Lesson plan 2 Secondary Level

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López,Fernanda Emili E.
Período de Práctica: Nivelsecundario
Institución Educativa: I.F.D. N°13
Dirección: Italia 141, Zapala, Neuquén.
Sala / Grado / Año - sección: 5° 1
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Héroes
Clase Nº: 2
Fecha: 14/05/15
Hora: 09:05 a 10:30
Duración de la clase: 80 minutos
Fecha de primera entrega: 05/05/2015
Teaching points:
 Revision of past simple (verb to be, did you…?)
 Expressions to refer to accidents.
 Use of reactions in different situations.
Learning Aims
During this lesson, learners will be able to:
 Develop their speaking skills by describing what happened in different situations.
 Develop speaking and listening skills by interacting with peers and the teacher.
 Develop their writing skills by writing sentences using the target structure.
 Develop critical thinking about what people are able to do in dangerous situations.
Language Focus
Function Lexis Structure Pronunciation
Rev Answering
questions about
Past simple: regular
and irregular verbs.
-DID

2. people’s attitudes.
New Describing what
people do in
dangerous
situations.
CAUGHT FIRE.
CRASHED INTO A
TREE.
BURNT
FELL OFF
GOT TRAPPED IN
A LIFT.
BROKE A LEG.
GOT LOST.
TRIPPED AND
FELL.
RESCUED
SAVED
SHOUT FOR HELP
START TO PANIC
STAY CALM
START TO CRY
BE VERY BRAVE
REACT QUICKLY
Past simple to
narrate stories.
/kɔːt/
/kræʃt/
/ bɜːnt/
/ træpt/
/ trɪpt/
/reskjuːd/
Teaching approach: Communicative approach
Integration ofskills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk about the topic using the target language and through students’ interaction
with the teacher and among them. As regards reading and writing skills, Ss have to read a
newspaper article and then put the situations told in it in order. They will also have to create
sentences themselves by using the target language. At the same time different sub-skills are
developed through the activities, such as relate, match, associate,and create,in which Ss are
actively involved. They will have to give their opinion as regards different situations.
Materials: board,pieces of chalk and printed pictures related to the topic. Also a TV, a pen-drive
and a computer are necessary to watch a video.

3. Seating arrangement: Ss may sit in a semi-circle to foster interaction among them. Then they will
have to get together to work in groups of 2 and 4.
Cooperative work: learners will work in pairs to describe dangerous situations.
Possible problems/difficulties and possible solutions:the activities may take longer than
expected. That is why it is necessary to check the time spent during each activity so as not to run
out of time for the production stage.
Students will surely use their mother tongue to refer to some unknown vocabulary. In that case,I
will provide them with the equivalent in English. I’ll foster the use of dictionaries too. However,the
vocabulary presented in the reading and the one they need to use to describe situations will be given
in the pre-reading stage.
Potential problems students may have with the language:If Ss don’t remember new items, I will
use different techniques to help them such as repeating, giving Ss the first part of the sentences so
that they can complete it and giving Ss positive feedback to encourage them to participate.
Moreover, I’ll mime and use flashcards for them to understand the meaning of different set phrases
which describe dangerous situations.
Pronunciation will be checked when Ss create sentences on their own and read them aloud and at
different instances of the lesson.
Assessment:pronunciation, identification of new phrases and understanding of questions will be
assessed by asking questions individually. Comprehension of the new items will be assessed
through the correction of the written activities and during their presentation of the different
situations.
Routine (2’): Hello everybody! How are you?
Transition: Ok, today we will talk about “Heroes”. Which ones do you know?
Presentation (10’)
It’s possible that ss start naming heroes who may be superheroes like Batman or Superman.
In this case,the word “heroes” is the same in English and in Spanish. The T will check the
pronunciation of this word, both in singular and plural. For this reason,the T will ask: What does a
hero do? What does someone need to be a hero?
Ss possible answers:A hero saves the world. Heroes need special powers.
The T will say: Can real people be heroes? Let’s take a look at the following video:
Link: https://www.youtube.com/watch?v=x0mfJ4pQGcw
The reason for the selection of this video is the fact that ss can easily understand what it
refers to. In this way,the T can connect the topic of this lesson with the reading that ss need to
analyse.
The T will ask: What did you see in the video? What did they do? Would you do it?
Ss will give their reactions to the video and express if they would do it.

