Lesson plans ens 1 caba

Taller de Práctica Docente 2016

Pedrazzani Carolina Andrea

1

Alumno Residente: PEDRAZZANI, Carolina

Período de Práctica: Secundario

Institución Educativa: ENS N° 1 en Lenguas Vivas

Dirección: Córdoba 1951 CABA

Año/Sección: 3° 2° Turno Mañana

Cantidad de Alumnos: 17

Nivel Lingüístico del curso: Upper Intermediate

Tipo de Planificación: Clase Introductoria

Unidad Temática: Introducing Oneself

Clase N°: 88

Fecha: 14 Septiembre 2016

Hora: 12:05 a 13:25

Duración de la Clase: 80 minutos

Fecha de entrega: 30 de Agosto 2016

LEARNING AIMS OR GOALS

During this lesson, learners will be able to:

Develop their speaking skills by asking questions to gain information and their

listening skills by hearing the teacher and partners´ speech.

Develop their critical thinking skills by performing mental activities to infer and

clarify meaning.

Develop their writing skills by performing a report about themselves.

The aim of this lesson is to get to know each other and to know what learners´

interests and needs are to be able to plan future lessons based on this

information.

TEACHING POINTS

Revision of narrative tenses – Present Simple & Continuous, Present Perfect

Simple & Continuous, Past Simple & Continuous, etc.

Use of tenses and vocabulary already leant to talk about themselves.

LANGUAGE FOCUS

FUNCTION LEXIS STRUCTURE PRONUNCIATION

Re

visi

on

cla

ss

Use of tenses and vocabulary learnt to talk about themselves and their home

Words related to activities and personal experience Hometown Likes and dislikes Sports

Tenses: Present simple & continuous Past simple & continuous Present perfect simple & continuous

Connected speech. Focus on fluency

Comentado [A1]: This would be your first lesson with this group.

Comentado [A2]: This is not a language function.

Comentado [A3]: You should mention the vocabulary items, not just the categories.



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TEACHING APPROACH

CLT – Communicative Language Teaching

INTEGRATION OF SKILLS

In this lesson plan, the four skills are integrated through teacher´s and students´ speech

interaction using the topic. Plus creating a written draft and reading their draft in class.

MATERIALS AND RESOURCES

Board, chalk, eraser and ipad to show pictures/photos,

PEDAGOGICAL USE OF ICT IN CLASS OR AT HOME

No use of ICT in this class.

SEATING ARRANGEMENT

Students may sit in groups or pairs in order to create a relaxed and unstructured

atmosphere.

POSSIBLE PROBLEMS / DIFFICULTIES AND THEIR POSSIBLE SOLUTIONS

This particular group is not participative, so my challenge will be to encourage them to

ask me questions and to talk about themselves. In case they don’t want to participate

by their own, I will have to ask them to talk.

CLASSROOM MANAGEMENT STRATEGIES

Learners here are reluctant to participate in class, so I will encourage them to do it so by

creating a relaxed and comfortable atmosphere. Talking about myself first will hopefully

encourage them to contribute and share. What is more, this exercise will help me learn

about them and device motivating exercises and games in the future.

ASSESSMENT

Assessment will be done by observing and monitoring learners´ work and speech during

the whole lesson.



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ROUTINE (3´)

I will greet students saying: Hello! How are you?

I will wait for them to answer: Hi, Hello! – Good! Fine!

We will wait for the preceptor to call the attendance

TRANSITION

I will say: As you may know, I´m Carolina and I´m going to be your teacher for a couple

of months.

PRESENTATION (5´)

Teacher: Do you know why I´m here?

I expect students to say they do as they are used to having trainees in class.

Teacher: Good! Are you having any other trainee at the moment? (I know they have a

Math trainee too)

Students: Yes! In Math!

Teacher: Good! What´s his/her name?

Ss answer

Teacher: And how is he/she? Do you like him/her?

Ss answer

Teacher: What do you know about him/her?

Ss answer

Teacher: What do you like the most or the least about trainees in general?

I will try that most of the learners participate and I will pay special attention to their

answers as these will help me know what they like or not about us.

I will thank them for their participation.

WARM UP AND BRAINSTORMING (15´)

I will say: Í´m eager to know things about you, your likes and dislikes, your free time

activities, your anxieties and expectations. So, I will start with myself. Please feel free to

ask me any question, Okay?

I will be really happy if they interrupt me to ask, extend or clarify information!

Well, my name is Carolina Pedrazzani (I will write my name on the board), I´m 42 years

old and will be 43 in a month. :-S

Comentado [A4]: What´s she like?

Comentado [A5]: What if they tell you they don´t?

Comentado [A6]: Purpose?

Comentado [A7]: This is too personal. You might be opening up a can of worms. The trainee is your colleague, you should bear that in mind.

Comentado [A8]: How may this be helpful?



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I live in Quilmes, in the south of Buenos Aires around 40 minutes or an hour from here

by car.

Quilmes is a huge city. Do you know something about Quilmes? It has an interesting

history and lovely and interesting places.

I expect them to say things like the beer factory and the football team.

I will say: That´s right! Look! And I will show them some of pictures of Quilmes from my

Ipad.

There are two football teams in Quilmes. One is QAC (Quilmes Atlético Club)

And the other is Argentino de Quilmes known by ´Los Mates´. It is a poor stadium and it

has a big mate at the top of it



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See? Interesting!

In Quilmes we have just changed our traditional, rotten and ugly diesel trains



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To brand new electrical ones! They are beautiful!!!!

And this is the Beer Factory



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There is a Quilmes Factory Park with a huge and nice restaurant inside! It is so big and

nice that 15 year-old girls and brides usually go there to be taken photos!

There is also a big Cathedral in which priests are named. It was built in 1847



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Every year, a lot of people go there to see how priests are named. It is a lovely ceremony

to see.

In summer, people go to the river. There, you can´t get into the water, but you can fish

at the ´Pejerrey Club´

Or just spend the day at the river where there are all kinds of shows and people enjoy

practicing water sports in summer.



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What do you think of Quilmes? Do you like it? I love it!

TRANSITION

What about your hometown? Can you tell me where you live and what special places

are there?

ACTIVITY 1 (5´)

I will wait for learners to talk about where they live, if they are reluctant to talk, I will

ask them to participate.

I will thank them for their contributions.

TRANSITION

Now I know where you live and I´ve learnt about your hometown.

DEVELOPMENT (5´)

So, I live in a lovely house in a nice neighbourhood

I live with my fiancée, Leo, who is 45 years old. He is very funny and we enjoy being

together.



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We live with his son, Diego who is 19 years old.



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I also have a heart son, Francisco, who is 24 years old. I have adopted him when he

was 2. He is a very handsome and a great boy.



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He is a radio and tv TV producer and he lives alone.

Well, and I´m training to become an English teacher and hopefully I will get my degree

this December.

Any question?

I will wait for learners to ask any question they want to.

ACTIVITY 2 (5´)

What about you? Please tell me where you live and the members of your family.

I will listen to them and ask them for further information if necessary.

I will again thank them for sharing

TRANSITION

Let me tell you about my interests, what I like doing in my free time!

DEVELOPMENT (15´)

I love reading. I like science fiction and detective stories like Sherlock Homes and the

DaVinci codeCode, and any other book that comes to my hands. When I read, I imagine

the characters and the scenery.

I enjoy spending time with friends and cooking for them because I love cooking. Look!



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I also enjoy snowboarding. I have just returned from a trip to Neuquén where I did

some snowboarding and enjoyed the beautiful scenery. Comentado [A9]: landscape



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Do you practice any sport?

Which one? Where? How often?

I will wait for them to answer and, again, I will thank them for sharing.

ACTIVITY 3 (5´)

What about music? What kind of music do you like?

What else do you enjoy doing in your free time?

Again I will wait for them to talk and ask them if necessary.



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TRANSITION

Fantastic! Thank you for your participation!

Does anybody want to say something else?

Do you have any other question or doubt? Please feel free to ask me

ACTIVITY 4 (20´)

Now I would like you to write about yourselves. Write about you, your family, pets,

your free time activities, your likes and dislikes, etc.

You must write between 150 and 200 words. I will take these essays home.

Here is some guidance to help you writing.

I will write the following on the board:

Let´s get to know each other!

Name/age

My family and pets

Free time / leisure activities (music, sports)

Likes and dislikes

CLOSURE (2´)

I will thank all of them for participating and for letting me enjoy my first class with

them

I will tell them to give me their works.

See you on Friday! Have a nice day. Bye bye.

Please note: I really want to create a good rapport with the group so I believe this lesson

will give me the opportunity to share and know about them, their wants and their

interests. This way I will be able to create motivating contexts in the future.

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Comentado [A10]: Are they acquainted with the structure?

Comentado [A11]: What would you do if any of them hasn´t finished?

Comentado [A12]: productions

Comentado [A13]: needs



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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: __24__ /35 = 7 Dear Carolina, You really want to create close bonds with the students. Great! You should have a plan in case they do not participate much, taking into account the characteristics of the group. Try to think of other teaching strategies rather than asking for their personal information. You may give them some prompts, for example. Have a nice lesson! Cecilia and Aurelia



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Tipo de Planificación: Clase

Unidad Temática: Narrative Tenses –9/11 Attacks

Clase N°: 89


Hora: 7:45 a 9:05


Fecha de entrega: 31 Agosto 2016



Develop their reading skills by reacting and reflecting on an authentic text

Develop their speaking and listening skills by talking about real situations and

personal experiences.


clarify meaning of vocabulary in context.

Develop their writing skills by taking notes and giving appropriate titles to

paragraphs (Worksheets).

TEACHING POINTS

Revision of narrative tenses – Present Simple & Continuous, Present Perfect

Simple & Continuous, Past Simple & Continuous, etc.

Use of prediction and background knowledge to understand a text.

Help learners express their own view on an authentic and real situation.

LANGUAGE FOCUS


Re

visi

on

Use of narrative tenses to refer to events in their lives

Words related to dynamic events and situations experienced by learners

Tenses: Present simple & continuous Past simple & continuous Present perfect simple & continuous


Comentado [A14]: 2



18

Ne

w

Use of tenses and vocabulary learnt to talk about shocking moments and dangerous situations

Words related to accidents: Crash, hit, attack, collapse, struggle, highjack

Past Simple Passive

Connected speech and fluency. Pronunciation of past simple –ed /t/ /d/ /ɪd/

TEACHING APPROACH



In this lesson plan, the four skills are integrated through exposing learners to authentic

material, inferring meaning from the context, answering to questions about the text and

themselves and students´ interaction with the topic.


