LESSON PLAN

TEACHER’S NAME: Sabrina Contreras Reyes, Alejandra García López, Brenda Hernández
Sánchez, Leticia Martínez Ramos, Estenafy Muñoz Muñoz, Guadalupe Santacruz Sánchez, Dayana
Tuxpan Gutierrez, Leílani Vera Díaz

DATE: November 15th, 2022

DURATION: 2hrs STUDENT'S LEVEL: A1

NAME OF THE SCHOOL: Faculty of Philosophy and Letters. Language Teaching Degree

GOAL: Students will be able to recognize and identify the differences between present perfect and
past simple using vocabulary in an intercultural context with an emphasis on the differences in culture
of the mother tongue and the Target Language.
OBJECTIVES: Students will be able to practice their pronunciation by understanding the meaning of
vocabulary in the topic: taking risks.

TIME DESCRIPTION LANGUAGE MATERIAL

Warm up T-Ss: Teacher asks how they are. English

T-Ss: Teachers introduces themselves

T-Ss: The teacher tells their students that

they will be learning about “Taking
Risks”, and the present perfect.

T-ss: The teacher asks students if they

remember what is a risk taker.

Stage 1 T-Ss: The teacher proceeds to explain the English Poster with the
(vocabulary) meaning of the vocabulary: Taking risks: images and the
Generations through a poster. Spanish in case it is words.
needed.
Ss-T: Students will answer the activity
after finishing the teacher’s explanations.

T-Ss: The teacher will explain activity two

to the students to answer the workbook at
the same time.

T-Ss: The teacher engage the students

to promote participation.

T-Ss: The teacher explains the activity

three about the difference between noun
suffixes: -ment and -ion.

Ss-T: Students do the activity with their

classmates.
 T-Ss: Teacher works together with the
students activity four to understand the
meaning of the words with the context.
.
T-Ss: The teacher asks students if they
have a doubt.

Stage 2 T-Ss: The teacher asks students about if English -Flashcards with
(grammar) they have tried to do a risky sport. tenses structure.
Spanish in case it is -Blackboard
Ss-T: students respond with a variety of needed -Worksheet
answers.

T-Ss: The teacher explains the uses and

the structure of the past perfect showing
some flash cards.

T-Ss: The teacher explains the uses and

the structure of past simple and then
everyone identifies the differences
between both tenses.

T-Ss: The teacher gives some examples

contextualizing them in the culture of the
Mother Tongue and The Target Language.

T-Ss: The teacher gives them a worksheet

in which they will play a game.

Ss-Ss: They will have to ask each other

questions to answer the worksheet.

Ss-T: Students do the activity with their

classmates and then share their answers.

T-Ss: Teacher explains the activities of the

workbook one by one and explains if the
students have doubts.

Ss-T: Students answer the workbook.

T-Ss: The teacher check the answers with

the group

Stage 3 T-Ss: The teacher asks the students if they English -Audios
(pronunciation) know the two types of questions to ask for -Workbook
information. Spanish in case it is
needed
T-Ss: The teacher explains the two types
of question intonation: rising and falling.

T-Ss: The teacher gives examples to the

students, so they can hear with which
questions the voice goes down and up.
 T-Ss: The teacher explains the activity 1,
to answer it collaboratively. The teacher
asks for volunteers and if there are not, the
teacher will choose them. At the end of
the activity, the teacher will answer doubts
if there is any.

T-Ss: The teacher proceeds to explain the

activity 2 and to play the audio and the
students answer the activity.

T-Ss: The teacher explains the activity 3

and asks them to work with a partner. The
teacher will go from couple to couple
asking if they have doubts. Later, the
teacher will play the audio of the activity.

T-Ss: The teacher checks the answers with

the group and if there are doubts.

Closing T-Ss: The students write a question and English

then the teacher asks for a volunteer to
read it and someone has to answer that
question.