transition: What if we revise those expressions?
Presentation
Activity 1: 25´
Purpose: to recall the vocabulary introduced during the previous class.
T: Do you like competitions?
Sts: Yes!
T: Ok, I’m going to give you 1 minute to have a look at the 12 expressions we worked on the other
class, for you to remember them. Then we are going to play a game!
These are the expressions from the previous class:
13. To keep up appearances =to pretend that everything is good,for example with your marriage or your
financial situation,even though you are having problems
14. A rummage sale = (Am E) an event where people raise moneyby selling old clothes and other things that
you no longer want, sold to raise money.The British word is jumble sale.
15. To fall to pieces =to be in a very bad condition because ofbeing old or badly made
16. A mere kennel 7 feet by 10 = very small building where a dog sleeps
17. By Jove! =used for emphasizing whatyou are saying or for expressing surprise
18. With considerable diffidence = not confident or shy
19. To look after someone /something = to take care of someone or something and make certain that
they have everything they need
20.At dead on twelve = at exactly 12 p.m.
21. To do sth like fury = to do something with a lot of energy and determination
22.To draw someone´s pension = to receive money regularly after he/she has stopped working
because oftheir age,paid either by their companyor by the government
23.To hiss at each other = to complain in a softvoice
24.To struggle to do sth. = to try hard to do something thatyou find very difficult
Source: http://www.macmillandictionary.com/dictionary/british/
Once the time is over, I will ask the sts to put their folders or copies away so as to leave the
desks clean.
T: You are going to divide in 3 groups of 4 and 1 group of 5 sts and you are going to choose 1
member to be the first speaker of each group.
Once the speakers have been chosen, I’m going to ask those sts to sit at the front of the class,
with their backs to the board.
THE REST OF THE CLASS
ST 1 ST 2 ST 3 ST 4
BOARD

Then, I’m going to ask the 4 groups to choose another speaker who will remain in the group. Next,
I will write one expression from the list on the board and the speaker from group N° 1 will be the
person who will have to either explain the expression on the board without using those words or
provide a situation when that expression can be used. The st who is sat on the chair has to guess
its meaning and if he/ she says the expression correctly, that group will get a point. Each time an
expression is guessed the st on the chair will join the group again and another st will come to the
chair; the same will happen with the speaker. The idea is to make all the sts participate.
The game will go on until the 4 groups have guessed 2 expressions (8 expressions). After the 2nd
round, if there is a draw, the groups will have a 3rd
round. (There are 4 expressions left)
Possible situation:
Word on the board: To look after sth or sb
Speaker: It is the action of checking that a person has everything he / she needs
St on the chair: To draw a pension
Speaker: No. It is to take care of a child or a dog, for example.
St on the chair: To look after someone or sb
Speaker: Yes!
Transition: Great! Now let´s concentrate on a different aspect!
Activity 2: 10´
Purpose: to set the context to introduce the new structure
T: Do you remember that we said that the main characters finally do not get together at the end
of the story? But let´s imagine, Miss Treadwell do accepts to live with Mr. Thornhill. Where did
we say she lives?
Sts: In a kennel, in a small apartment.
T: And how old is Miss Treadwell?
Sts: About 60!
T: And what about her financial situation?
Sts: She is poor, she doesn´t even have a pension.
T: Exactly, if they decide to live together probably she will have to make some adjustments to the
apartment because it is not well maintained or not well repaired. She will have to ask for help
because she cannot do that alone or may be because she doesn´t know. I will deliver a slip of paper
per group and I want you to list at least 3 things she will have to do and therefore she will need to
hire someone´s service to do it.
Once the sts have finished, they may come out with a list like this one:
 change the sofa
 paint the apartment
 take away the old curtains (I´m going to include this example specifically for the
sts to see that it is the past participle the tense that is used in this structure)
I’m going to write all the expressions on the board
Transition: Excellent! Lets’ see how to express this in another way
Activity 3: 10´
Purpose: to teach “to have something done”
T: Ok, so we have said that Miss Treadwell cannot do these things alone. So she will need to hire
someone to do a service and once she has finished with all the remodeling she will say (I will point
at the 1st
sentence on the list):
 I have my sofa changed.
 I have the apartment painted.

