Naiman lessons for 5 c eso - secondary

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Institución Educativa: Colegio Provincial “Kloketèn”
Dirección:
Sala / Grado / Año - sección: 5to año “C” ESO
Cantidad de alumnos: 20
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: clase
Unidad Temática: Buying presents (books)
Clase Nº: 1
Fecha: 5/11/15
Hora: 7:45 a 8:25 hs
Duración de la clase: 40’
Fecha de primera entrega: 1/11/15


Teaching points:
 Revision of Present Perfect uses and adverbs
 Presentation of the adverb “Just” and its uses
 Aims or goals: During this lesson, learners will be able to…
 Identify the uses of the Present Perfect tense in context
 Develop speaking and listening skills by interacting with peers
and the teacher
 Develop their listening skills by listening to a video
 Develop their creativity skills by performing a role play
 Language focus:
Functions Lexis Structures Pronunciation
Revision Talking
about
situations
that
happened
at some
time in
one’s life.
Talking
about
“She has
cleaned his
shoes”
“They have
gone to
bed”
“She has
just bought
the tickets”
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
YET +
Verb participle
Have /hӕv/
Has /hӕz/
Already
/oːlˈredi/
Yet /jet/

situations
that have a
result in
the present.
“She has
already
packed her
suitcase”
New Talking
about
recent
events.
“She’ just
bought a
London
ride”
“They’ve
just missed
the bus”
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
Have /hӕv/
Has /hӕz/
Just /dʒast/
 Teaching approach: The lesson is based on the Communicative
approach.
 Integration of skills: During the lesson students’ listening and
speaking skills will be developed through the use of videos and digital
presentations, group discussion and student – teacher interaction.
They will also exploit their reading and speaking skills through a
short text.
 Materials and resources: The board, markers, two videos, a slideshare
presentation, students’ coursebook “Champions” 3 2nd edition
Christina de la Mare-Sheila Dignen Oxford, copies.
 Pedagogical use of ICT in class or at home: The use of the videos and
digital presentation helps the teacher present the topic of the lesson
in context, bearing in mind students’ level and context.
 Seating arrangement: Semi circle so that to enhance students’
interaction.
 Possible problems / difficulties and their possible solutions during
the class: Classroom management strategies:
There could be some distraction during the lesson, especially while
students watch the videos as they present famous TV characters that
may call their attention. I will ask students to focus on the content of
the videos, most importantly on the dialogues they will listen to.
Some students could find it difficult to understand the vocabulary
used in the video; in this case I will also encourage students to pay
attention to the whole meaning of the dialogues. Some students could
be reluctant to speak; therefore, I will ask the rest of the group to help
with the answer or I could change the types of questions. I can also

give more time to the student to think about the answer or give
him/her more examples so that to elicit the answer from him/her.
ICT tools are necessary, If they do not work we can move to the school
library.
Another problem may be time management as there would be several
activities for students to complete; therefore, time adjustments will
have to be done.
 Potential problems students may have with the language:
Students could find it difficult to work with the participle form of the
verbs as there are regular and irregular types. In this case I will work
as a resource trying to help students find the words they need
through oral examples, miming or gestures. Another problem could
be that students use L1 instead of L2 during the lesson, I will insist on
using L2 at least when asking for permission or to know the meaning
of a word; I can model que questions for them to repeat and use every
time they need to. Done at the beginning of the lesson
 Assessment: what will be assessed and how
Students will be assessed on their understanding of the different uses
of the present perfect tense. They will be tested assessed on how they
use the tense for specific situations.
Routine (5mins)
Purpose: To introduce myself and to open the lesson.
I will enter the classroom and greet the students; “Hello, I’m Lorena and I’ll
be with you up to the end of this month. Well, I’m 28 years old and I was
born here in Ushuaia.” The teacher will ask some general questions so that
to let students introduce themselves. “And, tell me, Are you all 16 or 17
years old? Is there somebody elder/younger? Are you all from Ushuaia?”
I will ask students to raise their hands to be able to speak.
After the presentation, I will ask students to sit in a semi-circle.
Transition: “Now that we’re ready, tell me, what have you done before
coming to school?”
Warm up (10’minutes)
Purpose: To present the context of the lesson and to review the uses of the
present perfect tense.

I will give students some options to answer my question “Have you had
breakfast? Have you talked to a friend? Have you listened to music? Have
you drunk mate? Have you taken the bus?”
I will write the actions on the board and let some students to say their ideas:
On the board:
HAD BREAKFAST – TALKED TO A FRIEND – LISTENED TO MUSIC – DRUNK
MATE – TAKEN THE BUS
If the students do not want to participate, I will ask some students to answer
the question. If still there are no students who participate, I will ask them to
ask a partner next to them the same question and choose the answer from
the board. I will monitor the last option.
After the question is answered, I will tell students that they are going to
watch a video with dialogues taken from the TV.
The video is: Learn the Present Perfect tense - Movies and TV series (Part 2)
Taken from: https://www.youtube.com/watch?v=Y0EOde6IPw8
(up to minute 3:30)
While students watch the video I will ask some questions regarding the
meaning of the phrases and questions they listen to in the dialogues. I will
ask:
Do we know when the action started and finished? Is it important to
know it?
Do we know if the action/feeling had finishedor disappeared?
After watching the video, students will discuss the meaning of some
questions through comparing the actions seen and the same actions but
placed in a concrete past situation. I will play the video again and stop after
four or five situations.
The idea is to focus on the meaning and the purpose of using one tense
instead of the other, not to delve into the comparison of the two tenses.
Transition: Now, let`s go a little bit further on what you know.
Activity 1 (15’)
Purpose: To review the use of adverbs in context.
I will ask students to look at the following pictures and make a
brainstorming activity with the first words that come to their minds.
I will write the vocabulary students need in a separate column, and after
students finish the brainstorming they will have to match the words and
phrases with their corresponding pictures.

