Lesson plan form for teaching the verb "to be

ESCUELA DE CIENCIAS DE LA EDUCACIÓN
551024– Pedagogical practicum 1

Lesson plan form.
Appendixes
LESSON PLAN FORM1
Name: Jorge Vinueza Barcos Institution: Juan Pablo II City: Cali Valle
Date: April 27th 2019 Time: 7:00 to 7:50 am Length: 50 minutes
Grade: 6th Age: 11 - 13 Level: Beg/Elem/Pre-int. CEF level: <A1/A1/A2

Communicative purpose of the lesson: What will learners be better able to do by the end of the lesson?
Students will be able to describe things they see in the classroom and also at home giving location to
these items, using the expressions of existence Verb tobe.
Lesson plan form.
What skills: (speaking, listening, reading, writing) will you practice?
What language (grammar, vocabulary, functional expressions) will you focus on?
✓ For students to practice speech through storytelling with their peers, students reproduce it in an
exponential way, practice listening and understanding what the couple wants to communicate and
expressing it in a billboard by means of drawings.
✓ To present the expressions of the verb tobe describing some actions in a specific time.
✓ Making sentences to indicate a particular action, providing simple details in the process.
✓ To revise vocabulary of unknown words eg: (book, notebook, pen, markers, billboards, etc.)
Lesson plan form.
Standard(s): Copy here the appropriate standards from the National standards booklet (note the
competence Nos.)
Use the grammatical structure on the verb Tobe appropriately.
Participate in activities in the classroom by making the billboard on the verb tobe in simple present and
make sentences and drawings following the instructions of the teacher.
Topic: What the lesson is about Draw the picture: verb Tobe.
The topic of this class is: To identify the member of Family applying the correct use of the verb “to be” in
the affirmative form, given the vocabulary and grammatical structures that are relevant to each situation.
Recognize the conjugation of the verb " to be using in conversations with peers.
Lesson plan form.
Materials: List any worksheets you use and pages from other books (e.g. Hadfield, J. 1990. ‘Elementary
Communication Games’. Nelson. Page 24.). Include copies of your materials with the plan. Computer,
Family vocabulary, flash card, worksheet, Group activities, book, notebook, pen, markers, billboards
Lesson plan form.
Class profile (50 - 75 words) Describe your students (For how long have your students been learning
English? What are the things that interest them? etc.)
The students are of the sixth grade, they are between 13 to 15 years old. Some of them are from
stratum 1, 2 and 3. Four months ago they began the learning process in English. the classes are very
interesting for them because they can learn new words and for them the classes are active, when they
can participate in a playful way by means of games, billboards and draw pictures from their previous
knowledge. They like to do many activities in class.
How this lesson will meet their needs? What do the students know in order to cope with your lesson? How
is this lesson connected to the previous one and to the next? (50-75 words)
This lesson will deal with the verb Tobe through the Simpson family cartoons, for them it is interesting
because they make the analogy to learn new words in English on a common theme such as family
through coexistence in the classroom and in house every day The class has many activities such as
coloring pages, a short song on the subject, a full-color image. The instructions for each subject in class
and can do different things all the time.
Personal aims: What aspects of your own teaching will you develop in this lesson?
I would like to include didactic activities because students like dynamic play activities. I would like to use
cards, crosswords, to introduce new words and the student learns faster by means of sounds and images
relating them to real objects.
Lesson plan form.
Connection to other subjects in the school curriculum (e.g. Social studies)
Mathematics, how many people are there. Crosswords in Geometric form, shapes of the cartoons and the
textures of the colors to use in order to paint them.
Complete Sections A, B, C & D as appropriate, depending if you are focusing on grammar,

function, vocabulary and/or skills in your lesson
A. Skills lessons
Complete this section if your lesson is to develop reading, listening, speaking or writing
Skill to develop
Listening
- Listen new words in English about The Simpson Family
- Listen questions about The Simpson Family
- Speaking
- Repeat vocabulary about The Simpson Family
- Answer questions about what it is using the sentences this is a

Lesson plan form.
Type of text (e.g. dialogue in a shop)
Read a picture with new vocabulary
Draw a coloring page with new vocabulary about The Simpson Family
Flashcards with new words.
B. Vocabulary: Complete notes below on you will focus on
Vocabulary item How will you clarify meaning?