 I have the old curtains taken away.
I will write these sentences next to the stem ones using another color.
T: Therefore, when we talk about services we pay someone else to do, we use the causative have.
I´ll write this as a title.
T: Now, have a look at the sentences in blue. I will give you 1 minute to find the grammar pattern
used in this new structure. I will give you the 1st
words:
And I will hand in this chart to each sts for them to complete it.
This grammar explanations make it a CLT plan.
CAUSATIVE HAVE
He /They + …………………… + ……………………… + ………………………
KEY
He /They + has/ have + something + past participle
Once the sts have finished with the grammar chart, we will check it all together and I will tell
them:
T: Let´s consider the 3rd sentence again. (As stated before, I will choose this sentence to make it
clear the use of the past participle). If Miss Treadwell talks about the past, how can she say it?
Sts: I had my curtains taken away.
In case sts do not know how to answer I will prompt: is it correct to say I have my curtains taken
away if she talks about the past?
T: What if she considers asking for that service in the future?
Sts: I will have my curtains taken.
T: What if she has already planned it?
Sts: I’m going to have the curtains taken.
T: Fantastic, I will include these possibilities in the pattern chart as well. I will write them on the
board.
Transition: Let´s include someone else in this situation!
Development
Activity 4: 20´
Purpose: to use the target structure in a less controlled and meaningful context.
T: So we have imagined that Mr. Thornhill and Miss Treadwell start living together. Who has been
left alone in an apartment?
Sts: Mr. Thornhill´s sister!
T: Yes! How old do you think she is?
Sts: Probably older than her brother.
T: Right! Let´s imagine the sister is chatting with a friend after a year that Mr. Thornhill has left
the apartment. I want you to work in the same groups and invent a short dialogue, no more than 10
lines, in which you include at least 3 services she has hired or she will hire and she tells her friend
about them. Don´t forget to use the pattern that is on the board.

Probable answers:
I have had my bedroom redecorated.
I have my brother´s pictures taken away.
I will have the old furniture taken.
While students are inventing the dialogue, I will walk around paying attention to the content of
what is being said but mainly to the structures the sts are using. If there is a communication
breakdown or misunderstanding in the communication, in that case I will prompt or provide some
words or expressions. In this activity I can also pay attention to the use of indirect sentences as
the students have already worked with them.
Once sts have finished, I will invite 2 members of each group to stand up and role-play the
dialogues so as to check their understanding of the target structure.
Transition: Excellent! I will give you the last activity!
Activity 5: 5´
Purpose: to explain the homework for next class
T: For next class, I want you to complete 3 short activities you have in your book on page 141.
There you have a grammar section and you have to do exercises 9, 10 and 11! They have to do with
causative have as well.
Activities:
KEY to exercises
Ex 9
1. b
2. a

Ex 10
Ex 11
It is an activity in which sts have to provide personal information.
T: Now put your belongings away and let´s go to the break! See you next week!
Unidad Temática: La moda por disfrazarse /The cosplay Craze
Clase N°: 5
Fecha: 21/10/2015
Hora: 8:40 a 10:10

Passive Voice
Revising topic: causative have
 Aims and goals:
involved in the topic.
 Develop their writing skill at the time of noting down their presuppositions about a word.
 Develop their reading skill by understanding the passage and getting from the context the meaning
of new words.
 Language focus:
REVISION Possible vocabulary
that may appear:
Costume
Fad
(latest)fashion
To be in fashion
To be out of fashion
To put on clothes
Fancy dress
Talk about
what other
person does
for someone
as a service
Changes that
occur when
using
causative have
Have/has/ had
+sth + (done)
past participle
Recognition and
use of the words
/ˈkɒstjuːm/
Costume
/səʊ/ to sew
/kləʊðz/ clothes
NEW Vocabulary:
From the article, sts
may not know some
of these words:
Craze
cosplay
Geeky
Major
Garment
To leap
To twirl
-Talk about
diverse
perspectives
considering
one´s point of
view
- To show
interest in sth
or someone
that
experiences the
action rather
than the
performer of
the action
Changes that
occur in
tenses
in passive
voice
People from
different
countries follow
the cosplay
craze.
(active voice)
The cosplay
craze is
followed by
people from
different
countries.
(passive voice)
Recognition and
use of the words
/ˈkɒspleɪ/ Cosplay
/kreɪz/ craze
/ˈmeɪdʒə(r)/
major (n)
free-stress classroom environment. Besides, the PPP method will be used as well to introduce the
target structure.