The words will be:
SUITCASE – SUNGLASSES – I’VE JUST SWITCH THE AIR CONDITIONER ON–
THIRSTY – TRIP – I’VE JUST BOOKED A FLIGHT -

I will tell students: “Now we’re going to watch a video, what do you think it
is about?”
SS EA: “About tourism!/ the summer/ holidays!”
The video is: Present perfect simple. Just, already and yet
Taken from: https://www.youtube.com/watch?v=IFaNuvQB6VA
(from 00:13 to 00:51)
I will ask them to pay close attention to the dialogue between two women.
While they watch the video, I will ask them to read the following sentences
and decide if they are True or False. Ss read the sentences beforehand.
Students will work in pairs so that to discuss the answers.
LADY 1:
She’s already put on her sunglasses. T / F
She hasn’t switched on the air conditioner yet. T / F
LADY 2:
She’s already arrived from a trip to London. T / F
She`s already booked her flight. T / F
She’s just bought a London ride. T / F
She hasn`t packed her suitcase yet. T / F

After completing the activity,I will ask students to give the answers to the
questions and find the differences on meaning among the sentences.
Students will discuss the answers and after all the activity is checked orally, I
will ask students to change their papers with another pair of students and
correct the activity.This way students’ autonomy and motivation is
enhanced as they have the chance to check an activity different from what
they did. Finally, all the answers will be written on the board just for
students to check.
After watching the video, I will tell students that this time they will need to
listen to the dialogue one more time. I will tell them “Now you will have to
focus on the moment in which the actions happened, Do you remember
which adverbs can we find?”
Ss EA: “yes! Already, just, yet:”
Students will continue working in pairs. They will have to solve the
following exercise:
Complete the letter using YET – JUST – ALREADY:
2244, Kuanip
Latinoamericano,
Ushuaia,
Tierra del Fuego
CP9410
November 1st
Dear Mum,
How are you doing? Are you having a good time? You haven`t written
since you left with aunt Maria. Here life continues. I’ve ……………....... arrived
home from work and it’s completely freezing. Daddy told me you’ve
……………….. booked your London ride, that’s great! I can’t wait to see your
pictures!. I haven’t finished by paper …………………….; I hope I finish it before
you come back.
Looking to hearing from you soon,
Love,
Marce.
Check the context of the letter
THE ACTIVITIES WILL BE INCLUDED ON A SEPARATE WORKSHEET

Students will work in pairs. Once they finish the activity,they will be asked
to read the answers to the group. Once the answers are discussed, one of the
students will be asked to write them on the board for the rest to check.
Transition: “Great job! Now it’s time for you to create your own dialogues!”
Activity 2 (5’)
Purpose: To exploit learners’ creativity.
I will tell students “ Now please let’s divide in five groups, each group will be
given a picture and you will have to create a dialogue. Each member of the
group will have to prepare at least one line.”
I will explain that the main topic for the dialogues will be : holidays and
gifts.
The pictures are:

I will show an example of the work on the board:
A- Have you ever been to Mar del Plata?
B- No,I haven`t been to Mar del Plata yet.
C- Great! Because I’ve already been there and I brought you a gift!
D- Wow! Great! Thank you!
E- You’re welcome.
Ss could work in pairs.
I will explain that they can organize the dialogue freely.

Transition: Great job! Now let’s see your performance.
Closure (5’)
Purpose: To round up the lesson with a performance.
Some of the groups will be chosen to perform their dialogues.
The group will choose the best performance.
The role play could be prepared for the following lesson.
HOMEWORK: STUDENTS COMPLETE ACTIVITY 2 FROM PAGE 23 OF THEIR
COURSEBOOK.

Taken from: “Champions” 3 – Teacher’s book – second edition – de la Mare,
Dignen. Unit 2, pg 33.

Dirección:
Unidad Temática: Books
Clase Nº: 2
Fecha: 11/11/15
Hora: 10:45 a 12:05 hs


 Presentation of the adverbs “For” and “Since” and its uses
 Use the Present Perfect tense in dialogues about book
preferences.
and the teacher
 Develop their creativity skills by performing a role play and a
story
 Language focus:
Revision Talking
about
situations
that
happened
at some
“HAD
BREAKFAST –
DRUNK MATE
– TALKED TO
A FRIEND –
TAKEN THE
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
Have /hӕv/
Has /hӕz/
Already ˈredi/
Yet /jet/
Have /hӕv/
Has /hӕz/

time in
one’s life.
Talking
about
situations
that have a
result in
the present.
BUS – USED
THE
CELLPHONE -
YET +
Verb participle
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
“She’ just bought
a London ride”
“They’ve just
missed the bus”
Just /dʒast/
New Talking
about
recent
events.
GUN –
SHOCKED –
SMILE –
SPECIAL
FORCES –
TO POUR –
TO KILL“
I/you/we/they
+have + verb
participle
+SINCE/FOR
“I haven`t seen
my aunt since las
weekend”
He/she/it + has+
verb participle +
SINCE/FOR
“She hasn`t
phoned for
weeks.”
Since /sɪns/
For /foː/
approach.
speaking skills will be developed through the use of a story,
flashcards, the use of the book’s website, word - cards and digital
presentations, group discussion and student – teacher interaction.
They will also develop their reading and speaking skills through a
short text.
 Materials and resources: The board, markers, a power point
presentation, flashcards and word - cards, a story from the students’
coursebook “Champions” 3 2nd edition Christina de la Mare-Sheila
Dignen Oxford, copies, the book’s website
www.oup.com/elt/champions.

 Pedagogical use of ICT in class or at home: The use of the power point
presentation helps the teacher present the topic of the lesson in
context, bearing in mind students’ level and context.
interaction.
students watch the videos as they present famous TV characters that
may call their attention. I will ask students to focus on the content of
the videos, most importantly on the dialogues they will listen to.
Some students could find it difficult to understand the vocabulary
used in the video; in this case I will also encourage students to pay
attention to the whole meaning of the dialogues. Some students could
be reluctant to speak; therefore, I will ask the rest of the group to help
with the answer or I could change the types of questions. I can also
give more time to the student to think about the answer or give
A last option could be to enhance students to make exchanges in pairs
before sharing with the group, so that they feel more confident at the
moment of speaking and also share information with a mate.
ICT tools are necessary, if they do not work we can move to the school
library.
One difficulty I may find could be that students use L1 instead of L2
during the lesson. At the beginning of the lesson I will insist on using
L2 at least when asking for permission or to know the meaning of a
word; I can model tue questions for them to repeat and use every time
they need to.
through oral examples, miming or gestures.
of the present perfect tense. They will be assessed on how they use
the tense for specific situations.