(note spelling and
pronunciation)
Springfield City where the Simpsons live
Abraham is a Bart´s Grandfather
Marge is a Homer´s Wife
The Simpson Family False.

is small.
Patty is the aunt of True.

Maggie.
Lesson plan form.
This family is very True.

big.
D. Anticipated problems. Complete this section for all lessons:
Anticipated problems Planned solutions
Include problems of: Meaning, Form, Pron,

Management
Bad behaviour If I have extra time, I will perform an activity

such as singing a song. But if I do not have
time I will remove this activity.
Time If I have extra time, I will perform an activity

Meaning I would speak slowly and softly in a loud

voice, and I would speak in Spanish if
necessary.
Lesson plan form.
Stage Aim Procedure
Time & (Teacher and student activity)

Interaction
Beginning After the presentation, the teacher will talk with the students about some
5 minutes. rules of behavior to implementing during the class. Students can

participate with their opinion and with some actions that they want or
don’t to do during the class.
7 minutes In this second part of the class, the teacher will give to the students a big
picture to observe in pairs some objects. After that teacher will ask about
what Person or object are there? And they can talk about some the
Simpson family that there are in the picture.
In the middle of the class the teacher presents the new words in English
about the Simpson Family that they’ve been in the picture.
Middle
To say the new - The questions will be Who is?
13 minutes
vocabulary in - Who is Abraham?
English about
Lesson plan form.
the Simpson - Who is Marge?

Family. - The Simpson Family is small?
- Who is Patty?
- This family is very big?
To present the words will use some flashcards and students will
repeat every word with the sentences:
This is a …
After the presentations of every toy, we will classify the cartoon according
to the Simpson Family.
5 minutes
This history is about the Simpson Family
The Simpson
Who is Homer, Marge, Bart, Lisa, Maggie and Abraham?
family is
composed of: In this section, the students will color some coloring pages about the
Simpson Family that they will prefers. While they color the pictures,
teacher can ask someone what is the Simpson Family? In this way
10 minutes teacher can evaluate if students learnt new vocabulary.
At the end of the class will evaluate the new vocabulary with the
To color some flashcards, we’ll ask to the students about the Simpson Family or other
toys according person of Springfield.
Lesson plan form.
End that students Who is? / This is a…
10 Minutes. likes. We can use the first picture, grammar and make a circle.
To evaluate the If there are time, we can the next exercise:

new vocabulary
and play a
song.
Lesson plan form.
Lesson plan form.
SELF EVALUATION FORM

(Please complete all parts of this form after teaching your lesson)
1. Were your lesson aims achieved? What evidence can I show to prove this?
The objectives of this lesson were achieved, since the students could describe the images that detail each
character in the Simpson Family drawing, making the posters, they were able to understand how the family tree
was invented and they managed to make drawings similar to those of the guide. Improve the grammatical
aspects through phonetics, pronunciation and writing through the exercises about the topic.
2. Were your personal aims achieved? What evidence can I show to prove this?
From another perspective for this lesson, the aim was to awaken the interest and participation of all students
and make them use the tools to communicate and transmit these ideas, giving them another conception of the
English language while having fun with topics of the present.
3. Which stages and activities went well? Why did they go well? Give evidence!
During the simpson family theme, everyone could create real situations using simple structures to
communicate, for example, filling in the boxes with the questions in the crossword puzzle and the exercises to
complete the words. Performing sentences based on their previous knowledge through their experiences. In the
stage of the practice of the subject made billboards, drawings and grammar exercises similar to the original,
due to the description, detailed teacher and images, crosswords motivated by a fresh theme and supported
between students-teacher and students-with their peers.
4. Which stages and activities did not go as well as they could have? Why not? Give evidence!
Lesson plan form.
In the beginning some students had problems with the use of grammar when they used the terms "WE and
THEY and ARE" they confused the words for their lack of previous knowledge, but I gave them some examples
of the daily cont in their daily life. As for the practice of the Simpson family theme in which they should create a
crossword with the unknown words as similar as possible to the original through the detailed description of the
image was a bit difficult, so I gave them clues to overcome the problem. They did well in the end because they
were motivated by the challenge of intergroup competition and collaborated with each other.
5. What areas in your teaching would you like to work on in future lessons?
I prefer to work with 11th grade students because with them I can practice my way of speaking better. I would
also like to learn other techniques to use in the classroom trying to use less the board since all students do not
learn in the same way, this shows that some students are visual, others auditory and others combine
audiovisual media this shows what interesting is the English language. In this way they lose their fear and are
more interested in learning, but we can not forget that the board is a fundamental tool.
6.How can I learn about the areas which I want to improve?

