Student: Brisa Dulce María Segovia

Subject: Práctica docente III

School year: 2023
Teacher: Alejandra Velazquez
Class N°: 2
Time: 60 minutes
TEACHING CONTEXT
School: Extensión Aúlica N° 630
Course: 4th year
N° of Students: 15
Background: Rural school, student have English 1 day a week.
Book: -
TEACHING POINTS

Language functions: Asking and answer questions about past events, actions and experiences.

Linguistics exponents: Did you enjoy the movie? Yes, I did. Were you tired of spending so many hours on set? Yes, I was.
When you visit Rosario? I visited Rosario in January.

Lexical items: Where, what, when, who, how, which, why.

Previous knowledge: Past simple tense in the affirmative and negative form, Past simple in negative and affirmative form
of “to-be”,

Aim: By the end of the lesson, students will be able to understand and form questions and answers about past events.

Anticipated problems and possible solutions:

Difficulty Forming Questions: Students may struggle with forming questions in the past simple interrogative form, including
the correct placement of the auxiliary verb "did" and subject-verb agreement.
Solution: Begin the lesson with a clear explanation of the structure, using visual aids and examples. Provide practice exercises
that focus on forming questions. Offer guidance on word order and subject-verb agreement, and encourage students to practice
through repetition and drilling.

Failure to Use Question Words: Students may omit question words (e.g., "When," "Where," "Why") when forming questions,
leading to incomplete or unclear interrogative sentences.
Solution: Emphasize the importance of question words and their placement in questions. Provide practice exercises and
encourage students to use question words to seek specific information.

Limited Vocabulary for Asking Questions: Students may have a limited vocabulary for formulating questions in the past
simple interrogative form.

Solution: Build students' question vocabulary by providing lists of question words, phrases, and answers. Encourage creativity
and thinking beyond simple "yes/no" questions, and provide opportunities for students to create their own questions.
Stages Techniques/ Aims Activities Aids/Resources Timing
strategies
Warm up Greeting Ss will be able to get into -The Tt will greet the Board 5’
“English mode” and feel students and ask how
Feedback Markers
motivated. they are today.
Using the board
-The T teacher will ask the
students: “What’s the
date” and encourage
them to write it on the
board.

-The Tt will ask the

students: “How much do
you know about the
famous people?

Pair work Ss will be able to -The T teacher will give Worksheets 8’

recognize the use of the the Ss worksheets with 3
Global Reading aloud
interrogative form of past interviews of famous
presentation Discussion simple. people without their
name and photo.

The interviews will

contain past simple
interrogative questions
like "When did you first
start your career?" or
"Why did you decide to
pursue this field? Did you
 enjoy it?

-The T teacher will

encourage the Ss to read
the interviews aloud.

-The T teacher will tell the

students that, in pairs,
they have to guess who
they think the famous
person being interviewed
is based on the content of
the interview.

-The T teacher will ask

each group to share their
guesses. Discuss the
reasons behind their
guesses and what clues
from the interviews
helped them identify the
interviewees.

-The T teacher will reveal

the actual interviewees.

Visuals The students will be able Activity 1- The T teacher Visual (notebook) 13’
to enhance their will tell the Ss that they
Detailed Problem-based learning Worksheet (script)
understanding of the have to solve a crime.
presentation Relate ideas interrogative form of the
-The T teacher will give
Board
past simple and recognize
Using the board the Ss a worksheet Markers
short answers.
"Detective's Notebook" to
Reading out loud each student. The Highlighters
notebook will include
Identify and highlight
questions related to the
Feedback past simple tense, such
as:

"When did this happen?"

"Who was involved?"

"What was the event?"

-The T teacher will write

on the board a series of
“clue” sentences in the
past simple tense: For
example, "She went to
Paris in 2018, where she
met him"

-The Ss have to read the

clues and think about the
questions in their
"Detective's Notebook."

-The T teacher will

encourage the Ss to
answer these questions
based on the given clues
and share them to the
class.

