Secondary-Lesson 1

1. I.F.D.C Lenguas Vivas.
Taller de práctica docente.
Alumno Residente: Pascual Pamela
Período de práctica: Nivel Secundario
Institución educativa: Cristo Rey
Dirección: Rivadavia 324
Sala /Grado/año/sección: 3rd Year
Cantidad de alumnos: 29
Nivel lingüístico del curso: elemental
Tipo de planificación: clase
Unidad temática: Body Parts- Sports Equipment
Clase: N° 1
Fecha: September,19th
Hora: 9.50 to 11.50
Duración de la clase: 120 minutes
Fecha de primera entrega: September, 13th
CLASE 1
 Teaching points: Body Parts. Sports equipment. Imperatives.
 Aims: During this lesson, learners will be able to:
 To identify and learn body parts.
 To identify and learn sports equipment.
 To Identify and use properly imperatives.
 To develop their reading skills by reading a text and a short story.
 To develop their listening skills by listening a song

2.  To develop speaking skills by giving examples of imperative sentences and
discussing topics about sports, body parts, the song and the short story.
 To encourage collaborative work.
 To motivate them in the learning process.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
NEW Imperatives:
affirmative
and negative
Body parts:
arm, eye, feet,
finger, nose,
teeth, leg, face,
hand.
Sports
equipment:
boots, helmet,
sunscreen,
goggles, knee
pads, elbow
pads.
Identifying and
naming parts of
the body.
Identifying and
naming sports
equipment.
Talking about
Imperatives.
Reading a text.
Listening to a
song and
discussing it.
Talking about a
chapter in a
short story.
Wear safety
equipment
Don´t exercise
after eating
Feet – teeth / i:/
 Teaching approach: Based on Communicative Approach.
 Materials and resources: Copies, computer, speakers, poster, Book, short
story,board.
 Pedagogical use of ICT in class: In this lesson, a song in the PC will be played
to revise grammar, reflect about it and generate discussion.

3.  Seating arrangement: Students will be sitting on their places in order to
facilitate visual contact and interaction within the group. At some point of the
lesson, they will be working in pairs and groups.
 Cooperative work: Students will work in groups to do the reading and
discussion activity about the short story and in pairs to do the reading activity
from the book. Cooperative work helps students to develop their learning as
well.
 Potential problems students may have with the language: As learners may
not comprehend some new lexis, I will use pictures, gestures and pointing to aid
comprehension. They may also have problems with the comprehension of the
short story, in that case I will guide with the reading again and help them to
understand better the chapter they had to read.
 Assessment: what will be assessedand how: I´ll check that students
comprehend and identify the new items in the different types of reading they
will have during the class and while they work I will monitor them.
Routine (5´)
Purpose: To start the lesson, get students into the mood for work, establish rapport.
I´ll get into the classroom , introduce myself and greet students:
“Hello! As you Know, I am Pamela and I´ll be teaching you during four classes. It´s a
pleasure for me to work with you”
Tell me …”How are you today?” . They will probably answer “fine, ok, tired, bored or
fantastic”
“Are you ready to start the class?”
“Yes!”
Transition: Ok, let´s start…Let´s see if you know these characters…
Warm- Up ( 10´)
Purpose: to get students into the mood for work, establish rapport.
I will show the students a poster. I will ask them if they know who the characters are.
Their immediate answer will be “Messi and Maradona”. They will have fun because it´s
a caricature.

4. I will ask them one question encouraging them to answer in English,if they can. Those
who go to particular English classes will answer immediately but most of them don´t go
to these classes so I will encourage and help them to do so. The purpose of this part will
be to not only to see what they can speak in English or if they can but also to start
creating a connection between us.
“Who do you like most? Why?”
Many answers will arouse.
Transition: Great Job! Now, let´s revise and learn parts of the body…
Presentation (15´)
Purpose: expose the learners to the target language
After that I will point to Maradona´s arm and ask them “What part of the body is it?”.
Most of them will know the answer “arm”. I will invite one student to come in front of
the class and write “arm” in the poster.

5. arm
I will ask them what parts of the body they know or remember and continue with the
same procedure, inviting students to write the word on the poster. The idea is to revise
words they know and learn new ones. The words they don´t know I will write them on
the poster.
Transition: Fantastic jobs students! You´ll practise these words in the next activity.
Development
Activity 1 ( 5´)
Purpose: to practice vocabulary about parts of the body.
I will invite students to open their books and complete the activity. Then, they check
with the whole class.
Transition: Very good! Now, prepare to work in pairs…

6. Activity 2 (10´)
Purpose: to work in pairs and develop their reading skills.
I will ask students to work in pairs. Before starting the activity I will introduce the topic
by asking them what sports they play, which sports they consider dangerous and which
are the most common injuries in sports. I will draw three columns on the board and
write their ideas.
SPORTS YOU PLAY DANGEROUS SPORTS SPORT INJURIES
I will encourage them to participate, many answers may arouse.
After that I will ask them to look at the task they have in their books. We will read
aloud the three topics. They will understand the meaning of two of them because of the
previous speaking activity. The second topic was not mentioned in the discussion so I
will explain it to them.
I will ask them to read in general the text and after discussing with their partner, tell me
what it is about, they will have to choose one of the topics. They may all agree because
it is easy but in the case they don´t, I will ask them to tell me which parts of the text
suggest them something different.

