Lesson plan 4 Secondary Level

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López, Fernanda Emili E.
Período de Práctica: Nivel secundario
Institución Educativa: I.F.D. N°13
Dirección: Italia 141, Zapala, Neuquén.
Sala / Grado / Año - sección: 5° 1
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Idioma Mundial
Clase Nº: 4
Fecha: 21/05/15
Hora: 09:10 a 10:30
Duración de la clase: 80 minutos
Fecha de primera entrega: 17/05/2015
Teaching points:
 Revision of present simple (verb to be, do you…?)
 Revision of present continuous. (are you…?)
 Assessing the content seen in Unit 1 – What’s up? 3 (Myers, Jackson, Lynam, Tiberio)
Learning Aims
During this lesson, learners will be able to:
 Develop reading skills by reading a text.
 Develop speaking and listening skills by interacting with peers and the teacher.
 Develop their writing skills by writing a personal profile.
 Develop exam strategies.
Language Focus
Function Lexis Structure Pronunciation
Rev Answering
questions about a
text.
Writing about
someone else.
A global language
Natural /
international /
Artificial Language
Do you…?
(visit/help/listen to
your friends?)
Are you…?
Always
Usually

2. Using present
simple and
continuous to
describe a picture.
(reading, painting?)
Can – can’t
Could – couldn’t
Like / love / hate /
dislike / don’t mind
+-ing
Now
New As this is a test, students will not learn any new content. However, this lesson plan
encourages the teaching of different exam strategies which will help students when solving
their exam.
Teaching approach:
This exam will have a structuralist and communicative influence. On the one hand, it is formed by
different activities which use language with a communicative purpose and it shows authenticity of
language context, situation and topic. On the other hand, it has activities which require “knowing”
the language as “knowing” the “form” or “structure” as well as other linguistic elements such as
“lexis”. I think it’s formed by discrete-point items which attempt to test one aspect of the language
at the time such as multiple choice and information gap activities.
Integration of skills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk about the use of different exam strategies and through students’
interaction with the teacher. As regards reading and writing skills, Ss will be assessed as regards
their reading comprehension skills after reading a text and completing activities related to it.
Pedagogical use of ICT in class: In this lesson, Ss will be encouraged to participate in the blog
created by the teacher which may be used during the whole practicum period. They will pose their
views or doubts as regards the exam.
Materials: board, pieces of chalk and printed activities.
Seating arrangement: As this a lesson of assessment students will be sitting alone.
Cooperative work:
In this lesson, students will be assessed as regards their progress from the beginning of
classes at school which started in March. Students need to be given their report cards at the end of
this month. For this reason, and by taking into account that the teacher is now a different one, I have
been asked to design an exam that measure student achievement.
In this case, this will be a formative assessment (Hedge, 2000) because I have prepared it
and it is specifically related to what has been taught in the last months. I think it focuses on the
individual learner’s specific strengths and weaknesses and for these reasons there will be no
cooperative work done during this lesson. Nevertheless, I think ss can cooperate to each other in the
blog by answering questions of their mates and helping to each other.
Possible problems/difficulties and possible solutions:

3. The activities may take longer than expected. That is why it is necessary to check the time spent on
each activity so as not to run out of time to end the exam.
Students will surely use their mother tongue to refer to some unknown vocabulary. In that case, I
will provide them with their definition in the exam. I have carefully checked that the vocabulary
from the whole exam is known by ss.
Potential problems students may have with the language:
I think most ss would know the meaning of many of the words presented in the reading
comprehension; however, I will use different techniques to help them such as reading the whole text
a few times before starting to work on the activities.
Assessment: pronunciation and understanding of questions will be assessed by asking questions
individually for example: “what’s your name?” I’ll assess their ability to refer to themselves. Short
questions like: Is this right? Together with an expression of confusion will be used to helps Ss
understand that they are making a wrong statement or question.
-I have designed the exam myself. All sentences and exercises have been created to focus on
approaching students’ knowledge ofthe content of the unit seen in class. Whenever there is
something I have not created, its source is specified.
Routine (2’): Hello everybody! How are you?
Transition: Ok, today we have an exam. Remember? Juana told you last week about this s let’s
focus on it parts.
Presentation (10’)
T: How do you usually feel before an exam? What happens to you when you finally see
what the exam is about?
The T will encourage ss to discuss exam situations that they have gone through. I believe is
important to lower stress before taking an exam and as Hedge (2000) explains, affective factors are
important in profiling a learner’s general performance; therefore, I have decided to choose the
following video for Ss to watch before the exam. (Reason for choosing it)
Link: https://www.youtube.com/watch?t=204&v=_Ot_vJLJ86M
Video description: Mr Bean is taking an exam. A lot of funny situations occur when he is
trying to cheat. So desperate he was that he didn’t listen to the complete instruction from the teacher
and forgot to see the other option of the exam.
T: What do you think? Did Mr Bean study? Was he nervous?
Ss will discuss their opinions as regards Mr Bean’s performance.
T: I will give you the exam and let you work for some minutes in each of its parts. I’ll
clearly explain all of its parts. Please if you have any questions ask them when I’m explaining the
activities since then you should try to remain in silence. Remember that one important aspect when
giving an exam is to respect the fact that others are doing the exam too.
Transition: Now, I’ll hand in the first part.
Activity 1 (20’) Reading activities:

