Lesson plan 5 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:
Clase Nº: 5
Fecha: 26/05/15
Hora: 09:50 a 10:30
Duración de la clase: 40 minutos
Fecha de primera entrega: 22/05/2015
Teachingpoints:
 Revision of past simple (verb to be, did you…?)
 Revision of expressions to refer to accidents.
 Use of reactions in different situations.
 Use of zero conditional sentences.
Learning Aims
During this lesson, learners will be able to:
 Develop their speaking skills by describing what happened in different situations related
to....
 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 do in dangerous situations.
Language Focus
Function Lexis Structure Pronunciation
Rev Describing what
people do in
She stayed
calm / she started to
Past simple: Regular -Past simple
endings: Ed as /t/

2. dangerous
situations.
panic / she shouted
for help / she started
to cry / she was very
brave / she reacted
quickly.
and irregular forms. and /id/
New Asking questions
about people’s
reactions.
“If” as a condition. Present simple
questions:
You break your
arm..what do you
do?
- /k ɔ: t/
- /t r ɪ p t /
Teaching approach: Communicative approach.
Integration of skills: 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 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.
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. As some ss have
participated in the previous instances, now it will be time for other sts to write their contributions in
the blog.
Materials: board, pieces of chalk and printed pictures related to the topic.
Seating arrangement: Ss will be sitting in a semicircle in front of the board so as to promote
interaction between T and ss and at the same time, they can look at one another’s faces.
Cooperative work: learners will work to make sentences on their own and develop speaking
activities. The lesson will finish with a game to end it in a relaxed way.
Possible problems/difficulties and possible solutions:
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 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 only when it is vocabulary that is not familiar to
them. I’ll foster the use of dictionaries too.
Potential problems students may have with the language: I think most ss would know the
meaning of the different expressions and vocabulary discussed in this class since this is a revision
lesson. However, 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

3. to participate. Moreover, I’ll mime and use flashcards for them to understand the meaning of verbs
and adjectives.
Pronunciation will be checked when Ss create sentences on their own and read them aloud.
Moreover, they will also be assessed during the whole lesson since this is a lesson developed to
practice present continuous and simple tenses.
Assessment: pronunciation and understanding of statements will be done during their production of
sentences. Their written work will also be checked by the T. 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.
Routine (2’): Hello everybody! How are you? I’m not fine. As you may see…
Transition: The T will get into the classroom with a handkerchief around her neck and arm and
would say: “…I had an accident”.
Presentation (8’)
The T will ask: What do you think happened to me?
Ss: You broke your arm-you fell over – you tripped over something.
If Ss don’t answer the question, the T will state retelling a story about what had happened to
her.
“I was walking down the street when suddenly I tripped and fell. I went to the doctor and he
told me that I broke my arm” (The T mimes while retelling the story)
“So today we’ll continue working with accidents, remember them?”
The T will start telling a different story from a newspaper. She’ll grab the newspaper and
start saying: “I was very shocked this morning when I read this piece of news. Let’s see if you could
tell me which picture it refers to...” The flashcards will be displayed on the board.
“So here it says that a man was very brave yesterday evening. His house caught fire, which
is that expression? (The t points to the board and one of the students is asked to come to the front
and point to the picture). He was very lucky because some firemen rescued and saved his life. (The
T asks one students to point to this picture). Luckily, the man was alone...but his wife also had an
accident that day. Her car crashed into a tree and she burnt her hand. Can you believe that?
(Another student points to this picture). And this isn’t everything, this married couple have a
daughter studying in Cordoba and the same day she got trapped in a lift!” (Again, another student is
asked to come to the front).
The T will have the reactions written on the board so as a way of revising them, she’ll start
retelling the different situations on the board for ss to give their opinion and say how they would
react to the different situations.
“So what do you think, how did the man react when his house caught fire?” Options to
choose may be:

4. He stayed calm / he started to panic / he shouted for help / he started to cry / he was very
brave / he reacted quickly.
Ss will say what they think the man may have done and the T will mime expressions when
necessary.
She will repeat the question about the man’s wife and daughter:
She stayed calm / she started to panic / she shouted for help / she started to cry / she was
very brave / she reacted quickly.

5. Transition: So what do you do in these situations?
Activity 1 (12’):
Two students will be asked to come to the front. There will be two sets of cards. One of
them has accidents descriptions and the other, reactions.
T: X and Y, please come to the front. X please take one of the cards of this set and Y take
one of the others. Read it and don’t show it to the rest. You two can help each other. You have to
mime these expressions and the rest have to guess both the accident and the reaction.
This will be repeated at least 3 times.
Every time the students mime an accident and its reaction. The T will ask: Is that a good reaction
for the accident? What other reactions can you have?
In this way ss will revise vocabulary and the correct pronunciation.
Transition: Great! Now that we have revisited vocabulary, I’d like you to ask and answer some
questions.
Activity 2 (13’):
As Ss will be sitting in a semi-circle, this will be a good opportunity for them to ask each other
questions so as to complete the answers of the questions with 8 students.
The T: Now I want you to ask some questions to your partners. Each question is for a different
partner. Choose 8 partners and ask each of them one of the following questions. You have to write
their answers in the other box and write the name of the person you’re asking too.
What do you do in these situations? For example: X, your house catches fire, what do you do?
Possible answer: I stay calm.
T: So X stays calm if her house catches fire. Notice the use of “if”, what do you think it means? For
example...I go to the doctor if I feel really bad! What do you think?
Ss may say it is a condition. However, as this is the first time ss notice this structure. The T will just
ask ss if they understand the structure.
- Your house catches fire. -
- Your car crashes into a tree. -
- You burn your hand. -
- You fall off the bike. -
- You get trapped in a lift. -
- You break and fell. -
- You get lost. -
- You trip and fell. -

6. The T will walk around the classroom listening to ss and how they pronounce the different
reactions.
Closure (8’):
T: Now I’d like you to tell me what your partners do in these situations. X, please tell me one of
your partners’ answers.
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadinginclude all 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
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 guidelinesandinstructionsforthis work
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 Doesthissectionexplainpossible difficultiesaccordingtoprevious 

7. classroom
management
problemsand their
possible solutions
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
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

8. The lessonplanyouhave devisedisverygood fromthe pointof view of the activitiesyouhave created,butit
containserrorsregardinglanguage awarenessasyouhave decidedtobase the lessononatopicthat does
not reflectthe use of conditional type zero.
Rememberthatthisstructure isusedwhenyoureferto‘certainty’.Inthe case of reactionstoaccidents,the
waydifferentpeople reactwouldbe reallyuncertain.Inthatcase youshoulduse conditional type2to refer
to hypothetical situations.
Checkthislinkforthe use of conditional zero:
https://www.englishclub.com/grammar/verbs-conditional_5.htm
Everytime youteach a newgrammar point,make sure youcheckthe usesand meaningsof thattense or
grammatical structure.
If you have any queries,feel free tocontactme.
Take this experience asanenrichingchallenge. 
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score:23 /32= 7