 Integrating skills: during this class students will improve their listening skill while listening to the
teacher and to their mates. At the same time, they will also develop their reading and speaking
fluency sharing a specific feeling, exchanging points of view and also at the time of completing a
specific task.
 Materials and resources: coursebook - markers for the board- copies – my laptop – poster – post-
its
 Seating arrangements: The students will be sitting in lines of 4 or 5 desks but at times they will
move places to work in groups or pairs as requested by the activity proposed.
 Cooperative work: sts will work in pairs to discuss and agree on the main idea of a paragraph and to
fulfill a specific task.
 Possible problems/difficulties and their solutions during the class: in the last activity sts may
have problems at the time of choosing the correct verb tense, I will suggest looking for the answer
in the chart I gave them during my 1st
class. It was a class about tenses. Example:
St1: “will have finished”, is it in the “will” future?
 Potential problems students may have with the language: Students may find it confusing how to
express their thought in the activity they have to guess the meaning of “cosplay”, if this is the case
I will ask them questions.
Example:
T: What representation or visual image comes to your mind when you say “cosplay”?
Routine: 5´
I will elicit the date from the sts and ask one of them to write it on the board.
Warm-up:
Activity 1: 10´
Transition: let´s check altogether the homework you had to do at home.
As done in the 3rd
class after the quiz on reported speech, I will tell the sts:
T: Ok, now I want you to open your book at page 141 so as to check the homework, exercises 9, 10 and 11.
Activities:

All the students have the book so the material for them is completely legible.
KEY to exercises
Ex 9
3. b
4. a
Ex 10
Ex 11
It is an activity in which sts have to provide personal information.
T: Please, exchange your coursebooks or the paper with the answers with your nearby classmate to do peer-
correction. Once you have your classmate´s sheet of paper, have a look at his/her answers. Is there
anything you do not understand? This is the time to ask.
I will give the sts some time to do this. I will do so in order to have objective or accurate corrections.
T: So now, let´s check the answers together. Take a color pen or pencil to write the ticks or corrections if
needed.
T: Who can read the answers for the 1st
exercise?
Then T and sts will check the answers orally. While correcting the exercises, I will recall the causative
structure or ask the sts to provide some extra examples if needed.
The last activity is open to sts´ personal answers so I will ask them to discuss their lists with a partner.
Then I will ask for some volunteers to share their classmates´ answers:
Possible answers:
This morning, I had the breakfast prepared by my mother
Yesterday, I had the school uniform ironed by my eldest sister.

Once finished, sts will give the answer sheet back to his/her owner with the corrections done and a score
provided using this technique of percentage: 8/8 (there are 8 blanks to be filled in). Only the 1st
2
exercises will be considered.
Then I will collect the answer sheets and give them to the class teacher if she needs to check the students’
performance or a mark for the booklet (libreta de notas).
T: How was your performance? Do you feel secure about this topic or do you feel you have to practice it a
bit more? If so, which aspects? If sts come out with doubts about the topic I can prepare some extra
exercises or another presentation as well.
Transition: Very good! Let´s see if you know this word
Presentation
Activity 1: 15´
Purpose: to introduce the topic
I have chosen the material from the st´s book as suggested by the teacher so as to work on material the
sts already have.
T: Ok sts. Have you ever heard the word Cosplay?
Sts: No!
If some sts answer affirmatively or they have a presupposition, I will tell them not to tell its meaning so as
not to spoil the following activity and meanwhile confirm their idea.
The purpose of the following activity is to arouse curiosity and interest and also for the students to
activate previous knowledge, explore ideas and connect the senses with their thoughts as they are using the
target language.
I will take a poster with a huge X in the middle and there will be 4 questions in the poster, in the middle the
word (cosplay) will be written as follows:
It looks like…
It sounds like… COSPLAY It feels like…
I want to know…
The questions will be covered (except the key word). I will deliver some post-its and 1 by one I will uncover
the questions anticlockwise, starting by it feels like. I will give time in between for the sts to answer them
on their post-its. Each answer should be on a different piece of paper. I will encourage them to do this
activity in silence.
Once the last question is uncovered, I will ask some volunteers to share their ideas. I will not ask each st
because if not I will run out of time for the following activities.
Possible answers:
It feels like something durable, rough, irregular.
It looks like a game.
It sounds like a cough.
I want to know its purpose, whatit is made of.
While reading the answers aloud, each st is going to stand up and stick their post-its on the poster; each
answer under each question.

