Lesson plan 4- 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 and frequency adverbs
Clase N°: 4
Fecha: 5/10/2017
Hora: 9:20-10:40
Duración de la clase: 80´
Fecha de primera entrega: 1/10/2017
 Teaching points: Routines with frequency adverbs using third person
singular (She always cleans her teeth)
 Aims: During this lesson, learners will be able to…
- Identify and name routines using adverbs of frequency
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: she sometimes gets up at 9 o’clock
- 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.
-Be able to read and understand a short text.
 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. Get up,
have breakfast,
do my
homework, go to
bed, get home,
have a shower,
get dressed, have
dinner, make my
bed. Frequency
adverbs:Always,
sometimes, never
Usually, hardly
Greeting, giving
commands and
instructions
I usually do my
homework.
Correct
pronunciation of
words stress.
For example:
/hæv/ /ˈbrekfəst/ Comentario [A1]: Strong form?

2. ever.
New Gets up, cleans
his or her teeth,
does her or his
homework, etc.
Identify and
name actions.
Ask and answer
questions
She never gets
up earlier.
He goes to be
at 10 o’ clock
Recognition of the
sound: /s/
For
example: /ɡɛtsɡets/
 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 use 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 Thursday 5th October
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…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 9’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during previous
lessons and set the context to introduce the new vocabulary.
I will write on the board sentences and paste different pictures so they will recognize the
sentence with the correct picture.
T: Read the following sentences “I go to bed at 9 o’clock” what is the correct picture?

3. EA: Here!
T: Correct. You join the sentence with the picture
I go to bed at 9 o’clock
I always have a shower
I never have lunch
They never make their beds
They usually do their homework
We sometimes get up at 8 o’clock
We always clean out teeth
You get home
T: Excellent! Repeat with me the activities. Now look at these sentences.
Presentation 12’:
Aim: to introduce the new vocabulary
I will write on the board sentences but the above exercise will be, in order they can note and recognize
the difference and the new form of present simple.
She always gets up at 7 o’clock
Comentario [A2]: Will they have to
match with lines?

4. T: Look at the pictures. Can you match the sentence with the correct sentence?
EA: yes! Here it is the picture!
T: very good join the picture near the sentence.
The dog goes to bed
He usually has a shower
She always has breakfast
He gets dressed
The cat sometimes has a shower
Laura always goes to school
Nicolás usually does his homework
T: Repeat with me each sentence…
T: great! Now what happens between these two sentences?

5. They get up at 7 o’clock She gets up at 7 o’clock
T: when you speak about she, he or it the verb ends with “S” (I will paste the picture to they can
identify the pronouns) the last picture with “they” I will take it out.
Gets up at 8 o’clock
T: Now, it is time to practise.
Development:
Activity 1- 13’:
Aim: to recognize and use the target language.
I will give students a copy and they will put the correct word to complete the sentences
T: I will give you a copy and you will choose the correct word to complete the sentence.
Write the correct word
1) He ……………. His homework
Do / does
T: look at this example. What do you think? What is the correct word? look at the
examples below to help you.
EA: does!
T: Correct!
2) He ………up at 9 o’clock
Get / gets
3) She always ………….. lunch
Has / have
4) They sometimes …………. their beds
Makes / make
5) I never ………… to bed at 10 o’clock
Go /goes
6) The cat hardly ever……….. a shower
Have / has
7) Laura usually …………. her teeth
Comentario [A3]: Try to elicit this
answer from students.
Comentario [A4]: It would be great if
you could contextualize the examples. Who
are these people?

6. Clean / cleans
8) Pedro sometimes ……….. his homework
Do / does
While students are doing the activity, I will be monitoring their work.
T: Ready? Stick the copy on your copy book and let’s do the next activity.
Activity 2-13’:
Aim: identify and practice the new language.
T: I will give you another copy. Complete the sentence with the correct form of the verbs in
brackets.
Complete the sentence.
1) Lucas ………….(get) up early.
2) The cat …………(go) to bed
3) They always ………….(have) breakfast
4) I sometimes …………(make) my bed
5) Maria usually ………(clean) her teeth
6) The dog hardly ever………..(have) a shower
7) We never ………..(get) home at 5 o’clock
8) She always ……….(have) a shower
9) He………….(do) his homework
T: Ready? You can you tell me sentence number one?
EA: Lucas gets up early
T: Correct! What about sentence number two?
Stick it! And look at the following activity.
Activity 3- 14’:
Aim: to practice the new vocabulary
T: look at the following pictures and in pairs write sentences.
Write sentences
1) 2) 3) 4) 5)
6) 7) 8)
Example: 1) He does his homework
2) The cat………………………………………
3) She……………………………………………
4) I……………………………………………….
5) They………………………………………..
6) We ………………………………………….

7. 7) She ……………………………………………
8) He……………………………………………..
I will give help and support when they need and check their productions.
T: very good! We continue with the last activity!
Closure:
Activity 4- 14’:
Aim: To practise and assess students what they learned in class.
T: Now I will give you some cards and I will read more than once a short text about the
typical day of Maria. Then, you will look at the pictures and put them in order.
T: who wants to start telling me about atypical day in the life of Maria? look at the picture and
tell me
EA: she gets up…
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
Maria is sixteen years old. She always gets up at six o’clock. She cleans her teeth,
makes her bed and has breakfast. Then, she goes to school. When the school ends
she gets home and has lunch. After that, she does her homework watches TV and
finally she has dinner and goes to bed at 9 o’clock.

8. Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Good job, Majo! Just try to provide meaningful contexts.
Have a nice time!
Aure