It depends on the areas or competences in which you have weaknesses, for example, Comprehension and
production of phrases and expressions of frequent use related to areas of experience that are especially relevant
if I need to perform a class in which the comprehension of writing, reading and oral comprehension should be
exposed to students or a specific audience. The main objective should be to improve these aspects by practicing
in different contexts through the lessons, guides and in the context of daily living practicing constantly before
transmitting these concepts to teach them and make this learning easy and fun through playful and dynamic
activities making an approach to English through everyday expressions .. Both orally and in writing, as well as
interpretation, making flexible and effective use of the language.
Lesson plan form.
From another perspective for this lesson, the aim was to awaken the interest and participation of all students and
make them use the tools to communicate and transmit these ideas, giving them another conception of the
During the simpson family theme, everyone could create real situations using simple structures to communicate,
for example, filling in the boxes with the questions in the crossword puzzle and the exercises to complete the
words. Performing sentences based on their previous knowledge through their experiences. In the stage of the
practice of the subject made billboards, drawings and grammar exercises similar to the original, due to the
description, detailed teacher and images, crosswords motivated by a fresh theme and supported between
students-teacher and students-with their peers.
In the beginning some students had problems with the use of grammar when they used the terms "WE and THEY
and ARE" they confused the words for their lack of previous knowledge, but I gave them some examples of the
daily cont in their daily life. As for the practice of the Simpson family theme in which they should create a
crossword with the unknown words as similar as possible to the original through the detailed description of the
image was a bit difficult, so I gave them clues to overcome the problem. They did well in the end because they
Lesson plan form.
were motivated by the challenge of intergroup competition and collaborated with each other.
learn in the same way, this shows that some students are visual, others auditory and others combine audiovisual
media this shows what interesting is the English language. In this way they lose their fear and are more
interested in learning, but we can not forget that the board is a fundamental tool.
12. How can I learn about the areas which I want to improve?
activities making an approach to English through everyday expressions .Both orally and in writing, as well as
Lesson plan form.
character in the Simpson Family drawing, making the posters, they were able to understand how the family
tree was invented and they managed to make drawings similar to those of the guide. Improve the grammatical
During the simpson family theme, everyone could create real situations using simple structures to
between students-teacher and students-with their peers. (Please complete all parts of this form after teaching
your lesson)
Lesson plan form.
tree was invented and they managed to make drawings similar to those of the guide. Improve the
grammatical aspects through phonetics, pronunciation and writing through the exercises about the topic.
and make them use the tools to communicate and transmit these ideas, giving them another conception of
the English language while having fun with topics of the present.
During the Simpson family theme, everyone could create real situations using simple structures to
communicate, for example, filling in the boxes with the questions in the crossword puzzle and the exercises
to complete the words. Performing sentences based on their previous knowledge through their experiences.
In the stage of the practice of the subject made billboards, drawings and grammar exercises similar to the
original, due to the description, detailed teacher and images, crosswords motivated by a fresh theme and
supported between students-teacher and students-with their peers.
Lesson plan form.
LESSON PLAN FORM2
Grade: 7th Age: 11 - 14 Level: Beg/Elem/Pre-int CEF level: <A1/ A1/A2

