LESSON PLAN FORMAT 2022-2

Lesson Number: _7__

Institution: Centro de proyección social Universidad Santo Tomás
Pre-service teacher’s name: Laura Daniela Lombana Barrera // Javier Ricardo Rojas Reyes
Grade/ Level: A1
Date of implementation: 22-04-23 Duration: 3 hours

Learning outcomes:
● Pragmatic:

By the end of the lesson, students will be able to describe daily actions in the simple present tense.

● Use of Language:

Students will perform a play role in front of the class talking about their every day activities by
making use of daily related verbs.

Warm-up
Procedure Time
Game: Scrambled Word Game

Starting the class by giving sixteen verbs in a disorganized manner to make students find the
verbs that have been given. The objective of this easy and fun activity is to encourage students
to learn new words that will be used in our lesson.

First, the students will have to make 2 or 3 groups of 5 people (it depends on how many
students attend the class) and also name them. Later, the learners will have 10 minutes to get
the words in the correct order. They will receive a point for each accurate word. The game will
finish when one group had completed the vocabulary..

15
minutes

Vocabulary

Cook, do, drink, eat, go, have, like, listen, live, play, read, say, speak, study, take, want, watch,
wear.
 Taken from:
https://www.word-grabber.com/3/m/2013/09/Flickr-Taro-Taylortarotastic-646x432.jpg

Stage 1
Procedure PPP Time
In the first stage, students will focus on recalling the main features of the simple present tense
affirmative, negative, and question with all of the pronouns. Next, we will focus on solving
questions about grammar related by asking them questions to guide them to do it correctly.

30
minutes

Taken from:

https://whatsup.es/blog/aprende-como-hacer-una-descripcion-de-una-ciudad-en-ingles

https://wordwall.net/es/resource/28910082/ingl%C3%A9s/simple-present-unscramble-the-sent
ences

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Listening_
comprehension/Listening_comprehension-Present_simple_zu594992ec
Stage 2
Procedure Time
In the second stage, students have already reinforced the basics of the simple present tense.
After this, they will have understood and put them into practice in a guided exercise through a
conversation model given by the teacher (Scaffolding). In this activity, students will get the idea
and create their own conversation model that will be presented later in class. They will have in
mind several key points such as introducing themselves and daily actions used in simple present.
For this exercise, students will work in pairs. The teacher will monitor the development of the
task.

Conversation Model 1

A: Hi, I'm Jane. Nice to meet you!

B: Hi Jane, I'm Mike. A pleasure to meet you too!
A: So, what do you do during the day?
B: Well, I usually wake up at 6 am, exercise for an hour, and then get ready for work. How about
you?
A: I usually wake up around 7 am, make breakfast, and then head to work. I work from 9 am to 5 50
pm, and then I usually go to the gym or do some yoga. minutes
B: That sounds great! I try to fit in some yoga too, but I'm not always consistent. Do you have
any tips?
A: Sure, I find that scheduling it in my calendar and having a friend to do it with me keeps me
motivated.
B: That's a good idea. Maybe we can do it together sometime.

Conversation Model 2

A: Hello! What's your name?

B: Hi! My name is Sarah. What about you?
A: I'm John. Nice to meet you, Sarah.
B: So John, where are you from?
A: I'm from London. How about you?
B: I'm from Manchester. .
A: So, Sarah, what do you do for fun?
B: I like to go to the park and read books. What about you?
A: I love playing football with my friends on the weekends.
B: That sounds like a lot of fun! .
A: Well, if you're interested, you can join us next time. My telephone number is 312 765 98 86.
B: Thanks, John! I’ll call you soon!.

A 20-minute break
 Stage 3
Practice Time
Based on the previous activities, students will practice their role-play with the person they have
been working with so far. The teacher will be supervising students’ performance in order to help
them improve their pronunciation and fluency.

50
minutes

Assessment and evaluation (How the student will be evaluated through the activities proposed)
They are going to be assessed based on the following summative rubric.

5 4 3 2 1 0
Spoken ideas Clearly Expresses their Use basic Uses learned Provides Not
Expressed expresses their ideas in a vocabulary to phrases extremely basic Submitted
correctly ideas coherent way express their to describe information
connecting using the simple thoughts about their routine about their
their speech present tense daily activities. using basic routine but the
using the and accurate vocabulary learner doesn’t
vocabulary vocabulary. briefly. use the daily
studied in class. vocabulary.
Language Form accurately Uses accurate Begins to use The Student The Student Not
constructs: detailed word some vocabulary neither uses the uses limited Submitted
phrases with order, with words and has simple present grammar forms
Verb tense the simple errors. The minor mistakes nor the and expressions.
Sentence present Student doesn’t using the simple vocabulary. studied in class.
structure structure and use the simple present tense.
word order vocabulary. present
structure
appropriately.

Taken from https://www.srsd119.ca/wp-content/uploads/SSS/Gr_1-4_CFR-Speaking-Rubric.pdf

Resources / APA References (Write the resources references according to APA rules)
Warm up

Vocabulary

Cook, do, drink, eat, go, have, like, listen, live, play, read, say, speak, study, take, want, watch, wear.

Taken from: https://www.word-grabber.com/3/m/2013/09/Flickr-Taro-Taylortarotastic-646x432.jpg

Stage 1

https://whatsup.es/blog/aprende-como-hacer-una-descripcion-de-una-ciudad-en-ingles

https://wordwall.net/es/resource/28910082/ingl%C3%A9s/simple-present-unscramble-the-sentences

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Listening_comprehensi
on/Listening_comprehension-Present_simple_zu594992ec

Stage 2

Conversation Model 1

A: Hi, I'm Jane. Nice to meet you!

B: Hi Jane, I'm Mike. A pleasure to meet you too!
A: So, what do you do during the day?
B: Well, I usually wake up at 6 am, exercise for an hour, and then get ready for work. How about you?
A: I usually wake up around 7 am, make breakfast, and then head to work. I work from 9 am to 5 pm, and
then I usually go to the gym or do some yoga.
B: That sounds great! I try to fit in some yoga too, but I'm not always consistent. Do you have any tips?
A: Sure, I find that scheduling it in my calendar and having a friend to do it with me keeps me motivated.
B: That's a good idea. Maybe we can do it together sometime.

Conversation Model 2

A: Hello! What's your name?

B: Hi! My name is Sarah. What about you?
A: I'm John. Nice to meet you, Sarah.
B: So John, where are you from?
A: I'm from London. How about you?
B: I'm from Manchester. .
A: So, Sarah, what do you do for fun?
B: I like to go to the park and read books. What about you?
A: I love playing football with my friends on the weekends.
B: That sounds like a lot of fun! .
A: Well, if you're interested, you can join us next time. My telephone number is 312 765 98 86.
B: Thanks, John! I’ll call you soon!.
Stage 3

The teacher didn’t need to show or give any extra information to students.

Assessment

T Johnson, K Cavanaugh, M Chan, M Ormiston, C Pankewich and E Vandenberg. (2016, september). SPS EAL
Speaking Rubric. Saskatoon Public School. Recovered from:

https://www.srsd119.ca/wp-content/uploads/SSS/Gr_1-4_CFR-Speaking-Rubric.pdf