Secondary Level - Class Plan 4

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°: 4
Fecha: 20/09/2017
Hora: 16.55 hs. a 18.20 hs.
Duración de la clase: 80 minutos.
Fecha de primera entrega: 17/09/2017
Teaching points:
• Revision of Past Simple (Regular and Irregular verbs)
• Talking about past events.
• Use of a new structure: countable and uncountable nouns.

Learning Aims:
• Develop the students’ reading skills by reading short texts in the target language.
• Develop speaking skills by answering questions.
• Develop speaking and listening skills by interacting with peers and the teacher by
answering questions about past events.
• Develop writing skills by writing sentences in context using the target structure.
Language Focus:

Function
Lexis
Structure
Pronounciation

REVISION
Talking about
past events.

Question words:
How, When,
What.
Regular and
Irregular verbs.
Vocabulary
related to food:
apples, potatoes,
milk, sugar, tea.

What did you
eat?
I drank a glass
of coke.

What /wɒt/

NEW
Talking about
countable and
uncountable
nouns.

A, an and Some
The sandwich
has some
cheese.

some /sʌm/

✓ Teaching Approach: The lesson is based on Communicative Approach and
organized through the PPP method.
✓ Integration of skills: The skills the students develop are listening and speaking
skills, through the listening of questions about the activities developed and the audio
of the workbook to pronounce the nouns. Also the students develop reading and
writing skills throughout the activities.
Aurelia 9/18/17 6:26 PM
Comment [1]: Expressing
quantity?

Aurelia 9/18/17 6:29 PM
Comment [2]: Only
strong
form?

✓ Materials and resources: For this lesson we need a blackboard and white chalk,
copies of the activities, photocopies of the pages of the book New Headway
Elementary Level 2011 (page 62), audio of the book New Headway Workbook,
page 53, three potatoes, a carton of milk, color pencils, paraphernalia and markers.
✓ 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 of work
Transition: I tell them: “Yesterday, I went to “Recreo Café” When was the last time you
were there? Do you like it? What did you eat? What did you drink?. As the students answer
me those questions, I write on the board: I went to Recreo Café and elicit some answers
containing some nouns, for example: I drank a glass of coke,
Aurelia 9/18/17 6:32 PM
Comment [3]: Such
as?

Aurelia 9/18/17 6:34 PM
Formatted: Font:
Aurelia 9/18/17 6:35 PM
Deleted: ´ve been
Aurelia 9/18/17 6:35 PM
Comment [4]: Language!

Aurelia 9/18/17 6:39 PM
Comment [5]:

Presentation: 10 minutes
Purpose: Further expose learners to the target language, foster comprehension.
Materials: Photograph and copies of a menu item, for example a sandwich
At this stage I stick on the blackboard a real photo of the sandwich I asked in Recreo Café
and give the students some copies of the picture. I tell them I ordered that sandwich,which
is my favorite. I ask the students: Do you like it? What is it made of? EA: Meat, cheese,
egg, lettuce, tomato, mayo, etc. Additional illustrations can be used to introduce unknown
vocabulary items.
Transition: Then I tell the students we are going to know more about food.

Aurelia 9/18/17 6:41 PM
Comment [6]: What
do
they
need
the
copy

for?

Aurelia 9/18/17 6:40 PM
Comment [7]: Is
it
a
possibility?
Will
you

have
them
at
hand?

Development:
Activity 1: 10 minutes
Purpose: Foster contextualized practice of the teaching points. Focus on specific
vocabulary related directly to the class topic.
Materials: Copies of the pictures of the food (New Headway Elementary Level page 62)
and a chart.
I
ask
the
students
to
sit
in
groups
of
four
students.
Then
I
tell
them
we
are
going
to

identify
the
ingredients
of
their
favorite
sandwich
or
salad.

So
they
have
to
complete

the
following
chart:

1.-‐
Complete
the
chart
using
the
picture
of
food

My sandwich / salad:

Transition:
Once
they’ve
finished,
we
check
the
suggestions
with
the
whole
class

writing
on
the
board
the
names
of
the
food
items
in
order
to
check
for
spelling.
After

doing
this
activity,
I
tell
them:
“Excellent
job!
Keep
on
working!”

Aurelia 9/18/17 6:42 PM
Comment [8]: This
is
not
a
chart.

What
do
they
have
to
write/draw?
Just
the

ingredients?

Purpose:
review
the
vocabulary
and
to
further
expose
to
the
new
vocabulary.