Communicative purpose of the lesson: What will learners be better able to do by the end of the lesson?
Students will be able to describe things they see in the classroom and also at home giving location to
these items, using the expressions of existence Simple past to verb “to be”.
Lesson plan form.
✓ For students to practice speech through storytelling with their peers, students reproduce it in an
exponential way, practice listening and understanding what the couple wants to communicate and
expressing it in a billboard by means of drawings.
✓ To past the expressions of the verb tobe describing some actions in a specific time.
✓ Making sentences to indicate a particular action, providing simple details in the process.
✓ To revise vocabulary of unknown words eg: (School board, video beam, computer, textbook, audio
player, etc.)
Lesson plan form.
competence Nos.)
Use the grammatical structure on the verb Tobe appropriately.
Participate in activities in the classroom by making the billboard on the simple past of verb to be and
make sentences and drawings following the instructions of the teacher.
Lesson plan form.
Topic: What the lesson is about Draw the picture: Simple past verb Tobe.
The topic of this class is: Simple past to verb “to be”
The topic of this class is: To identify and Recognize the conjugation of the verb " to be" in the simple
past.
- Using the simple past of the verb "to be" in sentences that are used every day.
- Using the simple past of the verb "to be" in conversations with peers.
Materials: List any worksheets you use and pages from other books (e.g. Hadfield, J. 1990.
‘Elementary Communication Games’. Nelson. Page 24.). Include copies of your materials with
Lesson plan form.
the plan. Computer, vocabulary, flash card, worksheet, Group activities, book, notebook, pen,
markers, billboards. This is an introductory past simple lesson plan where we focus on regular past
simple verbs (i.e. verbs that take –ed in the positive form).
We also introduce the use of expressions of time (last week, last night etc.) with the past simple.
After introducing the past simple through a series of timelines, we move to the regular form.
The lesson then gives the student ample practice through the use of gap fill exercises and
freer practice where the student can make sentences from pictures:
Lesson plan form.
Lesson plan form.
Lesson plan form.
Lesson plan form.
Class profile (50 - 75 words) Describe your students (For how long have your students been
learning English? What are the things that interest them? etc.)
The students are of the sixth grade, they are between 13 to 15 years old. Some of them are
from stratum 1, 2 and 3. Four months ago they began the learning process in English. the
classes are very interesting for them because they can learn new words and for them the
classes are active, when they can participate in a playful way by means of games, billboards
and draw pictures from their previous knowledge. They like to do many activities in class.
How this lesson will meet their needs? What do the students know in order to cope with your
lesson? How is this lesson connected to the previous one and to the next? (50-75 words)
This lesson will deal with the verb Tobe through the Simpson family cartoons, for them it is
interesting because they make the analogy to learn new words in English on a common theme
such as family through coexistence in the classroom and in house every day The class has
many activities such as coloring pages, a short song on the subject, a full-color image. The
instructions for each subject in class and can-do different things all the time.
Lesson plan form.
I would like to include didactic activities because students like dynamic play activities. I would
like to use cards, crosswords, to introduce new words and the student learns faster by means
of sounds and images relating them to real objects.

A. Skills lessons
Skill to develop
Listening
- Listen new words in English about the verb " tobe" in the simple past.
- Listen questions about Using the simple past of the verb "tobe" in conversations with
peers
Lesson plan form.
- Speaking
- Repeat vocabulary about the simple past of the verb tobe.

A. Skills lessons
Skill to develop
Listening
- Listen new words in English about The Simple past of the verb tobe.
- Listen questions about The Simple pass of the verb tobe.
- Speaking
Lesson plan form.
- Repeat vocabulary about The Simple past
- Answer questions about what it is using the sentences this is a
Draw a coloring page with new vocabulary about The Simple past
Flashcards with new words.
Vocabulary item How will you clarify meaning?

(note spelling and
pronunciation)
In the second part of

our series of past
simple lesson plans
we introduce two regular verbs ending in -y as a vowel (e.g.
more past simple cry/cried) and one-syllable verbs that take a
forms: double consonant in the past simple (e.g.
stop/stopped).
Lesson plan form.
To introduce these We also introduce the concept of doubling

concepts, we cover consonants and provide significant practice for
the difference each form through gapfills and freer practice:
between using y as a
vowel and as a
consonant.
In the third part of We focus on common verbs such as being, buy,

our past simple catch, drink. eat, etc… We also introduce verbs
lesson plan series we that take the same form in the present simple
introduce irregular and past simple (e.g. cut) and provide ample
past simple verbs controlled and freer practice for your student to
(i.e. that do not gain comfort with these common irregular verbs:
take -ed in the past
simple).
In the 4th part of our

past simple lesson
plans series we
introduce the We use both regular and irregular verbs to
negative form, practice the forms:
question form and
negative question
form.
Lesson plan form.
In our past It’s a great way to recap regular/irregular verbs,

simple quiz, the question form and the negative form:
we review all
the topics
examined
over Past-
Simple-1 to
Past-Simple-
4 in a quiz.
We hope that you We would love to hear about your

get as much use out experiences using our series.
our past simple
lesson plans as we
have with our
students!