4. T: First, and very important is to put your surname and name on the exam.
Then you may read the whole text. If there is anything you don’t understand, read it slowly and
carefully. Sometimes there are words which do not interrupt the understanding of the whole
meaning of the text. Try to understand what it refers to.
Once you finish reading it, then you can start working on exercise 1. You have to match concepts
with its definitions. Only one word has not been seen yet. That is hybrid. The meaning is there so
try to understand its meaning in the text.
Then, exercise 2 is for you to remember the differences of meaning between can and could. Check
that there are 4 words and 6 spaces to be filled so you will have to see if the word fits there and
make the sentence comprehensible.
You have 20 minutes for this part so read the text carefully and check its exercises several times.
A- Reading: Read the text and then do the exercises.
(Adapted from Humanities On Stage-Elementary- Fernández, Daniel with Harris, Mower and
Sikorzynska- Longman – 2001)
Vocabulary:
Hybrid: something that consists of or comes from a mixture of two or more other things.
1. Match concepts 1-3 with definitions a-c.
1) Natural language
Dream or Reality?
The dream is beautiful. We study a language for just one year and then we can go anywhere
in the world and we can communicate with everybody. We don’t have to know the language of the
place we visit. Spanish speakers who can’t say a word of German with German speakers who can’t
say a word of Spanish, or English speaking people who do not know any Chinese with Chinese
speaking people who do not know any English. Terrific, isn’t it? In the dream, communication is
easy.
Reality is different. Communication is more complex. With the great amount of people
travelling and moving around the world today, English is the tool for international communication.
But, is this fair? Why isn’t Mandarin Chinese, for example, an international language? After all,
Mandarin Chinese is the language that most people in the world speak.
Would an artificial language, like Esperanto, solve the problem? Some people still think this
may be the solution and researchers are working on the development of an electronic artificial
language. An artificial language is man-made, it’s easy to write and easy to read and, more important,
it has no nationality. It does not originate naturally as, for example, English, Chinese or Spanish did.
Lingua franca is a related concept. A lingua franca is a hybrid used for communication
between two or more groups with different native languages. But is it possible to have a lingua franca
for the world?
It seems that there is a need for a world language, but does everybody like this idea?

5. 2) Artificial language
3) International language
a) An invention of linguists
b) A language that many people around the world understand
c) It develops among speakers over a period of time.
2. The textdescribes an ideal situation (the dream) and reality. Use the words belowto
complete the sentences 1-6.
Can – can´t – could – couldn’t
The dream
1. People _____________ communicate in only one language.
2. People _____________ learn foreign languages.
3. English is an international language today. Many people _____________ use English to
communicate.
Reality
1. You _____________ communicate with everybody in the same language.
2. Not everybody _____________ speak Esperanto.
3. People _____________ to learn other foreign languages.
Answer key:
Reading:
1: 1-c 2-a 3-b
2. The dream: 1-could 2-could 3-can
Reality: 1-can’t 2-could 3-couldn’t
Transition: Excellent! Now let’s move to the next part of the exam.
Activity 2 (20’) Grammar activities:
T: Exercise number 1 is a conversation between Martha and Julian. Try to check the chart given
every time you fill a gap. Think of the uses of the different words and their meanings. But also try
to understand the whole conversation between friends.
Then you will have to take a look at a picture which shows 4 different situations happening now.
You have a multiple choice activity. Try to remember the different uses of Present Simple and
Continuous.
Finally, there are some personal questions for you to answer. Try to be as clear as you can and
check the questions carefully.
You have 20 minutes for this part so do it carefully and think your answers.
B) Grammar