Board, chalk, eraser and Worksheets – one with the text and the two others with reading

comprehension activities (while and post-reading activities). The three Worksheets will

be included at the bottom of this Lesson Plan.


Learners will use – at home – their computers, cell-phones or any device available to

browse the internet and look for facts about 9/11.

SEATING ARRANGEMENT

Students will sit in groups (they are usually grouped when we entered the class) so they

can work together to complete the exercises given.


Students may be reluctant to participate, so I may have to ask them to do so. I have

thought about 9/11 because this year it´s the attack´s 15th anniversary and social

networks and the television will be full of this issue. In case they are aliens and don’t

know anything about this, I will show them a couple of pictures and tell them my own

story – I was in New York on the 10th of September 2001 and in Miami on the 11th.


As learners are not very participative, I will encourage them to talk by creating a relaxed

and comfortable atmosphere. There are a couple of girls who never talk and are very

huffy, my every day challenge will be to make them relax and feel comfortable

participating and sharing.

Comentado [A15]: The use of tenses is not a language function.

Comentado [A16]: Remember most of them were born the year this happened… Do not get frustrated if they do not know much.

Comentado [A17]: Language



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ASSESSMENT


the whole lesson. All the exercises will be corrected orally.

ROUTINE (3´)




TRANSITION

I will say: So, today is September 16th. Last Sunday it was the 9/11 15th anniversary.

PRESENTATION (5´)

Teacher: Do you know what happened?

I will wait for learners to say what they know about the attacks.

We will discuss events, facts and vocabulary to activate learner´s previous knowledge

about the topic and to create an interest on the theme.

I will say: Great job!


PRE-READING: Activating student´s schemata and encouraging them to get involved

on the reading.

I will say: I would like to know what´s your opinion about terrorism.

What do you think? How do you feel about killings and suicide attacks?

I will wait for them to answer and hopefully we can debate and talk about extremists

and killing of innocent people. I will encourage learners to react, reflect and express

their feelings towards terrorism by asking them some questions.

Why do you think someone will want to commit suicide in order to kill other people?

What´s your opinion about attacks?

What do you think about someone who highjacks a plane and kills everyone in?

What would you say to that person?

What would you do in such a situation?

TRANSITION:

We are going to read an article about 9/11 from History Channel´s web site. You can

find it at http://www.history.com/topics/9-11-attacks.

Comentado [A18]: Word order

http://www.history.com/topics/9-11-attacks



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I will deliver the Worksheets.

ACTIVITY 1: (10´)

Now please read the first paragraph.

Has this information confirmed what we said about the attacks?

Which fact did you find new?

How many planes were involved in the assaults?

How many people were killed?

How many al-Qaeda militants were involved?

Good!

ACTIVITY 2: (30´)

While reading

Now please continue reading the text. While you are reading it, look at Worksheet 2

and do exercises 1, 2 and 3.

I will explain and exemplify all of the exercises.

Okay. Let´s read the whole article now.

Once they have read the article and completed the exercises, we will correct them

orally.

Great job everyone!

ACTIVITY 3: (20´)

Post-reading activities

Now look at Worksheet 3.

I will again explain and exemplify the exercises to the learners.

I will walk around and monitor them. I will assist learners if necessary.

We will correct the exercises orally and I will thank them for their hard work.

HOMEWORK AND CLOSURE (2´)

Well done all of you!

For homework, I would like you to browse the web and look for some interesting facts

about 9/11.

For example: One curious fact is that the clean-up of the 1.8 million tons of wreckage

took 9 months.

Thank you again for your participation and have a nice weekend!

Comentado [A19]: Will you go over these questions orally?



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911 Worksheet reading.pdf

9/11 ATTACKS

1

1 Taken from: http://www.history.com/topics/9-11-attacks

http://www.history.com/topics/9-11-attacks



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On September 11, 2001, 19 militants associated with the Islamic extremist

group al-Qaeda hijacked four airliners and carried out suicide attacks against

targets in the United States. Two of the planes were flown into the towers of

the World Trade Center in New York City, a third plane hit the Pentagon just

outside Washington, D.C., and the fourth plane crashed in a field in 5

Pennsylvania. Often referred to as 9/11, the attacks resulted in extensive

death and destruction, triggering major U.S. initiatives to combat terrorism

and defining the presidency of George W. Bush. Over 3,000 people were

killed during the attacks in New York City and Washington, D.C., including

more than 400 police officers and firefighters. 10

On September 11, 2001, at 8:45 a.m. on a clear Tuesday morning, an

American Airlines Boeing 767 loaded with 20,000 gallons of jet fuel crashed

into the north tower of the World Trade Center in New York City. The

impact left a gaping, burning hole near the 80th floor of the 110-story

skyscraper, instantly killing hundreds of people and trapping hundreds more 15

in higher floors. As the evacuation of the tower and its twin got underway,

television cameras broadcasted live images of what initially appeared to be

a freak accident. Then, 18 minutes after the first plane hit, a second Boeing

767–United Airlines Flight 175–appeared out of the sky, turned sharply

toward the World Trade Center and sliced into the south tower near the 60th 20

floor. The collision caused a massive explosion that showered burning debris

over surrounding buildings and the streets below. America was under attack.

As millions watched the events unfolding in New York, American Airlines

Flight 77 circled over downtown Washington, D.C., and slammed into the

west side of the Pentagon military headquarters at 9:45 a.m. Jet fuel from the 25

Boeing 757 caused a devastating inferno that led to the structural collapse of

a portion of the giant concrete building. All told, 125 military personnel and

civilians were killed in the Pentagon, along with all 64 people aboard the

airliner.

Less than 15 minutes after the terrorists struck the nerve center of the U.S. 30

military, the horror in New York took a catastrophic turn for the worse when

the south tower of the World Trade Center collapsed in a massive cloud of

dust and smoke. The structural steel of the skyscraper, built to withstand

winds in excess of 200 miles per hour and a large conventional fire, could

not withstand the tremendous heat generated by the burning jet fuel. At 10:30 35



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a.m., the other Trade Center tower collapsed. Close to 3,000 people died in

the World Trade Center and its vicinity, including a staggering 343

firefighters and paramedics, 23 New York City police officers and 37 Port

Authority police officers who were struggling to complete an evacuation of

the buildings and save the office workers trapped on higher floors. Only six 40

people in the World Trade Center towers at the time of their collapse

survived. Almost 10,000 others were treated for injuries, many severe.

Meanwhile, a fourth California-bound plane–United Flight 93–was hijacked

about 40 minutes after leaving Newark International Airport in New Jersey.

Because the plane had been delayed in taking off, passengers on board 45

learned of events in New York and Washington via cell phone and Airfone

calls to the ground. Knowing that the aircraft was not returning to an airport

as the hijackers claimed, a group of passengers and flight attendants planned

an insurrection. One of the passengers, Thomas Burnett Jr., told his wife over

the phone that “I know we’re all going to die. There’s three of us who are 50

going to do something about it. I love you, honey.” Another passenger–Todd

Beamer–was heard saying “Are you guys ready? Let’s roll” over an open

line. Sandy Bradshaw, a flight attendant, called her husband and explained

that she had slipped into a galley and was filling pitchers with boiling water.

Her last words to him were “Everyone’s running to first class. I’ve got to go. 55

Bye.”

The passengers fought the four hijackers and are suspected to have attacked

the cockpit with a fire extinguisher. The plane then flipped over and sped

toward the ground at upwards of 500 miles per hour, crashing in a rural field

in western Pennsylvania at 10:10 a.m. All 45 people aboard were killed. Its 60

intended target is not known, but theories include the White House, the U.S.

Capitol, the Camp David presidential retreat in Maryland or one of several

nuclear power plants along the eastern seaboard.

At 7 p.m., President George W. Bush, who had spent the day being shuttled

around the country because of security concerns, returned to the White 65

House. At 9 p.m., he delivered a televised address from the Oval Office,

declaring, “Terrorist attacks can shake the foundations of our biggest

buildings, but they cannot touch the foundation of America. These acts

shatter steel, but they cannot dent the steel of American resolve.” In a

reference to the eventual U.S. military response he declared, “We will make 70



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no distinction between the terrorists who committed these acts and those who

harbour them.”

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Worksheet 2 – 9/11 Attacks

While reading:

1. Perform a chart citing the order of events.

Time of event What happened?

8:45 a.m Boeing 767 crashed into the North Tower

2. While reading, highlight a couple examples of the use of:

a. Present Perfect Tense

b. Past Simple Tense

c. Past Continuous Tense

d. Past Passive Tense

e. Past Perfect Tense

3. Find at least four words or expressions that mean ´to CRASH´

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After-Reading

4. Create a headline for each paragraph.

For example: Paragraph one could be “9/11 tragedy”

5. Match a word with its definition

1. Triggering (line 7) a. Resist / endure

2. Gaping (line 14) b. Rebellion / revolution

3. Debris (line 21) c. Jug / container for water

4. Withstand (line 33) d. Fighting

5. Staggering (line 37) e. Destroyed

6. Struggling (line 39) f. Huge / wide

7. Airfone (line 46) g. House / refuge

8. Insurrection (line 49) h. Spirit

9. Let´s roll (line 52) i. Dishonour

10. Galley (line 54) j. Wreckages / fragments

11. Pitchers (line 54) k. Travelled / transported

12. Retreat (line 62) l. A phone used in planes

13. Shuttled (line 64) m. To cover someone

14. Shatter (line 69) n. Activating / generating

15. Dent (line 69) o. Amazing / surprising

16. Resolve (line 69) p. Let us go

17. Harbour (line 72) q. Kitchen in an aircraft

1. _N_ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___

10. ___ 11. ___ 12. ___ 13. ___ 14. ___ 15. ___ 16. ___ 17. ___


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

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Coherence and sequencing

x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _23___ /35 = 6.5 Dear Carolina, You´re doing a fine job. We´d like you to remember you must include the answers to the exercises in further lesson plans. As regards classwork correction, you may write answers on the board for visual learners, and think of different teaching strategies to go over this important stage of the lesson. Just a comment about the article – it is far too long. We do not know if learners are used to dealing with such long texts. In case they are not, you should get ready to encourage them to keep focused and set the mood for the reading activity. Best, Your tutors




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Unidad Temática: Narrative Tenses – Unit 3 New Headway Upper-Intermediate 4th

Edition

Clase N°: 3


Hora: 7:45 a 9:05


Fecha de entrega: 19 Septiembre 2016




Develop their speaking and listening skills by giving their opinion about personal experiences and

listening to their partners´ own experiences.

