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Alumno residente: Johanna Morel
Período de práctica: 3
Institución: Escuela de educación secundaria Nº2
Dirección: Avenida Avellaneda 185
Grado: 2do “A”
Cantidad de alumnos: 25
Nivel Lingüístico: Elemental/Básico
Tipo de planificación: Clase
Unidad temática: Sports
Clase Nº: 1
Fecha: September 12th
Hora: 10.30h a 11. 30h
Turno: Mañana
Duración de la clase: 60’
Teaching points: -Sports
-Present Continuous
Lesson Aims:
By the end of the lesson, Ss will:
-Be able to recognize sport vocabulary.
-Be able to identify and describe actions related to sports.
-Develop their listening and speaking skills through oral communicative
interaction.
-Develop their writing skills by writing about their favourite athlete.

LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
Pronouns
he/she
Talk about
habits/routines/
facts
Wh- questions:
where/what/when
He/she is from…
He/she is …
years old
He/she lives…
He/she always
has…
Pronunciation of
the third person
singular.
NEW archery,
athletics,
basketball,
cycling,
football,
artistic
gymnastics,
hockey,
judo,
swimming,
rugby,
tennis,
volleyball
Describe and
talk about
actions related
to sports
What is he/she
doing?
He/she is
running, jumping,
swimming,
playing football,
playing tennis….
The correct
pronunciation of
the sport words
and the –ing form
of the verbs
through repetition
and practisce in
context.
Teaching approach: The lesson is delivered under the Communicative
Approach.

Integration of skills: Speaking and listening through oral practice.
Writing and reading skills by getting information from a text and writing
about their favourite athlete.
Materials and resources: pictures with the different sports (archery,
athletics, basketball, cycling, football, artistic gymnastics, hockey, judo,
swimming, rugby, tennis, volleyball), notebook, power point presentation,
chalk, board, game board, sport cards (archery, athletics, basketball,
cycling, football, artistic gymnastics, hockey, judo, swimming, rugby,
tennis, volleyball), token, tales, dice, “gold medal”, worksheets with
exercises for each student.
Pedagogical use of ICT in class:
https://www.dropbox.com/s/zcydvech9w8aqi1/OLYMPIC%20GAMES%20
%20joha%20orig1.ppsx?dl=0
(To watch the power point PRESENTATION you have to open the link
and then go to the option “ABRIR” and then “abrir en power point
escritorio”)
A power point about different athletes and I will also give the students
this link https://www.rio2016.com/es where they will find information about
different athletes to write their paragraph.
Seating arrangement: Depending on the type of activity, students will be
sitting in pairs or in groups.
Cooperative work: Students will work in groups, and individually while
interacting with the teacher.
Possible problems and possible solutions regarding behaviour:
Maybe students get so excited at the time of playing the game and find it
difficult to understand the instructions of the game in English, so I will
mime and exemplify as much as possible. I´ll also ask each group to
choose a “captain” that would be in charge of throwing the dice and
moving the tale. I will be there to guide them, especially during the first
time they have to mime the actions.
Potential problems students may have with the language: The
pronunciation of some of the sports words and verbs might be difficult for
them. We will practice them through repetition in context.
Assessment: What will be assessed and how: I´ll check students
comprehension by asking questions and also I´ll check students
participation encouraging them to provide the correct answers with
examples or miminge.
Comentario [A1]: Board game
Comentario [A2]: I couldn´t open this
file.

Warmp Up (2 minutes)
First I will greet the students, then I will say… “I really love sports! Do you
like sports?”
Ss: Yes!
T: me too!
Development
Activity 1 (5 minutes)
These are some of the sports that were in the Rio Olympic Games
(T shows them a poster with sport pictures)
My favourite sport is Artistic Gymnastics…
What about you?
Which of these is your favourite sport?
Ss: Football! Hockey! Swimming!
Transition:
“Great! Here I’ll show some of my favorite athletes at the Rio Olympic
Games”
Comentario [A3]: Check spelling of
running and gymnastics.

Here I´ll show students the power point
(T shows the first picture of the athlete)
T: Do you know this athlete?
Ss: yes! Usain Bolt
T: good!
T: Do you know where is he from?
Ss: Jamaica!
Great!
What sport does he practisce? (T tells students they can look at the
poster if they do not remember the name of the sport)
Ss: Running!
(After activating students´ schemata about the athlete T moves on to the
next picture in which Usain Bolt is running at the Olympic Games)
T: “I love this picture of him… here he’s running. Can you repeat?
Ss: he´s running
We will continue like that with all the athletes.
Transition:
Great! Well done! Now I’d like you to do the following activity…
Activity 3: (10 minutes)
T gives each students a worksheet.
“Here you have to match the athlete with the sport he/she practisces and
also what he/she is doing... You have five minutes to complete this
activity”
I’ll help them with the first one
Comentario [A4]: Language. Word
order.
Do you know where he is from?

T: Look at the first picture… what is the name of this sport?
Ss: cycling
T: good! and what is he doing?
Ss: Riding his bike!
T: good!
This is the way you have to continue…

RUNNING HE´S PLAYING VOLLEYBALL.
BASKETBALL SHE´S PLAYING TENNIS.
CYCLING HE´S PLAYING RUGBY.
FOOTBALL HE’S RUNNING
ARCHERY HE´S PLAYING BASKETBALL.
HOCKEY HE´S CYCLING.
JUDO SHE´S SHOOTING THE ARROW.
SWIMMING HE´S SWIMMING.
TENNIS SHE´S JUMPING.
RUGBY HE´S PLAYING HOCKEY.
VOLLEYBALL SHE´S FIGHTING.
ARTISTIC GYMNASTICS HE´S PLAYING FOOTBALL.
Con formato: Derecha: 2 cm
Comentario [A5]: Do use punctuation
marks.

Ready? Now let´s correct it! The second athlete… What sport does he
practisce?
Ss: Running!
T: and what is he doing?
Ss: He´s running!
T: Great! The next one!....
(we will continue correcting all the sentences together)
Transition:
Well done! These are amazing athletes and win lots of medals in every
Olympic Game. Would you like to win a medal?
Ss:Yes!
Let´s play a game. Constanza told me you love playing games!
Activity 4: (20 minutes)
Comentario [A6]: check

Materials: game board, sports cards, token, tiles.
Objective of the game: the goal of this game is to be the first to reach “the
gold medal”.
Instructions:
-Place the cards face down (the sports cards include all the sports I´ve
presented: archery, athletics, basketball, cycling, football, artistic
gymnastics, hockey, judo, swimming, rugby, tennis, volleyball)
-Divide students into teams
-If players land at PICK A CARD or ON A BLACK SQUARE, they pick a
card and act out the sport written on it for the rest of the team to guess.
(SPORT CARD: FOOTBALL, Ss: he’s playing football)
-If the team guesses correctly, they throw the dice again. If they don´t, it’s
the other team’s turn to throw the dice.
“Now, I need you to separate into two teams”
(here the T forms the groups)
“In order to play the game each group will choose a captain that would be
in charge of throwing the dice and moving the tile” (T gives each group its
tale)
“The objective of the game is to be the first one to reach the gold medal
(T shows them the “gold medal”), so in order to do this you will throw the
dice and move the tile. If you land at PICK A CARD or ON A BLACK
SQUARE, you pick a card and act out the sport written on it for the rest of
Comentario [A7]: board game
Comentario [A8]: How will you make
sure they produce complete sentences
instead of just shouting the name of the
sport?
Comentario [A9]: If the sentence is
grammatically incorrect or incomplete, will
they lose their turn?

the team to guess (It´s like what we call in Spanish, “a prenda”). For
example: SPORT CARD: FOOTBALL, so you mime the action for the rest
of your group. If the team guesses correctly, they throw the dice again. If
they don´t, it’s the other team’s turn to throw the dice. You’ll have 30
seconds to guess the action”
(T will mime and exemplify as much as possible while giving the
instructions)
Who wants to pick a card and mime an action as an example?
S: me!
T: great!
S: mmm… volleyball
T: ok! Remember to read it in silence. Your mates cannot hear you or see
the sport card. You have to mime the action to your group.
T: and.. could you guess what is he doing?
Ss: he´s playing volleyball!
T: “excellent! So...this is what you have to do when you land at pick a
card or on a black square. As you guessed it correctly, you have to throw
the dice again. It´s your turn again. Do you understand? Ready to play?”
(T gives each group a tile)
Transition:
Well done! Congrats to all of you!
Now let´s sit down… I need you to help me analyze these sentences
Activity 5 (5minutes)
(T writes the two sentences on the board)
Usain Bolt lives in Jamaica
Usain Bolt is running
Comentario [A10]: Language.
… what he is doing
Comentario [A11]: Who will get the
token? Will it be the captain?
Comentario [A12]: Playing games with
large groups might be challenging. You
should have a bunch of classroom
management strategies at hand so as to
cope with the situation.

