UNIVERSIDAD DE COLIMA

FACULTAD DE LENGUAS EXTRANJERAS

PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

Martinez Valladares Omar

TEACHER(S):
Audiolingual method
CHOSEN METHOD:
My students are a group of 12 students between 8/9 years old, the level of my students is B1. Students are
energetic, talk a lot and like game-like activities. This is a small group so I can have more personalized
STUDENTS’ PROFILE AND attention to each student. This program is applied in a private school.
CONTEXT:

LESSON GENERALITIES

CLASS ENGLISH LEVEL: B1 (8-9 years old) UNIT Nº 1

 Teacher expects students learn, use and produce using the new vocabulary about house rooms. Also produce using
UNIT EXPECTED LEARNING the structure about where they can go if they need so satisfy a specific necessity in their own home.
OUTCOME:
 Students will be able to identify new house vocabulary and the
LESSON Nº 1 LESSON OBJECTIVE
use they can give them to satisfy a specific necessity
 House rooms (kitchen, dining room, living room, study room, bathroom, bedroom, drawing room, storeroom) and their uses.
LESSON  Structure about where they can go if they need to satisfice a specific necessity: “if I want to …. I can go to ….” example: if I want to eat, I can
CONTENT go to the kitchen

© 2020 Peláez,R.M, Language Teaching Methods class materials

 UNIVERSIDAD DE COLIMA
FACULTAD DE LENGUAS EXTRANJERAS
PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

LESSON ACTIVITIES

WARM UP

DIMENSION ACTIV. Nº-NAME TIMING OBJECTIVE MATERIALS

● Projector
● Video (https://www.youtube.com/watch?
● Students will be able to learn, v=GxAEGNsFQps)
my house and its understand and identify the new
1 parts
15 ● Whiteboard
vocabulary presented by the teacher ● Markers
which will be use for the next activities.
● Recorder
● USB
PROCEDURE 1. Teacher will explain the instructions first: “Okay guys, now were going to watch a short video about the
house rooms and which are their uses we give them, please pay attention and don’t worry if you don’t
catch all the vocabulary at the first try, I will present the video twice”.
2. At the end of the second time teacher presented the video, teacher will ask students which new
vocabulary they can mention and if the students want to complement their comments they can mention
the use of the room.
3. The teacher will write all the new vocabulary students mention in the whiteboard with the purpose they
can see all the vocabulary were going to use this class.

PLAN B ACTIVITY: In case the projector or the internet is not working, the teacher will play on his recorder the audio of
the video previously prepared on a USB memory stick.
ASSESSMENT The students can follow instructions correctly.

© 2020 Peláez,R.M, Language Teaching Methods class materials

 UNIVERSIDAD DE COLIMA
FACULTAD DE LENGUAS EXTRANJERAS
PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

PRE-ACTIVITY

DIMENSION ACTIV. Nº-NAME TIMING OBJECTIVE MATERIALS

Students will be able to identify the o Markers

correct use of each of the rooms in a o Whiteboards
house, as well as become familiar with o Printed images
o Projector
If I need this, I go to the grammatical structure that the teacher
2 12 o Computer
this. will present to them to form a sentence
with which they can talk about what need
they have and where in the house they
should go to satisfy it.
PROCEDURE ● The teacher will project images related to the topic which will help the students to see which parts of the
house they can use and what needs to be covered.
● The teacher will write on the board the structure that the students will use to generate their answers
based on the video previously shown and the images in the whiteboard (If I need ______ I go to _______.)
● The teacher will write an example with which the students can get an idea of how they are expected to
answer.
● Students will raise their hands one by one to give the teacher the answer, if necessary, the teacher will
guide the student based on the structure if he/she has any errors in his/her answer.
PLAN B ACTIVITY: If the projector is not working, the teacher will bring printed images of the projected images to paste
on the board to support the students in the activity as planned.

© 2020 Peláez,R.M, Language Teaching Methods class materials

 UNIVERSIDAD DE COLIMA
FACULTAD DE LENGUAS EXTRANJERAS
PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

ASSESSMENT Students can follow the instructions and produce an answer in a correct way (orally)

(ACT-1)

DIMENSION ACTIV. Nº-NAME TIMING OBJECTIVE MATERIALS

Students will be able to pronounce o Projector

correctly the new vocabulary that is o Printed images
The right way to
3 say it
8 being used in class, as well as reaffirm
the use that should be given to each of
the parts of the house.
PROCEDURE
▪ The teacher will give the instructions for the activity: “repeat after me each of the words
I mention and the use of each room”
▪ The teacher will show the students one by one the images that allude to the topic, saying
twice both the word and the usage.
▪ At the end, teacher would show the images without saying anything to see if students
remembered the correct pronunciation of each vocabulary word.
PLAN B ACTIVITY: If the projector does not work, the teacher will use the previously printed images used in activity 2 to
make them usable.
ASSESSMENT Students can repeat all the vocabulary in the right way.

© 2020 Peláez,R.M, Language Teaching Methods class materials

 UNIVERSIDAD DE COLIMA
FACULTAD DE LENGUAS EXTRANJERAS
PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

(ACT-2) Role play

DIMENSION ACTIV. Nº-NAME TIMING OBJECTIVE MATERIALS

Students will be able to create and ● Piece of paper

present a dialogue using the new ● Pencil
4 Talking about. 10 ● Printed instructions
vocabulary based on the format teacher (Dialogue format.docx)
gives them.
PROCEDURE 1. The teacher will divide the group in teams of four, students will create and design a dialogue using the
format teacher provide them (the teacher will give them a paper with the format printed)
2. Once the students finish their dialogue, two people from the team will come by to read it and present it.
3. At the end, they will be able to compare their answers with those of other teams, exchanging their
dialogue with other teammates.
PLAN B ACTIVITY: If the teacher forgets to print out the formatting sheets, the students will use a free sheet of paper and
write both the instructions and the format of the dialogue on it.
ASSESSMENT Students can create a dialogue and present it in class.

© 2020 Peláez,R.M, Language Teaching Methods class materials

 UNIVERSIDAD DE COLIMA
FACULTAD DE LENGUAS EXTRANJERAS
PEDAGOGICAL-PRACTICAL MODULE
Integrative Project, Language Teaching Methodologies, Materials Design
LESSON PLAN TEMPLATE

(Final Activity)

DIMENSION ACTIV. Nº-NAME TIMING OBJECTIVE MATERIALS

 Recorder
Students will be able to create a sequence  Markers
5 Poor Sarah 15
of steps to meet needs in an order.  Whiteboard
PROCEDURE  The teacher will play on his tape recorder the audio: “Sarah came home from school, whenever she
arrives she goes to change into her school uniform, she likes to go downstairs to eat with her family, then
she does her homework, watches some TV, in the evening, gets ready for a bath and goes to sleep.”
 The teacher will write on the whiteboard indicating with arrows the sequence Sarah follows when she
gets home and will write an example of the first action to give the students an idea of how they are
expected to answer the activity.
 When the students have finished, one by one they will read their answers from their place and the
teacher will mark on the whiteboard with numbers the sequence that each student created, at the end the
teacher will give the correct way that Sarah followed.
PLAN B ACTIVITY: If the recorder does not work, the teacher will read the text of Sarah's routine from his book.
ASSESSMENT Students can follow instructions, solve problems in a sequence way and read aloud.

© 2020 Peláez,R.M, Language Teaching Methods class materials