Routine (5’)
Purpose:To openthe lesson.
I will greetthe studentsandIwill askthemthe following:“Whathave youdone before coming
here?”I will helpthemwiththe answerswritingexamplesonthe board:
“HAD BREAKFAST – DRUNK MATE – TALKED TO A FRIEND – TAKEN THE BUS – USED THE
CELLPHONE “
Transition: Great! Nowtell me,Have youeverseenorproduceda powerpointpresentation?
Warm Up (15’)
Purpose:To create the contextforthe lessonandto presentthe usesof “FOR” and“SINCE”.
I will askstudentstocome closerto where the computerwill be locatedsothattheycan watch
the presentationeasily.
Then,I will showstudentsapowerpointpresentationthatincludescartoonswithdialoguesin
whichthe usesof the presentperfecttenseisclearindifferentcontextsandwithafocuson
the usesof the adverbs“FOR”and “SINCE”.
While studentswatchthe presentation,Iwill askdifferentstudentsatthe time toread the
dialogues.Aftertwoorthree dialogueshave beenread,Iwill askthe whole grouptofocuson
the meaningof the dialoguesandelicitthe usesof “FOR”and“SINCE” fromthem.
Once all the dialoguesare finished,studentswill findtwocolumnswiththe informationthey
can referto witheachadverb:
Source of thisimage?
Takingintoaccount that information,Iwill askstudentsto complete the followingsentences
that are includedinthe presentation.Studentswilltrytosolve eachsentence asa group,and

one studentwill be incharge of writingthe answersonthe board.This way,studentswill also
checkthe participle formof the verbstheyneedtouse foreachsentence.
Contextualize the activity.
Students will notcopythe answers,theyjustcompletethe sentencesorallyanddiscusstheir
meaningthroughquestionssuchas:
Sentence 1:How longhave theybeenmarried?Are theystill married?
EA: for fifteenyears.Yes!
Sentence 2:Has she visitedherauntyet?EA: no,she hasn’t
Sentence 3:Are theystill havingarguments?EA:yestheyare!
Sentence 4:Do you knowwhenthe lasttime she spoke tohermum was?EA: no!
Sentence 5:Did he phone today?EA:no!
Transition: Well done!It’shightime youproduce yourowndialogues.
Activity 1(15’)
Purpose:To use the PresentPerfecttenseindialogues/communicatively
I will give studentsacopywiththree shortdialogues,eachdialogue willbe contextualizedwith
a picture.

Takenfrom:PortlandInstitute tasks,presentperfecttense.
Where are the othertwodialogues?
I will askstudentstoworkinpairs.They will have todiscussthe meaningof eachpicture and
choose which dialogue belongstoeachpicture.
Once theymatch the dialogueswiththe pictures,Iwillaskstudentstocomplete the sentences
withthe correct adverb.
Whentheyfinishfillingthe blanks,the wholegroupwill give the answersforeachdialogue.
Withthe dialogueschecked,Iwill askstudentstorole playthe dialogues;thatistosay that
one studentswill be “A”andthe other will be “B”.I will askstudentstotry to memorize the
dialogue sothatto avoidusingthe copies.
I will monitorthe whole processof the activityandIwill serve asavocabularyresource when
necessary.
I will askstudentstotell me whattheyhave to doso that to checkthat all the groups
understoodthe instructions.Then,Iwill copythe instructionsonthe boardas clear as I can; for
example:
“With your mate try to:

1. Discuss/describe the meaning of the pictures.
2. Read the dialogues.
3. Match the picture with the correct conversation.
4. Fill in the blanks using “for” or “since”.
5. Check the answers with the group.
6. Role play the conversations.”
Finally,Iwill askthree pairsof students atrandomto show theirrole playto the restof the
group.I will make emphasisonthe use of gesturesandbodymovementsothatto make the
performancesmore vivid.
Transition: Fantasticjobs!I’ve gotone questionforyou,Have youeverreada spystory?
Activity 2 (20’)
Purpose:To read and understandanextractfroma spystory.
I will askstudentstoopentheirbooksandgo to page number24. Once theyfindthe page,I
will askthemto lookat the picturesof the article.Iwill conductthe descriptionof the pictures
as followsandelicitthe answersfromthe students:
“What can you see? EA: a woman with a man.
How do you think they feel? EA: worried.
Where do you think they are? EA: in a café
Who do you think they are? Are they a couple, friends, siblings, boss and secretary? EA: boss
and secretary!
What are they talking about? EA: about business.
Read the tittle, what do you think happened in the story? EA: someone is dead!”

Retrievedfrom:Book“Champions”level 3–Christinade laMare andSheilaDignen –Oxford-
Student’sbook – pg24
Afterdescribingthe image,Iwill askstudentstoskimthe text.Theywill workindividuallyandI
will askthemto readthe story quickly andtell me the maintopicof the article.Iwill ask:
“What is the article about? EA: about a spy.
Who are the main characters? EA: a woman, a man and a waitress.
And, what happened in the story? EA: the waitress spies the man.”
I will say:“Great!Now that we knowwhat the story isabout,lookat the followingpictures!”I
will showstudentsthe followingpictures:

I will askstudentstotell me whattheythinkeachpicture isabout.I will encourage the group
to listentotheirmates andcontribute byraisingtheirhandseverytime theywanttospeak
and make silence whennecessary.
Afterall students’ideasare brainstormed,Iwill askthemtostickthe followingword - cards
nextto the correct picture:
GUN – SHOCKED – SMILE – SPECIAL FORCES – TO POUR – TO KILL
Once all the vocabularyispresentedIwill askstudentstoworkinpairsand read the while –
readingquestionstheycanfindonpage 25 point2.

Studentswill scanthe textlookingforspecificinformation.Iwill askstudentstowrite the
answersona sheetof papersothat whentheyfinishtheychange theiranswerstoanother
groups’ answers.Thiswaytheywill have the chance tosee otherstudents’workandcompare
it to theirownwork.I will give studentssome minutestoreadthe sentencesandfind
similaritiesanddifferencestowhattheydid.I will askstudentstoreadthe questionsand
checkthe answersorally.Iwill write the answersonthe boardfor all the groupsto check.
Nowthat studentsknowhowthe storydevelops,Iwill askstudentstoaddone memberto
theirwork – team.I will explainthattheywillhave toact out the story.To be able to act itout,
each teamwill have tochoose a character and transcribe the dialogue fromthe storyinto
separate sheetsof papers,one foreachcharacter,so that all of themhave theirlines.Iwill
pose a conditionforthe performance:gestures,bodymovement,laudvoice and mimingare a
necessarytoperformthe story.I will suggest theirtryingtolearntheirlinesso toavoidusing
the writtendialogues.
Transition:Now,let’svote forthe bestperformance!
Closure (5’)
Purpose:Toround upthe lessonandgive homework.
While studentsperformthe story,Iwill askthree of themtobe the judgesof the playso that
to choose the bestperformances.There will be agiftforthe winners(awinnerstar).
HOMEWORK: Studentswill have toworkonpgs 23 activities3,4 and the “finished”box
activity.Iwill invite studentstotake alookat the book’swebsite
www.oup.com/elt/champions andgoto the “Grammar” section to solve “Unit2” Exercises1
and 2.