Management
Lesson plan form.
Bad behaviour If I have extra time, I will perform an activity

Time If I have extra time, I will perform an activity

Meaning I would speak slowly and softly in a loud

voice, and I would speak in Spanish if
necessary.
Stage Aim Procedure

Interaction
Beginning After the presentation, the teacher will talk with the students
5 minutes. about some rules of behavior to implementing during the class.

Students can participate with their opinion and with some actions
Lesson plan form.
that they want or don’t to do during the class.
In this second part of the class, the teacher will give to the
7 minutes
students a big picture to observe in pairs some objects. After that
teacher will ask about what Person or object are there? And they
can talk about some the Simpson family that there are in the
picture.
In the middle of the class the teacher presents the new words in
English about the Simple Past that they’ve been in the picture.
Middle To say the new
- The questions?
13 minutes vocabulary in
English about the - To present the words will use some flashcards and students
will repeat every word with the sentences:
Simple Past.
This is a …
After the presentations of every toy, we will classify the cartoon

according to the Simple Past.
This history is about the Simpson Past.
In this section, the students will color some coloring pages about
the Simpson Family that they will prefers. While they color the
pictures, teacher can ask someone what is the Simpson Family?
Lesson plan form.
In this way teacher can evaluate if students learnt new

vocabulary.
At the end of the class will evaluate the new vocabulary with the
5 minutes The Simple past is flashcards, we’ll ask to the students about the Simple past.
composed of:
We can use the first picture, grammar and make a circle.
If there are time, we can the next exercise:
10 minutes To color some toys

according that
students likes.
End To evaluate the new

vocabulary and play
10 Minutes.
a song.
Lesson plan form.
Lesson plan form.

1.Were your lesson aims achieved? What evidence can I show to prove this?
2.Were your personal aims achieved? What evidence can I show to prove this?
Lesson plan form.
make them use the tools to communicate and transmit these ideas, giving them another conception of the
3.Which stages and activities went well? Why did they go well? Give evidence!
During the Simple Past theme, everyone could create real situations using simple structures to communicate, for
example, filling in the boxes with the questions in the crossword puzzle and the exercises to complete the words.
Performing sentences based on their previous knowledge through their experiences. In the stage of the practice
of the subject made billboards, drawings and grammar exercises similar to the original, due to the description,
detailed teacher and images, crosswords motivated by a fresh theme and supported between students-teacher
and students-with their peers.
1. Which stages and activities did not go as well as they could have? Why not? Give
evidence!
In the beginning some students had problems with the use of grammar when they used the terms " THEY and
ARE" they confused the words for their lack of previous knowledge, but I gave them some examples of the daily
cont. in their daily life. As for the practice of the Simpson family theme in which they should create a crossword
with the unknown words as similar as possible to the original through the detailed description of the image was a
bit difficult, so I gave them clues to overcome the problem. They did well in the end because they were
motivated by the challenge of intergroup competition and collaborated with each other.
learn in the same way, this shows that some students are visual, others auditory and others combine audiovisual
media this shows what interesting is the English language. In this way they lose their fear and are more
Lesson plan form.
interested in learning, but we cannot forget that the board is a fundamental tool.

activities making an approach to English through everyday expressions . Both orally and in writing, as well as
The objectives of this lesson were achieved, since the students could describe the images that detail each character in
the Simpson Family drawing, making the posters, they were able to understand how the family tree was invented and
they managed to make drawings similar to those of the guide. Improve the grammatical aspects through phonetics
pronunciation and writing through the exercises about the topic.
make them use the tools to communicate and transmit these ideas, giving them another conception of the English
language while having fun with topics of the past.
Lesson plan form.
During the simple past theme, everyone could create real situations using simple structures to communicate, for
example, filling in the boxes with the questions in the crossword puzzle and the exercises to complete the words.
Performing sentences based on their previous knowledge through their experiences. In the stage of the practice of the
subject made billboards, drawings and grammar exercises similar to the original, due to the description, detailed
teacher and images, crosswords motivated by a fresh theme and supported between students-teacher and students-
with their peers.
In the beginning some students had problems with the use of grammar when they used the terms. THEY and ARE"
they confused the words for their lack of previous knowledge, but I gave them some examples of the daily cont. in
their daily life. As for the practice of the Simpson family theme in which they should create a crossword with the
unknown words as similar as possible to the original through the detailed description of the image was a bit difficult,
so I gave them clues to overcome the problem. They did well in the end because they were motivated by the
challenge of intergroup competition and collaborated with each other.
I prefer to work with 11th grade students because with them I can practice my way of speaking better. I would also
like to learn other techniques to use in the classroom trying to use less the board since all students do not learn in the
same way, this shows that some students are visual, others auditory and others combine audiovisual media this
shows what interesting is the English language. In this way they lose their fear and are more interested in learning,
but we can not forget that the board is a fundamental tool.