Develop their critical thinking skills by performing mental activities to infer and clarify meaning of

vocabulary in context.

Develop their writing skills by making questions and through a written task.

TEACHING POINTS

Identification of narrative tenses – Present Simple & Continuous, Present Perfect Simple &

Continuous, Past Simple & Continuous, etc – in an article.

Reading comprehension and guessing facts from an article headline.

Work with vocabulary in context (guess meaning of words within a given context).

LANGUAGE FOCUS


29

Re

visi

on

Use the language learnt to talk about past experiences

Words related to accidents – crash, smash, trap, stuck, hit, struggle

Narrative Tenses: Present simple & continuous Past simple & continuous Present perfect simple & continuous

Pronunciation of past simple –ed /t/ /d/ /ɪd/

Ne

w

Use of previous knowledge and schemata to talk about their own experiences and to express feelings

Question words: Who – When – How – Where – What – Why to gather information about accidents.

Past Simple Passive Past perfect


TEACHING APPROACH



In this lesson plan, the four skills are integrated. Students will give their opinions about a given issue, they

will listen to their partner´s speech and they will read an article and write about their own experiences.

Learners will be exposed to authentic material, in which they will have to infer meaning from the context.


Board, chalk, eraser, Worksheet 3 from the previous class – (post-reading activities).

Flashcards with facts written on them.

The Worksheet will be included at the bottom of this Lesson Plan.


Learners will have to use their computers and internet access to send me their assignments (writings).

SEATING ARRANGEMENT

Students will sit in pairs or groups to be able to complete the exercises.


I will bring some extra material (9/11 worksheets) in case learners forget to bring them to class so we can all

work on Worksheet 3. They will need some extra guidelines to complete the vocabulary task which is a bit

difficult. I will give the students clues or use body language to help them. I will also tell learners to do the

ones they think are easier first.

Comentado [A20]: Is this new input?

Comentado [A21]: Will you teach these two tenses? If so, it is quite a lot for one lesson.

Comentado [A22]: Written productions/ compositions

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I will also encourage them to talk. Some learners don’t participate at all so I will ask them questions to make

them speak.


I have learnt that these students like to give their opinion, so I will start the new unit by asking about

themselves, their experiences and opinions. I will ask them some questions in case they don’t want to

participate.

I will give them a written assignment which will have to be finished at home and sentd via email, so I will tell

them that this writing will be evaluated to encourage them to finish and send it.

ASSESSMENT

Assessment will be done by observing and monitoring learners´ work and speech during the whole lesson.

All the exercises will be corrected orally.

ROUTINE (2´)




TRANSITION

Do you remember last class? What was the text we read about?


I will let learners talk about the 9/11 attacks so as to activate prior knowledge about the issue. We will

discuss events and vocabulary related to the topic orally.

TRANSITION

Now please look at Worksheet 3 from last class.

ACTIVITY 1 (30´)

Now please complete exercises 5 and 6.

I will explain and exemplify the exercises.

I will monitor their work and give assistance if necessary.

The exercises will be completed orally. I will thank them for their participation


After-Reading

Comentado [A23]: Do they work harder when they know they will be given a mark? How do they conceive homework?

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18. Triggering (line 7) r. Resist / endure

19. Gaping (line 14) s. Rebellion / revolution

20. Debris (line 21) t. Jug / container for water

21. Withstand (line 33) u. Fighting

22. Staggering (line 37) v. Destroyed

23. Struggling (line 39) w. Huge / wide

24. Airfone (line 46) x. House / refuge

25. Insurrection (line 49) y. Spirit

26. Let´s roll (line 52) z. Dishonour

27. Galley (line 54) aa. Wreckages / fragments

28. Pitchers (line 54) bb. Travelled / transported

29. Retreat (line 62) cc. A phone used in planes

30. Shuttled (line 64) dd. To cover someone

31. Shatter (line 69) ee. Activating / generating

32. Dent (line 69) ff. Amazing / surprising

33. Resolve (line 69) gg. Let us go

34. Harbour (line 72) hh. Kitchen in an aircraft

2. _N_ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___

10. ___ 11. ___ 12. ___ 13. ___ 14. ___ 15. ___ 16. ___ 17. ___

Worksheet 3 – 9/11 Attacks (Answers)

After-Reading



Open answers


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1. Triggering (line 7) N Activating/generating

2. Gaping (line 14) F Huge/wide

3. Debris (line 21) J Wreckages/ fragments

4. Withstand (line 33) A Resist / endure

5. Staggering (line 37) O Amazing / surprising

6. Struggling (line 39) D Fighting

7. Airfone (line 46) L A phone used in planes

8. Insurrection (line 49) B Rebellion / revolution

9. Let´s roll (line 52) P Let us go

10. Galley (line 54) Q Kitchen in an aircraft

11. Pitchers (line 54) C Jug/container of water

12. Retreat (line 62) G House / refuge

13. Shuttled (line 64) K Travelled / transported

14. Shatter (line 69) E Destroyed

15. Dent (line 69) I Dishonour

16. Resolve (line 69) H Spirit

17. Harbour (line 72) M To cover someone

3. _N_ 2. _F_ 3. _J_ 4. _A_ 5. _O_ 6. _D_ 7. _L_ 8. _B_ 9. _P_

10. _Q_ 11. _C_ 12. _G_ 13. _K_ 14. _E_ 15. _I_ 16. _H_ 17. _M_

TRANSITION

Now I would like you to share your own experiences.

ACTIVITY 2 (3´). This activity will be done orally

Have you ever been on a dangerous situation? Or, Have you ever witnessed any shocking moment? When?

What happened?

I will listen to them and ask them to participate in case they are not willing to do it so (They will hate me

but I´ll do my best to make them being active participants)

I will thank them for their participation

TRANSITION

We are going to read an article about a man who was trapped in the snow for 60 days.

ACTIVITY 3 (15´) PRE-READING. Activating student´s schemata and encouraging them to get involved on

the reading.

Let´s guess some facts. You have to come here, take a card and place it in the True or False side according

to what you believe that could have happened.

I will put TRUE – FALSE flashcards on the board and I will have some other flashcards on my desk. Learners

will come to the front and guess what could have happened.

Comentado [A24]: Hope they won´t!

33

MAN SURVIVED 60 DAYS TUCK IN SNOW

TRUE FALSE

He didn´t have any warm clothes His family found him He was found barely alive He was young He walked until he found a house He didn’t eat anything He ate some snacks He ate snow He was rescued by the police He was rescued by a man His mobile phone saved him He had an aid kit which saved him He crashed his car He fell skiing He got lost on an expedition He was found in a perfect state He was taken to intensive care

I hope some of them won´t agree with their partner so we could talk about it. In case it happens, I will ask

the student on the front to argue their choice and the one(s) who doesn’t agree to say why he/she

disagrees.

If this happens (hopefully), I will leave the written task for homework only.


ACTIVITY 4 (5´)

Now imagine you are a reporter. Ask questions to the police officer who is talking to the press. Use who –

where – when – what – why – how.

For example: What´s the man´s name?

Students will work on the questions and we will check them orally.

We will answer these questions later

TRANSITION

Now let´s see if what we have thought is true or not.

ACTIVITY 5(10´) While reading

Now open your books on page 22, read the article and

1) See if the article answers the questions you have asked

2) Let´s check and reorder the facts we have guessed

Comentado [A25]: Back up

34

3) Find one example of: Past Simple, Past Continuous, Past Perfect Simple, Past Perfect Continuous

and Past Simple Passive

I will ask learners at random to ask a question and answer it orally

Then, I will point at each fact learners have guessed and I will ask them to say if it is okay or if it has to be

changed.

Finally, we will discuss the examples on tenses.


Man survives 60 days stuck in snow

Monday, February 12 2012

A 44-YEAR-OLD SWEDISH MAN survived for 60 days by eating handfuls of snow when his car

had become trapped in snowdrifts.

Yesterday he was recovering in hospital after being pulled out barely alive.

Experts think he went into a form of hibernation after temperatures plunged to as low as -30°C.

The emaciated man, whose name was reported as Peter Skyllberg, had been driving on a remote forest

road near the town of Umeå in Southern Sweden and had become stuck during a snowstorm. He was

finally found last Friday by a passing worker on a snowmobile. The rescuer said: Í was clearing the

road when I noticed the car. I stopped to scrape some snow from the windscreen and saw a movement

inside. The man was in a very poor state. He could hardly speak but I understood that he had eaten

nothing but snow for over two months. ´Skyllberg was wrapped in a sleeping bag but had no other

warmth. His fuel had run out weeks earlier because he had kept the engine running to keep warm.

Comentado [A26]: This activity focuses on form. The transition is quite abrupt.

35

He is now in intensive care, being treated for hypothermia. Police think that perhaps he was a nature

lover who had been trying to photograph elk. Tommy Cederholm, a professor of nutrition at Uppsala

University, says that humans can survive 60 days without food, but other experts are highly sceptical

about the story.

CLOSURE AND HOMEWORK (13´)

Now look at the éxtra material´ provided by your teacher (Carina Luc).

Look at the writing assignment called ´The Box´.

Read the beginning of the story and complete it with your own ideas. Write at least 100 words.

As learners won´t have time in class to finish the assignment I will ask them to email me. Carina told me that

they don’t complete homework, so I thought about telling them it will be graded to encourage them to do

it. So, before the class is over I will say: Comentado [A27]: How sad…

36

What you have to do is to write the assignment and send it to me via e-mail.

My email address is [email protected] (I will write it on the board). This assignment should be sent

within this weekend and will be evaluated.

PLEASE NOTE: This class video will be very short, as most of the time learners will be working on a given

exercise (Worksheet 3 – vocabulary), and they will come to the front and can´t be filmed. I will include

more photos of the board this time.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __28__ /35 = 8 Lovely lesson, Carolina! Just have second thoughts as regards the language focus chart. What is the new input? Are you actually teaching tenses? Hope you have a nice class. You tutors

Comentado [A28]: It´s important for us to see if they are using L2, if you control discipline, as so on. It would be great if you could film most of the lesson.

mailto:[email protected]

37










Edition

Clase N°: 4

Fecha: 4 Octubre 2016

Hora: 12:05 a 12:45





Develop their reading skills by reacting and reflecting on a text taken from the course book

Develop their speaking and listening skills by giving their own opinions and listening to their partners´

opinions.