Dirección:

Unidad Temática: Unit Revision
Clase Nº: 3
Fecha: 12/11/15
Hora: 7:45 a 8:25 hs


 Use the Present Perfect tense in dialogues
and the teacher
 Develop their creativity skills by performing a role play and a
story
 Language focus:
Revision Talking
about
situations
that
happened
at some
time in
one’s life.
Talking
about
situations
that have a
result in
the
present.
Using
adverbs
that
indicate
when the
action
happened.
“HAD
BREAKFAST
– DRUNK
MATE –
TALKED TO A
FRIEND –
TAKEN THE
BUS – USED
THE
CELLPHONE
–
autobiography
– biography –
detective
story/crime
story – fantasy
story – horror
story – love
story -
science fiction
story – spy
story“
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
YET +
Verb participle
“I’ve already
done my
homework”
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
“I’ve just bought
the ticket”
I/you/we/they
Have /hӕv/
Has /hӕz/
Already ˈredi/
Yet /jet/
Have /hӕv/
Has /hӕz/
Just /dʒast/
Since /sɪns/
For /foː/

+have + verb
participle
+SINCE/FOR
“I haven`t seen
my aunt since las
weekend”
He/she/it + has+
verb participle +
SINCE/FOR
“She hasn`t
phoned for
weeks.”
New
approach.
speaking skills will be developed through the use of a poster, group
discussion and student – teacher interaction. They will also exploit
their reading and speaking skills through a short text.
 Materials and resources: The board, a poster, flashcards, phrase –
cards, markers, interactive activities on a website
www.oup.com/elt/teachers/champions, and worksheet copies.
 Pedagogical use of ICT in class or at home: The use of the website to
retrieve a worksheet helps the teacher present the topic of the lesson
in context, bearing in mind students’ level and context.
interaction.
word; I can model que questions for them to repeat and use every
time they need to.

of the present perfect tense. They will be assessed on how they use
the tense for specific situations.
Routine (5’)
Purpose:To openthe lessonandgreetthe students.
I will greetthe studentsandIwill askthemthe following:“Whathave youdone before coming
here?”I will helpthemwiththe answerswritingexamplesonthe board:
“HAD BREAKFAST – DRUNK MATE – TALKED TO A FRIEND – TAKEN THE BUS – USED THE
CELLPHONE “
I will askthe questiononlytoone student;then,Iwill encouragehim/hertomake the same
questiontoanotherstudent,andthatstudentwill have todothe same withanothermate.I
will helpstudentsmakingquestionsgivingthemapaperball theywill use sothatto pass itto
the followingspeaker.
The chain will goonat leastwithtenstudents.
Transition: It’sgreat listeningtoyouall!Now let’sreview somecomicswe have already
workedwith.
Warm up (10’)
Purpose:To create the contextforthe lesson.
I will showstudentsaposterwithcomics.Iwill askstudentstoreadeach comicand I will tryto
elicitthe usesof the presentperfectfromstudentsthroughquestions.
The posterwill include the followingcomics:

The questionsIwill use are:
“Regardingthe comicat the topright,do we know whenthe concert began?
Do we knowwhendidthe blonde girl hearthe newsaboutthe concert?
Look at the secondcomic,howdo we know it’sthe firsttime the man/ hasdrivenacar?
Take a lookat the Vikings,dowe know whenthe headache started?
Finally,lookatthe girl inthe comic at the bottomof the poster,dowe know whenshe arrived
in London?”

Whenall the comics are describedanddiscussed,Iwill askstudentstocompleteachart on the
board withthe phrasesandwordsfrom a cloud:
PRESENT PERFECTUSES ADVERBS
Expressesanexperience thathappenedat
one time inlife.
EVER – NEVER
Expressesanactionthat startedinthe past
and continuesnow.
FOR – SINCE
Expressesapast actionthat happeneda
short time agoand has a resultnow.
JUST – YET – ALREADY
Once the chart isready,I will askstudentstomatch eachcomic to the correspondingpresent
perfectcase.
Transition: Great job!Now,let’sthinkaboutbooks.
Activity 1 (8’)
Purpose:To reviewvocabularyaboutbooksandpractice askingandansweringquestionsin
pairs.
I will askstudentsbrainstormas manybooktypesas theyremember.Iwill writeall theirideas
on the board inanothercloud:
EVER - NEVER
Expresses an experience that happened at one time in
life.
Expressesanactionthat startedinthe past and continues
now.
JUST – YET - ALREADY
Expresses a past action that happened a short time ago
and has a result now.
FOR - SINCE
EA: Autobiography – science
fiction– horror story – love story…

Afterthe brainstorm,Iwill invite studentstoworkwiththe firstactivityof apuzzle worksheet
that has beentakenfromthe teacher’swebsite:
http://fdslive.oup.com/www.oup.com/elt/teachers/champions/puzzles/champions_level_3_p
uzzles.pdf
The worksheetwill be uploadedtothe campus.The studentsworkonthe secondworksheet:
Championslevel 3 second editionUnit2.
Whenall studentsfinishworkingwiththe puzzle,Iwill asksome of themtogive the answers
and write themonthe board so that the restof the groupcan checkthe activity.
Finally,Iwill askstudentstoworkinpairsand askand answerquestionsaboutthe booksthey
have everread.I will model the dialogue withone studentasfollows:
“T: Have you ever read a horror story?
S: No, I haven’t.
T: How long has it been since you last read a book ?
S: I haven`t read a book for years!
T: Have you ever read a love story?
S: Yes ! I’ve just started reading “Twilight” ”
I will monitortheirdialoguesandserve asa vocabularyresource whennecessary.
Transition: Well done!Let’scontinue withsome more practice.
Activity 2 (8’)
Purpose:To reviewthe usesof the adverbsjust,alreadyandyetthrougha gap fillingactivity.
I will askstudentstofocuson the secondactivityfromthe worksheet.Theywill have to lookat
the picturesanddescribe themusingjust,alreadyandyet. Checkconnectionwiththe previous
stage.I will askstudentstocontinue workinginpairsandIwill explainthateachof themwill
have to choose one picture.One studentwillmake questionsandthe otherstudentwill lookat
the picture and give the answers.Finally,the questionerwill guesswhichpicture his/hermate
chose.
I will monitorthe activitymakingsure all studentsuse L2.I will alsoserve asa vocabulary
resource andguidance wheneverneeded.
Studentswill have three minutestocomplete the task.Then,Iwill invite studentstowrite
downsentencesdescribingeachpicture usingthe adverbsneededforeachcase:yet,already
or just.
To check the activity,Iwill askfive studentsatatime to give one descriptionforall the
studentstocheck.

