![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](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-1-320.jpg)
![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.](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-2-320.jpg)
![✓ 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?](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-3-320.jpg)
![• 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.](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-4-320.jpg)
![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?](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-5-320.jpg)
![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?](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-6-320.jpg)
![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.](https://image.slidesharecdn.com/calizaya-tpd-clase8-niveldesecundaria-passed-1-171019213221/85/Secondary-Level-Class-Plan-8-7-320.jpg)
Secondary Level - Class Plan 8
- 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