TEACHING POINTS

Reading comprehension and reflecting on the readings.

Working with facts in a short reading comprehension exercise

Asking open questions.

38

LANGUAGE FOCUS


Re

visi

on

Use the language learnt and previous schemata to talk about events in the past

Words related to accidents – crash, smash, trap, stuck, hit, struggle

Narrative Tenses: Present simple & continuous Past simple & continuous Present perfect simple & continuous Past Simple Passive Past perfect Question words: What – who – where – when – how.

Pronunciation in connected speech. Focus on fluency Both in free speech

TEACHING APPROACH



In this lesson plan, the four skills are integrated through students´ free speech giving their opinion and own

point of view about a given issue, they will listen to their partner´s speech and they will read an article to

clarify their beliefs and theories.


Board, chalk, eraser and Worksheet 1 including the facts we´ve guessed the previous class.




SEATING ARRANGEMENT

Students will sit in pairs or groups to let them work in a relaxed atmosphere.


Learners are more participative so I will make them participate as much as possible to increase their talking

time and to let them express their ideas freely.

39

Sometimes they are eager to talk and I am not able to finish all the tasks thought. In this case (which has

already happened a couple of times), I will end the class with an activity that will help me as a brainstorming

exercise for the next class.

Some learners will take longer to read the text than others – it´s only a matter of one or two minutes – so,

to give them some extra time to read, I will encourage the others to complete the while-reading task to gain

time.


I have learnt that most of the learners enjoy reading, so management in this particular class will be eased

because they will perform a silent reading.

They will work in pairs to complete all the exercises given – it´s a common way to work for them – and

sometimes they ask me for clarification. I will answer all their questions and I will monitor their works during

the reading and the exercises given.

ASSESSMENT



ROUTINE (1´)



TRANSITION

Do you remember last class? We guessed some facts about a man´s accident.

WARM UP AND BRAINSTORMING (15´) Pre-reading. To brainstorm vocabulary / lexis and to encourage

learners to get involved on in the reading.

I will deliver Worksheet 1 and ask learners to look at exercise one.

So, here are the facts we talked about last class. Let´s read them again.

I will ask each learner to read one of the statements and I will ask them about their choices.

For example: The fact “He didn’t have any warm clothes” was stated as a False fact. I will ask: Why do you

think this could be false? And I expect them to say things like, “Because without warm clothes nobody can

survive cold weather”

I will congratulate them for participating.

ACTIVITY 1 (5´)

I will then say: What you have to do now is Exercise 2. Here you have to imagine you are a reporter and you

have to ask questions to the police officer who is talking to the press.

For example: “What´s the man´s name?”

I will let learners a couple of minutes to write the questions and we will check them orally.

I will thank them for participating.

Comentado [A29]: And when will the learners who take more time do this? Won´t they get behind?

Comentado [A30]: How will you guide them in case they do not remember?

Comentado [A31]: This activity may take longer.

Comentado [A32]: You should tell them how many questions they need to write.

40

Worksheet 1

1. Let´s revise facts

MAN SURVIVED 60 DAYS STUCK IN SNOW

TRUE FALSE

He walked until he found a house He got lost on an expedition He fell skiing He was taken to intensive care He crashed his car He was rescued by a man He was found barely alive His family found him

He was found in a perfect state He was young He was rescued by the police His mobile phone saved him He didn’t eat anything He ate snow He didn’t have any warm clothes He had an aid kit which saved him He ate some snacks

2. Imagine you are a reporter. Ask questions to the police officer who is talking to the

press. Use: WHO – WHEN – WHERE – WHAT – WHY – HOW.

TRANSITION

Now, let´s see if what we have thought is true or not

ACTIVITY 2 / CLOSURE (20´) While – reading

Now open your books on page 22, read the article “Man survives 60 days stuck in snow” and

41

1) See if the article answers the questions you have asked

2) Let´s check and reorder the facts we have guessed

I will ask each learner about a fact, he/she will have to say if it is okay or if it has to be changed

I will thank them for their participation.

Man survives 60 days stuck in snow

Monday, February 12 2012

A 44-YEAR-OLD SWEDISH MAN survived for 60 days by eating handfuls of snow when his car

had become trapped in snowdrifts.

Yesterday he was recovering in hospital after being pulled out barely alive.

Experts think he went into a form of hibernation after temperatures plunged to as low as -30°C.

The emaciated man, whose name was reported as Peter Skyllberg, had been driving on a remote forest

road near the town of Umeå in Southern Sweden and had become stuck during a snowstorm. He was

finally found last Friday by a passing worker on a snowmobile. The rescuer said: Í was clearing the

road when I noticed the car. I stopped to scrape some snow from the windscreen and saw a movement

inside. The man was in a very poor state. He could hardly speak but I understood that he had eaten

nothing but snow for over two months. ´Skyllberg was wrapped in a sleeping bag but had no other

warmth. His fuel had run out weeks earlier because he had kept the engine running to keep warm.

He is now in intensive care, being treated for hypothermia. Police think that perhaps he was a nature

lover who had been trying to photograph elk. Tommy Cederholm, a professor of nutrition at Uppsala

42

University, says that humans can survive 60 days without food, but other experts are highly sceptical

about the story.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization X

Learning aims X


X

Stages and activities X

Teaching strategies X


X

Language accuracy X

Observations Minimum score: 21 / 35 Score: _28___ /35 = 8 Well done! You should be attentive to timing, as it is a short lesson and students may need some more time to fulfil the tasks. Enjoy your lesson! Your tutors










Edition

Clase N°: 4


Hora: 12:05 a 13:25



Comentado [A33]: 5

43




Develop their speaking and listening skills by giving their own opinions and listening to their partners´

opinions.

Develop their writing skills by making a writing a story.



TEACHING POINTS

Reading comprehension and guessing facts from pictures and the use of their common sense.

Working with facts in a short reading comprehension exercise

Guided composition.

LANGUAGE FOCUS


Re

visi

on


Words related to items used to survive. Camping pans, kitchen towel, sleeping bag, coolbox, nappies

Narrative Tenses: Present simple & continuous Past simple & continuous Present perfect simple & continuous Past Simple Passive Past perfect


TEACHING APPROACH



Comentado [A34]: No new contents?

44

In this lesson plan, the four skills are integrated through students´ free speech giving their opinion and own

point of view about a given issue, they will listen to their partner´s speech and they will read an article to

clarify their beliefs and theories.

Learners will be exposed to authentic material, in which they will have to infer meaning from the context

and they will perform a short exercises focusing on meaning.


Board, chalk, eraser, Worksheet 1 and Printed Pictures.




SEATING ARRANGEMENT



Although I have already told you that they are not very participative, if I ask them to speak, they do it. So

from now on this will be a routine in class.

Some learners will take longer to read the article than others – it´s only a matter of one or two minutes – so,

to give them some extra time to read, I will encourage the others to write the while-reading sentences to

gain time.

On As regards the writing assignment,. Ssome students don’t write much, so I will help them with ídeas´ to

make them write an extensive story.


As I have learnt that these students like to give their opinion, I will always try to start the lessons by asking a

couple of questions.

I have also learnt that most of them enjoy reading, so management in this particular class will be eased

because they will perform a silent reading.

They will work in pairs to complete all the exercises given and sometimes they ask me for clarification. I will

answer all their questions and I will monitor their works during the reading and the exercises given.

ASSESSMENT



ROUTINE (1´)



TRANSITION

Comentado [A35]: Make sure nobody falls behind.

Comentado [A36]: Why is this so? Is it a matter of motivation, linguistic competence, practice?

45

Do you remember last class? What happened to Mr Skyllberg?

WARM UP AND BRAINSTORMING (5´) ORALLY

I will let learners talk and discuss events and facts about Mr Skyllberg´s accident to brainstorm vocabulary

related to the topic. I will give them some clues in case they don´t remember.


TRANSITION

I will ask learners:

Do you think it is possible to survive so long with only snow to eat? Why? Why not?

Do you think he could have had some “extra” help?

ACTIVITY 1 (10´) Pre-reading. In this case the aim of this activity is to prepare learners for what they are

going to read, to let them anticipate some facts and lexis about the story.

I will show learners some photographs taken by the press and say:

Let´s look at some images from Mr Skyllberg´s car taken by the press.

And I will ask learners questions about each image to make them hesitate a little about Mr Skyllberg´s

story and thus anticipating what we are going to read next.

These photographs will be stuck on the board for future use (While reading activity)

Picture 1: Do you see/find anything unusual in this photograph?

I hope some learners say there is nothing unusual and others say that there is no snow beside the doors so

we can talk about it

Picture 2 & 3: What can you see in these pictures?

I will help learners with new vocabulary and write the new items on the board

Comentado [A37]: You may create a mind map on the board, so that visual learners can benefit from this stage as well.

Comentado [A38]: Expected answers? You ought to include them in the language focus chart.

46

Picture 4: And what about this one?

47

What have we learnt about Mr skyllberg from these pictures?

I will wait for students to freely say what they think or believe now that they have seen the photographs.

TRANSITION

Now, let´s read the truth/real story about Mr Skyllberg.

ACTIVITY 2 (35´). While reading

This activity will be done in pairs as they are used to working with their partner without being told. This is

great because I can see them working together discussing facts in a very relaxed way. They also speak L2

most of the time.

I will deliver Worksheet 1

We are going to read about Mr Skyllberg´s real story taken from a web´s newspaper. While you are

reading, state which lines do you think each photograph belongs to.

We will talk about this orally:

Possible answers Picture 1 – Paragraph one

Pictures 2 & 3 – Mr Skyllberg went into a shop to buy magazines and coffee…

His car is littered with old paper cups, used tissues, and empty cigarette packets

Picture 4 – there are camping pans, rolls of kitchen towel, a sleeping bag…

48

Worksheet 1

2

Swedish man 'was not trapped in his car' The rescuer of Sweden’s ‘igloo man’ Peter Skyllberg believes the car in which he was

trapped was never completely sealed shut by snow, casting doubt3 on the incredible story of survival.

