Lesson Plan1 - secondary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Alumno Residente: Báez María José
Periodo de práctica: Nivel secundario
Institución Educativa: Panguitruz Nger
Dirección: Rio de la Plata 875
Sala/Grado/Año-sección: 2°II
Cantidad de alumnos: 18
Nivel lingüístico del curso del curso: Básico
Tipo de Planificación: clase
Unidad Temática: Routines
Clase N°: 1
Fecha: 22/9/2017
Hora: 8:45-9:25
Duración de la clase: 40´
Fecha de primera entrega: 18/9/2017
 Teaching points: Routines( I get up at 6 o´clock)
 Aims: During this lesson, learners will be able to…
- Identify and name routines
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: I clean my teeth
- To deepen their understanding of commands/instructions while
developing their skills.
- Write short sentences about routines
- Develop their speaking and listening abilities by taking part in short
oral exchanges.
 Language focus:
Lexis Function Structure Pronunciation
Revision Hello, goodbye-
look at the
pictures- How
are you today?-
what day is
today?-
commands: sit
down!, repeat
please, silence.
The time.
Greeting, giving
commands and
instructions.
I get up early
Recognition of:
/e/
New Get up, have
breakfast, do
my homework,
go to bed, get
home, have a
Identify and
name actions.
Ask and answer
questions
I clean my
teeth, I do my
homework.
Correct pronunciation
of new words. For
example: /ˈhəʊmˌwɜːk/
/ˈbrɛkfəstˈbrekfəst/

2. shower, get
dressed, have
dinner, go to
school, make
my bed.
 Teaching approach: Natural approach- Presentation, practice, production. Communicative
approach where students should use the new vocabulary.
 Materials and resources: flashcards, photocopies, a white board, notebook, text and
games.
 Pedagogical use of ICT in class: Audio material enriches language learning and acquisition.
There is no instance of ICT in the lesson.
 Seating arrangement: Students work in their seats to have visual contact and interaction.
 Cooperative work: Students work as a class, then in groups and finally individually.
 Possible problems/difficulties and their possible solutions during the class: students may
do not like I speak the whole class in English so I will speak slowly and I will give them my
help and support. Some others may be distracted or they don’t want to participate so I will
encourage them help me with flashcards or other materials.
 Potential problems students may have with the language: students may not understand
instructions or vocabulary so the teacher will repeat the language, use body language,
miming, intonation and uses visual support. Also a volunteer can translate the task into
their mother tongue.
 Assessment what will be assessed and how: I will pay attention to students’ participation
asking questions to all them. Also, the use of the language is important and I will note how
they do the activities. I will repeat the correct intonation, instructions and the structure
with the aim they repeat and pay special attention to these.
 Skills integration: listening, speaking and writing will be integrated in this lesson.
Routine 5’:
Aim: To greet students and create the right environment.
I will get into the classroom and greet students: “Hello! Good morning!
EA: Hello!
T: how are you?
EA: Fine!
T: Excellent! Now we are going to start with the class. So, can you tell me what day is
today?
EA: Today is Friday 22nd
September
I will write this on the board.
T: Now look outside and tell me: how is the weather today? . Look outside, look at the
window! Is today windy? (I will show students images of clouds, sun, rain and they only answers
yes or no)
EA: No or Yes
EA: It is…..
Comentario [A1]: Are they used to
doing this in secondary school??

3. I will write this on the board
T: very good! Open your copy book and write this information
Warm up and Presentation 14’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during previous
lessons and set the context to introduce the new vocabulary.
Aim: to introduce the new vocabulary
I will write on the board: “ My everyday activities”, I will shoot arrows to describe my
routine using different pictures.
“My everyday activities”
T: First I get up at half past six, then I have a shower, after that I have breakfast, clean my teeth,
get dressed and make my bed. At half past seven, I go to school. When school ends I get home,
have lunch and I do my homework. I play with my daughter. At 8 o’ clock I have dinner and go
to bed. (I will write each activity on the board too)
Development:
Activity 1- 8’:
Aim: to identify and practise the target language
To practise and recognize the new vocabulary. I will hand out flashcards and in pairs they will join
each everyday activity with the correct word.
For example:
Get up
Comentario [A2]: Quite a long time for
a presentation…
Comentario [A3]: Will you show the
picture and write the sentence? If you do
so, the following activity will be that
challenging.
You may just describe your routine orally.
Comentario [A4]: You must include
them in your lesson plan

4. Closure:
Activity 2- 13’:
Aim: To practise and assess students what they learned in class.
Write 5 sentences using the activities you do every day.
For example: I get up at seven o’clock.
1)
2)
3)
4)
5)
While students are doing the activity, I will be monitoring their work.
T: great children! See you next class. Goodbye!
EA: Goodbye teacher!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Comentario [A5]: Have they already
worked with the time?

5. Observations
Reflect upon timing. Make sure the presentation does not take far too much. Involve
students in the different stages.
Remember to include all visual aids.
Have fun!
Aure