This lesson plan is for a 40-minute English class for 4th year secondary students in Argentina. The lesson focuses on introducing the time expressions "for" and "since" used with the present perfect tense. The plan includes the following stages: a warm-up to review homework, introducing the new grammar through examples found in a text and exercises, and a closure where students make personal sentences using the new structures. The plan aims to develop speaking and listening skills through class participation and uses the PPP instructional approach within a CLT framework.
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Yanina Paola Servetto
Período de Práctica: Secundario
Institución Educativa: Instituto Manuel Belgrano
Dirección: Sarmiento 490, Macachín, La Pampa
Sala / Grado / Año - sección: 4° año de secundaria
Cantidad de alumnos: 31
Nivel lingüístico del curso: Pre-intermedio
Tipo de Planificación: Clase
Unidad Temática: Héroes
Clase Nº: 6
Fecha: 28/09/2018
Hora: 16.00 a 16.40 horas
Duración de la clase: 40 minutos
Fecha de primera entrega: 24/09/2018
Teaching points: time expressions: ‘for’ and ‘since’.
Aims or goals:
During this lesson, learners will be able to…
- To check homework as a whole class.
- To introduce the use of two time expressions (for/since) with the Present
Perfect tense.
- To develop their speaking and listening skills by participating orally and
listening to the teacher.
- To work collaboratively.
Language focus:
Functions Lexis Structures Pronunciation
Revision Working with
learned
contents
Enough,
aware, charity
Affirmative,
negative and
interrogative
forms
New Making some Goodwill, Present
2. personal
sentences
Ambassador,
encourage
perfect with
‘for’ and
‘since’
Ambassador
/ æ/
Teaching approach: The lesson is based on the CLT approach and
it is organized by the PPP instruction.
Integration of skills: What skills will be integrated and how?
Speaking skill is integrated by making students participate orally,
asking questions, checking answers orally. Listening skill is
integrated by making students listen to the teacher’s instructions
and explanations.
Materials and resources: board, coursebook ('Phases 3', second
edition, editorial Macmillan).
Pedagogical use of ICT in class or at home: the use of ICT is not
integrated during this lesson.
Seating arrangement: students work in their seats during this
lesson. They will move if required, such as writing answers on the
board.
Assessment: what will be assessed and how: I assess students by
making them participate orally, checking activities and working
collaboratively.
Routine: 5’
Purpose: To start the lesson and greet students.
T enters the classroom, greets the students and asks them “How
are you today?”
3. Warm-up: 10’
Purpose: to check homework from the previous lesson.
T starts the lesson by checking homework from the previous
lesson (exercises 6, 7, and 8 from page 34/35).
T encourages students to discuss as a whole group questions in
exercise 6; then the T asks a volunteer to write answers on the
board.
Transition: “Well done students! Let’s look for some expressions
in the text..”
Development: 20’
Purpose: to introduce new grammar from the unit.
First, the T asks students to look for some time expressions in
the text already discussed about Selena Gomez.
4. e.g. ‘She has been famous for over ten years’.
(T will provide an example and then will write on the board all
those mentioned by students).
After that, T asks students about the difference between the
words ‘for’ and ‘since’ (T expects they remember that as they
learned both expressions last year).
Then, T asks students to open the book on page 35, and some
volunteers will read aloud the following examples:
T encourages students to discuss the meaning of the sentences
above orally. After that, they will complete activity 10:
We check answers together, and then they complete exercise 11:
Once they finish, we check answers orally and T writes them on
the board, too.
5. Transition: “Very good job students!”
Closure: 5’
Purpose: To end the lesson by making students participate orally.
T aks students to choose some time expressions from the chart
above and to make some sentences about themselves. T explains
that the sentences can be affirmative or negative, but must be in
the Present Perfect tense they have already learned in the
previous lessons.
Transition: “Great students! See you next week!”
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.
You must always include this chart, which will be completed by your
tutor:
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