From the snowy forests of northern Sweden, where temperatures have been regularly below -22F (-30ºC),

there emerged last week a man who claimed to have survived for over two months inside his frosty car,

trapped beneath the snow.

The story of Peter Skyllberg's has raised doubts about the veracity of his tale.

One of his rescuers has told The Sunday Telegraph that he believes the car in which he was trapped was

never completely sealed shut by snow, while other local residents claim that it would have been easy for

him to escape if he wanted to.

"It wasn't snowed in. Not the right passenger door," said Andreas Gidlund, one of the two traffic policemen.

"If you look at the back door, on the left side, there was very compacted snow – but on the right side, there

was very loose snow.

But other people involved in the initial rescue maintain that he was indeed trapped – and that his

miraculous story of survival is, as initially seemed, astounding but true.

What is not in doubt is that Mr Skyllberg, 44, had chosen a rather unconventional lifestyle.

He had been living in his car since May, when he disappeared from his home in Karlskoga, central Sweden.

He had worked as a handy man4 for a local landlord in the iron-manufacturing town, and the landlord gave

him one of his flats where he lived for a time with a girlfriend.

The crisis came when he decided to go into the property business himself, buying a building from his

employer with borrowed money. He then poured5 his savings into renovating the property, but could not

pay the debt of £150,000, and last year it was repossessed.

Mr Skyllberg kept himself to himself, living in his car in the forest some receipts were found in his car showing

that, on December 15, he went into a shop to buy magazines and coffee. But then he disappeared.

The failure to notice his absence has surprised some, but family members have told The Sunday Telegraph

that he had not spoken to them for over 20 years.

2 Adapted from www.telegraph.co.uk 3 To cause someone or something to be doubted. 4 A man who does all kind of practical work in people´s houses 5 To spend

http://www.telegraph.co.uk/

49

Siv Skyllberg, Mr Skyllberg's aunt, said that he had broken off relations with his family two decades ago after

a family. Even last week, when his father telephoned the hospital to speak to his son, he refused to take the

call.

Andreas Ostensson runs the local petrol station, and is the only person in the village who remembers

meeting Mr Skyllberg, who came in regularly in the summer to buy cigarettes, coffee and bread, while he

was living in a tent in the forest.

People find it difficult to believe that, only a mile from the road, he was unable to get out of his car and seek

help before he became too ill to move.

Roger Vesterlund, from the local snowmobile club, says that one of the club's members did indeed find the

car in mid-January and reported it to the police.

"He was at the car a month ago, and he was trying to get into the car. All the doors were locked and he

knocked on the windows and didn't see anything. He took the plate number and he gave it to the police, but

the police only confirmed that it was not stolen, and that it was parked in a crazy place."

The frost-coated interior of the car is a depressing testament to Mr Skyllberg's isolation. It is littered6 with

old paper cups, used tissues, and empty cigarette packets.

There's an empty bottle of beer, some rolling tobacco, and a home-made pipe. There are camping pans, rolls

of kitchen towel, a sleeping bag, a large coolbox, and a copious pack of extra-large nappies.

ACTIVITY 3 (10´)

Now, open your books on page 23 and do Exercise 7.

We will correct this exercise orally as it is a very easy exercise for them to perform.

Exercise 7 page 23

Match a line in A with a line in B.

A B 1. He disappeared. 2. He´d been living in the forest

with his family (4) like an igloo (3)

6 An untidy pile of things

50

3. The car looked 4. He´d fallen out 5. They hadn’t been trying 6. He wasn’t discovered

until February (6) since May (2) ten months ago (1) to find him (5)


CLOSURE (20´) Carina Luc has told me that giving these learners homework is useless because most of

them – if not all – go to private classes and homework is made by their private teachers and not by

themselves.

Now look at the éxtra material´ provided by your teacher (Carina Luc)

Look at the writing assignment called ´The Box´.

Read the beginning of the story and complete it with your own ideas. Write at least 100 words.

Comentado [A39]: This stage is supposed to wrap up the lesson, summarizing the main ideas. This writing activity clearly does not achieve such an aim. We know that you have to include it, so make sure you create the appropriate atmosphere so as to get the students to write. You may do something else connected with the Swedish man`s story before you start with this writing assignment. Or may consider the possibility of devoting another lesson to this writing assignment, because leaving it to the end of a lesson might be risky and not very profitable, as students may be tired and not so inspired at this stage.

51


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __26__ /35 = 7.5 Students will love to know the truth behind the story! Pay attention to our comments and suggestions, especially as regards the writing task. You should have included the new vocabulary you are planning to deal with –take that into account for further situations. Have a lovely lesson! Your tutors

52










Edition

Clase N°: 6


Hora: 7:45 a 09:05


Fecha de entrega: 2 Octubre 2016



Develop their speaking and listening skills by talking about their own experiences.


narrative tenses in a given context.

TEACHING POINTS

Students will work on the differences in meaning of narrative tenses.

Students will talk about their previous experience celebrating their birthdays using past tenses.

LANGUAGE FOCUS


Re

visi

on


Words related to birthday celebrations: Age, cake, dress, reunion, celebration, party

Narrative Tenses: Focus on meaning Present simple & continuous Past simple & continuous Present perfect simple & continuous Past Simple Passive Past perfect


TEACHING APPROACH


Comentado [A40]: Such as?

Comentado [A41]: It would be great if you could devote more time to this, which is truly communicative.

Comentado [A42]: There is a lot of emphasis on form. Try to find the way of making a twist so that meaningful

53


In this lesson plan, the four skills are integrated through students´ free speech talking about their last

birthday celebration. Learners will also listen to their partners and teacher´s own experience.

Learners will work on differences in meaning between narrative tenses.


Board, chalk, eraser, Flashcards (When I got home, my boyfriend….), Worksheets 1.



No use of ICT in this class. (Although a couple of times I saw them browsing the net to look for the meaning

of some words, the use of cell phones are not supposed to be used in class)

SEATING ARRANGEMENT



Some learners are still reluctant to participate. However, when I ask them to participate they do it. So, I will

make sure that all of them participate by directly asking them to give me the answer when we are correcting

the exercises.


I will start this lesson by talking about how I celebrate my birthday. This will trigger the issue of celebrations.

Most of these learners enjoy talking about their own experiences so I believe this exercise will be great to

get their attention and to make them talk.

They will work in pairs to complete all the exercises given and I will monitor their work. I will answer

questions when needed and will explain any issue I found find most of them don’t fully understand (based

on observing their works and questions asked)

ASSESSMENT



ROUTINE (1´)



TRANSITION

Do you know what? It was my birthday Last Wednesday!


54

I will say: I turned 43 (in case they don’t ask me how old I am now) and this Saturday some of my friends are

coming home to celebrate. I love celebrating my birthday because it´s a good excuse to gather at home with

friends. We usually eat, chat and tell anecdotes as we don’t see each other every weekend.

– I will ask every student the same questions below so as to make sure they all participate –

Tell me, when´s your birthday?

And what do you usually do for your birthday?

What did you do for your last birthday?

As girls are all 15 years old, they may have some interesting things to say. I will start with the ones that

participate more so they can be a model for their partners. I will ask further questions in case some of the

learners give very short answers.


TRANSITION

I will say:

Well, last Wednesday was a different day for me because…

ACTIVITY 1 (10´)

I will say this aloud and stick flashcards on the board so all the learners can see the sentences clearly:

my boyfriend was preparing dinner

When I got home, my mother had brought a delicious cake

my son gave me a nice present

the table was already set

What´s the difference between these sentences? What happened first?

We will discuss these orally.

I will congratulate learners.

TRANSITION

Now open your books on page 23 and look at the PRACTICE section.

ACTIVITY 2 (15´)

Read the sentences and take a couple of minutes to discuss with your partner the difference in meaning

between them.

We will correct the statements orally. I will ask learners at random.

Page 23 – PRACTICE

1. I read

a book on the plane

Comentado [A43]: You must include them here.

Comentado [A44]: What are they supposed to correct? Will you talk about the differences in meaning?

55

I was reading

I opened the champagne

2. When the first guests arrived, I was opening the champagne

I had opened the champagne

3. The film started

when we got to the cinema

The film had started

4. He was sacked because he had stolen money

He had been stealing money for years

5. When I got to the garage, my car was being repaired

had been repaired

TRANSITION

I will deliver the Worksheet and say: Look at this Worksheet. Here you have to do something similar to what

we have just done. You have to read the sentences and explain the differences in meaning between them.

For example – I will read the example on the worksheet as a model

ACTIVITY 3 (30´)

I will monitor learners while they are performing the task

Worksheet 1

What are the semantic differences between the members of the following pairs / sets?

Example:

a. Jack had been living with us since his arrival in England. Here the emphasis is on the duration

of the event

b. Jack had lived with us since his arrival in England. In this case this sentence emphasizes the

idea of completion

Comentado [A45]: Do they have to do this orally? Do they have the tools/strategies to do so?

56

1. a. Have you seen the exhibition?

b. Did you see the exhibition?

2. a. When he entered the hall, the choir sang a medieval chant.

b. When he entered the hall, the choir was singing a medieval chant.

3. a. The film began when we arrived.

b. The film had begun when we arrived.

4. a. I´ve been using the swimming pool since we moved into the district.

b. I´ve used the swimming pool since we moved into the district.

5. a. I´ve read “Crime and Punishment” .

b. I´ve been reading “Crime and Punishment”.

6. a. Your wife has rung.

b. Your wife has been ringing.

7. a. I left when he arrived.

b. I had left when he arrived.

c. I was leaving when he arrived.

8. a. She pointed out he spoke English.

b. She pointed out he had spoken English.

c. She pointed out he was speaking English.

9. a. She had been painting the room when she was taken into hospital.

b. She had painted the room when she was taken into hospital.

10. a. Jen has been writing her thesis

b. Jen has written her thesis

Answer key:

1. a. Have you seen the exhibition? The exhibition is still going on.

b. Did you see the exhibition? The exhibition is over.

2. a. When he entered the hall, the choir sang a medieval chant. As soon as he entered

the hall, the choir began to sing.

57

b. When he entered the hall, the choir was singing a medieval chant. The two

situations overlapped in time. The signing singing began before his entry.

3. a. The film began when we arrived. We saw the beginning of the film.

b. The film had begun when we arrived. We didn´t.

4. a. I´ve been using the swimming pool since we moved into the district. Repeated

Action.

b. I´ve used the swimming pool since we moved into the district. On one or two

occasions. It suggests a limited number of occasions.