Activity 2: The T teacher

will show the students a
 script of a police
interrogation of the crime
suspect after they solved
the case and found the
thief. The script contain
questions in the past and
a series of short answers.
For example: "Were you
in the store when the
robbery occurred?" "No,I
didn't"

"Did the man who was

with you at the time ask
you to withhold
information?" "No, he
didn't"

-The T will encourage

students to read the
interrogation out loud.

- The T teacher will ask Ss

to highlight the suspect's
responses that they think
he lied to and help them
justify their responses.

Using the board Ss will be able to -The T teacher will write Board 8’
reinforce their on the board questions in
Control practice Q&A Markers
understanding of the past simple tense about
Competition interrogative form of past general culture, and a list
simple and practice how of possible short answers.
Active participation to answer them directly For example: “Yes, she
while promoting quick was” “No, he didn´t”
 Group work and accurate responses to -The T teacher will divide
questions. all the Ss in 2 groups.
Quick thinking
-The T teacher will explain
Error correction
the Ss the game: First, the
Feedback T teacher will read a
question out loud, and
they will have to raise
their hand to answer the
question with a short
answer as quick as they
can. For example: “Were
The Beatles a famous
British rock band?”

“Yes, they were”

“Did the Titanic sink on its

maiden voyage?” “Yes, it
did”

Each correct answer: +1

point.

Answer with the wrong

subject or incorrect ones:

-1 point. The group with

the most points wins.

Less control Task-based learning The Ss will be able to use
practice the past simple
Peer interaction
interrogative form in a
Listening and speaking less controlled setting, in
skills real conversations with
their peers, enhancing
Real life context their speaking and
listening skills while also
-The T teacher will “Find someone who” 8’
distribute worksheets for worksheets
the game “find someone
Markers
who” to each student,
with past experiences
statements, such as "Find
someone who traveled to
another country last
learning about each year," "Find someone
other's past experiences. who met a famous
person,"

-The T teacher will explain

the rules of the game. The
Ss will walk around the
classroom and find
someone who matches
the descriptions, asking
their classmates about
the statements on their
worksheets. For example,
"Did you travel to another
country last year?"

-The partner will respond

using the past simple
interrogative form. E.g:
"Yes, I did" or "No, I
didn't."

-When a student finds

someone who matches
the description, they
write that person's name
on the worksheet.

-After a designated
amount of time, gather
the class and discuss the
findings.
Free paractice Using the board Students will be able to -The T teacher will create Board 8’
practice the past simple a timeline on the board
Pair work Markers
interrogative form with key personal events.
Feedback formulating questions For example: "First day of Books
from prompts and school" "Last summer
Taking notes interact as they discuss vacation". Pens

Communication skills various events from their

-The T teacher will pair up
lives.
Real-world context the students. In each pair,
one student becomes the
interviewer, and the
other is the interviewee.

-The T teacher will explain

the Ss that the
interviewer have to
choose a point on the
timeline and formulate a
past simple interrogative
question about that
event. For example,
"When did you go on your
last vacation?" or "What
happened on your first
day of school?"

-The interviewer asks the

question to their partner,
and the interviewee
responds using the past
simple interrogative form.
For example: "I went to
Rosario last summer."

-The interviewer writes

down the response on
their books, including the
past simple interrogative

Follow-up activities Pair work Ss will be able to actively
produce questions and
Communication skills
engage in conversations
Collaborative learning with their peers. It
reinforces the use of the
Real-life context past simple interrogative
form in a more creative
context.
question they asked.
-After a set time, have
students switch roles,
with the interviewee
becoming the new
interviewer. They choose
a different event on the
timeline, ask a question,
and record the response.
-The T teacher will ask Ss Books 10’
to share interesting
Pens
experiences they
discovered about their
classmates during the
previous activity.
-In pairs, Ss should write
on their books their own
past simple interrogative
questions based on the
experiences they
discovered. For example,
if they learned that a
classmate visited Rosario
last summer, they will
write a question like
"When did you visit
Rosario?" and take notes
of the answers. “I visited
Rosario in January”
-Ss take turns answering
each other's questions
using the past simple
interrogative form.

-The T teacher will ask

students to share
interesting questions they
received and the
responses they provided.