6. 1. Read the following conversation between Julian and Martha. They are talking
about their opinions as regards English. Read the chart and write sentences about them. Use
the words in the charts:
Like love hate Don’t mind dislike
Julian Do dictations Sing songs Read stories Learn
Vocabulary
Do
grammar
exercises
Martha Do dictations Learn
vocabulary
Speak English Do
grammar
exercises
Julian: I don’t know about you but I really like 1) _________________________.
Martha: Yes,me too! I 2) _________________________ too! What about vocabulary? I love 3)
_________________________!
Julian: Yeah,I don’t mind 4) _____________________. I think I love 5) ________________. It’s
just relaxing for me!
Martha: I understand. I don’t mind 6) _________________________ at all! Is there anything you
hate about English?
Julian: Yes! I 7) _________________________. I just get bored quite easily, what about you?
Martha: Not really…but I 8) _________________________!
Julian: Yes!!! Me too!!!
2. Pay attention to the following picture. Then complete the multiple choice activity.
Source of the picture: http://tx.english-ch.com/teacher/jocelyn/spvsps.jpg

7. A) Eunice usually ____________ at 7 o’clock.
1. gets 2. get 3. is getting
B) ____________, Eunice is sleeping.
1. always 2.usually 3. now
C) ____________ Dave go to school at 8 o’clock?
1. Is 2. Do 3. Does
D) Is Dave playing basketball now?
1. Yes,he does. 2. Yes,he is. 3. No, he doesn’t
E) Today, Brian ____________ trousers.
1. doesn’t wear
2. wears
3. isn’t wearing
3. Answer the questions about you.
1. What do you usually do on Sundays? ………………………………………………………….
2. What are you doing now? ………………………………………………………….
3. Are you reading? ………………………………………………………….
4. Do you go to school on holidays? ………………………………………………………….
5. Do you like listening to songs in English? ………………………………………………………….
Answer key:
Grammar:
1.
1-doing dictations
2-doing dictations
3-learning vocabulary
4-learning vocabulary
5-singing songs
6-speaking English
7-hate reading stories
8-dislike doing grammar exercises

8. 2. A- 1 B-3 C-3 D-2 E-3
3. Students’ personal answers.
Transition: Great! We have come to the last part!
Activity 3: Writing activities (15’):
T: You’ve done something similar in one of the last classes. But this time you have to give
information about someone else. So be careful when you write it. You also have to complete some
sentences and try to remember which nouns we use with specific verbs.
You have 15 minutes for this part.
C) Writing:
1. Write Susan Merrin´s profile. Write about her giving the following information. Pay
attention to the profile because there are some
words missing. You can add extra information.
Answer key:
Writing:
Playing–taking-watching-doing-playing-speak-play
Closure (8’):
T: Excellent work everyone! Hope you have understood everything and that next week we have
good news as regards your reports!
SusanMerrin, 16
Country: New Zealand
Languages: English, Maori
Likes:
  reading, ………rugby
   comedy films, …..…dance
lessons, singing
Dislikes:
  …..TV, …..gym
   …….tennis, horror films
I can…..French, …..football,
sing
I can’t …speak Portuguese
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