Lesson plan form.
10. Were your lesson aims achieved? What evidence can I show to prove this? It
dep
end
s on
the
area
s or
com
pete
nces
in
whic
h
you
hav
e weaknesses, for example, Comprehension and production of phrases and expressions of frequent use related to
areas of experience that are especially relevant if I need to perform a class in which the comprehension of writing,
reading and oral comprehension should be exposed to students or a specific audience. The main objective should be
to improve these aspects by practicing in different contexts through the lessons, guides and in the context of daily
living practicing constantly before transmitting these concepts to teach them and make this learning easy and fun
through playful and dynamic activities making an approach to English through everyday expressions .Both orally and
in writing, as well as interpretation, making flexible and effective use of the language.
Lesson plan form.
tree was invented and they managed to make drawings similar to those of the guide. Improve the grammatical
between students-teacher and students-with their peers. (Please complete all parts of this form after teaching
your lesson)
Lesson plan form.
tree was invented and they managed to make drawings similar to those of the guide. Improve the
grammatical aspects through phonetics, pronunciation and writing through the exercises about the topic.
English language while having fun with topics of the past.
During the Simple past theme, everyone could create real situations using simple structures to communicate,
students-teacher and students-with their peers.
Lesson plan form.
During the simple past theme, everyone could create real situations using simple structures to communicate,
students-teacher and students-with their peers. (Please complete all parts of this form after teaching your
lesson)
16.Were your lesson aims achieved? What evidence can I show to prove this?
character in the Simple past drawing, making the posters, they were able to understand how the was
invented and they managed to make drawings similar to those of the guide. Improve the grammatical
17.Were your personal aims achieved? What evidence can I show to prove this?
and make them use the tools to communicate and transmit these ideas, giving them another conception of
the English language while having fun with topics of the past.
Lesson plan form.
18.Which stages and activities went well? Why did they go well? Give evidence!
communicate, for example, filling in the boxes with the questions in the crossword puzzle and the exercises
to complete the words. Performing sentences based on their previous knowledge through their experiences.
In the stage of the practice of the subject made billboards, drawings and grammar exercises similar to the
original, due to the description, detailed teacher and images, crosswords motivated by a fresh theme and
supported between students-teacher and students-with their peers.
Lesson plan form.
LESSON PLAN FORM 3
Grade: 8th Age: 13 - 15 Level: Beg/Elem/Pre-int. CEF level: <A1/A1/A2

Communicative purpose of the lesson: What will learners be better able to do by the end of
the lesson?
• Students will be able to say and identify some vocabulary about clothes in English.
• Students will be able to read a short picture about clothes.
• Students will be able to write some sentences about clothes.
Speaking, Writing, reading and listening.
Vocabulary
competence).
Recognize when they speak to me in English and they react verbally and non-verbally.
Answers questions about people, objects, family, toys and places in my environment.
BLR: Understands and responds to the instructions of the basic tasks in the verbal and non-verbal way.
Lesson plan form.
Topic: What the lesson is about (e.g. Shopping)
The clothes
Materials: List any worksheets you use and pages from other books (e.g. Hadfield, J. 1990.
‘Elementary Communication Games’. Nelson. Page 24.). Include copies of your materials with the plan.
Sean, L. 2016. Super Star students’ book.
Coloring pages about clothes
Picture of children using different piece of clothes
Format to design and describe style of clothes.

Lesson plan form.
1-2 Are the sleeves too ______________?
3-4 Are the pants too ______________?
5-6 Are the gloves too ______________?
7 -8 Are the heels too ______________?
9-10 Is the blouse too ______________?
11-12 Is the coat too pants ______________?
13-14 Is the color too ______________?
15-16 Are the shoes too ______________?
How to have a basic conversation

Lesson plan form.
Use numbers 17-24
A. How do you like this ______________? tie/shirt/skirt?
B. Actually, I prefer that ______________one.