Which sentence is about now?
Which sentence is true day after day?
Ss: the second is about now!
Great! So we use the present continuous to talk about actions that last
a short time. The actions are happening now.
And we use the present simple (T points at the first sentence) Usain Bolt
lives in Jamaica to talk about actions that are true for all time or a long
time.
Good!
T: Can you give me more examples using the present simple and
continuous? (I will elicit more examples and write them on the board)
What about Paula Pareto?
Ss: She lives in Argentina
She is fighting
Great!
Can you give me more examples…?
T: good! Write down these sentences on your folders.
Closure and homework (3 minutes)
(T gives each student the following activity)
“For the next class I want you to think of an athlete you like. You
are going to make an oral presentation. You will include a picture of your
athlete and also write:
What´s the athlete name?
Where is he/she from?
How old is he/she?
Where is the athlete in the picture?
What is he/she doing in the picture?”
The next class you are going to tell us about your athlete
Here you will find information about different athletes:
Comentario [A13]: Or states
Comentario [A14]: Paraphrase.
Comentario [A15]: How many?
Comentario [A16]: They should
practise before they are assessed. During
this lesson, the utterances they have
produced have been much more simple
than what you expect them to do on their
own for next class. Weak learners might
need more exposure and practice.

https://www.rio2016.com/es
Sources:
http://goo.gl/EaxINP
http://goo.gl/J1nK25
http://goo.gl/9nSQEe
http://goo.gl/nwiXMe
http://goo.gl/MOvqpk
http://goo.gl/rYHhDS
http://goo.gl/sp6lub
http://goo.gl/IFIE7A
http://goo.gl/1Uc3iX
http://goo.gl/glbyz2
http://goo.gl/oscbx8
http://goo.gl/F05b73
http://goo.gl/F9Kd2e
http://goo.gl/UGTVBr
http://goo.gl/JkojH0
http://goo.gl/4QEAdS
http://goo.gl/MkEcGj
http://goo.gl/TZ2IX1
http://goo.gl/uCPLU5
http://goo.gl/tzOUED
http://goo.gl/pP9W5a
http://goo.gl/q8ptpL
http://goo.gl/E1dM1w
http://goo.gl/1pFKEi
http://goo.gl/Qhspid
The teacher’s magazine

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
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __21__ /35 = 6
Dear Johanna,
You´ve worked hard developing your own materials. Well done! Pay attention to the spelling
mistakes we have spotted and correct them before printing the worksheets.
Have second thoughts as regards their homework. You may ask them to write a short paragraph,
and then practise speaking about their favourite athletes in class.
Have a nice lesson!
Your tutors

Grado: 2do “A”
Unidad temática: Sports
Clase Nº: 2
Hora: 11.40h a 12. 40h
Turno: Mañana
Teaching points: -Sports
-Present Continuous
Lesson Aims:
-Be able to describe actions related to sports.
-Develop their listening and speaking skills by interacting with the teacher
and partners.
-Develop their reading and writing skills by getting information from a text.

REVISION
archery,
athletics,
basketball,
cycling,
football,
artistic
gymnastics,
hockey,
judo,
swimming,
rugby,
tennis,
volleyball
adverbs of
frequency:
always,
sometimes.
Breakfast,
lunch,
dinner
Talk about
habits/routines/
facts.
Describe and
talk about
actions related
to sports.
Wh- questions:
where/what/when
He/she is from…
He/she is… years
old
He/she lives…
He/she always
has…
What is he/she
doing?
He/she is
running, jumping,
swimming,
playing football,
playing tennis….
Pronunciation of
the third person
singular.
NEW Adjectives
Humble
Beautiful
Funny
Paradisiac
Talk about
different
athletes.
-He´s famous for
-We love him
because…
The correct
pronunciation of
the adjectives
through repetition
and practise in
context.
Approach.
Comentario [A17]: Is this adjective
relevant in the context of the lesson/unit?
Comentario [A18]: practice

Writing and reading skills by getting information from a text
Materials and resources: pictures of different athletes, chalk, board,
worksheets with exercises for each student.
Pedagogical use of ICT in class: No use of ICT in class or at home.
Seating arrangement: Students will be sitting in pairs.
Cooperative work: Students will work in pairs, and individually while
Students might get distracted or do not want to participate when they
have to talk about their athlete. I´ll monitor them to make sure they are
participating and using the language. If not I´ll ask them to tell me about
their athlete.
Potential problems students may have with the language: Students
might present difficulties while performing the different tasks, so I´ll be
prepared to help them miming, paraphrasing, exemplifying or translating.
examples or miming.
Routine (5 minutes)

First I will greet the students, then I will show them a photo of Juan Martin
del Potro… and I´ll ask him… Do you know this athlete?
Ss: Yes!
(T sticks the photo of the athlete on the board)
T: What´s the athlete name?
Ss: Juan Martin del Potro!
T: Good! Where is he from?
Ss: Argentina!
T: Good! He is from Argentina
T: How old is he?
Ss: 25! 26!
T: He is 27 years old!
T: What is he doing in the picture?
Ss: playing tennis!
T: He´s playing tennis! Good!
(T writes the sentences on the board next to the picture)
JUAN MARTIN DEL POTRO
He’s from Argentina
He´s 27 years old
He´s playing tennis
http://goo.gl/CFXbrz
Transition
Comentario [A19]: You may tell them
that you really like this athlete, so as to link
this stage with the following one.

Remember that for today I asked you to bring a photo of an athlete you
like and you also wrote down some questions.?
Ss: yes!
Development
Activity 1(15 minutes)
“Great! can you show me your pictures? Good! Now I´d like you to stick
the picture on your folders and answer the questions I gave you the
previous class, the way we just did with Juan Martin del Potro. I´ll leave
these sentences about Juan Martin as an example”
(Here I´ll monitor students and provide help. I´ll also take extra pictures,
the same pictures that appear in the power point presentation, in case
some of them have forgotten to bring them)
Extra pictures:
http://goo.gl/rYHhDS
Comentario [A20]: to write
Comentario [A21]: What about the
information needed to write the
sentences?

http://goo.gl/IFIE7A
http://goo.gl/glbyz2

http://goo.gl/F05b73
http://goo.gl/UGTVBr

When you finish answering the questions, you will show the picture to
your partner and talk about your athlete (Here I´ll monitor the students to
make sure all of them are participating)
Transition
Great! well done!
Now, let´s read about another amazing athlete!
(T gives a photocopy to each student)
Activity 2
Pre-reading (3 minutes)
Look at the pictures!
What do you think we are going to read about? What do you see in the
pictures?
Ss: About Usain Bolt!
He likes hamburgers!
About Jamaica!