4. Transition: T: so today we’ll talk about real life heroes!
Activity 1 (20’) Pre-reading activities: Before reading the article, Ss need to learn some set
phrases and vocabulary related to the topic which appears in the reading. In this way it may be
easier for them to understand the text.
First she will stick the following 5 sentences on the board:
The tree CAUGHT FIRE.
The car CRASHED INTO A TREE.
The boy BURNT his hand.
The girl FELL OFF the tree.
The people GOT TRAPPED IN A LIFT.
The T will show Ss the following pictures:

5. Then she’ll propose a matching activity and she will say: Who can tell me which of these phrases
refers to this picture?
This will be done with the whole group for them not to feel nervous if they do not know the
answer. However,the T will ask them to focus on the words which they know. She’ll then mix the
flashcards and ask ss to read the sentence it refers to the picture.
T: Ok, X come to the front and pick a picture. Tell me the sentence it refers to.
The T will then focus on 5 more expressions:
She BROKE A LEG.
The boy GOT LOST.
She TRIPPED AND FELL.
The fire fighter RESCUED the cat.
The doctor SAVED my life.
This time the T will ask one of the Ss to come to the front, she’ll show him/her the correspondent
picture of the first expression. Then, he/she will have to mime the expression to his/her partners for
them to guess the meaning of such expression.

6. In this way, students will learn the second part of phrases in an encouraging ways. Every
time ss guess the meaning of the expressions, she’ll stick the correct picture next to it.
The last set of expressions refer to reactions. Therefore,the T will say the following: Let’s
imagine someone breaks into your house, what do you do?
Ss possible answers:Run, call the police, shout.
T: Yes! Some people SHOUT FOR HELP. (She writes the reaction on the board). What
about the rest of you? Is there anyone who isn’t scared of thieves?
Some people are VERY BRAVE. Are you Brave? (She writes the reaction on the board)
Some ss may say: Yes! We are brave.

7. T: So if someone breaks into your house, what do you have to do? Do you STAY CALM?
Or do you START TO CRY? (She writes the reactions on the board and mimes both reactions.
Ss will comment about their personal views as regards such a terrible situation.
The teacher will continue the discussion with the following questions: Is it good if I START
TO PANIC? (she mimes and writes the reaction on the board)
Ss: No!
T: So in these situations it’s important that we REACT QUICKLY but always stay calm.
(The T mimes and writes the expression)
After students have discussed the reactions, the T will give ss the following
newspaper article for them to complete with the correct reactions:
T: You will work in pairs to complete a newspaper article which tells the story of Susan. A
thief broke into her house and you need to complete the article with her reactions.
Source ofthe article: I wrote it myself and then used fodey.com to create it.
Complete the newspaperarticle
with the followingreactionsin the
Past Simple:
STAY CALM
START TO PANIC
SHOUTFOR HELP
START TO CRY
BE VERY BRAVE
REACT QUICKLY
5° 1° - Names:
………………………………………….

8. Transition: Great! Now that we have learnt the vocabulary, we are ready to read the article.
Activity 2 (20’) While-reading activities: The T will say: Now we are going to read an article.
First, I’d like you to pay attention to the title of the article.
Ss will receive a copy of the following
article:
Text adapted from: What’s up? 3 – Myers,Jackson, Lynam and Tiberio.
T: What do you think it will be about?
SS: A girl who rescues her sisters.
T: Great! How old is she?
SS: 13