Transition: Very good! Let´s find out what it is!
Activity 2: 20´
Purpose: to set the context to introduce the target structure
T: So open your course book at page 143. Have a look at the photograph and the title. What do you think
cosplay can be related to?
Sts: Dressing up!
T: Ok, you are on the right track! So now, read the headline under the picture!
2 a : a head of a newspaper story or article usually printed in large type and giving the gist of the story or article that follows
http://www.merriam-webster.com/dictionary/headline
In the photograph, it cannot be seen, but under the photograph there are 3 sentences summarizing the
paragraph and giving the definition of cosplay.
It says:
Cosplay is short for costume play, one of the latest fashion crazes. It comes from Japan where people
dress up as their favorite fantasy or science-fiction characters from Manga (Japanese comic books) and
Anime (Japanese animated films). Our reporter Tamsin Harper meets some its British fans.
Full Definition of HEADLINE
I will give some minutes for the sts to scan the paragraph under the picture and check their predictions.
T: What is the meaning of cosplay?
Sts: To dress up in costumes.
Full definition of COSPLAY
short for 'costume play': an activity in which people dress up as characters from books or films, often acting out
role plays. People who do this are called 'cosplayers', and the activity is called 'cosplaying'
Full definition of CRAZE
something that suddenly becomes very popular, but for only a short time craze for: the craze for Irish music
http://www.macmillandictionary.com/dictionary/british/cosplay

T: What do you think “the cosplay craze” means?
Sts: That they are crazy or very fan of dressing up!
T: Yes, it means that it is popular but for a short time.
T: So now, the article is divided into 7 paragraphs. I want you to get in 7 groups ( 5 groups of 3 and 1 group
of 4). I´m going to give each group the number of the paragraph you have to work with. Then you have to
summarize in no more than 2 sentences the main ideas of the passage. If there is a word you cannot grasp
or understand its meaning from the context, take a dictionary from the locker. You have 2 minutes to do
so.
While sts are doing this activity I will walk around checking their analysis, prompting vocabulary,
encouraging the use of correct expressions and checking they are summing up the main ideas as well.
After that, I will ask the groups to share the aspects they had summarized from each paragraph. I will not
devote too much time to the article itself because if not there won’t be enough time for the following
activities relevant to the target structure that has to be taught.
T: How about Argentina, is Cosplay popular? Why?
Sts: No, I haven´t heard of it before.
Transition: Let´s use all these information to refer to all this specifically!
Development
Activity 3: 10´
Purpose: to introduce the target structure
T: So, we have been talking about Cospaly, have we talked about someone in particular?
Sts: No!
T: Therefore mainly we have talked about the action; we have focused on the action of dressing up. Do you
remember what structure this is?
Sts: Passive voice!
T: Perfect! If I say (I will write these sentences on the board):
People from different countries follow the cosplay craze.
The cosplay craze is followed by people from different countries.
T: Which are the verbs or verb phrases in the sentences?
Sts: Follow and is followed.
I will underline them.
T: What is the difference between the 1st
and the 2nd
sentence?
Sts: The 1st
one is in the active voice and the 2nd
one is in the passive.
T: How is the passive formed?
Sts: The verb “to be”, the past participle and “by”.
I will write it on the board under the sentences like this:
Subject + Verb “be” + past participle + (by someone)
T: Perfect! Can we change the tense of the auxiliary be?
Sts: Yes!
T: According to what?
Sts: According to the tense of the action.
T: Do we always need to state the doer of the action?
Sts: No!
T: Exactly, can we choose to include the agent or doer of the action?
Sts: no!
T: We do not include it when it is not important or the agent is obvious.
Can we use modals?
Sts: Yes!