http://goo.gl/U89M25
http://goo.gl/2JId3d
http://goo.gl/lkmcrq
Good! Now let´s read and find out if your predictions are right!
While reading (20 minutes)
This is a photo of my favourite athlete, Usain Bolt.
Here, he is running at the Rio Olympic Games. He lives in
Jamaica, a beautiful and paradisiac country from Central
America. His favorite dish is hamburger and chips.
However, he has a strict diet. For breakfast he has ackee
and saltfish (a traditional Jamaican dish) bananas and
potatoes. For lunch he sometimes has pasta and chicken
breast, and for dinner he always has peas and pork. He is
famous for being the fastest man in the world. I love him
because he is humble and funny.
“Good! Now…I´d like you to read the text again and find words to match
these sentences, you might work in pairs”
1) Read the text again and find words to match the sentences.
1. Not proud or arrogant, modest:…………………
2. Having beauty; possessing qualities that give great pleasure or
satisfaction to see, hear, think about, etc.: …………………….
3. Providing fun, humorous, comical:…………………
4. Like paradise, heavenly:…………………..
http://dictionary.cambridge.org/
Key:
Humble
Beautiful
Funny
Paradisiac

Ready? Now let´s check them! Who wants to read the first one?
Ss: me!....
After checking their answers I´ll ask them…
Are these words nouns… adjectives? What do you think?
Ss: adjectives!
“Good! So now circle with red the adjectives that are describing people
and with blue the adjectives that are describing places.”
2) Circle with red the adjectives that describe people and with blue
the adjectives that describe places.
T: Ready? Which ones are in red?
Ss: humble! Funny!
T: Good! and which ones in blue?
Ss: beautiful and paradisiac!
T: excellent!
Great! Now I´d like you to read the text again and correct these
statements
3) Read again and write T (true) or F (false). Correct the false ones:
(I´ll do the first one with them as an example)
Now let´s do the first one together… He´s cycling at the Rio
Olympic Ggames… Is that correct?
Ss: No! He´s running at the Rio Olympic Games!
T: Good! so you´ll write F next to the sentence and write: He´s
running at the Rio Olympic Games
(T writes the sentence on the board)
1. He is cycling at the Rio Olympic Games.

2. Usain Bolt lives in Jamaica.
4.Jamaica is a small country from North America.
5. His favourite dish is pizza and chips.
6. For lunch he sometimes has pasta and chicken breast.
7. For dinner he always has peas and fish.
8. He is famous for being the fastest man in the world.
9.He is funny and modest.
“Ready? Now let´s check! We have done the first one together…
what about number 2? Who wants to read it?” (we will continue checking
all the answers)
Post reading (15 minutes)
Well done!
Now I´d like you to work in pairs and complete the following information
mapping.
(Here I´ll monitor them and provide help)
(taken from Teachers´magazine)
Closure and homework (2minutes)
Comentario [A22]: How will you check
the activity?
Comentario [A23]: What will you do to
round off the lesson?

Fort the next class I´d like you to find these sentences in the text.
a) Find a sentence in the text that describes something the athlete
does as a routine, as a habit, every day.
b) Find a sentence in the text that describes an action that lasts a
short time.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __22__ /35 = 6.5
Dear Johanna,
You are doing well. There are some aspects you need to reconsider, such as the homework and
checking the classwork. Try to include more communicative activities, since you adhere to such
an approach.
Best,
Your tutors
Comentario [A24]: Is it
meaningful/challenging?
Why don´t you ask students to do
something more appealing? They might do
a similar information mapping about their
favourite athlete, for instance.
Comentario [A25]: Will they
understand what they are supposed to
identify?
Con formato: Fuente: Español (alfab.
internacional)

Grado: 2do “A”
Unidad temática: Present Continuous
Clase Nº: 3
Hora: 10.30h a 11. 30h
Turno: Mañana
Teaching points: Present Continuous
Lesson Aims:
-Be able to recognize new vocabulary related to a movie (different
actions).
-Be able to identify and describe actions.
interaction.
-Develop their speaking abilities by doing the activities orally and fostering
discussions.
- Develop their reading and writing skills by working on sentences about
the movie.
REVISION
Run, shoot Talk about -He´s famous for
-We love him
The correct
internacional)
internacional)
Con formato: Fuente:
Comentario [A26]: Do you mean
speaking activities? Or checking orally, for
instance?

Adjectives
Humble
Beautiful
different
athletes.
because… pronunciation of
the adjectives
through repetition
and practice in
context.
NEW Walking
Shooting guns/
falling down
from the flats
Crying/running
/
Hiding behind
a wall/ fighting
Jumping a
wall/running
and shooting a
gun/
Hiding behind
a car/ catching
/ screaming
at…
Describe
and talk
about
actions
related to a
movie.
People are
walking
Gale and Katniss
are hiding
A little girl is
crying
He/ she is
jumping/
running/ shooting
a gun
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context.
Approach.
Reading and writing skills by working on sentences about the movie.
Con formato: Fuente: Inglés (Estados
Unidos)
(Predeterminado) Calibri, Inglés
(Estados Unidos)
Comentario [A27]: And listening to a
video.

Materials and resources: vocabulary cards, pictures of the different
movie scenes, board, chalk, video, computer.
https://www.youtube.com/watch?v=QGsXGak8eKk
Seating arrangement: Students will be sitting in groups.
Cooperative work: Students will work in groups while interacting with the
teacher.
Some students tend to feel frustrated every time they do not understand
the activities or explanations in English. I´ll monitor and provide help to
keep them motivated and engaged in the lesson.
might want to translate every word they do not understand, I´ll help and
guide them so that they can guess the meaning of the words through
context.
examples or mimemiming.
Routine (2 minutes)
First I will greet the students, then I will say… “I really like movies! Do you
like movies?”
Ss: Yes!
Código de campo cambiado
Con formato: Fuente de párrafo
predeter., Fuente: (Predeterminado)
Calibri, Inglés (Estados Unidos)
(Estados Unidos)
Comentario [A28]: How does this
affect their behaviour?
(Estados Unidos)
Unidos)

Warm up (5 minutes)
This is a movie I really like! It´s called MOCKINGJAY
Look at this picture… what are these? (T points at the arrows)
Ss: Archery!
T: Great! and these are arrows… Remember?
Ss: yes!
T: the girl in the picture is called Katniss and she is the protagonist of the
movie. I love her because she is humble and beautiful.
https://goo.gl/EjYPJG
Transition
Now I´d like you to separate into groups of five students each one.
Unidos)
+Cuerpo (Calibri), 11 pto, Inglés
(Estados Unidos)
Unidos)
(Estados Unidos)
Unidos)

(T gives 12 pictures to each group)
“Now I´d like you watch the video and and then sequence the scenes in
order. You might write a number on each picture”
(I´ll play the video from the minute 2.13 to 3.56)
“When you finish we´ll watch it again so that you can check!”
(while they are working I´ll stick the same pictures I gave them in the
wrong order on the board, so that they can help me put them in order
latter later)
https://www.youtube.com/watch?v=QGsXGak8eKk
Ready? Great! let´s watch it once more, pay attention and check!
Good!
So… which is picture number one?
(Here I´ll ask them to help me put the pictures in order on the board)
Unidos)
Unidos)
Comentario [A29]: Will you comment
on the plot for the ones who haven´t
watched the movie?
Unidos)
Unidos)
Unidos)
Unidos)
(Estados Unidos)
Calibri, Inglés (Estados Unidos)
(Estados Unidos)
Unidos)
Unidos)
(Estados Unidos)

Transition
Well done!
Now I´d like you to do the following activity
I´ll distribute each group the vocabulary cards, and ask students to place
them with the correct pictures.
“Now I´d like you to place each vocabulary card with the correct picture,
you might write the same number you used to order the pictures”
(Here I´ll monitor and provide help)
Unidos)
Comentario [A30]: How will you check
understanding of the new words?
Unidos)
(Estados Unidos)