Lesson plan form.
Lesson plan form.
Class profile (50 - 75 words) Describe your students (For how long have your students been learning
English? What are the things that interest them? etc.)
The students are from second grade, they are between 13-15 age years. They’re social media
class, and some of them are from religious families. They have been learning English three
years ago since pre-inter educations. They are very interesting into learn new words in English
and do active classes, when they can participate. They like to do many activities in class.
How this lesson will meet their needs? What do the students know in order to cope with your lesson? How
is this lesson connected to the previous one and to the next? (50-75 words)
This lesson will be about Toys, it can be interesting to them because they’ll learn new words in
English about commons object that they are using every day. Also, the class have many
activities like coloring pages, design some styles to wear, picture with full color. The
instructions for the class will be clear and they can do different thing all the time.
I would like to develop in my way to teaching monitoring the process and not only give a lot of
information, students can learn with didactics activities. I would like to use dynamic tasks
when students can learn and use the new vocabulary in some real contexts.
Lesson plan form.
Math’s, how many objects are there.
Geometry, shapes of clothes
Arts, the color of the clothes

A. Skills lessons
Skill to develop
Listening
- Listen new words in English about clothes
- Listen questions about what it is.
Writing
Lesson plan form.
- Repeat vocabulary about clothes
- Answer questions about what it is using the sentences this is a ….
- Write some sentences about clothes, their colors and other features.
Draw a coloring page with new vocabulary about clothes

Lesson plan form.
Vocabulary item (note spelling and pronunciation) How will you clarify meaning?
Adjectives Features of the somethings
C. Language Analysis page: Complete this section if you are focusing on grammar or function
Substitution table for the grammar/function: Write here at least two examples of model
sentences in the form of a substitution table.
Describe some persons

Use some adjectives to talk about clothes
Wh questions
Talk about some clothes in a short descriptions
Meaning of the grammar/function: What use are you focusing on in this lesson?
The focus of this lesson is the new vocabulary about the toys, the students will be able to
understand when someone say one words about the topic. For this goal we will do some
activities to reinforce the new vocabulary.
Lesson plan form.
Checking meaning: write here concept questions or a timeline you will use to check meaning
- Do you know what it is?
- Do you remember what it is?
- What it is?
- What does ______ (she/he) have?
- What is ________ (this/that)?

Lesson plan form.
Highlighting pronunciation; What do you need to highlight? (contractions, stress etc.)
What’s this/that?
This is a tshirt
This is a belt
This is a skert
This is an uniforms
This is a pant
This is a hat
Who use this piece of clothes a girl or a boy?

Lesson plan form.

Management
Bad behaviour I would like to give some stickers when

student pay attention to me and do the
activities.
To talk with the student who don’t respect me

or the class.
Time If I have extra time, I will do an extra activity

like sing a song. But if I won’t have time I will
remove an activity.
Meaning I would like to speak slowly and clear, use the

Spanish when will be necessary.
Lesson plan form.
Stage Aim Procedure

Interaction
Beginning
5 minutes. To stablish the rules After the presentation, the teacher will talk with the students
to the class. about some rules of behavior to implementing during the class.
Students can participate with their opinion and with some actions
that they want or don’t to do during the class.
7 minutes In this second part of the class, the teacher will give to the
To introduce the students a material to color about some piece of clothes. After
topics. that teacher will ask about what object are there? And they can
talk about some clothes that there are in the picture.
Middle
Lesson plan form.
13 minutes To say the new

vocabulary in In the middle of the class the teacher presents the new words in
English about the English about the clothes that they’ve been in the picture.
clothes. The questions will be
- What it is?
And the answer will be
This is a t-shirt
This is a belt
This is a skirt
This is a uniform
This is a pant
To classifies some This is a hat
toys to girls and

5 minutes
some toys to boys. To present the words will use some flashcards and students will
repeat every word with the sentences:
10 minutes To describe some

This is a…
Lesson plan form.
persond according
to the clothes thar
they’re using.
End To evaluate the new

vocabulary and
10 Minutes. practice the
speaking
Lesson plan form.
Students will design a new uniform and describe they.
This uniform is for a boy
This uniform is for a girl

Lesson plan form.
After all the class we can put a happy face sticker to all students
whom participated in the class.