Transition: Fantasticwork!Nowlet`sfinishtalkingaboutpresentperfectwiththe last
activity.(instead,focusonmeaningorcontext)
Activity 3 (8’)
Purpose:to reviewthe usesof the adverbsforand since throughtalkingaboutactionsinthe
past.
I will askstudentstofocuson activitythree fromthe worksheet.Theywillcontinueworkingin
pairs.I will explainthattheywill have tocompletethe chartwiththe wordsfromthe word-
snake.The whole groupwill checkthe answersonthe board.
I will give studentsphrase - cardswithinformation.Iwill explaintothemthattheywill have to
create sentenceswiththe informationtheygotusingthe adverbsforandsince andthe
informationfromthe chart.Once theycreate the sentences,theywill choose amate and
exchange the word – cards. Theywill make questionsthattheirmate will have toanswerwith
the sentenceshe/shecreated.
The phrase – cards will be:
I will monitorthe activityandserve asa vocabularyresource when studentsneedme.
Transition: Good job! But now, it’stime tofinishthe lesson!
Closure (1’)
Purpose:To finishthe lesson.
Studentswill have togive inthe worksheetsforcorrection.
The group teacherwill informthe classof anevaluationforthe followinglesson.
Dirección:
I startedworkingin“La Anonima”in
March
Laura lives in Peru
I have had a cat since… Laura and Sofia have known Lucas for…
I’ve studied English since… Last Christmass

Unidad Temática: Reading habits
Clase Nº: 4
Fecha: 19/11/15
Hora: 7:45 a 8:25 hs
 Use the Present Perfect tense in dialogues to talk about their
reading habits
and the teacher
 Language focus:
Function Lexis Structure Pronunciation
Revision Talking
about
situations
that
happened
at some
time in
one’s life.
Talking
about
situations
that have
a result in
the
present.
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
YET +
Verb participle
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
a London ride”
“They’ve just
missed the bus”
I/you/we/they
+have + verb
participle
+SINCE/FOR
Have /hӕv/
Has /hӕz/
Already ˈredi/
Yet /jet/
Have /hӕv/
Has /hӕz/
Just /dʒast/
Since /sɪns/
For /foː/

“I haven`t seen
my aunt since las
weekend”
He/she/it + has+
verb participle +
SINCE/FOR
“She hasn`t
phoned for
weeks.”
New Talking
about
reading
habits.
Detective/crime
story –
autobiography
– love story –
horror story –
biography – spy
story –
Book synopsis
“I’ve never read
a horror story”
“I love reading
love stories”
“I’ve just started
my seventh
(book)”
Short form of
the present
perfect tense:
I’ve /ɑɪv/
He’s /hiːz/
approach.
speaking skills will be developed through the use of a realia (a bag
with books), the use of the book’s website, group discussion and
student – student and student– teacher interaction. They will develop
their reading and speaking skills through reading book synopsis and
commenting on them.
 Materials and resources: The board, markers, flashcards, a dialogue
from the students’ coursebook “Champions” 3 2nd edition Christina de
la Mare-Sheila Dignen Oxford, and the book’s website
www.oup.com/elt/champions.
 Pedagogical use of ICT in class or at home: The use of the student’s
website helps the teacher lead the students to focus on new
vocabulary. It functions as comprehensible input, bearing in mind
students’ level and context. It fosters student’s autonomy using the
Internet as a tool more than as entertainment.
interaction.

students choose the books they want to work on. I will ask students to
discuss what type of book they like before they choose the book from
the bag.
Students will have to work with book’s synopsis. There will be books
written in Spanish and others in English. Those who choose English
written books will be encouraged to read the synopsis focusing on the
full message of the text, and not on every single word. I will work as a
resource and also as a guide when students demand it.
Some students could be reluctant to speak; therefore, I will ask the
rest of the group to help with the answer or I will change the types of
questions. I can also give more time to the student to think about the
answer or give him/her more examples so that to elicit the answer
from him/her.
word; I can model the questions for them to repeat and use every time
they need to.
Another difficulty could be that students do not understand the
listening. Before the listening, I will ask them to predict the topic and
the vocabulary they may come across during the listening. Moreover, I
will encourage them to focus on the full message of the dialogue first
and then to work with specific information. I will guide students
through these activities and serve as a resource when necessary.
Students could also listen to the audio several times. If they still do
not understand the listening, I could read the dialogue as clearly as
possible.
Students will be assessed on their understanding of the topic and on
their ability to identify specific information during the listening and
reading activities.

Routine (5’)
Purpose: To greet the students and open the lesson. To create a positive
atmosphere with the group.
I will greet students and ask them “How are you?”. After that, I will ask them
the date and I will write it on the board.
Transition: Look! I’ve read this book and I really liked it! Have you ever read
a book?
Warm up (10’)
Purpose: To create the context of the lesson and to present the topic of the
lesson.
I will stand in the middle of the circle with my book and with a bag with
more books.
I will show students my book and I will say:” This is the first book written in
English I’ve ever read. My father found it and brought it home, he didn’t
know what the book was about. “I will show the book to the group, and I
will let them see and open the book if they want to. The book is:
I will explain that the book is a romantic suspense novel in which two
journalists discover a crime. I will express that I really like love stories and
fictional stories.
I will ask students: “What sort of literature do you read?” EA: magazines,
news articles, tutorials.
Then, I will ask: “Can you think of different genres of books?” EA: Yes! Love
stories, biographies, horror stories!
After that, I will show students a book for each of the following
classifications:

A love story – a detective story/crime story – an autobiography – a
horror story – a fantasy story – a biography – a spy story
I will write the types of stories on the board and I will ask students to match
the book and its classification.
Transition: Now, let’s listen to a boy talking about his reading habits.
Activity 1 (20’)
Purpose: To develop student’s listening skills.
I will ask students the following: “What books do you know? What type of
book is it? What is it about?” EA: Harry Potter! The Lord of the Rings!
They’re fantasy stories.
Then, I will show students some pictures and I will explain their meaning
and purpose:

I will explain to students that in the dialogue they are going to listen to an
interviewer talking to a boy who speaks about his reading habits. Students
will listen about the author Charlie Higson, who is the author of the Young
Bond series of James Bond novels. Besides, I will also explain that they are
going to hear about the famous football player David Beckham who wrote
his autobiography.
I will ask students:
“What do you think the dialogue is about?
IEA: It is about books.
Do you like “James Bond” stories? Why?
EA: Yes/no! Because…
Have you ever watched the movies?
EA: Yes! /no.
What do you think of David Beckham?
EA: He’s a good football player.
Have you ever read an autobiography?
EA: No/yes! I’ve read…
If you have, did you enjoy it?
EA: Yes/no! Because…”
After the discussion, I will ask students to listen to the audio: audio CD track 16;
student’s book Champions level 3 2nd edition Oxford.