WALK RUN
SHOOT GUNS HIDE BEHIND A
WALL
FALL DOWN FROM THE
FLATS
FIGHT
CRY JUMP A WALL
RUN AND SHOOT A
GUN
HIDE BEHIND A CAR
CATCH GALE SCREAM AT
KATNISS
Ready?
Great! so let´s check!
“I´ll show you the scene and you tell me what vocabulary card you
placed!”
(Here I´ll play the trailer again and have students recite the correct
vocabulary out loud by stopping the trailer for after each picture scene)
Transition
Very good!
Now I´d like you to do the following activity
(Estados Unidos)
(Estados Unidos)
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(Estados Unidos)
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“Now you will pretend to be a tv TV reporter, you have to complete the
sentences using the present continuous. You will need to have a look at
the pictures and the vocabulary cards you have”
Pretend you are a reporter, and you are telling the TV listeners exactly
what is happening right now ion the show in the order it is happening. Use
the PRESENT CONTINUOUS.
1. Katniss and Gale …………………………………………..
2. Right now people …………………………………
and………………………………………
3. Now a little girl is………………………………. and Katniss and Gale
…………………………………..
4. At this moment, Katniss and Gale ………………………………, and
now Gale ………………………………………………….
5. Now, Gale and Katniss ……………………………. and
………………………….
6. Now, Katniss and Gale ………………………………………………., and
three men ……………………………………………… and he
…………………………………………………
Ready? Now let´s check! Who wants to read the first one?
Key:
1. Walking
2. Shooting guns/ falling down the flats
3. Crying/running
4. Hiding behind a wall/ fighting
5. Jumping a wall/running and shooting a gun
6. Hiding behind a car/ catching Gale/ screaming at Katniss
Transition
That was great! congrats!
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Comentario [A31]: audience
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Comentario [A32]: They are just using
gerunds. Why don´t you ask them to
complete with the whole continuous form?
You may give them the first example, for
them to bear in mind while completing the
other sentences.
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“For the next class I´d like you to practise reading this text aloud as if you
were a TV reporter. I´ll give you the link of the video, so that you can
watch it and tell the listener what is happening in the movie”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Coherence and
sequencing
x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __24__ /35 = 7
Dear Johanna,
Working with ICT is really appealing for students. Good choice. You may need to give further
information about the movie for the ones who haven´t watched it –get ready for it.
For the lesson to be truly communicative, they should exchange some information. As far as the
lesson plan shows, they are supposed to complete a written exercise with words. How
communicative is that? Will they actually develop their listening skill throughout this lesson? We
think you should model the activity, providing an example, and then encourage students to
move onto a freer stage in which they write the sentences on their own. Do you think they will
be able to do so? You are the one who knows them, so it is up to you. Our suggestion aims at
making the activity more challenging and communicative, so as to get students to work with the
language.
Hope our comments are useful. Have a nice lesson!
Your tutors
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(Estados Unidos)

s
Grado: 2do “A”
Clase Nº: 4
Hora: 10.30h a 11. 30h
Turno: Mañana
Lesson Aims:
-Be able to recognize new vocabulary related to a song (different
actions/adjectives).
(Predeterminado) Calibri
internacional)
internacional)

-Be able to talk about feelings.
interaction.
-Develop their speaking abilities by checking activities orally and fostering
discussions.
the song.
REVISION
Walking
Shooting guns/
falling down
from the flats
Crying/running
Hiding behind
a wall/ fighting
Jumping a
wall/running
and shooting a
gun/
Hiding behind
a car/ catching
/ screaming
at…
Describe
and talk
about
actions
related to a
movie.
People are
walking
Gale and Katniss
are hiding
A little girl is
crying
He/ she is
jumping/
running/ shooting
a gun
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
NEW
Adjectives:
happy/excited
bored/lonely
sad/depressed
Verbs:
Sitting
Waiting
Hanging
Waiting
Driving
Turning
Stepping
To feel blue
To be red with
anger
Talking
about
feelings
Describing
how a
person is
feeling and
what he is
doing.
How do you feel
about?
I´m driving/
turning….
I´m feeling…
To feel blue
To be red with
anger
To have green
hands
To be green with
envy
To get the green
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
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(Estados Unidos)
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To have green
hands
To be green
with envy
To get the
green light
To tell a white
lie
light
To tell a white lie
Teaching approach: The lesson is delivered under CLIL and the
Communicative Approach.
Reading and writing skills by working on sentences about the song.
Materials and resources: worksheets, video, board, chalk, computer.
https://youtu.be/XAFS43NKFag
Cooperative work: Students will work as a group while interacting with
the teacher.
Some students might get distracted or talk more than they should. If they
misbehave I´ll sit them with another partner. However, I´ll try to keep them
engaged and motivated in the lesson by making them participate and
express their opinions.
might have problems in understanding what the teacher is saying, so the
teacher will paraphrase, exemplify, mime, use pictures or the sandwich
technique (as a last resource)
examples or mimemiming.
+Cuerpo (Calibri), 11 pto, Color de
fuente: Color
personalizado(RGB(5;99;193)),Inglés
(Estados Unidos)
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WARM UP (5 minutes)
I´ll stick some flashcards on the board and I´ll say
T: I really like music!
T: do you like listening to music?
SS: YES!
(T sticks pictures on the board)
T: Now I´d like you look at the following pictures related to a video clip I
like... what can you see?
https://goo.gl/nQvRxa
https://goo.gl/dlToZ8
https://goo.gl/WBcPV6
https://goo.gl/4SXq0k
https://goo.gl/3AJuxF
Then I´ll write on a side of the board:
a) A rainy Sunday afternoon
b) The abscence of your beloved person
c) A blue sky
d) A yellow lemon tree
e) Isolation
Great! now I´d like you to discuss in pairs and match each picture with its
own meaning.
Ready? Let´s look at the first picture… what is it about? Is it about a rainy
Sunday afternoon?... a blue sky?
Ss: A rainy Sunday afternoon!
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fuente: Color
(Estados Unidos)
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fuente: Color
(Estados Unidos)
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fuente: Color
(Estados Unidos)
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fuente: Color
(Estados Unidos)
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fuente: Color
(Estados Unidos)
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Con formato: Fuente: Color de
fuente: Negro, Inglés (Estados Unidos)
Con formato: Fuente: Color de
fuente: Negro, Inglés (Estados Unidos)
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T: good!
(We will continue this way with the rest of the pictures)

