1. Martínez Wilson – Olivares Belen
Lesson Plan Nº 3
School: Escuela Nº4 Coronel Remigio Gil
Teacher: Romina Cheme
Trainees: Martinez, Wilson Guillermo – Olivares, Leonela Belen
Courses: 6to C / 6to D
Timetable: Monday 15:45-16:25 (6to C)
16:35-17:15 (6to D)
Thursday 15:45-16:25 (6to D)
16:35-17:15 (6to C)
Time: 40 Minutes per Course
Methodology: Project about Intercultural Awareness - Routines in Argentina and Scottland – Task
Language Exponents: Present Simple Tense – Routine Phrases
Language Skills: Reading – Writing – Speaking – Listening
- Retrieve prior knowledge about daily routines.
- Identify orally the different activities done during the day.
- Contextualize vocabulary to describe routines by combining it with simple present
- We want to see how students react before the new teachers and how they respond to the
- Analyse how they behave with the different teaching styles in order to adapt the activities to
The students in this elementary class are between 11 and 12 years old. They are 25 students in each
classroom (15 girls and 9 boys in 6to C – 16 girls and 10 boys in 6to D). The class starts at 15:45 in
the afternoon, until 16:25 in one of the classrooms. Once the class finish, and after a ten minutes
break, the second class starts at 16:35 until 17:15. Usually, students enter to the classroom very
excited and noisy since they come from the break. After that it takes more or less 10 minutes to
calm them down. Nevertheless, they work very hard and effectively when the activities are
presented. One important aspect about this class is that, as they are very young and with a low level
of English, they speak in Spanish all the time.
2. Martínez Wilson – Olivares Belen
Flashcards of daily routines, blackboard, students ‘notebooks, audio system and photocopies
provided by the teachers.
We will start our class asking students for the homework assigned in the previous class, which
consits of writing about their own daily routines. After collecting the homework, we will explain
children about the encounter with Ailie, our teaching assitant, and the purpose of the project about
interculturality. With these productions, we are going to design a little book with every single work
so as to give it to Ailie as a souvenir after the meeting.
After receiving all the works, we are going to guide students to make a presentation of themselves
in a separate piece of paper writing their names, age, course, school and hobbies in order to give the
book a more personal and emotional sense. In case that some students did not do the homework, we
will offer them some minutes to finish it.
Bearing in mind that the time was not enough the previous lesson, and considering that we want to
provide students with more input, we are going to deal with the reading comprehension task
proposed as the extra-activity. In addition to this, we are going to record ourselves reading the text
in order to foster listening comprehension ablities.
The first step will be to play the record twice so as to observe if they are able to understand the
general meaning of the text, or identify the activities carried out by the character.
Secondly, we will give our students the photocopy to start working, but before they start with the
activities, we will read it aloud all together.
Then, we will explain them the activities proposed and once they finish all of them, we will correct
3. Martínez Wilson – Olivares Belen
1) Activity: read the text and answer the questions:
My name is Peter. I´m 11 years old. My day starts at 7 o´clock when I wake up.
Then I get up and go to the bathroom to brush my teeth and take a shower. After
that I go to the kitchen and I eat breakfast. When I finish, I go to school and come
back to home at half past twelve.
In the afternoon, I usually watch TV and play football with my friends. After the
game, I always take a shower and have dinner with my family. Finally I go to bed.
A) What is his name?
B) What time does he get up?
C) Where does he go when he gets up?
D) After breakfast, what does he do?
E) What time does he go home?
F) What does he do in the afternoon?
G) Which is the last activity he does?
2) True or false:
Peter gets up at 9 o´clock
He goes to school in the morning
He goes to work in the afternoon
He plays volleyball with his brother
He takes a shower and eats dinner
Homework: We will propose students to write some questions they would like to ask Ailie during the
meeting. We will give them some examples: What time do you get up? Which is your favourite sport?
What time do you have dinner? Etc...