Trainee’s name: Samantha Nicole Villanueva Mendoza Students level: Advanced II

Date: February 25th, 2020. Time: 1hr

Aim: Students will be able to practice the past simple tense.
Teaching aids: board, markers, papers, proyector, and laptop.
STAGES ACTIVITY TIME/ MATERIAL SKILLS TO BE ACTICIPATED PROBLEMS
INTERACTION PRACTICED
WARM-UP T gives SS a piece of 10 min Paper Speaking, listening SS do not want to
paper which they participate. T can
contain names of motivate to make the
countries, T asks SS activity
make teams or couples,
each of them are going
to guess the country
that their partner has.
When the time finishes
T asks SS to sit down.
PRESENTATION T asks SS what their 15 min Laptop, Speaking SS cannot find all the
favorite country or the proyector, Listening answers on time.
country of their dreams pen, paper
is and why, if they want
to visit it. Then, T shows
SS a video about a
person explaining his
experience traveling,
SS have to pay
attention and answer
some questions which T
will give them.
PRACTICE T asks SS write 10 min Paper Writing SS cannot remember
sentences in past any sentences and they
simple which they heard cannot do the activity
on the last video.
PRODUCTION T asks SS to translate 15 min Paper, pen Writing T can correct SS if sees
the last sentences and a mistake.
write them on their
notebook.
WARM-UP T asks SS write on the 10 min Markers Writing SS do not want to
board examples of the participate
sentences translated.
SS and T will find the
best translation.

Personal aim: body language.

The Grammar-Translation Method

 Trainee’s name: Samantha Nicole Villanueva Mendoza Students level: Advanced II
Date: February 25, 2020. Time: 1hr
Aim: Students will be able to practice vocabulary of description.
Teaching aids: board, markers, papers, cardboards.
STAGES ACTIVITY TIME/ MATERIAL SKILLS TO BE ACTICIPATED
INTERACTION PRACTICED PROBLEMS
WARM-UP T asks SS to make 3 lines, 10 min Board Speaking SS do not want to
then, T explains SS a game Cardboard participate. T can
about to add states of Color motivate to make the
Mexico on a big map which sheets activity
is on the board SS have to
put the states which they
correspond on the map. The
team who finish first, won.

PRESENTATION T asks SS which is their 10 min --------- Speaking Some SS cannot be on

favorite country and why. a team, T works with
Then T asks SS to make her/him.
groups with 4 ss, they have
to talk about their favorite
country and mention some
landmarks or a place which
distinguish that country.
PRACTICE T gives SS vocabulary 20 min Paper Writing SS cannot understand
about they could use when Board the vocabulary, T
they are talking about a Pen explains again.
travel. Then, with these
words they have to make
sentences. T writes on the
board some sentences
which fill in the blank and
SS have to write the words
missing which are the last
that T gave.
PRODUCTION T asks SS make couples 15 min -------- Speaking T can correct SS if sees
and then they have to ask a mistake.
with their partner about a
travel they had before using
the vocabulary and the
partner have to use it too.
WARM-UP T asks SS to write a text 10 min Pen, Writing SS cannot understand
using the last vocabulary Paper the vocabulary. T
about the country that their explains him/her.
partner used. T asks SS to
read the text.

Personal aim: pronunciation.

Direct Method

Trainee’s name: Samantha Nicole Villanueva Mendoza Students level: Advanced II

 Date: February 25, 2020. Time: 1hr
Aim: students will be able to practice verbs in past simple.
Teaching aids: board, markers, papers, cardboards.
STAGES ACTIVITY TIME/ MATERIAL SKILLS TO BE ACTICIPATED PROBLEMS
INTERACTION PRACTICED
WARM-UP T gives SS some sheets with 10 min Board Speaking SS do not identify
some verbs, in groups they Paper each pronunciation
have guess the ending
pronunciation of the verbs in
past simple, the endings are on
the board, SS have to put the
sheets on it. The group who
finish first, won.
PRESENTATION T use his/her mouth to show 10 min --------- Speaking Some SS cannot
the difference of each ending understand easily the
and SS have to follow him/her. pronunciation, another
Then they figure out if the SS can help him/her.
words on the board are on the
right pronunciation or not.
PRACTICE SS find new words with the 10 min Paper Writing SS cannot find the
ending d, t, id and they have to Internet Speaking difference T could help
divide them and in couples do Pen him/her with gestures.
the activity with their throat,
putting their hand on their throat
and checking the difference on
vibration on each ending.

PRODUCTION On the board are some words 10 min Cardboards Speaking T can correct SS if
which are divided with the Markets sees a mistake.
correct ending t, d, ed, SS Board
continue practicing and
checking if they got the ending
right.
WARM-UP T shows SS three different rods 10 min Rods Speaking SS can confuse with
(blue, green, red) related with the colors and
the same color of ending t, d, pronunciation, another
ed. T choose one of the rods students can help
and SS have to say the ending him/her.
and some verbs with this
ending, then T choose one
student who give a sentence
with that verb.

The Audio-Lingual Method