Transition: Let´s put all this information into practice
Activity 4: 20´
Purpose: to use the target structure in a controlled context
T: Open your book again at page 142 and do activities 5 and 6 that have to do with this topic. You have 5
minutes.
In the 1st
exercise, sts have to identify which sentence is active and which one passive.
In the 2nd
exercise, students have to identify the verb form of the given sentences and then complete the
second sentence using a form of the passive.
KEY
Exercise 5:
1 b 2a

Exercise 6
Once all the sts have finished, we will check the sentences orally and if questions are raised I will foster
the classmates to decide on the correct answer. I will monitor them.
Transition: Pay attention. One last thing!
T: As this is an important topic and it is going to be included in the FCE we have to know if you have it clear.
So next class, you will have a quiz for you to know how well you know about this topic.
Unidad Temática: Revisando Conocimientos / Desandando caminos recorridos
Clase N°: 6
Fecha: 28/10/2015
Hora: 8:40 a 10:10
 Revising topics: reported speech and passive voice
 Aims and goals:

involved in the activities proposed in the stations.
 Develop their reading skill by understanding the instructions to fulfill the tasks.
 Use specific structures (passive voice and reported speech) to convey ideas more accurately.
 Language focus:
LEXIS FUNCTION STRUCTURES PRONUNCIATI
ON
REVISION Possible
vocabulary
that may
appear:
Die/dice
To throw the
dice
- To show interest
in sth. or someone
that experiences
the action rather
than the
performer of the
action
-To talk about
what someone has
said using
different reporting
verbs
-To express and
add information
when required
Changes that occur
in tenses
in passive voice
People from different
countries follow the
cosplay craze.
(active voice)
The cosplay craze is
followed by people
from different
countries.
(passive voice)
Changes that occur
in pronouns tenses
and time
expressions
in reported speech
“Tomorrow, I will
study”.
He promised that he
would study the
following day.
Recognition
and use of the
words
/ˈdai/ die (n)
/ daɪs/ dice
(plural)
NEW Vocabulary:
From the
games, sts may
not know some
of these words:
To be doomed
to do sth
To stuff
To blow off
To enjoin sb
from sth
Hemlock
Recognition
and use of the
words
/ɪnˈdʒɔɪn/
To enjoin
free-stress classroom environment. Besides, the PPP method will be used as well to revise the target
structures. The Communicative Approach will also be used since the target structures will be revised
from their communicative functions as well.
 Integrating skills: during this class students will improve their listening skill while listening to the
teacher and to their mates. At the same time, they will also develop their reading and speaking
fluency sharing specific information, exchanging points of view and discussing at the time of
achieving the games aims. Therefore the 4 macro skills will be integrated unconsciously while having
fun.

Materials and resources: markers for the board- slips of paper with quotations and names of famous
people, backshift charts (game 1) – my laptop – Board game on reported speech, copies with backshift
changes, a die and 5 counters (game 2) – role-play cards(game 3) – cards (game 4) – printed instructions for
each game – cell phone to check the time
 Seating arrangements: The students will move their desks and therefore change places to work in
groups as required by the activities proposed.
 Cooperative work: sts will work in groups to discuss, agree and check the different tasks to fulfill
the games aims.
 Possible problems/difficulties and their solutions during the class: in the first activity sts may
have problems at the time of choosing the correct verb tense for the reporting sentence, I will
suggest looking for the answer in the chart I gave them during my 2nd
class. It was a class about
tenses. Example:
St1: “will have finished”, is it in the “would have finished”?
 Potential problems students may have with the language: Students may find it confusing how to
play the game once they receive a new one. If so I will remind them that the instructions are written
at the back of the games.
interactions, and their participation and development during the different activities.
Routine: 2´
I will elicit the date from the sts and ask one of them to write it on the board and chat about their school-
week and the radio program.
Transition: What if I tell you the activities I have planned for today?
Warm-up:
Activity 1: 4´
Purpose: to uncover the reasons for learning passive voice and reported speech
I have thought of starting with a short discussion/debate about the importance of the revision of the
target structures because the activities that follow rely mainly on the sts´ autonomy and so I want to make
it clear that they are having fun with the activities but mainly it is a challenge since they are constructing
knowledge at their pace and for their self-awareness, profit, knowledge and interest.
T: Do you remember that in the last class I told you to revise passive voice and reported speech? Why do
you think so? What do you think was the purpose of it?
Sts: They are included in the test.
T: Yes, but why should they be learnt apart from the FCE?
Sts: They are useful to speak!
T: Sure! And it is mainly used in the written form. Besides you know that handling different structures or a
proficient level of English helps you express your opinions, feelings, ideas in a clearer way,
T: What about in the years to come? How can these structures help you at the university, for example?
Sts: We can find a better job. At the university we can read from different sources, etc.

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