Transition
“Now, I´d like you think how do you feel about this situations”
PRE LISTENING TASK
TASK 1: (15 minutes)
Before listening to the song, in order to become familiar with new
vocabulary,ss will have to think how they feel about different situations
mentioned in it. They can get help from other students or the teacher. The
interaction will be with the whole class.
I´ll provide emoticons with six possible answers so that ss don’t get to
dispersed. Some of the adjectives given appear also in the song.
(T gives ss the following worksheet)
“Great! now you´ll write down how you feel about the following situations”
HOW DO YOU FEEL ABOUT?
A) A rainy Sunday afternoon
B) The absence of your beloved
person
C) A blue sky
D) A yellow lemon tree
E) Isolation
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Comentario [A33]: Grammar
these situations
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Comentario [A34]: Word order
also appear
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happy/excited bored/lonely sad/depressed
Ready?
Ss yes!
Good! So… Agustina how do you feel about “a rainy Sunday afternoon”?
S: bored
T: great I feel bored! Can you repeat?
S: I feel bored! Good! How about you Alan?
S: sad!
T: I also feel sad when it rains!
T: mmm.. let´s see this one! Who can tell me how do you feel about “the
absence of your beloved person”?
Ss: I feel sad! I feel depressed! I feel bored! I feel lonely!
Great!
(We will continue interacting in this way about the different situations
mentioned in the video)
Transition
“Now let´s listen to the song and find out what it is about”
WHILE LISTENING TASK (10 minutes)
The videoclip of this song is on youtube and shows captions with the
lyrics of the songs while it is being played.
https://youtu.be/XAFS43NKFag
TASK 2:
Students will listen to the song for the first time. While they are listening to
it, they will do this task in order to get their attention to general details of
the song.The feedback will be given with the whole class. If some of the
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Comentario [A35]: It´s very important
to encourage students to use complete
utterances.
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fuente: Color
(Estados Unidos)
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answers are not correct, ss will complete it the following time they watch
it.
“Great! let´s listen to the song once and try to answer these questions.
Don´t worry if you can´t answer them all. You´ll have another chance to
answer them later.”
LISTEN TO THE SONG ONCE. CAN YOU ANSWER THESE
QUESTIONS?
WHAT DAY OF THE WEEK IS IT?
_________________________________
WHAT’S THE WEATHER LIKE?
_________________________________
WHAT CAN HE JUST SEE? __________________________________
HOW IS HE FEELING?
_____________________________
WHY?
___________________________________________
Key:
A) IT’S SUNDAY
B) IT’S RAINING
C) HE CAN JUST SEE A YELLOW LEMON TREE
D) HE IS FEELING LONELY, BORED
E) BECAUSE HE IS FAR FROM THE PERSON HE LOVES
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Comentario [A36]: They might need
some guidance so as to provide this
answer.
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AFTER WATCHING TASK (10 minutes)
TASK 3:
Ss watch the video again. I´ll tell them that they have to pay
attention because the next task is a memory game. Ss don’t know what
the task consists of yet. While ss are watching the video clip they are able
to read the lyrics. In the song, there are a number of actions in the
present continuous that are described by pictures, in this way it is easy to
memorise the actions. They will work in pairs. I´ll provide them the verbs
to be used at the top to make it easier.
MEMORY TEST. CAN YOU REMEMBER THE ACTIONS?
SIT WASTE HANG WAIT DRIVE TURN STEP
I´ll give them the first one as an example. I´ll also explain them that when
we use the present continuous, some words change their spelling as in
SIT and STEP. I´ll write on the board the words SIT an STEP and ask
them what these words have in common, making them infer the rule.
Then I´ll write down on the board:
S I T
C V C
I´ll explain them that we double the final letter when a verb ends
in consonant + vowel + consonant.
I´m sitting here in the boring room
I_____________my time I got nothing to do
I_________________around
I________________for you
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Comentario [A37]: It´s not clear how
this memory test works. They are supposed
to complete the sentences using the verbs,
right? What is it that they have to
memorize?
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I_______________around in my car
I_________________too fast, I___________________too far
I______________my head up and down
I______________around
I______________here I miss the power
Ready? Let´s check!
Transition
As you now we can sometimes use colours to express different feelings
or to express different meanings
TASK 4 (10 minutes)
T: “This song introduces the relationship between colours and feelings.
Here you´ll match the expressions with its own meaning”
This task works with expressions that use colours to express different
meanings. Ss guess the meaning. I will allow them to use their cellphones
to look up for the expressions in an on-line dictionary. Then I´ll give
feedback to the wholeclass.
MATCH EACH EXPRESSION WITH ITS OWN MEANING:
To feel blue *you feel jealous
To be red with anger *you are sad and depressed
To have green hands *you say an innocent lie
To be green with envy *you are good at gardening
To get the green light *you are furious
Comentario [A38]: There are several
words they might not know. You should
comment on them first.
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To tell a white lie *you get permission to go ahead
The teacher plays the video clip for the last time in order to remind
the words and the images. We can also use it to check task 2 if we
couldn’t finish it in the 1st
session.This is also the time to enjoy the
song and encourage ss to sing.
(T gives each student a photocopy with the lyrics of the song)
I'm sitting here in the boring room
It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder
I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
But nothing ever happens and I wonder
I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree
I'm sitting here
I miss the power
I'd like to go out taking a shower
(Estados Unidos)
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Comentario [A39]: remember
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(Estados Unidos)

But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
While nothing ever happens and I wonder
Isolation is not good for me
Isolation I don't want to sit on the lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder
I wonder how
I wonder why
And all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
And I wonder, wonder
I wonder how
I wonder why
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree
As a homework I´ll ask students to read the lyrics of the song out loud in
order to practise the pronunciation of the new vocabulary in context.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Stages and activities X
Unidos)
Comentario [A40]: Do you think they
will do so? Why don´t you share the link, so
that they can listen to the song and read
the lyrics as well?
Unidos)

Class. management
strategies
x
Language accuracy X
Score: __26__ /35 = 7.5
Dear Johanna,
It´s a nice and challenging lesson. We hope your students like working with a song, and take the
most out of it. Take our comments into account – you may need to pre-teach certain words, so
as to help your students grasp ideas quickly, without turning into Spanish.
Have a nice lesson!
Your tutors
Grado: 2do “A”
Clase Nº: 5
Hora: 11.40 a 12.40

Turno: Mañana
Lesson Aims:
-Be able to recognize new vocabulary related to a song (different
actions/adjectives).
-Be able to talk about feelings.
interaction.
discussions.
the song.
REVISION
Adjectives:
happy/excited
bored/lonely
sad/depressed
weather: rainy
Talking
about
feelings
Describing
how a
person is
feeling and
what he is
doing.
How do you feel
about?
I´m driving/
turning….
I´m feeling…
To feel blue
To be red with
anger
To have green
hands
To be green with
envy
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context

To get the green
light
To tell a white lie
NEW Nouns:
bridge
Hand
Home
Adjectives
New
Weather: cold
Verbs:
looking
waiting
trying
searching
standing
listening
Talking
about
feelings
Describing
how a
person is
feeling and
what she is
doing.
How do you feel
about?
Who is she
waiting for?
How is she
feeling?
Why is she
feeling this way?
She´s feeling
She´s waiting…
I´m feeling…
I´m standing,
waiting…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
Reading and writing skills by working on sentences about the song and
writing a paragraph about it.
Materials and resources: worksheets, video, board, chalk, computer.
https://www.youtube.com/watch?v=dGR65RWwzg8
Cooperative work: Students will work as a group while interacting with
the teacher.
Some students might get frustrated and react angrily when an activity is
challenging for them. I´ll try to keep them engaged and motivated in with
Comentario [A41]: Will you download
it?

the lesson by making them participate and express their opinions and
also, providing help when they need so.
examples or miminge.
Warm-up (5 minutes)
T: Remember that last class we talked a bit about feelings?
Ss: yes!
T: good! Now I´d like you to look at the following picture…
(T sticks a picture of the video on the board)

T: Do you know the singer?
Ss: yes! Avril Lavigne!
T: good! How do you think she is feeling? Do you think she is feeling
happy… excited?
(If students do not remember I´ll help them mentioning the adjectives)
Ss: No! sad! Depressed!
T: great! she´s feeling sad… depressed! And what´s the weather like?
Ss: Rainy!
T: Great! It´s raining! Do you know the name of this song?
Ss: I´m with you!
T: yes! The song is called I´m with you…
Transition
Would you like to listen to the song?
Ss: yes!
Great! but before that I´d like you to do the following activity…
Comentario [A42]: You should have
some visual aids. For instance, you may use
emojis like the ones we use in Whatsapp,
as students are familiar with them.