7. Transition: Great! Let´s get a deeper understanding of the text…
Activity 3 ( 10´)
Purpose: to get a deeper understanding of the text.
I will ask them to read again with more detail asking me for the meaning of vocabulary
when they have doubts or don´t understand.
Before doing the activity, one student will read the task and I will check that they really
comprehend what they have to do. Then, I will invite different students to read the
sentences and check their meaning.
Then, they will read the text again and do the task.
While they work I will walk around monitoring them and helping them if they need me.
When they have finished, they will check with the whole class.
Transition: Well Done! Now, Look again at the columns you have on the board…
Activity 4 (10´)
Purpose: to expose the learners to the target language.
I will ask them to think about the text “What other column could you add?” I will listen
to their ideas and try to elicit Sport Equipment.
SPORTS
YOU PLAY
DANGEROUS
SPORTS
SPORT
INJURIES
SPORT
EQUIPMENT

8. I will ask them which sports equipment are mentioned in the text, while they mention
them I will write them in the correspondent column.
After, I will ask them “Do you wear sport equipment? Why? Which ones do you
wear?”
Different answers will arouse. They share with the whole class.
Then, I will ask them to do activity 4 from the book. They check altogether.
Transition: Great answers! Now, look at the sentences you have in exercise 3…
Activity 5 (10´)
Purpose: to explain students the use of imperatives and develop their speaking skills.
I will ask them to pay attention to the sentences in exercise 3. Then, I will ask them if
they notice that each sentence doesn´t have subject pronoun. I will explain them that
they are called imperatives and that they are used to give instructions or orders.
I will give them other examples and ask them to contribute with others. They can give
orders or instructions to their partners. I will encourage them to participate. I will write
their instructions on the board.
Open your open at page 12.
Don´t eat in class.
Transition: Excellent job!! Tell me, do you like songs?

9. ( As the students have two hours of classes, in the second hour the closure and the
discussion of the story will be carried out)
CLOSURE (20´)
Purpose: to expose students to authentic use of language.
I will explain them that they will listen to a song. I will ask them just to enjoy it and tell
me what they think it is about. I will write some topics on the board to guide them.
(Though they have a low level , I think the repeated use of the word love will help them)
HATE LOVE FRUSTRATION FAMILY RELATIONSHIP MEMORIES
They share their opinion
I will ask them “do you know the author/singer of the song?” “Is it a famous song?”
they will share. I will write the name of the author on the board.
Then, I will ask them what genre they think the song belongs. “Is it reggae, pop, rock,
techno?”
They will share with class.
After that, I will distribute one copy for each pair. I will invite them to read it aloud and
talk about the meaning of the sentences.
They listen to it again and join to sing if they want. Then, I will ask them for the
message of the song. They discuss with their partners and share.
Finally, I will ask them if they can find imperatives sentences. “Can you read the
sentences?”
Love Me like You Do
Ellie Goulding
You're the light, you're the night
You're the color of my blood
You're the cure, you're the pain
You're the only thing I wanna touch
Never knew that it could mean so much, so much
You're the fear, I don't care
'Cause I've never been so high
Follow me through the dark
Let me take you past our satellites
You can see the world you brought to life, to life
So love me like you do, lo-lo-love me like you do
Love me like you do, lo-lo-love me like you do
Touch me like you do, to-to-touch me like you do
What are you waiting for?
Fading in, fading out
On the edge of paradise
Every inch of your skin is a holy grail I've gotta find
Only you can set my heart on fire, on fire

10. Yeah, I'll let you set the pace
'Cause I'm not thinking straight
My head spinning around, I can't see clear no more
What are you waiting for?
Love me like you do, lo-lo-love me like you do
Love me like you do, lo-lo-love me like you do
Touch me like you do, to-to-touch me like you do
What are you waiting for?
Love me like you do, lo-lo-love me like you do (like you do)
Love me like you do, lo-lo-love me like you do (yeah)
Touch me like you do, to-to-touch me like you do
What are you waiting for?
I'll let you set the pace
'Cause I'm not thinking straight
My head spinning around, I can't see clear no more
What are you waiting for?
Love me like you do, lo-lo-love me like you do (like you do)
Love me like you do, lo-lo-love me like you do (yeah)
Touch me like you do, to-to-touch me like you do
What are you waiting for? ( x 2)
Transition: Fantastic! Did you like the song? Now, prepare to work in groups…
SHORT STORY
Purpose: to expose students to authentic language and generate discussion. Encourage
collaborative work.
Students will work in groups, they will share what they had to read at home as
homework with their partners. In case they didn´t read at home the chapter, they will do
it in class. (I will try to take into account that each group has a student who knows
pretty much about English so he/she can guide his/her partners)
After that, they will complete a chart and check with the whole class.
COMPLETE THE CHART:
TITLE:
CHARACTERS:
SETTING:
During the activities,I will walk around monitoring them.
Finally, each group will retell a bit about the story to the whole class.
Next class, they will continue working with the story.
Transition: Great Job! You worked really well.

11. It´s time to say goodbye, see you next class!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
x
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:_24_ /30
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