DU1: The Past - Lesson 2

I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTE: Valeria Zentner
Institución educativa: Charles Dickens Institute
Año y sección: Second Juniors - Única Sección
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: The Past
Clase Nº: 2
Duración de la clase: 90 minutos
Fecha de la clase: Thursday, June 17th
Fecha de entrega de la planificación: June 25th
Learning Aims
During this lesson, learners will be able to…
→ Understand where and how we learn about history.
→ Improve their reading comprehension skills by playing a jigsaw game collaboratively.
→ Understand the structure and function of the past forms of the verb “to be”.
→ Get an insight on a local museum of our town.
→ Express their opinions regarding the local museum.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
N
E
W
Specific vocabulary
related to museums:
→ Museum
→ Exhibit
→ Exhibition
→ Building
→ collection
To place people,
objects, places and
events in the past.
Past form of the verb
“to be”:
“I was in London with
my family last
summer”
“We were on a
school trip to a farm”
“A lot of girls weren’t
allowed to wear
normal shoes.”
“There weren’t any
exciting animals, and

the café wasn’t very
good.”
Materials
→ Set of 4 photos of a museum exhibition.
→ Introductory paragraph of a text to be displayed on the board.
→ Eight sets of six paragraphs of a text.
→ Student’s Book, pages 30 & 31.
→ Eight copies of a not-well-written text about a local museum.
→ Photos of the different exhibitions of the local museum.
Procedures
NOTE: All of the activities are described as suggested by the tutor, in
terms of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each
activity.
ROUTINE
 Timing: 5/8 minutes
 Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
Students will be received in the institute’s door. As always, the teacher will check their
temperature and sterilize their hands, feet and school objects, and then let them in (It usually
takes a while). Once in the classroom, they will be greeted by the teacher. She will say
"Good afternoon, my dear students! How are you today? How was your afternoon so far?"
As a next step, she will ask "What day of the week is today? And what date? Of what
month?" and then copy the date on the board.
 Transition comment to link each stage of the lesson with the next one:
“Do you remember what we have talked about last class? Yeah, History! Do you know where
can we learn about it?”
WARM-UP
 Timing: 5/8 minutes minutes
The teacher may say “Okay, I’ll give you a clue of an interesting place where we can learn
about History. Look at these pictures. Where can we find these objects? In a museum!”, while
displaying some photos on the whiteboard. Then, she will ask “What are the objects in the
photos? How old do you think the objects are? Can you think of five words to describe the
objects in the photos? It can be one we learnt last class or any other!”. As students answer,
the teacher will write keywords on the board.
Con formato: Tachado

Photos to be shown to students
“Well done! We’re going to read about the places where these objects come from. You
ready?”
PRESENTATION
 Timing: 20 minutes
Before Reading the whole text, students will work on it through a jigsaw activity. They will be
divided into four groups of two students each, and every single one of them will be provided
with six sheets of paper with six different paragraphs. It will be explained that these
paragraphs correspond to three different pieces of texts. Then, a short introductory
paragraph will be displayed on the whiteboard so as to contextualize the rest of the
paragraphs. One of the students will be asked to read it aloud so it can be briefly discussed
what kind of texts they are expected to match. The teacher might say then “As you can see,
the three texts are not ordered. So, what I ask you to do is, first, to reread the introductory
paragraph from the board. Then, you’re going to read the paragraphs I’ve given to you and
discuss with your partner how to connect them so to make up the three texts. Okay?”
What was the last museum you were at? Was it good? What was your
favourite exhibit? Send us your reports of the best things to see on
holiday this year.
Introductory paragraph to be displayed on the board
A
For people in those days, the perfect' size for women's feet was 7.6

centimetres. I'm sure the shoes weren't very comfortable. A lot of
girls weren't allowed to wear normal shoes. I think that was very
cruel.
B
Hey, you were lucky, Tim. We were on a school trip to a farm and it
was terrible. There weren't any exciting animals, and the café wasn't
very good. But last week I was at the National Motor Museum with
my family and that was great fun.
C
Our last school trip was to the Natural History Museum. Was it
another boring school trip? No, it wasn't - that was a surprise. The
building was beautiful, the food in the café was brilliant and the
exhibits were all really interesting. The most popular were the
dinosaurs.
D
I was in London with my family last summer. We were in the Victoria
and Albert Museum. There was an exhibition of shoes from different
countries and periods in history. It was really interesting. There were
some very tall, strange shoes from Japan from the 1920s. There were
also some tiny shoes from China from the 19th century.
E
There were a lot of cars and motorbikes in the museum collection.
My favourite was the fastest car in the world in 1964. It was strange -
very big and long. It was called Bluebird. Here I've got a photo of it.
F
The Diplodocus was enormous it was 26 metres long. And there was
a model of a Tyrannosaurus Rex with 15-centimetre-long teeth.
Ouch!
They were very scary animals.
Paragraphs to be given to the students
The teacher will provide them with enough time to do the activity. In case they need extra
help, the teacher will scaffold them by giving pieces of advice. She may say “Read each
paragraph carefully! You may notice that some of them refer to the same topics. Besides,
you must try to connect ideas coherently. Pay attention to connectors!”. It will be also
advised the use of dictionaries, in case they struggle with unknown words, or ask for help.
When every pair of students finishes, they will be asked to present the results they came up
Comentario [A1]: You may draw
their attention to them, mentioning
them.
Comentario [A2]: Important
comments! 👌