PRE-LISTENING TASK (5 minutes)
(T gives each student a photocopy with the following activity)
Write the –ing forms of these verbs. Do you know the meaning of all of
them?
(T models, exempliyfies o mimes)
Remeber you need….
Subject+ verb “to be”+verb in the –ing form.
WAIT…I´m waiting…...
TRY…………………………
LISTEN………………………….
STAND…………………………
SEARCH………………………
LOOK…………………………..
“Now give the present continuous of the verbs above but just for the first
person. Got it?”
(T do the first one with the students as an example)
T: ready? Lets´s check!
Transition
Well done! Now let´s listen to the song
WHILE LISTENING TASK (25 minutes)
The videoclip of this song is on youtube
https://www.youtube.com/watch?v=dGR65RWwzg8
TASK 2:
internacional)

Students will listen to the song for the first time. While they are listening to
it, they will do this task in order to get their attention to the verbs in
present continuous.
“Great! let´s listen to the song once and fill in the gaps marked as
(………………) with the ing forms of the verbs above. You will use the
verbs you have just written. They are not in order, so you´ll have to listen
and pay attention. Do you understand?”
I………………….. on a ____________ (It´s over a river and starts
with b)
I………………….. in the dark
I thought that you'd be here by now
There's nothing but the _____________ (You don´t go to the
beach in this weather)
No footsteps on the ground
I…………………….but there's no sound
Isn't anyone trying to find me?
Won't somebody come take me _______________? (your
house)
It's a damn _____________ night (the opposite of hot)
…………………… to figure out this life
Won't you take me by the ______________? (a part of your
body)
Take me somewhere _______________ (the opposiote of old)
I don't know who you are
But I... I'm with you
I'm with you
I………………….. for a place
I…………………... for a face
Is anybody here I know
Because nothing's going right
Comentario [A43]: It can be quite
challenging for them. You will have to work
hard at this stage, to make sure they
understand. You may ask a student to
explain to the rest of the class. You can do
the first example as a model.
Unidos)

And everything's a mess
And no one likes to be alone
Oh ________ is everything so confusing? (an interrogative
pronoun)
Maybe I'm just out of my mind
Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah!
TASK 3:
“Now, you´ll listen to the song for a second time and you´ll have to fill in
the gaps marked as (_____________). Before listening, read the help
provided next to each gap and try to predict the word. You might work in
pairs if you want!”
AFTER-LISTENING TASK (15 minutes)
“Now I´d like you to read the song again and work in pairs to answer
these questions”
Discuss with your partner and answer:
1- Who is she waiting for?
2- How is she feeling? Why is she feeling this way?
3- Can you explain the words below from the context of the song:
OUT OF MY MIND - MESS- FIGURE OUT
4- Do you feel identified with her?
5- Explain in a few words what is the song about?
Ready? I´d like to hear your answers!
“For the next class you´ll write an extra paragraph for this song. You can
start working here and finish at home. You can use all the vocabulary
seen up to now and you can also look up for words in the Llongman
Unidos)
Comentario [A44]: Language
…what the song is about.
Comentario [A45]: The instruction for
the assignment is quite broad. They might
not know what to do. Why don´t you give
them some prompts to guide their
productions?
Do you want the students to write a
paragraph or another stanza? Be clear.
You may provide them with a set of
questions or images.
The thing is that, so far, they have been
gap-filling or answering quite simple
questions. This task, which is supposed to
be finished at home on their own, is much
more complex than what they have done in
class.
Comentario [A46]: Is this a possibility?
I think they must start working in class, as
this stage lasts 10 minutes.

online dictionary (I´ll allow them to use their cellphones work in this
activity)”
“Next class you´ll read you paragraphs out loud”
(T monitors and provides help and also checks that they are using their
cellphones properly)
Lyrics:
I'm standing on a bridge
I'm waiting in the dark
I thought that you'd be here by now
There's nothing but the rain
No footsteps on the ground
I'm listening but there's no sound
Won't somebody come take me home?
It's a damn cold night
Trying to figure out this life
Won't you take me by the hand?
Take me somewhere new
I'm with you
I'm looking for a place
I'm searching for a face
Is anybody here I know
'Cause nothing's going right
And everything's a mess
And no one likes to be alone
Won't somebody come take me home?
I'm with you

Oh why is everything so confusing
Maybe I'm just out of my mind
Yeah-he-yaa, yeah-he-yah, yeah-he-yah, yeah-he-yah, yeah!
I'm with you
Take me by the hand
I'm with you
Take me by the hand
I'm with you
I'm with you...
Avril Lavigne.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x

Score: _20___ /35 = 6
Dear Johanna
You are working with a song again. What about the homework you gave students in the previous
class? Remember that if you ask them to do something at home, it is important to go over it.
We really think you need to foster oral communicative activities, as you state through your
learning aims. How communicative are the students in this lesson? Take it into account when
delivering the class, encourage students´ participation.
Have second thoughts as regards the closure/homework. You have to scaffold their learning, so
that they can fulfil the task. And provide them with activities that are suitable for their level.
Take our comments into account, and have a lovely and musical lesson!
Your tutors
Grado: 2do “A”
Clase Nº: 6
Hora: 11.40 a 12.40
Turno: Mañana
Comentario [A47]: October

Lesson Aims:
-Be able to identify and describe what a person is wearing.
-Be able to talk about the four seasons.
-Be able to understand a text about the weather and seasons in a
different country.
interaction.
discussions.
- Develop their reading and writing skills by working on a questionnaire.
REVISION
weather: rainy,
cold
Describing
how a
person is
feeling and
what she is
doing.
She´s feeling
She´s waiting…
I´m feeling…
I´m standing,
waiting…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
NEW
The four
seasons:
spring,
summer,
autumn,
winter.
Pieces of
clothing.
Weather:
snowy, rainy,
windy, sunny,
cold, cool,
warm,hot.
Talking
about the
weather and
seasons.
Describing
what a
person is
wearing.
Describing
what they
are wearing.
It´s
summer/winter….
The weather is
hot/cold/cool….
I´m wearing…
She/he is
wearing…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
Comentario [A48]: Which?

Reading and writing skills by working on a text about the weather and
seasons in a different country, answering a questionnaire and writing
about the weather, clothes and their favourite season
Materials and resources: worksheets for each student, flashcards
(different seasons and their names, clothing).
Pedagogical use of ICT in class: No use of ICT.
Cooperative work: Students will work in pairs and as a group while
Possible problems regarding behaviour: A possible problem would be
the interruption from some students with behaviour problems. I´ll pay
attention and ask them to participate on each stage of the lesson.
examples or miming
Comentario [A49]: What kind of
situation do you foresee? Why do you
think they might misbehave? Is it a
question of motivation/linguistic
competence?

Warm-up (5 minutes)
I´d like you to look at the following pictures… what can you see?
Then I´ll stick flashcards with the name of the different seasons on a side
of the board.
https://goo.gl/YZNuyQ
Comentario [A50]: Expected answers?
Do you aim at their describing the
pictures?

https://goo.gl/dNmkpR
https://goo.gl/rEtjmm

https://goo.gl/XaOEjc
T: Now I´d like you to look at these words… do you know them?
SS: yes! Invierno! Verano!
T: great! They are the four seasons! Can you help me match each picture
with its corresponding season?
Ss: yes!
T: So… what about the first picture? Which season is it?
Ss: spring!
T: Good!
(I´ll stick the flashcard with the name of the season below the picture)
T: what about the second one?
SS: summer!
(We will continue this way with the four seasons)
Then I´ll ask them:
Comentario [A51]: Will they be
guessing? If this is new vocabulary, how
would they know?
You may describe each season, talk about
the weather conditions during each period,
and ask them to match it with the correct
picture. You might do this labelling activity
together with the first reading activity.

