Coursebook Phases 3

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: 7
Fecha: 03/10/2018
Hora: 13.00 a 14.20 horas
Duración de la clase: 80 minutos
Fecha de primera entrega: 28/09/2018
 Teaching points: time expressions: for, since, already, still, just, yet



 Aims or goals: 
During this lesson, learners will be able to…
- To learn new grammar from the book through visual aids.
- To work with time expressions used in 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
Goodwill,
ambassador
Affirmative,
negative and
interrogative
forms
New Working with
time
Since, for,
still, just,
Present
perfect with Just /dʒ/

2. expressions already, yet. time
expressions
 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 and a video. 
 Materials and resources: board, projector, video, pictures,
coursebook ('Phases 3', second edition, editorial Macmillan).
 Pedagogical use of ICT in class or at home: the use of ICT is
integrated by a video and a projector to display some pictures
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: 20’
Purpose: to introduce the teaching points by using visual aids.
T explains that there are some common adverbs that are usually
used with the Present Perfect tense. Then, T shows the following
picture using a projector. T asks some volunteers to read the
expressions aloud, and then encourages students to discuss
meanings and differences between these two words.
After that, T explains that the two words above appear in the
unit they have being worked on in the previous lessons.
Then, as it was suggested by the group’s teacher some others
words will be introduced.
T makes students pay attention to the projector again.
This time, T displays the following:
https://www.youtube.com/watch?v=vU3KybsKYv8
After minute 2.15, T encourages students to listen to the
examples, repeat and then discuss meaning of the adverbs in

4. each of the sentences. If necessary, the T will stop the video
and/or play it again to help students understand.
Once students finish watching the video and discussing, T
displays the following image:

5. Transition: “Great students! Let’s practise these new words..”
Development: 50’
Purpose: to practise the teaching points using the course book.
As in the previous lesson there was not enough time to do the
activities planned, during this lesson students will work on them.
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 activities 10, 11, 12, 13 and the
‘Upgrade’ from the page:

6. Once they finish, we check all the answers orally and T writes
them on the board, too.
Transition: “Very good job students!”
Closure: 5’
Purpose: To end the lesson by giving students worksheets as
homework.
As it was talked with the group’s teacher, and taking into account
that the unit is coming to the end as well as the practicum period,
the worksheets will be given to the students in order to start
revising contents for the written exam the teacher will take them

7. soon. These worksheets will be checked during the next lesson.
Transition: “Great students! See you on Friday!”
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
Language accuracy X
Observations Minimumscore:18 / 30
Score:__18__ /30
Thisis a grammar-basedlesson,Yani. Itdoesnotfosterreal communication.You have left
contextaside.
Go overthe commentsandmake the necessarychanges.Donot overloadstudentswiththeory.
Expose themtothe language incontext,bymeansof interestingresourcesandactivities.