5. a. I´ve read “Crime and Punishment”. I read it when I was at school for example.

b. I´ve been reading “Crime and Punishment”. Repeated action (or in progress), I am

still reading it.

6. a. Your wife has rung. She may have rung just once, and only briefly

b. Your wife has been ringing. The event is repeated or extended.

7. a. I left when he arrived. The two events are practically simultaneous.

b. I had left when he arrived. The departure took place before the arrival (I was no

longer there)

c. I was leaving when he arrived. The arrival occurred during the act of leaving (I

might have been locking doors or saying goodbye)

8. a. She pointed out he spoke English. His speaking English was a fact at the time she

pointed it out.

b. She pointed out he had spoken English. It refers to a previous occasion on which

he spoke English.

c. She pointed out he was speaking English. The pointing out took place during the time

of speaking.

9. a. She had been painting the room when she was taken into hospital. We understand

that she had recently stopped painting the room, but not that she had necessarily

finished the work.

b. She had painted the room when she was taken into hospital. The job of painting the

room was completed.

10. a. Jen has been writing her thesis. She hasn’t finished it yet.

b. Jen has written her thesis. She has finished writing it.

CLOSURE (10´)

58

We will correct the sentences orally. We may not have enough time to correct them all, so I will tell learners

to bring the Worksheet the following class to be able to correct the exercises in class.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __22__ /35 = 6.5 Caro, pay attention to some comments we have made. We understand you want students to use L2 to analyze the sentences, but will that communication be really meaningful to them? How could you have exploited the topic of Birthday celebrations to the full? It is important you try hard not to lose the thread. Hope you can benefit from our suggestions. Have a nice lesson! Your tutors

Comentado [A46]: In case you realize you don´t have enough time to correct the whole exercise, it is preferable you do something else. In fact, after working so hard on grammar, they might feel like doing some game-like activity to wrap up the lesson.

59










Edition

Clase N°: 6


Hora: 12:05 a 13:25



As we missed some classes this plan is very similar to the October 7th. I have followed your suggestions

and made some changes.



Develop their speaking and listening skills by talking about their own experiences.

Develop their critical thinking skills by performing mental activities (use of cognitive and

metacognitive strategies, making use of their previous knowledge and common sense) to infer and

clarify meaning of narrative tenses in a given context.

TEACHING POINTS

Students will work on the differences in meaning of narrative tenses.

LANGUAGE FOCUS


60

Re

visi

on

Use the language learnt and previous schemata to understand differences in meaning between pairs of sentences

Signal words to talk about the past: Before, after, then, when, last.

Narrative Tenses: Focus on meaning Present simple & continuous Past simple & continuous Present perfect simple & continuous Past Simple Passive Past perfect


TEACHING APPROACH


Although this a grammar based class, when learners talk to each other and explain the differences between

the sentences given, they will use L2 to express their point of view, i.e. to communicate.


In this lesson plan, the four skills are integrated through students´ free speech talking about when things

happened in past sentences.


Board, chalk, eraser, Book & Worksheets 1.



No use of ICT in this class. (Although a couple of times I saw them browsing the net to look for the meaning

of some words, cell phones are not supposed to be used in class)

SEATING ARRANGEMENT



Some learners are still reluctant to participate. However, when I ask them to participate they do it. So, I will

make sure that all of them participate by directly asking them to give me the answer when we are correcting

the exercises.


Students will work in pairs to complete all the exercises given and I will monitor their work. I will answer

questions when needed and will explain any issue I find most of them don’t fully understand (based on

observing their works and questions asked)

ASSESSMENT

61



ROUTINE (1´)



TRANSITION

Do you remember last class? We were doing the Practice section on the book.

Please open your books on page 23


Read the sentences and take a couple of minutes to discuss with your partner the difference in meaning

between them.

We will talk about the differences in meaning between the pair of sentences. I will ask them what happened

first and what happened next.

Learners are used to focusing on meaning instead on form, so this is common practice.

Page 23 – PRACTICE

6. I read

a book on the plane

I was reading

I opened the champagne

7. When the first guests arrived, I was opening the champagne

I had opened the champagne

8. The film started

when we got to the cinema

The film had started

9. He was sacked because he had stolen money

He had been stealing money for years

10. When I got to the garage, my car was being repaired

had been repaired

TRANSITION

Comentado [A47]: What can you do to start the lesson in a more appealing way?

62

I will deliver the Worksheet and say: Look at this Worksheet. Here you have to do something similar to what

we have just done. You have to read the sentences and explain the differences in meaning between them as

in the example.

For example – I will read the example on the worksheet as a model

I will say: Discuss the differences and write them next to each sentence.

ACTIVITY 3 (30´)

I will monitor learners while they are performing the task

Worksheet 1

What are the semantic differences between the members of the following pairs / sets?

Example:

c. Jack had been living with us since his arrival in England. Here the emphasis is on the duration

of the event

d. Jack had lived with us since his arrival in England. In this case this sentence emphasizes the

idea of completion

1. a. Have you seen the exhibition?

b. Did you see the exhibition?

2. a. When he entered the hall, the choir sang a medieval chant.

b. When he entered the hall, the choir was singing a medieval chant.

3. a. The film began when we arrived.

b. The film had begun when we arrived.

4. a. I´ve been using the swimming pool since we moved into the district.

b. I´ve used the swimming pool since we moved into the district.

5. a. I´ve read “Crime and Punishment” .

b. I´ve been reading “Crime and Punishment”.

6. a. Your wife has rung.

b. Your wife has been ringing.

7. a. I left when he arrived.

b. I had left when he arrived.

63

c. I was leaving when he arrived.

8. a. She pointed out he spoke English.

b. She pointed out he had spoken English.

c. She pointed out he was speaking English.

9. a. She had been painting the room when she was taken into hospital.

b. She had painted the room when she was taken into hospital.

10. a. Jen has been writing her thesis

b. Jen has written her thesis

Answer key:

1. a. Have you seen the exhibition? The exhibition is still going on.

b. Did you see the exhibition? The exhibition is over.

2. a. When he entered the hall, the choir sang a medieval chant. As soon as he entered

the hall, the choir began to sing.

b. When he entered the hall, the choir was singing a medieval chant. The two

situations overlapped in time. The singing began before his entry.

3. a. The film began when we arrived. We saw the beginning of the film.

b. The film had begun when we arrived. We didn´t.

4. a. I´ve been using the swimming pool since we moved into the district. Repeated

Action (or in progress).

b. I´ve used the swimming pool since we moved into the district. On one or two

occasions. It suggests a limited number of occasions.

5. a. I´ve read “Crime and Punishment”. I read it when I was at school for example.

b. I´ve been reading “Crime and Punishment”. Repeated action, I am still reading it.

6. a. Your wife has rung. She may have rung just once, and only briefly

b. Your wife has been ringing. The event is repeated or extended.

7. a. I left when he arrived. The two events are practically simultaneous.

b. I had left when he arrived. The departure took place before the arrival (I was no

longer there)

c. I was leaving when he arrived. The arrival occurred during the act of leaving (I

might have been locking doors or saying goodbye)

64

8. a. She pointed out he spoke English. His speaking English was a fact at the time she

pointed it out.

b. She pointed out he had spoken English. It refers to a previous occasion on which

he spoke English.

c. She pointed out he was speaking English. The pointing out took place during the time

of speaking.

9. a. She had been painting the room when she was taken into hospital. We understand

that she had recently stopped painting the room, but not that she had necessarily

finished the work.

b. She had painted the room when she was taken into hospital. The job of painting the

room was completed.

10. a. Jen has been writing her thesis. She hasn’t finished it yet.

b. Jen has written her thesis. She has finished writing it.

CLOSURE (15´)

We will talk about each sentence orally


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __21__ /35 = 6 We are sure you can improve this lesson! Try to include a game-like activity so as to engage them at the very beginning. Remember that the warm-up stage is truly important in order to

Comentado [A48]: So as to check the activity?

65

activate their schemata and to set the mood. It´s a long lesson – we are positive you will come up with interesting ideas to enliven the class! Your tutors









Unidad Temática: Narrative Tenses – Cheating

Clase N°: 7


Hora: 07:45 a 09:05





66

Develop their reading skills by reacting and reflecting on a given text

Develop their speaking and listening skills by giving their opinion about personal experiences and

listening to their partners´ own experiences.



TEACHING POINTS

Reading comprehension and guessing the meaning of words within context.

Making questions to gather information about their partners´ article. (I have seen that they have

´problems´ in questions word order so I think this could be a good way of exercising and explaining

the order of words when making questions)

LANGUAGE FOCUS


Re

visi

on


Question words: Who – When – How – Where – What – Why to gather information.


Pronunciation of past simple –ed /t/ /d/ /ɪd/ Pronunciation of auxiliary verb did in questions

Ne

w

Use of previous knowledge and schemata to talk about their own past experiences cheating

Words related to cheating: Cheat, ban, copy, con, defraud, deceive, fake, fraud

Word order in questions


TEACHING APPROACH


67


In this lesson plan, the four skills are integrated through students´ free speech sharing their own experiences

and listening to their partner´s speech. They will read a short article and they will ask questions to gather

information.


Board, chalk, eraser, Worksheets 1, 2 & 3 – There are 3 of each Worksheet, one for each group. (Worksheet

1 will be done on Wednesday 12th based on learners´ works ordering jumbled sentences)

The Worksheets will be included at the bottom of this Lesson Plan.



SEATING ARRANGEMENT

Students will sit in groups to be able to complete the exercises.


I have noticed that most students have problems with word order in questions. There is an exercise in which

they have to make questions and we will talk about the order of words in questions. I will ask them to say

what the order is, or what sounds odd in the question made because, although they make mistakes, when I

point them out (usually with a face expression) that there is something wrong, they immediately note their

mistake and change it.


As I have learnt that they love speaking about them, I believe that cheating will be a good topic to make

them talk. I will make sure all of the students participate and talk.

Learners will also work in groups to complete the tasks given.

There are only two boys, one of them is extremely shy and talks in a very low voice. However, it´s lovely –

and funny – to see them working together because they argue about answers and celebrate when they are

right.

ASSESSMENT



ROUTINE (1´)




TRANSITION

Do you remember last class? We arranged events of a story. Please sit in 3 groups as you did last class.

Comentado [A49]: which

68


I will deliver Worksheet 1 to each group. These include the stories they arranged the previous class. I will tell

them to read it to brainstorm the story.

