naiman lessons for 5 c eso - secondary

I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: claseUnidad Temática: Buying presents (books)Clase Nº: 1Fecha: 5/11/15Hora: 7:45 a 8:25 hsDuración de la clase: 40’Fecha de primera entrega: 1/11/15

Teaching points:

Revision of Present Perfect uses and adverbs Presentation of the adverb “Just” and its uses

Aims or goals: During this lesson, learners will be able to… Identify the uses of the Present Perfect tense in context Develop speaking and listening skills by interacting with peers

and the teacher Develop their listening skills by listening to a video Develop their creativity skills by performing a role play

Language focus:

Functions Lexis Structures PronunciationRevision Talking

about situations that happened at some time in one’s life. Talking about

“She has cleaned his shoes”“They have gone to bed”“She has just bought the tickets”“She has

I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/YET +Verb participle

Have /h v/ӕHas /hӕz/Already /oːlˈredi/Yet /jet/

situations that have a result in the present.

already packed her suitcase”

New Talking about recent events.

“She’ just bought a London ride”“They’ve just missed the bus”

I/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle

Have /h v/ӕHas /hӕz/Just /d ast/ʒ

Teaching approach: The lesson is based on the Communicative approach.

Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of videos and digital presentations, group discussion and student – teacher interaction. They will also exploit their reading and speaking skills through a short text.

Materials and resources: The board, markers, two videos, a slideshare presentation, students’ coursebook “Champions” 3 2nd edition Christina de la Mare-Sheila Dignen Oxford, copies.

Pedagogical use of ICT in class or at home: The use of the videos and digital presentation helps the teacher present the topic of the lesson in context, bearing in mind students’ level and context.

Seating arrangement: Semi circle so that to enhance students’ interaction.

Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:There could be some distraction during the lesson, especially while students watch the videos as they present famous TV characters that may call their attention. I will ask students to focus on the content of the videos, most importantly on the dialogues they will listen to. Some students could find it difficult to understand the vocabulary used in the video; in this case I will also encourage students to pay attention to the whole meaning of the dialogues. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I could change the types of questions. I can also

give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her.ICT tools are necessary, If they do not work we can move to the school library.Another problem may be time management as there would be several activities for students to complete; therefore, time adjustments will have to be done.

Potential problems students may have with the language: Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures. Another problem could be that students use L1 instead of L2 during the lesson, I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model que questions for them to repeat and use every time they need to. Done at the beginning of the lesson

Assessment: what will be assessed and how Students will be assessed on their understanding of the different uses of the present perfect tense. They will be tested assessed on how they use the tense for specific situations.

Routine (5mins)Purpose: To introduce myself and to open the lesson.

I will enter the classroom and greet the students; “Hello, I’m Lorena and I’ll be with you up to the end of this month. Well, I’m 28 years old and I was born here in Ushuaia.” The teacher will ask some general questions so that to let students introduce themselves. “And, tell me, Are you all 16 or 17 years old? Is there somebody elder/younger? Are you all from Ushuaia?”I will ask students to raise their hands to be able to speak.After the presentation, I will ask students to sit in a semi-circle.

Transition: “Now that we’re ready, tell me, what have you done before coming to school?”

Warm up (10’minutes)Purpose: To present the context of the lesson and to review the uses of the present perfect tense.

I will give students some options to answer my question “Have you had breakfast? Have you talked to a friend? Have you listened to music? Have you drunk mate? Have you taken the bus?”I will write the actions on the board and let some students to say their ideas:

On the board:HAD BREAKFAST – TALKED TO A FRIEND – LISTENED TO MUSIC – DRUNK

MATE – TAKEN THE BUSIf the students do not want to participate, I will ask some students to answer the question. If still there are no students who participate, I will ask them to ask a partner next to them the same question and choose the answer from the board. I will monitor the last option.

After the question is answered, I will tell students that they are going to watch a video with dialogues taken from the TV. The video is: Learn the Present Perfect tense - Movies and TV series (Part 2)Taken from: https://www.youtube.com/watch?v=Y0EOde6IPw8(up to minute 3:30)

While students watch the video I will ask some questions regarding the meaning of the phrases and questions they listen to in the dialogues. I will ask: Do we know when the action started and finished? Is it important to know it?Do we know if the action/feeling had finishedor disappeared?