9. T: Now, don’t read the text, look for the main idea of the text (SKIMMING). This is a type
of fast reading that you should do every time you read a text for the first time and that is to have an
idea. Take 2 minutes.
T: So now that you have taken a quick look at it, what does it say?
SS possible answers:The house caught fire and the girl broke the window with the laptop.
T: Excellent! Now you can read it in silence.
After a few minutes, the T will ask Ss the following comprehension questions to check everyone
has understood what it discusses:
T: Where is the girl from? SS: United Kingdom. T: Where is that? SS: Britain (in case Ss don’t
know it, the T may point to a map)
T: What happened to her? Ss: She rescued her two sisters.
T: How? Ss: She threw a laptop through the window and they got out of the house.
T: Where were they when the fire started? Ss: downstairs.
T: How did this girl know that her house was catching fire? Ss: The smoke alarm woke her up.
T: How was she? Brave? Scared? Ss:she was brave and calm.
T: Great! Did she start to cry or panic? Ss: No.
T: What about her neighbours? How did they help? Ss: they saw them outside the house.
T: Yes,great, were there still people in the house? Ss: Three adults.
T: Excellent! Who helped them? SS: the neighbours and the fire service.
T: Very good. So this is the story of a reallife hero!
In this way, the whole group will discuss about the article and will then be ready to put the
events in order. The T will bring the following sentences in sheets of paper for SS to work in pairs
and put them in order.
T: I’d like you to continue working in pairs. Put in order the events that happened the night of the
fire.
PIECES OF PAPERS WITH THE EVENTS:
The smoke alarm woke Alishaa up.
The fire service arrived.
Alishaa broke a window and got out.
Alishaa threw a laptop through the window.
Mrs Jones heard breaking glass and woke up her husband.
Alishaa and her two sisters were sleeping.

10. The fire service rescued three adults from the top floor.
Mr Jones tried to get into the house.
Alishaa and her two sisters got out of the house.
This activity will be checked with the whole group. The T will have the events written on
different posters so Ss will come the front and put the events in order.
Transition: Excellent! Now that we know Alishaa’s story, let’s continue working with it.
Activity 3: Post-reading activities(15’):
This time the T will propose Ss a role play activity. In this case Ss will have to work in
groups of 4 to recreate the situation Alishaa and her two sisters went through. Two members of the
group will then act out as Alishaa and the interviewer. However,all of them will have to contribute
to its production.
T: I’d like you to work in groups of 4. You will have to create a dialogue between Alishaa
and an interviewer. Tell me what would you like to ask?
Ss possible answers:Why did she do it? Was she afraid?
T: Yes! Great! You can add any idea you’d like to ask. Please… the four members of the
group have to create the dialogue, then 2 of you will come to the front and read it aloud. And try to
use the expressions we just learnt!
The T will walk around the classroom helping ss create their interviews.
When they all have finished, 2 members of each group will come to the front. The T will
say: I want all of you to pay attention to what your partners say. Then you’ll have to give feedback
to them.
Closure (8’):Great class everyone! I’ll upload the video to the blog we share. I’d like you share
comments about your partners’ role play activity. Each group has to comment about the other
groups, write what you liked about their presentation. Thank you!
According to Dornyei (2007) it’s important to give learners the opportunity of assessing themselves,
so I believe it would be a good opportunity to do it through the blog and especially if there is little
time to do it during the lesson.
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the


11. district curriculum?
Are they presented within a meaningful context?
4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficulties accordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly 

12. interconnected? Are there any comments or indicators that link
each activity or stage with the next one?
17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Dear Emili,
On the whole yourlessonplansare verygood.However,thereare certainaspectstoimprove.
Verygoodactivities,contextsanduse of teachingstrategies(whenapplied).
Please,take all the comments andsuggestionsintoaccountforthisandnextlessonplans.Youdon’tneedto
resubmitthese plans.
Have a greatpracticum start!
I will be lookingforwardtoyourgroupdiagnosisreport.
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1

13. Organization

Coherence and
sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies

Language accuracy

Observations Minimumscore:20 / 32
Score:22 /32= 6.8