The group will listen to the dialogue and then talk about its content. I will ask them
to listen to the dialogue one more time; this time, I will ask them to answer the
questions in point 3 on page 25 from their student’s book Champions level 3, 2nd
edition Oxford.
If students can`t understand the listening I can fragment the audio or read it again
as clearly as possible for them to be able to find the information.

After answering the questions, students will read their answers and copy them on
the board for all the group to check.
After students check the activity, I will give out a copy with a short activity. I will
ask them to work in pairs, to read the following sentences and to choose between
true or false T/F:
Is itpossible toadda ‘It doesn’tsayoption’?Whycouldthisbe advisable?
Once students finish solving the activity, they will exchange the sheet with another
pair of mates and check their answers. When they finish they have to give back the
activity and explain the corrections they made to their mates. Checking the activity
this way I’m trying to encourage autonomy on learners as they will be in charge of
the last correction.
I will ask some students to give the answers for each sentence and I will write
them on the board.
Transition: Great job! Let’s take a look to the following books…
Activity 2 (10’)
Purpose: Encourage students to describe the content of a book.
COLEGIO PROVINCIAL KLOKETÈN
TEACHER: Lorena
 Read the following statements and choose between T (true)
or F (false):
1. Lee never reads. T / F
2. If his friends have just read a really interesting book, they
would never tell him about it. T / F
3. He’s just started reading his seventh book. T / F
4. He reads everything, except horror stories! T / F
5. His favourite author is Charlie Higson. T / F
6. The last book he bought is Silverstone. T / F
7. He’s reading David Beckham’s autobiography. T / F

I will ask students to keep on working in pairs. This time I will explain that they
will have to choose two books from a bag. Once they have the book they will need
to read the synopsis of the book so that to gather the following information:
Each student will read the synopsis of the book they chose and prepare the
answers to the questions they find in the sheet. Once they are ready, students will
exchange their books with their mate and talk about the book they chose to their
mate following the questions from the chart.
Once students finish describing their books, they will have to write down their
answers so as to create a text that describes the book they read.
Transition: Well done! Let’s share your book descriptions.
Closure (5’)
Purpose: To round up the lesson and give homework.
I will ask some students to read their descriptions to the rest of the group.
After that, I will ask them the following question:
“What are reading habits?” “What are the advantages of reading?”
Students will give their opinions about the topic.
HOMEWORK: Students will have to take a look at the book’s website
www.oup.com/elt/champions
They will have to work on the link “text builder” Unit 2: 'His name's Bond, James
Bond'.
 Read the book synopsis and discuss:
 Book name:
 Type of book:
 Have you ever read this book?
 What is the book about?
“It’s about…….. The main characters are……… . They…… and…. .”
 Do you recommend it? Why?
“Because it’s interesting/boring/exciting….”

Dirección:
Unidad Temática: Reading habits
Clase Nº: 9
Fecha: 26/11/15
Hora: 10:45 a 12:05 hs
Teaching points:
 Use the Present Perfect tense in dialogues to talk about reading
habits
 Develop their speaking and listening skills by interacting with peers
and the teacher
 Develop their listening skills by watching a video
 Develop their writing skills by working collecting information from
book synopsis and from other students ideas
 Language focus:
Revision Talking
about
situations
that
happened at
some time
in one’s life.
Talking
about
situations
that have a
result in the
present.
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
YET +
Verb participle
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
Have /hӕv/
Has /hӕz/
Already ˈredi/
Yet /jet/
Have /hӕv/
Has /hӕz/
Just /dʒast/
Since /sɪns/
For /foː/

a London ride”
“They’ve just
missed the bus”
I/you/we/they
+have + verb
participle
+SINCE/FOR
“I haven`t seen
my aunt since las
weekend”
He/she/it + has+
verb participle +
SINCE/FOR
“She hasn`t
phoned for
weeks.”
New Talking
about
reading
habits.
Detective/crime
story –
autobiography
– love story –
horror story –
biography – spy
story –
Book synopsis –
Human race –
passion – life –
world –
Whitman – cute
- literature
a horror story”
“I love reading
love stories”
“I’ve just started
my seventh
(book)”
Short form of
the present
perfect tense:
I’ve /ɑɪv/
He’s /hiːz/
 Teaching approach: The lesson is based on the Communicative approach.
 Integration of skills: During the lesson students’ listening and speaking
skills will be developed through the use of realia (a bag with books), group
discussion and student – student and student– teacher interaction, and the
use of a video. They will develop their reading, speaking and writing skills
through reading book synopsis, and through group and pair work.
 Materials and resources: The board, markers, copies of a speaking activity
from the students’ coursebook “Champions” 3, 2nd edition Christina de la
Mare-Sheila Dignen Oxford, a bag with books, a video.
 Pedagogical use of ICT in class or at home: The use of a video during the
lesson will help with students’ understanding regarding the importance of
reading. It helps students contextualize the idea which also represents
students’ reality, as the video shows a teacher talking to their students. I can
also encourage students to watch the whole movie at home to have a bigger

idea of the topic. By including a video in the lesson my purpose is to cater
for visual and auditory learners.
 Seating arrangement: Semi circle so that to enhance students’ interaction.
 Possible problems / difficulties and their possible solutions during the
class: Classroom management strategies:
students choose the books they want to work on. I will ask students to
discuss what type of book they like before they choose the book from the
bag so that they have an idea about what type of book they want.
Students will have to work with book’s synopsis. There will be books
written in Spanish and others in English. Those who choose English written
books will be encouraged to read the synopsis focusing on the full message
of the text, and not on every single word. I will work as a resource and also
as a guide when students demand it.
Furthermore, students will be invited to read book reviews, and I will insist
on students understanding the main message from the texts. However,
when students have to work with specific information, I will guide them
through questions.
Some students could be reluctant to speak; therefore, I will ask the rest of
the group to help with the answer or I will change the types of questions. I
can also give more time to the student to think about the answer or give
As regards the use of the video, I do not think the group will have problems
to pay attention to it.
One difficulty I may find could be that students use L1 instead of L2 during
the lesson. At the beginning of the lesson I will insist on using L2 at least
when asking for permission or to know the meaning of a word; I can model
the questions for them to repeat and use every time they need to.
Students could find it difficult to work with the participle form of the verbs
as there are regular and irregular types. In this case I will work as a
resource trying to help students find the words they need through oral
examples, miming or gestures.
I will encourage students to work with the full meaning of the texts so that
they do not focus on the meaning of specific words to understand the texts.
I will guide students through these activities and serve as a resource when
necessary.
The video students will watch includes vocabulary that is a little bit far from
the group’s level and I believe the group will be able to understand its
content. However, I will enhance students to focus on the general message
of the video and not on specific vocabulary.

