This lesson plan is for an English class focused on teaching past simple tense. It involves 23 students in their 3rd year of secondary school studying at an elementary English level. The lesson uses the song "The Man Who Sold the World" by Nirvana to teach about past events and irregular verbs. It includes a warm-up activity having students mime past actions. Students will then learn about the song and complete exercises identifying lyrics and verbs. The lesson closes with a crossword reviewing past tense verbs. The plan incorporates listening, speaking, reading and writing skills through group and pair activities.

1. ALUMNO RESIDENTE: Calizaya, María Eugenia
Período de Práctica: Nivel Secundario.
Institución Educativa: CEM N° 39
Dirección: Avenida Antártida Argentina y Avenida Pocha López.
Sala/Grado/Sección: 3er Año II División
Cantidad de alumnos: 23 alumnos.
Nivel Lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Past Simple Tense.
Clase N°:8
Fecha: 04/10/2017
Hora: 16.55 hs. a 18.20 hs.
Duración de la clase: 80 minutos.
Fecha de primera entrega: 02/10/2017
Teaching points:
• Revision of Past Simple (Regular and Irregular verbs)
• Talking about past events.
Aurelia 10/3/17 8:24 AM
Comment [1]: This
is
the
gramar
point.
It
cannot
be
the
topic.
Aurelia 10/3/17 8:05 AM
Deleted: 01

2. Learning Aims:
• To develop students’ reading skills by reading lyrics in the target language.
• To develop speaking skills by singing a song and exchanging information
with their peers and teacher.
• To develop speaking and listening skills by interacting with peers and the
teacher.
• To develop writing skills by writing in context using the target structure.
Language Focus:
Function
Lexis
Structure
Pronunciation
REVISION
Talking about
past events.
Regular and
Irregular verbs.
I drank a glass
of coke.
drank /dræŋk/
NEW
Identifying doer
of an action.
Irregular verbs
(part II).
Questions
beginning with
Who…?.
Who walked
slowly? The
astronaut did.
Who /huː/
✓ Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
✓ Integration of skills: The skills the students develop are writing and speaking
skills through the activities. Also the students develop listening and speaking
skills through listening of questions about the activities developed.
✓ Materials and resources: For this lesson we need pieces of white chalk and
a blackboard, copies of the activities and card stock. Link for the video:
https://www.youtube.com/watch?v=fregObNcHC8
Aurelia 10/3/17 8:05 AM
Deleted: exchange
Aurelia 10/3/17 8:06 AM
Deleted: and white chalk
Aurelia 10/3/17 8:07 AM
Comment [2]: Download
it
just
in
case
there
is
no
internet
connection.
Will
you
use
your
laptop
or
any
other
device?
Make
sure
sound
quality
is
good
enough.

3. ✓ Pedagogical use of ICT in class or at home: audiovisual material will be
used to support the exposure of the students to the teaching point.
✓ Seating arrangement: The students will be on their own tables, and later
arranged in groups.
✓ Assessment: I’ll check the students’ comprehension by making gestures and
miming. I’ll encourage them to produce chunks of language during the
speaking stage.
✓ Possible problems/difficulties and possible solutions: The activities may take
longer than expected. So, I´ll check the time spent during each activity.
Students will surely use their mother tongue as they are not used to using
English. In that case I will provide them with the equivalent in English.
✓ Potential Problems students may have with the language: I will use different
techniques to help them use the new items, such as repeating the
vocabulary items, giving the first part of sentences and questions so they
can complete them and encourage the students to participate. Regarding
the pronunciation, I will not focus on correcting every item, but to the
production of chunks of language and encouraging them to use the new
structures in context.
✓ Assessment: I will assess them by asking questions individually so as they
can give me examples, and using echoing to check their listening
comprehension. Also I correct the written activities and homework in order
to check the comprehension of the new items and grammatical structures.
Routine: 5 minutes
I greet the students and ask them: “Hello! How are you?” I start the lesson getting
them into the mood for work.
I write on the board: Yesterday I……
I tell they are going to play a miminggame: students take turns choosing an action
from a list I provide on the board and the other students have to guess the action
being reported. I split the class into two teams and the first team to shout the
correct answer wins a point.
The actions are:
Aurelia 10/3/17 8:09 AM
Comment [3]: Why
don´t
you
provide
the
infinitive
verbs,
and
they
have
to
produce
the
whole
sentence
then?

4. • I drove my car.
• I walked slowly to my room.
• I ran fast to school.
• I shook my friend´s hand.
• I jumped in the pool.
• I played the guitar at the birthday party.
Transition: I tell the students: “Good work!”
Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
Materials: Blackboard and chalk
At this stage, I show the students the name of this band:
I ask students if they know about this band and we brainstorm some of the band’s
songs, which get written on the board; I elicit the title of the song “The man who
sold the world”.
I ask them if they know the song, or what it is about, or what the title means. I write
the name of the song on the board and ask them: WHO sold the world? EA: The
man! and I provide the right form of response. I ask the students about the
previous examples they did in the warm up exercise:
• Who drove their car? EA: Laura did!.
• Who walked slowly? Mario did. Etc.
Transition: Then I tell the students we are going to work more with this.
Aurelia 10/3/17 8:09 AM
Comment [4]: Definite
article?
Why?
Aurelia 10/3/17 8:10 AM
Deleted: s
Aurelia 10/3/17 8:12 AM
Comment [5]: How?
In
case
they
don´t
come
up
with
the
title,
you
may
mime
the
phrase.
Aurelia 10/3/17 8:12 AM
Comment [6]: Try
to
avoid
L1.