ACTIVITY 1 (35´)

Now look at Worksheet 2. What you have to do is to fill in the gaps with the correct tense.

Worksheet 2 – A lucky escape

Now read the description of the events and choose the correct tenses for the verbs in brackets. Were your guesses

about the sequence of events right?

It was a Sunday morning and we (1) _________________________ (get up) early.

We (2) ____________________ (arrange) to take the children to London to visit my parents.

We (3) ___________________ (shower), had breakfast and while I (1) ___________________

(make) some sandwiches to take with us, Sally (5) ____________________ (get) the children

ready.

The train left at 8.20, so at eight o’clock we (6) ___________________ (leave) the house to

walk to the village station. Just as we (7) ____________________ (go out) of the door, the phone

(8) ____________________ (ring). It was my mother calling to say that my father had caught a

cold and to ask if we could postpone our trip.

Of course I (9) ____________________ (agree), but the children were very disappointed. In the

end, Sally suggested taking the train to another town about a hundred kilometres away

where we could go to the funfair. We (10) ____________________ (set off) for the station rather

late but unfortunately when we finally (11) _______________________ (get) there, the train (12)

____________________ (already / leave).

There was nothing we could do as the next train didn’t leave until midday, so

we (13) ____________________ (go) home. We had to buy ice-cream to keep the children

quiet. That evening we (14) ____________________ (hear) on the news that there

(15) ____________________ (be) an accident at the funfair and twenty-five people

(16) ____________________ (kill). It was the luckiest escape we have ever had.

ANSWER

Comentado [A50]: If they have the stories, will the fill-in-the-gaps exercise be challenging? Why don´t you give them key words/pictures instead, for them to refresh their minds? After working with worksheet 2 they might compare the text with what they did the previous class.

69

It was a Sunday morning and we got up early. We had arranged to take the children to London to visit my parents. We

showered, had breakfast and while I made some sandwiches to take with us, Sally got the children ready.

The train left at 8.20, so at eight o’clock we left the house to walk to the village station. Just as we were going out of

the door, the phone rang. It was my mother calling to say that my father had caught a cold and to ask if we could

postpone our trip.

Of course I agreed, but the children were very disappointed. In the end, Sally suggested taking the train to another

town about a hundred kilometres away where we could go to the fun-fair. We set off for the station rather late but

unfortunately when we finally got there, the train had already left.

There was nothing we could do as the next train didn’t leave until midday, so we went home. We had to buy ice-cream

to keep the children quiet. That evening we heard on the news that there had been an accident at the fun-fair and

twenty-five people had been killed. It was the luckiest escape we have ever had.

Worksheet 2 – Locked out!



I had a terrible day last Friday . It (1)___________________ (be) around 9 in the morning and I was alone as all of my

family (2)_____________________ (go) to work. I´d had breakfast but I (3)_____________________ (not / get)

dressed yet.

I (4)____________________ (go) into the kitchen and (5)____________________ (see) that the rubbish bin needed

emptying. So I (5)____________________ (pick up) the bin liner and went to take it outside. I

(6)____________________ (open) the front door and (7)____________________(go) along the corridor to the place

where you leave your rubbish.

As I (8)____________________ (put) the bag down I felt a draught of air and (9)____________________ (hear) a bang.

When I got back to my flat, I (10) ____________________ (find) that the door was closed. The wind

(11)____________________ (blow) it shut. I (12)____________________ (put) my hand in the pocket of my pyjamas,

but I (13) ____________________(leave) my keys inside. I tried ringing my neighbour's door bell, but they

(14)_____________________ (go) to work.

So I (15)____________________ (go) down to the security man to call my husband. But then I

remembered he (16) _________________________ (go) on a business trip and wouldn’t be back

until evening. So I had to wait all day in the corridor outside my flat!

ANSWER

I had a terrible day last Friday. It was around 9 in the morning and I was alone as all of my family had gone to work.

I'd had breakfast but I hadn't got dressed yet.

I went into the kitchen and saw that the rubbish bin needed emptying. So I picked up the bin liner and went to take it

outside. I opened the front door and went along the corridor to the place where you leave your rubbish.

70

As I was putting / put the bag down I felt a draught of air and heard a bang. When I got back to my flat, I found that

the door was closed. The wind had blown it shut. I put my hand in the pocket of my pyjamas, but I had left my keys

inside. I tried ringing my neighbour's door bell, but they had gone to work.

So I went down to the security man to call my husband. But then I remembered he had gone on a business trip and

wouldn’t be back until evening. So I had to wait all day in the corridor outside my flat!

Worksheet 2 –Travel anecdote



This (1) ___________________ (happen) about five years ago. I (2) ____________________ (come) back home from

Turkey where I (3) ____________________ (be) on holiday with some friends who (4) ____________________ (rent)

a bungalow in the mountains near Ankara.

Anyway, we (5) ____________________ (be) on the plane and (6) ____________________ (just / take off) when there

(7) ____________________ (be) a loud bang from the right hand side of the plane and I (8) ____________________

(can) see a lot of smoke coming from one of the engines.

Of course, everyone (9) _____________________ (start) looking around but the plane (10) ____________________

(carry on) flying normally.

And then a few minutes later the pilot (11) ____________________ (come on) and said there (12)

____________________ (be) a problem with one of the engines and we’d have to return to the airport.

I (13) ____________________ (feel) pretty nervous, I can tell you, but I (14) ____________________ (try) to

concentrate on my book and about ten minutes later we (15) ____________________ (land) without any problems.

We had to wait for about an hour, and then we (16) ____________________ (get) back on the plane. Actually it was

a different plane, and I was pretty relieved that it was.

ANSWER

This happened about five years ago. I was coming back home from Turkey where I had been on holiday with some

friends who had rented a bungalow in the mountains near Ankara.

Anyway, we were on the plane and had just taken off when there was a loud bang from the right hand side of the

plane and I could see a lot of smoke coming from one of the engines.

Of course, everyone started looking around but the plane carried on flying normally. And then a few minutes later the

pilot came on and said there was a problem with one of the engines and we’d have to return to the airport.

I felt pretty nervous, I can tell you, but I tried to concentrate on my book and about ten minutes later we landed

without any problems.

71

We had to wait for about an hour, and then we got back on the plane. Actually it was a different plane, and I was

pretty relieved that it was.

ACTIVITY 2 (10´)

We will correct the worksheets orally. I will make sure that every student in the group participates by

reading a paragraph.

TRANSITION

These were stories that happened to people.

Now we are going to talk about our own stories.

ACTIVITY 3 (10´) Oral work – chat (they love doing this, they feel like they are not working so they

participate a lot in a very relaxed way).

As I have told you, I love spending time with friends and every time we meet, we play board games. Our

favourite is “Pictionary” but we play it mimicking. It´s really fun!

Have you ever played Pictionary? I will wait for their answers.

Do you know why we play Pictionary mimicking? Because we used to cheat a lot when writing and we

ended up arguing!

Do you like playing games with friends? Like cards, table games, computer games?

Which one(s) do you usually play?

Who do you play these games with?

Have you ever cheated? How?

I will let learners talk about their own experiences cheating on games.

TRANSITION

Now we are going to read another story.

ACTIVITY 4 (10´).

I will deliver Worksheet 3 and ask learners to read it. (Taken from English File Intermediate – Unit 1B).

Worksheet 3 – Famous cheating moments in

sport

1. FOOTBALL – Divine Intervention?

Argentina were playing England in the quarter finals of the 1986 World Cup in Mexico. In the 52nd minute the

Argentinian captain, Diego Maradona, scored a goal. The English players protested but the referee gave the goal.

Comentado [A51]: by miming

Comentado [A52]: Check: mimic vs mime

Comentado [A53]: Careful with the questions. They might end up beating around the Bush.

Comentado [A54]: What is the purpose of this first Reading? What will they have to do afterwards?

72

However, TV cameras showed that Maradona had scored the goal with his hand! Maradona said the next day, “It was

partly the hand of Maradona, and partly the hand of God”

Later in the game Maradona scored another goal and Argentina won 2-1. They went on to win the World Cup.

2. Make questions to ask the other´s group about their cheating moment. Make at least 5 questions. Use

Who – When – Where – What


sport

1. ATHLETICS – With a little help from my friends

Fred Lorz, from New York, won the marathon at the St Louis Olympic Games in 1904. He finished the race in three

hours 13 minutes.

After the race Fred was waiting to get his medal and the spectators were cheering him loudly. Alice Roosevelt, the

daughter of the US President, was in the crowd, and some journalists took a photo of Fred with her. But then suddenly

somebody started shouting “cheat” and soon everybody was shouting the same thing. It was true. Fred had travelled

18 of the 42 kilometres in a friend´s car!

Fred didn’t win the gold medal and he was banned from athletics.




sport

1. FENCING – Dishonischenko!

Boris Onischenko, an army officer from the Soviet Union, was competing against Jim Fox from Britain in the 1976

Montreal Olympic. Boris was winning and the electronic scoreboard was showing ́ hit´ after ́ hit´ for him. Fox protested

to the referee. Fox said that Boris was scoring points without hitting him. Olympic officials examined Boris sword and

they made a shocking discovery. Boris had changed the electronic part of his sword. He could turn on the “hit” light

on the screenboard even when he hadn’t hit Fox. Boris went home, in disgrace, the next day. The British newspapers

called him “Dishonischenko”.

Comentado [A55]: Have you thought of the pronunciation of this term?

73



TRANSITION (2´)

I will ask: In which sports do you think there are most cases of cheating? How do people cheat in these

sports?

CLOSURE (10´)

Now look at exercise 2. Make questions to find out about the other groups stories.

As soon as they finish, they will ask the questions – orally – to the other 2 groups and their partners have

to answer them.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _24___ /35 = 7 Working in groups will be enriching. You should monitor their performance, and check that everyone participates. Have a look at our comments and suggestions – you may have to change some aspects. Try to focus on meaningful and challenging communication tasks. Best, Your tutors

Comentado [A56]: You may use these questions for the pre-reading stage. You might write the names of the sports involved in the passages, and ask students´ opinion. Then, they can read and share their findings.

Comentado [A57]: The instruction is quite broad. Do you want the whole group to write the same general questions? What if they write questions their classmates are not able to answer because they do not have the requested information? Think about it.