Students will be assessed on their understanding of the topic and on their
ability to identify specific information during the reading, writing and
speaking activities.
Routine (5’)
I will greet students and ask them “How are you?”. After that, I will ask them
the date and I will invite one student to write it on the board so that the rest
of the group writes it in their binders.
Transition: Let’s create some stories!
Warm up (15’)
Purpose: To create the context of the lesson and to present the topic of the
lesson.
I will invite students to play a game called “Crazy story”. I will give the types
of stories on different sheets.
This way I will give students the first sentence which will help them have an idea
about what to focus at the moment of adding their lines.
This is a love story about…
This is a horror story about…
This is a fiction story about…
This is a spy story about…
This is a detective / crime story about…
This is a biography about…

Retrieved from: Practical ideas pdf.
I will encourage students to use at least one word or a short phrase to add to the
story.
Once the six sheets are completed, that is to say that all students have written at
least six different short lines, I will ask those who have the final sheets to read the
results of the stories to the rest of the group. I could read the story aloud, too.
Transition: Great stories! Now let’s work with more stories!
Activity 1 (20’)
Purpose: Encourage students to describe the content of a book.
I will ask students to work in pairs. This time I will explain that they will have to
choose two books from a bag.
Once they have the books they will need to read the synopsis of the book so that to
gather the following information:

I will explain to students that generally we can find the synopsis of a book at the
back cover of the book, but sometimes they are in the same cover but inside the
book. I will show them some examples with books while I explain.
Each student will read the synopsis of the book they chose and prepare the
answers to the questions they find in the sheet. Once they are ready, students will
exchange their books with their mate and talk about the book they chose to their
mate following the questions from the chart.
Once students finish describing their books, they will have to write down their
answers so as to create a text that describes the book they read.
A model of the activity would be:
“The name of the book is ………………………….. This is a ……………………….. story.
…………………….. has/hasn’t read the book.
The story is about…………………………………….... The main characters
are……………………..… . They discovered/loved/killed/etc…………………………….… and
then …………………………………. .
…………………………….. recommends/doesn’t recommend it because it’s
interesting/boring/exciting/etc ………………………………….. ”
I will write this model on the board so that all students can see it and follow it.
Nevertheless, I will monitor student’s work and I will guide them during the
production of the text.
Finally, students will give in their writings.
 Read the book synopsis and discuss:
 Book name:
 Type of book:
 Have you ever read this book?
 What is the book about?
“It’s about…….. The main characters are……… . They…… and…. .”
 Do you recommend it? Why?
“Because it’s interesting/boring/exciting….”

Transition: Well done! Let’s share our ideas about reading.
Activity 2 (20’)
Purpose: to discuss the importance of reading books.
I will ask students the following question:
“What are reading habits?” “What are the advantages of reading?
Why do we read?”
Students will give their opinions about the topic. I will ask them to respect their
mates’ words and to wait for their time of speaking in silence.
Following that, I will show students some pictures that will help to introduce them
to the topic of a video they will watch.
I will write the following words on the board:
Then, I will ask students which of the following pictures matches that vocabulary.
The pictures will be:
HUMAN RACE – PASSION – LIFE
– WORLD – LITERATURE – CUTE
- WHITMAN

Will you explain who Whitman was?
I will explain to studnts that they will watch a video about a segment of very well-
known movie, “Dead Poets Society”, in which they will see a teacher explaining his
students the meaning and importance of literature.
While students watch the video, I will ask them to reflect on the following lines:
“No matter what anybody tells you, words and ideas can change the world”
“What is the meaning of this phrase?”
I will write the phrase and the question on the board.
Students will watch the following video:
https://www.youtube.com/watch?v=omveFR-2hmg , called “Dead Poets Society”.
0:04” No matter what anybody tells you words and ideas
0:08 can change the world see that look mister pits are eye
0:11 nineteenth-century literature has nothing to do with going to business
0:15 school medical school
0:16 I maybe happened to make clear them thinking gas
0:21 we should simply study are mister pritchard and learn I rhyme and meter
0:24 and go quietly about the business

0:26 achieving other ambitions secret for you have left
0:31I love
0:42we don't read and write poetry because it's cute
0:44levy write poetry because we are members of the human race
0:49and the human race is filled with passion medicine law business
0:56engineering
0:57is a noble pursuits necessary to sustain life poetry
1:02puny romance love
1:05he said what we stay alive for to cope commitment on me
1:12all life of the questions these recurring
1:16a fee and the strains of the faithless
1:19of cities filled with the foolish but couldn't make peace homie
1:23of life answer you
1:27here life exists
1:30and i cant powerful play goes on
1:35you continue to fix powerful play
1:41goes on you may contribute verse
1:45what will your verse be?”
After students watch the video, they will discuss with their partners the answer to
the quote. Once they have agreed on the answer, I will ask them to confront their
ideas comparing one pairs’ answer to other ones so that we can consider different
points of view.
Once the discussion gets to an end, I will ask students to work on activity 4 from
page 25 of their course book “Champions” 3, 2nd edition Christina de la Mare-Sheila
Dignen Oxford. For all those who did not bring the book, I will have copies for
them.
Connect the activities. Students will continue working in pairs. They will ask the
questions to their partners and write their answers.
Once the activity is finished, I will ask the whole group to raise their hands if they
have a mate who frequently reads.