What´s your favourite season?
What season don´t you like?
Then I´ll give each students a photocopy with a little description of the 4
seasons. Students will read it and write down the season that it is
describing.
TASK 1 (5 minutes)
1- The weather is hot and sunny. The grass is green and the sky is blue:
___________________
2- The weather is warm. There are a lot of flowers and leaves on the trees:
___________________
3- The weather is cold and sometimes snowy. There aren´t flowers and the
sky is grey:_________________

4- The weather is cool. There are orange, brown and red leaves on the
trees:_________________
Ready? Lets´s check… who wants to read number one?
Key:
Summer
Spring
Winter
Autumn
Transition:
Great! Now I´d like you to look at the following pictures.
Pre- reading task
TASK 2 (5 minutes)
(T gives each student the following photocopy)
“I´d like you to look at the pictures, what´s the weather like in the picture?”
Look at the picture and make a tick
What´s the weather like in the picture?
Transition
Good! so now let´s read and find out if your predictions are right!
Comentario [A52]: You should elicit
some information as regards where the
picture was taken, so as to activate their
schemata.
Comentario [A53]: Will you go over
the new items of vocabulary related to
weather conditions? How will you check
understanding?

T: What about your predictions? What´s the weather like?
Ss: snowy! Cold!
T: great!
While- reading task
TASK 3 (10 minutes)
“Now I like you to read the text again and answer the following questions,
you might work in pairs if you want”
Read the text again and chose the correct answer:
1- Which season is it in Norway?
a) It´s spring.
b) It´s summer.
c) It´s winter
d) It´s autumn
2- What time is it?

a) It´s midday
b) It´s midnight
3- Which are the right clothes for the weather in December?
a) Trainers
b) A jacket and hat
c) Jeans
d) Snow boots
e) Ski trousers
f) A t-shirt
g) Gloves
4-What does Larks think about the clothes he is wearing?
a) They don´t look good.
b) They look good.
Key:
1-c
2-a
3- g- b- e- d
4-a
5-c
Transition
Very well done! Now let´s do another activity!
After- reading task
TASK 4 (5 minutes)
(Students have studied the clothes before so they might know most of the words,
however I´ll take some flashcards in case they do not remember or know all the words)
“Have a look at this picture… here you´ll match the words you have here
with the teens who are wearing that piece of clothing. Do you
understand? For example… jacket, who´s wearing gloves? Danny? Ben?
Arthur?....”
Ss: Della!
Comentario [A54]: ?
Comentario [A55]: But you included
them as new vocabulary…
Comentario [A56]: I think you should
take five minutes and work with those
flashcards so as to recycle the words.

T: good! so you´ll do the same with the rest of the words!
You might work in pairs if you want!
Match the words with the teens.
Ready let´s check! What is Danny wearing?
TASK 5 (20 minutes)
(T gives each student a questionnaire)
a) Complete the questionnaire about you. Write notes. Don´t show
your classmates.
1- Warm and sunny
2- Yes
3- A t-shirt, trousers, trainers…
Comentario [A57]: How will they
match? Will you ask them to draw lines or
to systematize in a chart?

b) Ask and answer the questions with a classmate. Write notes of
your classmate´s answer.
c) Report back to the rest of the class about your classmate.
It´s warm and sunny
today. Agustina´s
wearing the right
clothes for the
weather. She´s
wearing a red t-shirt…

Write about the weather today, clothes and your favourite season. Use
the notes from the previous activity to help you.
It´s warm and sunny. I´m wearing the right clothes for the
weather. I´m wearing…
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __25__ /35 = 7
Nice lesson, Johanna! Make sure you activate students´ schemata and encourage them to use
the target language in context. Pay attention to some comments we have made.
Enjoy the lesson!
Your tutors
Comentario [A58]: The answers to the
questionnaire

Grado: 2do “A”
Clase Nº: 7
Fecha: October 12th
Hora: 11.40 a 12.40
Turno: Mañana
Teaching points: Present Continuous: FUTURE
Lesson Aims:
-Be able to identify the use of present continuous for future arrangements.
-Be able to describe different sports.
-Be able to understand a text about future arrangements.
-Develop their listening skills through listening to a dialogue.
-Develop speaking skills through oral communicative interaction.
discussions.
- Develop their reading and writing skills by working on different
questions.
REVISION
Comentario [A59]: And giving their
opinion

Season: winter
weather: cold,
snowy
sports:
volleyball,
football,
basketball,
swimming
adj: dark,
boring,
exciting, crazy
Talking about
the weather
and seasons.
Describing
what a
person is
wearing.
Describing
what they are
wearing.
It´s
summer/winter
….
The weather is
hot/cold/cool….
I´m wearing…
She/he is
wearing…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
NEW Ski school
Skiing,
snowboarding
Adj:
dangerous,
difficult, easy
Talking about
future
arrangements
Tomorrow we´re
having...
She´s playing
basketball on
Sunday…
Nick is visiting
his uncle
tomorrow…
Kate is having a
horse riding
lesson this
evening…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context

Integration of skills: Speaking about different sports and listening to a
dialogue. Reading and writing skills by working on a text about future
arrangements.
Materials and resources: worksheets for each student, posters, track,
netbook.
Possible problems regarding behaviour: Some students might find the
listening difficult. I´ll help them and provide support so that they do not get
angry or feel frustrated.
Assessment: What will be assessed and how: I´ll check students`
comprehension by asking questions and also I´ll check students`
examples or miming
Routine (5 minutes)
Here we´ll check the homework I gave them last class.
Warm-up (5 minutes)
I´ll stick a picture on the board and I´ll ask the students…
I´d like you to look at the following picture…
What can you see?
Ss: Mountains! Snow! Lights! Trees! Houses!
T: what season is it?
Ss: winter!
Comentario [A60]: How may this
influence behaviour?

T: good! what´s the weather like?
Ss: cold!
T: yes! Cold and snowy!
https://goo.gl/QEuoK6
T: good! this is a ski school… do you like it?
Ss: yes!
(I´ll stick two more picures)
T: Here people can have snowboarding and skiing lessons (I´ll point to
the pictures)

https://goo.gl/rHc7Kr
https://goo.gl/Yy4Kvh
Transition
Great! Now I like you to do the following activity
Pre- reading task
Task 1 (5 minutes)
Con formato: Fuente: Español
(España - alfab. tradicional)

Look at the picture what can you see?
Ss: a ski school!
T: good! and what type of text is it? Is it a letter? An e-mail? A newspaper
article?
Ss: a postcard!
T: good!

Now we´ll read a postcard from Cody. But first I´d like you to guess: Who
is she sending the postcard to?
a- Her grandfather
b- Her brother
c- Her friend
While- reading
Task 2 (10 minutes)
Ready? So who is she sending the postcard to?
Ss: her friend!
Now I´d like you to read the postacard again and complete this dialogue.
You might work in pairs if you want.
Dad: Here´s a postcard from 1……………….
Nick: Thanks, dad! Wow! She´s in the 2……………… she´s going to a
3………………… school there.
Dad: Can she ski?
Nick: Yes! She can do 4………………….. too and she´s having
5………………….. lessons tomorrow!
Dad: Fantastic!
Nick: And she´s skiing in the dark on 6…………………..
Dad: Isn´t it dangerous?
Nick: No. they´re taking 7…………………… with them.
Dad: Super!
Who wants to start reading?
Comentario [A61]: Provide context for
the dialogue.

Transition
Well done!
T: we can also use the present continuous to talk about future
arrangements
(I´ll write these sentences on the board)
She´s playing hockey on Sunday.
He´s playing football next year.
Are you running in the marathon next month?
Can you tell me another example?
After- reading
Task 3 (10 minutes)
Answer the questions. Use the present continuous.
T: “Now, I´d like you to answer the following questions… let´s do the first
one together.”
1. When she´s having her skiing lesson? (Friday)
She´s having it on Friday.
2. What´s Liam doing this evening? (play/ golf)
………………………………………………………………………………..
3. Where are you going tomorrow, Carolina? (stadium)
………………………………………………………………………………...
4. What time are you and Oliver leaving? (8.30)
………………………………………………………………………………..
5. Is Chris playing basketball next week? (yes)
…………………………………………………………………………………
6. Are your sisters training on Sunday? (no/Monday)
…………………………………………………………………………………
Comentario [A62]: Instead of giving
the rule, you may write some sentences on
the board, asking the students to identify
the different uses of the Present
Continuous.