74

75








Tipo de Planificación: Exámen

Unidad Temática: Formal Assessment – Narrative Tenses

Clase N°: 8


Hora: 12:05 a 13:25





See how well they have learnt the contents Narrative Tenses and how well they can applied these

contents in a writing, reading comprehension and gap-filling task.

TEACHING POINTS

Reading comprehension ordering events in chronological order.

Multiple choice grammar exercise.

Writing a letter applying all the language and grammar learnt.

LANGUAGE FOCUS


Re

visi

on

Use the language learnt to write a letter

Words related to action verbs: Leave, departure, run away, escape Words related to family: Son, daughter, mummy, dad, sister, brother, children


There is no speaking task in the exam.

TEACHING APPROACH

76



In this lesson plan, students´ reading and writing skills will be integrated though a reading comprehension

task.


Exam sheet.

Written evaluation

A. Choose the best answer

1. ______ when you got up this morning?

a. Did it rain

b. Was it raining

2. A: What ______ yesterday morning? B: Nothing special

a. Did you do

b. Were you doing

3. I was really hungry yesterday evening because I ______ anything since breakfast.

a. Didn’t eat

b. Wasn’t eating

c. Hadn’t eat

4. I ______ at the bus stop when Dave came by his car and gave me a lift

a. Waited

b. Was waiting

5. I was really tired last night so I ______ straight to bed

a. Went

b. Was going

c. Had gone

6. We got to the cinema late and the film ______

a. Was started

b. Had started

c. Started

7. Tom and Alice ______ for ten years when they decided to get divorced

a. Had been married

b. Were married

8. She ______ the room when she fell off the ladder

a. Painted

b. Was painting

9. When I got home, my brother ______. So I was able to talk to him for a minute

77

a. Had left

b. Was leaving

10. I left the house and rushed to the station, but as soon as I got on the train, I realised I ______ the

oven!

a. Didn’t switch off

b. Hadn’t switch off

11. I ______ peacefully when I suddenly fell out of bed!

a. Slept

b. Was sleeping

12. It was an extraordinary performance. I ______ anything like that before.

a. Never saw

b. Had never seen

13. While I was trying to work, John ______ me constantly.

a. Had disturbed

b. Was disturbing

B. Read the text

Runaway four go back to father

By David Murphy

Finchley railwayman David Barron was reunited today with his four runaway children.

The youngsters, aged between four and 15, left home on Monday in an effort to persuade their mother and

father to get together again.

Mr Barron, 34, and his wife Joan, 37, had a row a week before Christmas and she left their home in Walton

Street and has not been seen since.

The reunion came after Mr Barron had a telephone call from his daughter Bernadette, aged 13, last night.

Mr Barron spoke to her for five minutes after waiting for the call at the telephone box near the family flat.

Later he discovered that the four children – Bernadette, Christine, 14, Robert, 10, and four-year-old Susan –

were staying with a friend of their mother´s.

The ex-neighbour had phoned Mr Barron after he made a TV appeal for the children to return home.

Mr Barron explained how he came home to find a note left on the mantelpiece, written by Bernadette. It

read: ´Me, Christine and Robert have decided to stay with some friends to help you try and find Mummy.

Please try not to worry, as I will phone home. Please try to have Mummy on the telephone to me.´

Early today Mr Barron went to collect the children to bring them home for a re-union breakfast. Í´m

delighted the kids are safe and back home with me,´ Mr Barron said. ´We are all a little bit emotional at the

moment.´

But Mrs Barron is still absent. Í just hope my wife will come back and then the family will be completed

again,´ he added.

C. Here is a list of event in the order that they appear in the article. Put them in

chronological order.

78

___ Mr Barron was reunited with his children

___ The children left home

_1_ Mr Barron and his wife had a row

___ Mrs Barron left home

___ Mr Barron had a phone call from Bernadette

___ Mr Barron discovered where they were staying

___ A friend of Mr Barron phoned Mr Barron

___ Mr Barron made a TV appearance

___ Mr Barron found a note

___ Bernadette wrote a note

___ Mr Barron went to collect his children

___ They all had breakfast



79

___ Mr Barron said he hoped his wife would come back home

D. Imagine you are Mrs Barron. Write a letter to your husband and

children explaining the reasons for your departure.

Write at least 100 words.

This is the end of the exam.



SEATING ARRANGEMENT

Students will sit in alone to complete the exam.


Learners are very well prepared and they have the knowledge and tools required to

succeed in this exam. However, they may be nervous because all examinations arise our

anxiety.

I always say this to my adult learners and it seems to work: I tell them: “relax, count to

ten and take a deep breath” in a very soft voice. “Now you are ready to do the exam”,

“It´s easy, you have done this very well so far, you can do it”


Learners will work alone during the exam. Of course they can ask me questions related

to lexis when in doubt and I will do my best to guide them through the exam.

ASSESSMENT

Formal assessment will be done through a graded paper and pen exam.

ROUTINE (1´)




TRANSITION

I will say: As I have told you, today we are going to do an exam. So, sit properly and take

your pens. You have 80 minutes to finish the exam

I will deliver the exam while saying the ´magical words´ “relax, count to ten and take a

deep breath” in a very soft voice. “Now you are ready to do the exam”, “It´s easy, you

have done this very well so far, you can do it”.



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CLOSURE

In case there is time left (although I don’t think so), learners will write the story from

the game we did the previous class.

They have re order the facts and now they have to write the story including linkers and

phrases to make it smoother.



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Unidad Temática: Narrative Tenses – Cheating

Clase N°: 9


Hora: 12:05 a 13:25





Develop their writing skills by writing about a given topic.

Develop their speaking and listening skills by giving their opinion about personal

experiences and listening to their partners´ own experiences.


clarify meaning of vocabulary in context.

TEACHING POINTS

Guided writing about anecdotes.

Talking about their own anecdotes.

Sharing opinions with their mates, asking questions and reacting to their

partners´ experiences.

LANGUAGE FOCUS



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Re

visi

on


Question words: Who – When – How – Where – What – Why to gather information.


Pronunciation of past simple –ed /t/ /d/ /ɪd/

Ne

w Use of previous

knowledge and schemata to talk about their own past anecdote


TEACHING APPROACH



In this lesson plan, the four skills are integrated through students´ free speech sharing

their own experiences and anecdotes, and listening to their partner´s speech. They will

write a short paragraph answering questions to guide them.


Board, chalk, eraser, Worksheet – Anecdotes, flashcards for the game.

The Worksheet and flashcards will be included at the bottom of this Lesson Plan.



SEATING ARRANGEMENT

Students will sit alone or in pairs to be able to complete the written task.


Some questions and queries may arise from the correction of their tests. I will explain

each exercise and each choice in detail so everybody is able to understand the whole

exam.

Some students may be angry if they fail the exam or if their grade doesn’t fit the grade

they need to pass the subject. I will try to make them understand that this grade and the

Comentado [A58]: You have mentioned speaking, listening and writing. What about reading?

Comentado [A59]: This is not related to the task they are supposed to carry out during this lesson.



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previous ones only depend on their own effort. This is what usually happens when

students don’t worry about the subject until they are on a tightrope.


Again, I will make them talk about their experiences. This will make them speak freely

and in a relaxed atmosphere.

Learners will work alone or in pairs to complete the tasks given.

ASSESSMENT


the whole lesson.

ROUTINE (1´)




TRANSITION (20´)

I will deliver learner´s exams.

We will discuss – orally – each of the exercises in detail.

I want to make sure that everyone understands why their answers are right or not.

TRANSITION

We are going to talk about anecdotes. Do you know what an anecdote is? I expect them

to say things like “It´s something unusual/funny/strange, etc that happened to you”

I will tell them examples of anecdotes such as embarrassing moments, confusing

situations, funny experiences, etc.


I will ask learners: Has anything unusual ever happened to you? For example in a

family reunion, at school, with friends.

What happened?

I will listen to their stories and thank them for sharing.

ACTIVITY 1 (20´)

I will deliver the Worksheet and ask them to write about one of the topics given.

(Taken from English File Intermediate – Unit 1B)

Comentado [A60]: Which transition have you used? What are the pros and cons of handing out tests at the very beginning of the lesson? You may not take that long. Take that into account, just in case.



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Worksheet – My anecdote

You are going to tell an anecdote. Choose one of the topics and write about it. You

have to write at least 70 words.

A) A time you cheated (in an exam or in a sport/game)

What were you doing?

Where? When?

Why did you cheat?

What happened?

B) A really exciting sports event you saw

Where and when was it?

Who was playing?

What happened?

Why was it so exciting?

C) A time you had an accident or got a sports injury

What were you doing?

How did the accident happen?

What part of your body did you hurt?

What happened next?

How long did it take to recover?

D) A time you saw or met a celebrity

Where were you?

What was he/she wearing?

Did you speak to him/her?

What happened in the end?

ACTIVITY 2 (10´)

I will ask them to read or talk about the anecdote. We will listen to each other´s

anecdote.



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CLOSURE (20´)

GAME – PICTIONARY: People & Characters

I will divide learners into 2 groups. One student will come to the front (in turn), he/she

will pick a card and he/she must guide their partners to guess who or what is in the card

within a minute.

The team playing has to ask questions and the one in front can use the board or act out

to guide his/her partners.

The one in the front cannot use any verbal communication, he/she can only use body

language, or drawings and can only say YES or NO.

They will try as many cards as possible until time is up (60 seconds)

Bart Simpson Bob Patiño

Boo Garfield

Comentado [A61]: Won´t you take their productions home to check?

Comentado [cp62]: I will ask each group to say a number from 1 to 10 and I will have number 8 written on a piece of paper. The group that gets closer to that number comes to the front first and so on.

Comentado [A63]: You may tell them that they are famous characters/people, so that they actívate their schemata.

Comentado [A64]: Nice task! They will have fun. However, it does not follow the lesson´s thread.



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Mickey Mouse Nemo

Pikachu Pumba



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Spongebob Shrek

Spiderman Ronald McDonalds

Willy Wonka Albert Einstein



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I will take a minute to thank all of them for sharing my practicum period working

hard and doing their best.


Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Lionel Messi Pope Francisco / Francis

President Mauricio Macri Mother Teresa



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Learning aims x


x




x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __24__ /35 = 7 We´ve made some comments, Caro. Reflect upon them before delivering the lesson. Think of the transitions, the possible effects of giving tests at the beginning of the lesson, the closure stage. Enjoy your last lesson! Your tutors

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