with. The whole class will discuss and check the correct order of the paragraphs. In doing so,
the three texts will be connected to the pictures that were displayed previously on the
board.
“Well done, my students! Now, it’s time to read the whole text on your Student’s Book. Open
them on page 30!”
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
Students will be invited to reread the text by the teacher. She may say “Have you all opened
your books? Here we have the whole text, with pictures and everything. We’re going to
reread it, but this time pay special attention to the information provided by each one,
Okay? Who wants to read? I need 3 people at least. Up your hands!”
Once the text is read, it will be explained that students will work on exercise 3 as a
comprehension check activity. The teacher may say “Please, read the 6 sentences carefully.
When you’re ready, scan the text to find the information you need to complete them in the
text we have already read!”
Taken from English Plus 2 (Oxford), page 30
When everybody finishes, the sentences will be discussed and check with the whole class.
“You’ve done well! Was it easy to find the information to complete the sentences? Why/Why
not?”
Activity 2
The teacher will write the following sentence from the text on the board:
Comentario [A3]: You can do the
first one as a whole group.

“I was in London with my family last summer”
She then might say “Okay, read this sentence. Is it providing us with information about the
present, the future, or the past?” while miming the times with her hands. She will continue by
saying “Pay attention to this part. It says last summer. So, this sentence is about the past,
right! Now, what verb also provides information about what we did in the past? Yes, was. I
WAS in London last year!” while making a gesture to my back to illustrate the meaning of the
word “was”.
Another example will be written on the board while the teacher says “Now, pay attention to
this sentence from Jess’s report!”:
“We were on a school trip to a farm”
She will say “Is it similar to the one we discussed before? Yes, it is! What’s the only difference?
Look at the subjects in each one, it changes in the second one. And so, what also changes?
Here we have were instead of was. But, what’s its meaning? Exactly the same! We were on
a trip, at some time of the past.” while making a gesture to my back to illustrate the
meaning of the word “were”.
The same process will be repeated a few more times with the sentences (taken from the
text) written below, to introduce and discuss the structure and function of were/weren’t and
was/wasn’t:
“A lot of girls weren’t allowed to wear normal shoes.”
“There weren’t any exciting animals, and the café wasn’t very good.”
When the analysis is done, students will be asked to find more examples of the past form of
the verb to be in the text. After that, it will be explained that all the examples contain the so-
called past form of the verb to be, and that they can see the rules o how to use them on
page 31. They will be encouraged to complete it with the whole class and with the teacher
as a guide.
Taken from English Plus 2 (Oxford), page 31
Comentario [A4]: After working on
the rules, you may encourage
learners to write some meaningful
examples of their own.

“Great job, my students! We have read about three different museums. Do you know any
museum here, in our province? What about our town. Is there a museum?”
Activity 3
Every student will be provided with a short text that contains information about the museum
from our town, Museo Regional y Misionero "Juan Edmundo Vecchi". The teacher will say
“You’re going to read a report a student wrote as a response to the Seeing History blog. As
you read, you’ll find 10 mistakes and circle and correct them. Okay?”
Our last trip was to a museum of our town, Juan
Edmundo Vecchi. It was founded in 1925. It is
almost 100 years old. You can imagine?
The building were beautiful and very big. There
was 4 rooms with many things. The museum
guide explained us that the rooms was divided by topics. The first was on
botany, zoology and mineralogy of Patagonia. The second one were about
the life of the Salesians in Fortín Mercedes. There was also exhibits of modern
art.
The section of the natives of Patagonia were brilliant! There were
mannequins dressed in traditional clothes. There were their homes and
objects they made. They was very old!
It was good, but there weren’t a café or a place to hang out. But, there was
a large green space with old carriages outside. My friends and I was there
after leaving the museum. It weren’t a very nice afternoon!
Text to be given to students
To make it easier for students to do the activity, it will be explained that all the mistakes have
to do with the past forms of the verb to be, and that they will be allowed to have their books
opened on page 31, where they have its rules as a reminder.
Once the task is completed, the text will be checked with the whole class.
“Up your hands if you have visited our museum. What do you remember of your visit? What
was there?”
CLOSURE
Some photos of the local museum and its exhibitions will be displayed on the board.
Comentario [A5]: Again, you may
go through the first “mistake” as a
whole group.
Comentario [A6]: Same comment
as in Lesson Plan 1.

The teacher will ask “Have you visited the museum? Do you remember these places in
the pictures? What objects can you see?”. Other questions will be asked for students
to share their experiences in the museum.
When you visited it…
→ Who were you with?
→ What was there?
→ In your opinion, what was the best part? What was the least interesting
thing there?
→ Was there anything that is not in the pictures on the board? What?
→ Was it good? What’s your opinion on it?
Pictures to be displayed on the board
“You’ve done an excellent job today! It’s time to go now. See you next Tuesday!”
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x

Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great lesson!
I found it weird in the previous lesson plan that you used the
dramatic present all over the lesson. Students may come up with
some doubts. Just take it into account.
Consider including a proper closure stage in each lesson. You
may polish lesson plans 3 and 4 that have been already
submitted.
Have a great time!

DU1: The Past - Lesson 2

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DU1: The Past - Lesson 2