Key:
2. He´s playing golf.
3. I´m going to the stadium.
4. We´re leaving at 8.30.
5. Yes, he is.
6. No, they aren´t. They are training on Monday.
Transition
Great!
Task 4 (15 minutes)
Now we´ll listen to Cody, Nick and Kate talking. I´d like you to listen and
answer… where are they?
a) At home
b) At school
c) At a sports club
Track05.cda
Key:
At school
“Here we´ll listen to the dialogue again and you´ll correct only one word in
each sentence. Only one word is wrong. Let´s do the first one together”
(I´ll play the track and I´ll stop it after listening to the first sentence)
“So…Is Nick playing volleyball on the computer?”
Ss: no!
“so, what is he playing on the computer?”
Ss: golf!

“good! so here you have to write golf, do you understand?”
Ss: yes!
Good!
Listen again and correct one word in each sentence.
1. Nick is playing volleyball on the computer………………………..
2. Kate is reading about a football player…………………………..
3. Cody is drawing a football player…………………………….
4. Nick is visiting his uncle today…………………………….
5. Cody is going to a yoga class tomorrow……………………….
6. Kate is having a swimming lesson this evening……………………….
Key:
1. Golf
2. Tennis
3. Basketball
4. Tomorrow
5. Tonight
6. Horse riding
Ready?
Great! Let´s check!
Closure (10 minutes)
Work in pairs. Talk about the sports in the pictures. Use these words.
(Here I´ll monitor and provide help)
Exciting
Boring
Dangerous
Easy
Difficult
Crazy
Comentario [A63]: Transition? You
may give your own opinion about one of
the activities mentioned before, so as to
introduce the structure “I think…” and the
adjectives.

For example
A: I think skiing is great fun!
B: No, it isn´t. It´s really dangerous!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: _26___ /35 = 7.5
Good job, Johanna! Do encourage students to use the target language and to deduce the rules

on their own.
Have a nice lesson!
Your tutors
Grado: 2do “A”
Clase Nº: 8
Fecha: October 17th
Hora: 11.40 a 12.40
Turno: Mañana
Teaching points: Present Continuous: FUTURE
Lesson Aims:
-Be able to identify and use the present continuous for future
arrangements.

-Be able to describe different sports.
-Be able to understand a text about future arrangements.
-Develop speaking and listening skills through oral communicative
interaction.
- Develop their writing skills by writing a postcard to a friend.
REVISION
Sports:
swimming,
volleyball.
Adj:
dangerous,
difficult, easy,
exciting,
boring.
Talking about
future
arrangements
Tomorrow we´re
having...
She´s playing
basketball on
Sunday…
Nick is visiting
his uncle
tomorrow…
Kate is having a
horse riding
lesson this
evening…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context
NEW
Sports:
snorkeling,
scuba diving,
windsurfing.
Talking about
future
arrangements
Writing a
postcard to a
friend.
We´re having a
great time/ a
beach party
tonight.
Bye, guess
what!, can´t
wait!, See you,
Hi, Text me…
The correct
pronunciation of
the new
vocabulary
through repetition
and practice in
context

Integration of skills: Speaking and listening through oral interaction.
Reading and writing skills by working on a text about future
arrangements.
Materials and resources: worksheets for each student, sport pictures,
colour boards for each student.
Possible problems regarding behaviour: Some students might get
distracted or talkative at the time of writing the postcard. I´ll monitor them
and provide help so as to keep them focused and motivated.
Assessment: What will be assessed and how: I´ll check students´
comprehension by asking questions and also I´ll check students´
examples or miming

Warm up (5 minutes)
I´d like you to look at the following pictures…
These are some sports I really like. This is called scuba diving, this one
snorkeling and this one windsurfing! (I´ll point at the pictures while I
mention the sports)
SCUBA DIVING
https://goo.gl/XZFgrZ
SNORKELING

https://goo.gl/AeDXZY
WINDSURFING
https://goo.gl/Xx5QoC

Look at the first picture… Do you think scuba diving is easy… difficult…
dangerous… easy… crazy… exciting… boring?
Ss: Dangerous! Exciting! Easy!
What about snorkeling?
Ss: Crazy! Exciting!
Good! and what do you think of windsurfing?
Ss: It´s Dangerous! Difficult!
Transition
Great!
Pre- reading
Task 1 (5 minutes)
(T gives each student a photocopy)
Look at the postcard… what is the girl doing?
Ss: Snorkeling!
Good!
Where do you think the postcard is from?

Ss: From Egypt!
Transition
Well let´s read and find out!
While- reading
Task 2 (10 minutes)
So… what about your predictions?
Where is the postcard from?
Ss: It´s from Egypt!
Good! so… now you´ll read the text again and do the following activity.
You might work in pairs if you want…
Read the text again and complete:
Maddie´s on holiday in 1………………… Her mum and dad are learning
to 2……………….. She goes 3…………………… every morning. She has
windsurfing lessons in the 4…………………. Her 5………………….. is
really nice. There´s a 6………………….. tonight. Some people play
7……………………. and 8………………………
Ready? let´s check! Who wants to start reading?
Transition
Well done! Now let´s do another activity!
After- reading
Task 3 (5 minutes)
Here you´ll read and match the parts of the sentences… do you
understand? Let´s do the first one together!
Comentario [A64]: Aloud?

Match the parts of the sentence:
1- It´s Suzie´s birthday tomorrow and…..
2- Mum and Dad are taking…..
3- What are you…..
4- What time are we ……
5- I´m going to the cinema……
a- doing this weekend?
b- meeting on Friday?
c- we´re having a party for her.
d- with Liam tonight. Do you want to come?
e- us to Disney World in August.
key:
1- c
2- e
3- a
4- b
5- d
Transition
Very good!
Now I´d like you to have a look at this…
Task 4 (15 minutes)
(T writes the “informal expressions” on the board)
“When we write postcards or emails we use informal expressions”
Starting your messages:
Hi! / Hello!
Writing about something exciting:
Hey! Guess what! /Fantastic! / I can´t wait!
Ending your messages:
See you next weekend/ later.

Write back soon. /Call / Text me.
Bye for now! / Love (name).
Now I´d like you to read the following email from Drew and complete it
with these expressions:
Bye wait Guess See you Hi Text
………….. Maddie
Thanks for the postcard from Egypt!. We´re having a really nice
holiday too.
……………... what!? Mum and Dad are taking us to the mountains this
weekend. We´re learning to ski. I can´t ………………
……………..... me on my mobile when you come back from Egypt.
………………. at school next month.
……………….. for now!
Drew.
Transition
Great! Now would you like to write a postcard to a friend?
Ss: yes!
Task 5 (20 minutes)
“Now you´ll write a postcard to a friend…you´ll use the postcard, the
email and the writing guide to help you…”
Comentario [A65]: Will you write all
this on the board? You may just write the
headings and ask students to find some
examples in the text. Then, you can provide
some more.

(I´ll monitor and provide help. Once they´ve finished writing the postcards
I´ll give each student a colour board and I´ll ask them to stick their
postcards on it. Then we´ll stick all the postcards on the wall)
Writing guide
Hi….
I´m on holiday in….
I´m learning to…
Our instructors are…
We´ve got…. lessons every….
In the afternoon,…
Guess what!? We´re …. Tomorrow
Write a postcard to a friend about your holiday. Use the model text, the
email and the writing guide to help you.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Comentario [A66]: Do you mean a
colour sheet/piece of cardboard?

Score: _28___ /35 = 8
Well done, Johanna!
Just a comment… why don´t you encourage them to write e-mails instead of postcards? The
thing is they will rarely find themselves writing a postcard, don´t you think? Maybe it is much
more useful.
Have a lovely lesson!
Your tutors

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