5. Development:
Activity 1: 15 minutes
Purpose:Foster contextualized practice of the teaching points. Focus on specific
vocabulary related directly to the class topic.
Materials: copies of the activity, one for each student.
1. Answer the sentences providing with right answers and the verbs in
brackets in the correct tense:
Example: Who sang (sing) “The man who sold the world” song? Kurt Cobain did.
✓ Who……………..(say) “Hello”?
✓ Who ………………..(laugh) of happiness?
✓ Who …………..(speak) French?
✓ Who………………..(think) it was cool?
✓ Who…………………(make) a poster?
Transition: Once the students finish the activity we correct the sentences with the
whole class. I tell them: “Excellent job!”
Activity 2: 20 minutes
Purpose: review the vocabulary and to further expose to the new vocabulary.
Aurelia 10/3/17 8:15 AM
Comment [7]: I
cannot
see
the
link
between
this
activity
and
the
previous
one.
Is
the
singer
in
the
comic
strip
Kurt
Cobain?

6. Materials: Video of the song “The man who sold the world” by Nirvana. The link is:
https://www.youtube.com/watch?v=fregObNcHC8. Copies of the activity.
First I tell the students we are going to work with a Nirvana´s song: “The man who
sold the world” and I ask them what they think is about? Is it about economic
problems? about presidents?
Then, I give them a set of sentences and they have to state which verses are in the
lyric.
2. Which verses are present in the song?:
• We passed upon the stair
• I sold the world yesterday.
• You are face to face.
After that I play the video of the song for the first time and we check pronunciation
with the whole class before completing the activity. We can play it twice if the class
needs it.
Transition: Once students finish the task, the activity can be checked orally by the
class as a whole.
Activity 3: 20 minutes
Purpose: Review the vocabulary and to further practice pronunciation.
Materials: Copies from the lyric. Video of the song “The man who sold the world”
by Nirvana.
I tell the students to work in pairs and they have to complete the blanks in the song
with the verbs in brackets.
3. Fill the blank spaces with the verbs in brackets in the Past Simple
tense and then ORDER the lyrics:
Aurelia 10/3/17 8:16 AM
Comment [8]: How?
Should
they
tick
the
lines
they
hear?
Aurelia 10/3/17 8:17 AM
Comment [9]: Of??
Aurelia 10/3/17 8:19 AM
Comment [10]: What
about
unknown
vocabulary?

7. I ………..(laugh) and shook his
hand
And ………(make) my way back
home
I searched for foreign land
For years and years I roamed
I gazed a gazeless stare
With multimillionaires
I must have died alone
A long, long time ago
Oh no, not me
We´ve never lost control
You're face to face
With the man who ……..(sell) the world
Who knows?
Not me
We never lost control
You're face to face
With the man who sold the world
We……………...(pass) upon the stair
We ………..(speak) of was and when
Although I wasn't there
He ………..(say) I was his friend
Which came as a surprise
I spoke into his eyes
I thought you died alone
A long long time ago
After that, they have to order the song correctly. They listen to the song as much
as they need it to order the verses and practise pronunciation of the verses.
Transition: Once they have finished, students are encouraged to sing along all
together.
Closure: 5 minutes
Purpose: Review the vocabulary.
Materials: Copies of the activity.
As a final activity, I ask the students to complete with the verbs in the past from the
song this crossword.
Aurelia 10/3/17 8:20 AM
Comment [11]: If
it
gets
too
long,
they
will
lose
interest
and
give
up.
Aurelia 10/3/17 8:19 AM
Deleted: practice
Aurelia 10/3/17 8:19 AM
Comment [12]: Will
they
be
reading
the
lines?
Aurelia 10/3/17 8:20 AM
Deleted: are
Aurelia 10/3/17 8:21 AM
Deleted: of
Aurelia 10/3/17 8:21 AM
Deleted: in
Aurelia 10/3/17 8:21 AM
Comment [13]: They
usually
love
crosswords!
Nice.

8. Across: Down:
2.say 1. laugh
3. think 5. speak
4. is 8. make
6. pass
7. come

9. IMPORTANT!
The
format
in
which
the
stages
are
presented
will
vary
according
to
the
teaching
approach
or
combination
of
approaches
you
decide
to
base
your
lesson
plan
upon.
➢ To be completed by your tutors:
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

10. Observations
You
brought
music
to
the
classroom.
Good!
Check
some
grammar/spelling
mistakes
before
printing
worksheets.
Have
a
lovely
lesson!
Aure