Materials: Copies of the pictures of the food (New Headway Elementary Level page 62) and
a chart.
I
ask
the
students
to
match
the
images
of
the
previous
exercise
with
the
names
of
the

food
they
have
in
the
previous
exercise.

They
have
to
write
the
corresponding
letter

next
to
the
names
of
each
food
item.
As
students
work
in
this
task,
I
model
correct

pronunciation.

2.
Match
the
food
and
drink
with
the
names:

chips

eggs

tea

milk

coffee

apple juice

wine

broccoli

chocolate

cheese

tomatoes

yoghurt

potatoes

pasta

carrots

ice-cream

peas

bread

onions

biscuits

crisps

bananas

apples

strawberries

Transition: Once they are finished, the activity can be checked orally by the class as a
whole.
Purpose:
Review
the
vocabulary
and
to
further
practice
the
new
structures.

Materials: Copies from the previous task, three potatoes and a carton of milk (empty).
I write on the board the following question: Can we count….? Then I show the students the
potatoes and ask the question: “Can we count the potatoes?” EA: Yes! We can! There are
three potatoes. I ask the same with a few countable nouns from the food chart (tomatoes or
carrots, for example)t. The I ask “can we count the milk?” and I explain we can count the
cartons/glasses/bottles/liters of milk, but not the milk itself. I explain about the use of
SOME for uncountable nouns. I give them some other examples, such as wine, apple juice
and bread. Then I tell the students my favorite meal is “empanadas” I ask them: “What are
the ingredients in empanadas?” EA: meat, some olives, ...etc. I then ask the class to
practice the use of SOME, in contrast with a/an in a short written activity.
3.- Complete the text with SOME, A, or AN:
In Apollo 11, astronauts did not eat food as we do here on Earth. One of my favourite meal
is called “empanada” but they did not eat it in outer space.
Empanadas are easy to make. You just need ...... meat, ........egg, .......olives and ........
onion and spices like salt, pepper, cumin. I usually eat empanadas with .............orange
juice or soda.
In Argentina, we have different types of empanadas. They differ in the filling they can
have: you can pick between ……… chicken, …… cheese and ham, ……spinach, or even
….… fish.
Empanadas are my favorite meal, so what is yours?

Aurelia 9/18/17 7:00 PM
Comment [9]: I
would
use
the
very
same

worksheet
of
the
food
items
as
if
it
were
a

code
for
a
secret
message.
For
instance,
I

would
give
them
the
following
word
for
them

to
decode:

Strawberries
–
chocolate
–chocolate-‐
pasta

They
can
then
create
their
own
secret

messages.
Student
s
love
deciphering!

Purpose:
Review
the
vocabulary
and
to
further
practice
the
new
structures
in
a
less

structured
way.

Materials: Copies of a chart.
At this stage I ask the students: “What is your favorite meal?” is it something you eat at
home? what is it made with?”
In small groups, they have to decide on a meal and then list all necessary ingredients in a
chart and then at the end of the activity the works will be displayed on a poster. I monitor
the activity and provide the vocabulary as they need it. They can draw a picture also.
4.- What is your favourite meal?
MY FAVOURITE MEAL IS

✓
✓
Transition: At the end of the activity, they display the sheets of paper on the poster and
stick them in the classroom.
Closure: 5 minutes
Purpose: Review the vocabulary for phonological accuracy.
Materials: Audio of the workbook activity of the book New Headway Workbook, page 53.
As a final activity, I asked the students to listen to the tape with the following names of
food, and write each name in the correct column. Correct answers are provided orally to
finish the class or we do it on the following class.
Aurelia 9/18/17 6:50 PM
Deleted: these
Aurelia 9/18/17 6:52 PM
Comment [10]: They
have
already
done

something
similar.
This
is
something
they

might
do
as
homework,
as
they
might
need
to

ask
about
the
ingredients.

Aurelia 9/18/17 6:51 PM
Deleted: ed
Aurelia 9/18/17 6:57 PM
Comment [11]: You
should
explain
about

stress
patterns…

I
think
this
is
something
brand
new,
which

needs
a
lot
of
attention.

It
does
not
round
up

the
lesson.
On
the
contrary,
it
introduces

another
issue.

You
can
work
with
the
“Food
Code”
at
this

stage,
or
think
of
any
other
game.

Secondary Level - Class Plan 4

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

Observations
I
hope
my
comments
and
suggestions
are
clear
enough.

Have
second
thoughts
as
regards
the
closure
stage.

Get
the
most
out
of
the
lesson!

Aure

Secondary Level - Class Plan 4

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Secondary Level - Class Plan 4