9. I’ll post the video about Mr Bean on our blog! There you can add questions and your feelings after
doing the exam.
Sample Exam Ss will receive:
ENGLISH Exam 1 - 5° 1° - I.F.D. N° 13
Name: _______________________________ Date: _____________________________________
A) Reading: Read the text and then do the exercises.
(Adapted from Humanities On Stage-Elementary- Fernández, Daniel with Harris, Mower and
Sikorzynska- Longman – 2001)
Vocabulary:
Hybrid: something that consists of or comes from a mixture of two or more other things.
Dream or Reality?
The dream is beautiful. We study a language for just one year and then we can go anywhere
in the world and we can communicate with everybody. We don’t have to know the language of the
place we visit. Spanish speakers who can’t say a word of German with German speakers who can’t
say a word of Spanish, or English speaking people who do not know any Chinese with Chinese
speaking people who do not know any English. Terrific, isn’t it? In the dream, communication is
easy.
Reality is different. Communication is more complex. With the great amount of people
travelling and moving around the world today, English is the tool for international communication.
But, is this fair? Why isn’t Mandarin Chinese, for example, an international language? After all,
Mandarin Chinese is the language that most people in the world speak.
Would an artificial language, like Esperanto, solve the problem? Some people still think this
may be the solution and researchers are working on the development of an electronic artificial
language. An artificial language is man-made, it’s easy to write and easy to read and, more important,
it has no nationality. It does not originate naturally as, for example, English, Chinese or Spanish did.
Lingua franca is a related concept. A lingua franca is a hybrid used for communication
between two or more groups with different native languages. But is it possible to have a lingua franca
for the world?
It seems that there is a need for a world language, but does everybody like this idea?

10. 1. Match concepts 1-3 with definitions a-c.
1) Natural language
2) Artificial language
3) International language
a) An invention of linguists
b) A language that many people around the world understand
c) It develops among speakers over a period of time.
2. The textdescribes an ideal situation (the dream) and reality. Use the words belowto
complete the sentences 1-6.
Can – can´t – could – couldn’t
The dream
1. People _____________ communicate in only one language.
2. People _____________ learn foreign languages.
3. English is an international language today. Many people _____________ use English to
communicate.
Reality
1. You _____________ communicate with everybody in the same language.
2. Not everybody _____________ speak Esperanto.
3. People _____________ learn other foreign languages.
B) Grammar
1. Read the following conversation between Julian and Martha. They are talking
about their opinions as regards English. Read the chart and write sentences about them. Use
the words in the charts:
Like love hate Don’t mind dislike
Julian Do dictations Sing songs Read stories Learn
Vocabulary
Do
grammar
exercises
Martha Do dictations Learn
vocabulary
Speak English Do
grammar
exercises
Julian: I don’t know about you but I really like 1) _________________________.
Martha: Yes,me too! I 2) _________________________ too! What about vocabulary? I love 3)
_________________________!

11. Julian: Yeah,I don’t mind 4) _____________________. I think I love 5) ________________. It’s
just relaxing for me!
Martha: I understand. I don’t mind 6) _________________________ at all! Is there anything you
hate about English?
Julian: Yes! I 7) _________________________. I just get bored quite easily, what about you?
Martha: Not really…but I 8) _________________________!
Julian: Yes!!! Me too!!!
2. Pay attention to the following picture. Then complete the multiple choice activity.
A) Eunice usually ____________ at 7 o’clock.
1. gets 2. get 3. is getting
B) ____________, Eunice is sleeping.
1. always 2.usually 3. now
C) ____________ Dave go to school at 8 o’clock?
1. Is 2. Do 3. Does
D) Is Dave playing basketball now?
Source of the picture: http://tx.english-ch.com/teacher/jocelyn/spvsps.jpg

12. 1. Yes,he does. 2. Yes,he is. 3. No, he doesn’t
E) Today, Brian ____________ trousers.
1. doesn’t wear
2. wears
3. isn’t wearing
3. Answer the questions about you.
1. What do you usually do on Sundays? ………………………………………………………….
2. What are you doing now? ………………………………………………………….
3. Are you reading? ………………………………………………………….
4. Do you go to school on holidays? ………………………………………………………….
5. Do you like listening to songs in English? ………………………………………………………….
C) Writing:
1. Write Susan’s profile. Talk about her giving the following information. Pay attention to the
profile because there are some words missing.
You can add extra information.
Dear Emili
SusanMerrin, 16
Country: New Zealand
Languages: English, Maori
Likes:
  reading, ………rugby
   comedy films, …..…dance
lessons, singing
Dislikes:
  …..TV, …..gym
   …….tennis, horror films
I can……..French, …..football,
sing
I can’t ……speak Portuguese
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________

13. The type of activities for this exam are suitable to assess SS’s learning and progress. Pleasem take
the comments into account when devising future exams.
Also, try to take previous feedbacks into account when devising your next lesson plans.
Beware of language mistakes.
PASS (just about)
Cecilia