Transition: Great job! Now, let’s think about a family member.
Closure (15’)
Purpose: to close the lesson and reflect on the work done during the lesson.
I will ask students: “What would you say to a child who never reads?”
Students will work in groups of four. They will have 10 minutes to think of as many
ideas as they can and write them down as a list. Then they will have to create a
paragraph with those ideas. I will monitor their work and serve as a guide or
resource whenever they need it.
Check students’ motivation to do the activity and feedback.
To conclude, I will ask each group to read their paragraphs.
Dirección:
Unidad Temática: Reading a short story.
Clase Nº: 10
Fecha: 26/11/15
Hora: 7:45 a 8:25 hs

 Use the Present Perfect tense in dialogues to talk about the
short story
and the teacher
 Language focus:
Revision Talking
about
situations
that
happened
at some
time in
one’s life.
Talking
about
situations
that have a
result in
the present.
I/we/they/you
+have+ALREADY
/YET+
Verb participle
She/he/it +
Has+ ALREADY/
YET +
Verb participle
I/we/they/you
+have+JUST+
Verb participle
She/he/it +
Has+Just+
Verb participle
a London ride”
“They’ve just
missed the bus”
I/you/we/they
+have + verb
participle
+SINCE/FOR
“I haven`t seen
my aunt since las
weekend”
He/she/it + has+
verb participle +
SINCE/FOR
“She hasn`t
phoned for
weeks.”
Have /hӕv/
Has /hӕz/
Already ˈredi/
Yet /jet/
Have /hӕv/
Has /hӕz/
Just /dʒast/
Since /sɪns/
For /foː/
New Talking
about a
short story.
HOLE –
BAD
TEMPER –
TO LOSE
YOUR
TEMPER –
HAMMER –
short stories.”
Short form of
the present
perfect tense:
I’ve /ɑɪv/
He’s /hiːz/

FENCE – A
BAG WITH
NAILS – TO
DWINDLE
DOWN
approach.
speaking skills will be developed through the use of flashcards and
word – cards, group discussion and student – student and student–
teacher interaction. They will develop their reading and speaking
skills through reading a short story and commenting on it.
 Materials and resources: The board, markers, flashcards, a short story
http://www.english-for-students.com/Bad-Temper.html called “A Short
Story: Bad Temper” ( unknown author)
interaction.
Students will have to work with a short story. It could happen that
students do not want to read the story on their own, so I will ask them
if there is a student who wants to read the story aloud. I nobody
wants to read, I will read the story but I will ask them to follow the
reading as they will have to answer some questions.
Some students could be reluctant to speak; therefore, I will ask the
rest of the group to help with the answer or I will change the types of
questions. I can also give more time to the student to think about the
answer or give him/her more examples so that to elicit the answer
from him/her.

word; I can model the questions for them to repeat and use every time
they need to.
Another difficulty could be that students do not understand the short
story. Before reading, I will ask them to predict the topic and the
vocabulary they may come across in the story. Moreover, I will
encourage them to focus on the full message of the story first and then
to work with specific information. I will guide students through these
activities and serve as a resource when necessary. Students could
need to read the story several times. If they still do not understand the
story, I could read it pausing after each paragraph and making
questions that may help them understand the content of the story.
Students will be assessed on their understanding of the topic and on
their ability to identify specific information during the reading
activities.
Routine (5’)
I will greet students and ask “How are you today?” and I will ask them
about the date. I will invite one student to write the date on the board
for the rest of the group to copy in their English binders.
Transition: Have you ever read a short story? EA: yes! / No.
Warm Up (10’)
Purpose: To present the vocabulary necessary to understand a short
story.
I will explain to students that a short story focuses on a situation that
happens in the same setting, with the same characters and it generally
includes a moral or a practical lesson. I will use L if students get lost in
the explanation.
I will tell students that they are going to read a short story, and that to
be able to understand it they will have to learn more vocabulary.
I will show students pictures that represent the vocabulary:

I will ask students “What do you think each picture stands for” EA: a
house, anger”.
Then, I will invite students to match the pictures with the word -
cards. The word – cards will be:
HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER – FENCE
– A BAG WITH NAILS – TO DWINDLE DOWN
Transition: Have you ever lost your temper? Why? EA: yes!
Because…./ No.
Activity 1 (20’)
Purpose: To read and understand a short story.
I will ask students: “What do you think the story is about? EA: bad
temper!”
I will ask students to read the tittle of the story and to look at the
drawings. I will ask them:
“What do you think it happens to the boy?” EA: he fixes the fence.
I will give out the following copy of the story:

KOLEGIO PROVINCIAL KLOKETÉN
Teacher: Lorena
A Short Story: Bad Temper
There once was a little boy who had a bad temper. His father gave him a bag of
nails and told him that every time he lost his temper, he must hammer a nail into the
back of the fence.
The first day, the boy had driven 37 nails into the fence. Over the next few weeks,
as he learned to control his anger, the number of nails hammered daily gradually
dwindled down. He discovered it was easier to hold his temper than to drive those
nails into the fence.
Finally the day came when the boy didn't lose his temper at all. He told his father
about it and the father suggested that the boy now pull out one nail for each day
that he was able to hold his temper. The days passed and the boy was finally able to
tell his father that all the nails were gone.
The father took his son by the hand and led him to the fence. He said, "You have
done well, my son, but look at the holes in the fence. The fence will never be the
same. When you say things in anger, they leave a scar just like this one. You can put
a knife in a man and draw it out. It won't matter how many times you say I'm sorry.
The wound is still there."
A verbal wound is as bad as a physical one.

Retrieved from: http://www.english-for-students.com/Bad-Temper.html
called “A Short Story: Bad Temper” ( unknown author)
After predicting the content of the story I will write the tittle of the story on
the board. Then, I will write some questions for students to answer while
they read the story:
1- What is the story about?
2- Who are the characters?
3- Where does the situation happen? (setting)
I will ask students to read the story. I will invite them to read it aloud, but if
they do not want to, I will help them reading aloud.
While students read the story I will ask them to work in pairs so that to
answer the questions.
Once the group reads the story, I will invite them to answer the questions
and discuss about their ideas.
After reading, I will ask students to continue working in pairs and to order
the events of the story:
a- The boy has left holes in the fence.
b- The boy has lost his temper.
c- The days passed and the boy was finally able to tell his father
that all the nails were gone.
d- The boy had driven 37 nails into the fence.
e- His father gave him a bag of nails and told him that every time
he lost his temper, he must hammer a nail into the back of the
fence.
f- The father told the boy that when he says things in anger, they
leave a scar just like the holes.
If students do not understand the sentences, I will remind them that they
could take a look at the vocabulary that will still be on the board, and I
will also work as a monitor and as a resource whenever they need it.
When students finish ordering the events, they will compare their results
to another groups’ results. After that, I will ask the group to say the
answers while I write them on the board.
Transition: Great work! Now, let’s think about the message of the story.

Closure (5)
Purpose: To reflect on the meaning of the story.
I will ask them:
“What is the message of the story?”
“Did you feel identified with any of the characters?”
“Have you ever hurt somebody with words?”
“What can we do so as not to lose our temper?”
I will invite students to a group discussion. I will work as a resource when
students need it.

Naiman lessons for 5 c eso - secondary

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