The lesson aims were achieved since the students took advantages of their previous knowledge, they are able to answer common
questions about descriptions of the clothes life and most of them have the skills to ask you back.
Absolutely. One of my personal goals for this lesson was to achieve the interest and participation of the students and to make them
use the topics a tool for expressing themselves in English giving them another vision of the language as they have fun.
The first activity in which the coloring some clothes to introduced the new vocabulary they enjoyed very much.
Lesson plan form.
4. Which stages and activities did not go as well as they could have? Why not? Give
evidence!
The last part, when needed to describe the new uniforms, they didn’t want to do it. They liked to color and
desing but they dislike to speak in front to others.
Lesson plan form.
I would prefer working in any are that brings me a challenge and I can learn more, I enjoy very much the spaces where I can practice
my speaking skill.

It depends on the areas in which you have weaknesses, for example, if you need to perform a class in which listening comprehension is the
main objective. You must listen and practice different oral speaking lessons before teaching them. Also find new ways to give the class to
get their attention and be aware of the importance of the theme for their lives, how they can be, but that learning can be fun and easy.

Lesson plan form for teaching the verb "to be

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ESCUELA DE CIENCIAS DE LA EDUCACIÓN

551024– Pedagogical practicum 1

LESSON PLAN FORM1

Date: April 27th 2019 Time: 7:00 to 7:50 am Length: 50 minutes

Grade: 6th Age: 11 - 13 Level: Beg/Elem/Pre-int. CEF level: <A1/A1/A2

What skills: (speaking, listening, reading, writing) will you practice?

Use the grammatical structure on the verb Tobe appropriately.

Connection to other subjects in the school curriculum (e.g. Social studies)

Complete Sections A, B, C & D as appropriate, depending if you are focusing on grammar,

- Listen new words in English about The Simpson Family

- Listen questions about The Simpson Family

- Repeat vocabulary about The Simpson Family

- Answer questions about what it is using the sentences this is a

Type of text (e.g. dialogue in a shop)

Read a picture with new vocabulary

Flashcards with new words.

B. Vocabulary: Complete notes below on you will focus on

Vocabulary item How will you clarify meaning?

Springfield City where the Simpsons live

Abraham is a Bart´s Grandfather

Marge is a Homer´s Wife

The Simpson Family False.

Patty is the aunt of True.

This family is very True.

D. Anticipated problems. Complete this section for all lessons:

Anticipated problems Planned solutions

Include problems of: Meaning, Form, Pron,

Bad behaviour If I have extra time, I will perform an activity

Time If I have extra time, I will perform an activity

Meaning I would speak slowly and softly in a loud

Stage Aim Procedure

Time & (Teacher and student activity)

5 minutes. rules of behavior to implementing during the class. Students can

the Simpson - Who is Marge?

- This family is very big?

End that students Who is? / This is a…

To evaluate the If there are time, we can the next exercise:

SELF EVALUATION FORM

6.How can I learn about the areas which I want to improve?

LESSON PLAN FORM2

Date: April 27th 2019 Time: 7:00 to 7:50 am Length: 50 minutes

Grade: 7th Age: 11 - 14 Level: Beg/Elem/Pre-int CEF level: <A1/ A1/A2

What skills: (speaking, listening, reading, writing) will you practice?

Use the grammatical structure on the verb Tobe appropriately.

Connection to other subjects in the school curriculum (e.g. Social studies)

Complete Sections A, B, C & D as appropriate, depending if you are focusing on grammar,

Connection to other subjects in the school curriculum (e.g. Social studies)

Complete Sections A, B, C & D as appropriate, depending if you are focusing on grammar,

- Listen questions about The Simple pass of the verb tobe.

- Repeat vocabulary about The Simple past

- Answer questions about what it is using the sentences this is a

Type of text (e.g. dialogue in a shop)

Read a picture with new vocabulary

Flashcards with new words.

B. Vocabulary: Complete notes below on you will focus on

Vocabulary item How will you clarify meaning?

In the second part of

To introduce these We also introduce the concept of doubling

In the third part of We focus on common verbs such as being, buy,

In the 4th part of our

In our past It’s a great way to recap regular/irregular verbs,

We hope that you We would love to hear about your