After watching the video, students will discuss the meaning of some questions through comparing the actions seen and the same actions but placed in a concrete past situation. I will play the video again and stop after four or five situations. The idea is to focus on the meaning and the purpose of using one tense instead of the other, not to delve into the comparison of the two tenses.

Transition: Now, let`s go a little bit further on what you know.

Activity 1 (15’)Purpose: To review the use of adverbs in context.

I will ask students to look at the following pictures and make a brainstorming activity with the first words that come to their minds.

I will write the vocabulary students need in a separate column, and after students finish the brainstorming they will have to match the words and phrases with their corresponding pictures.

https://www.youtube.com/watch?v=Y0EOde6IPw8

The words will be: SUITCASE – SUNGLASSES – I’VE JUST SWITCH THE AIR CONDITIONER ON–

THIRSTY – TRIP – I’VE JUST BOOKED A FLIGHT -

I will tell students: “Now we’re going to watch a video, what do you think it is about?”SS EA: “About tourism!/ the summer/ holidays!”

The video is: Present perfect simple. Just, already and yetTaken from: https://www.youtube.com/watch?v=IFaNuvQB6VA (from 00:13 to 00:51)

I will ask them to pay close attention to the dialogue between two women. While they watch the video, I will ask them to read the following sentences and decide if they are True or False. Ss read the sentences beforehand. Students will work in pairs so that to discuss the answers.

LADY 1: She’s already put on her sunglasses. T / F She hasn’t switched on the air conditioner yet. T / F

LADY 2:

She’s already arrived from a trip to London. T / F She`s already booked her flight. T / F

She’s just bought a London ride. T / F

She hasn`t packed her suitcase yet. T / F

https://www.youtube.com/watch?v=IFaNuvQB6VA

After completing the activity, I will ask students to give the answers to the questions and find the differences on meaning among the sentences. Students will discuss the answers and after all the activity is checked orally, I will ask students to change their papers with another pair of students and correct the activity. This way students’ autonomy and motivation is enhanced as they have the chance to check an activity different from what they did. Finally, all the answers will be written on the board just for students to check.

After watching the video, I will tell students that this time they will need to listen to the dialogue one more time. I will tell them “Now you will have to focus on the moment in which the actions happened, Do you remember which adverbs can we find?”Ss EA: “yes! Already, just, yet:”

Students will continue working in pairs. They will have to solve the following exercise:

Complete the letter using YET – JUST – ALREADY:

2244, KuanipLatinoamericano,

Ushuaia,Tierra del Fuego

CP9410November 1st

Dear Mum, How are you doing? Are you having a good time? You haven`t written since you left with aunt Maria. Here life continues. I’ve ……………....... arrived home from work and it’s completely freezing. Daddy told me you’ve ……………….. booked your London ride, that’s great! I can’t wait to see your pictures!. I haven’t finished by paper …………………….; I hope I finish it before you come back.

Looking to hearing from you soon,

Love,

Marce.Check the context of the letter

THE ACTIVITIES WILL BE INCLUDED ON A SEPARATE WORKSHEET

Students will work in pairs. Once they finish the activity, they will be asked to read the answers to the group. Once the answers are discussed, one of the students will be asked to write them on the board for the rest to check.Transition: “Great job! Now it’s time for you to create your own dialogues!”

Activity 2 (5’)Purpose: To exploit learners’ creativity.

I will tell students “ Now please let’s divide in five groups, each group will be given a picture and you will have to create a dialogue. Each member of the group will have to prepare at least one line.” I will explain that the main topic for the dialogues will be : holidays and gifts.The pictures are:

I will show an example of the work on the board:

A- Have you ever been to Mar del Plata?B- No,I haven`t been to Mar del Plata yet.C- Great! Because I’ve already been there and I brought you a gift!D- Wow! Great! Thank you!E- You’re welcome.

Ss could work in pairs.I will explain that they can organize the dialogue freely.

Transition: Great job! Now let’s see your performance.

Closure (5’)Purpose: To round up the lesson with a performance.

Some of the groups will be chosen to perform their dialogues.

The group will choose the best performance.The role play could be prepared for the following lesson.

HOMEWORK: STUDENTS COMPLETE ACTIVITY 2 FROM PAGE 23 OF THEIR COURSEBOOK.

Taken from: “Champions” 3 – Teacher’s book – second edition – de la Mare, Dignen. Unit 2, pg 33.


ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: claseUnidad Temática: BooksClase Nº: 2Fecha: 11/11/15Hora: 10:45 a 12:05 hsDuración de la clase: 80’Fecha de primera entrega: 9/11/15

Teaching points:

Revision of Present Perfect uses and adverbs Presentation of the adverbs “For” and “Since” and its uses

Aims or goals: During this lesson, learners will be able to… Use the Present Perfect tense in dialogues about book

preferences. Develop speaking and listening skills by interacting with peers

and the teacher Develop their creativity skills by performing a role play and a

story

Language focus:


about situations that happened at some

“HAD BREAKFAST – DRUNK MATE – TALKED TO A FRIEND – TAKEN THE BUS – USED

I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/

Have /h v/ӕHas /hӕz/Already ˈredi/Yet /jet/Have /h v/ӕ

time in one’s life. Talking about situations that have a result in the present.

THE CELLPHONE -

YET +Verb participleI/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle“She’ just bought a London ride”“They’ve just missed the bus”

Has /hӕz/Just /d ast/ʒ

New Talking about recent events.

GUN – SHOCKED – SMILE – SPECIAL FORCES – TO POUR – TO KILL“

I/you/we/they+have + verb participle +SINCE/FOR“I haven`t seen my aunt since las weekend”He/she/it + has+ verb participle +SINCE/FOR“She hasn`t phoned for weeks.”

Since /s ns/ɪFor /fo /ː


Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of a story, flashcards, the use of the book’s website, word - cards and digital presentations, group discussion and student – teacher interaction. They will also develop exploit their reading and speaking skills through a short text.

Materials and resources: The board, markers, a power point presentation, flashcards and word - cards, a story from the students’ coursebook “Champions” 3 2nd edition Christina de la Mare-Sheila Dignen Oxford, copies, the book’s website www.oup.com/elt/champions.

http://www.oup.com/elt/champions

Pedagogical use of ICT in class or at home: The use of the power point presentation helps the teacher present the topic of the lesson in context, bearing in mind students’ level and context.


Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:There could be some distraction during the lesson, especially while students watch the videos as they present famous TV characters that may call their attention. I will ask students to focus on the content of the videos, most importantly on the dialogues they will listen to. Some students could find it difficult to understand the vocabulary used in the video; in this case I will also encourage students to pay attention to the whole meaning of the dialogues. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I could change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her.A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate. ICT tools are necessary, if they do not work we can move to the school library.

Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model tque questions for them to repeat and use every time they need to.Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures.

Assessment: what will be assessed and how Students will be assessed on their understanding of the different uses of the present perfect tense. They will be assessed on how they use the tense for specific situations.

Routine (5’)

Purpose: To open the lesson.

I will greet the students and I will ask them the following: “What have you done before coming here?” I will help them with the answers writing examples on the board:

“HAD BREAKFAST – DRUNK MATE – TALKED TO A FRIEND – TAKEN THE BUS – USED THE CELLPHONE “

Transition: Great! Now tell me, Have you ever seen or produced a power point presentation?

Warm Up (15’)

Purpose: To create the context for the lesson and to present the uses of “FOR” and “SINCE”.

I will ask students to come closer to where the computer will be located so that they can watch the presentation easily.

Then, I will show students a power point presentation that includes cartoons with dialogues in which the uses of the present perfect tense is clear in different contexts and with a focus on the uses of the adverbs “FOR” and “SINCE”.

While students watch the presentation, I will ask different students at the time to read the dialogues. After two or three dialogues have been read, I will ask the whole group to focus on the meaning of the dialogues and elicit the uses of “FOR” and “SINCE” from them.

Once all the dialogues are finished, students will find two columns with the information they can refer to with each adverb:

Source of this image?

Taking into account that information, I will ask students to complete solve the following sentences that are included in the presentation. Students will try to solve each sentence as a group, and one student will be in charge of writing the answers on the board. This way, students will also check the participle form of the verbs they need to use for each sentence.

Contextualize the activity.

Students will do not copy the answers, they just complete the sentences orally and discuss their meaning through questions such as:

Sentence 1: How long have they been married? Are they still married?

EA: for fifteen years. Yes!

Sentence 2: Has she visited her aunt yet? EA: no, she hasn’t

Sentence 3: Are they still having arguments? EA: yes they are!

Sentence 4: Do you know when the last time she spoke to her mum was? EA: no!

Sentence 5: Did he phone today? EA: no!

Transition: Well done! It’s high time you produce your own dialogues.

Activity 1(15’)

Purpose: To use the Present Perfect tense in dialogues/ communicatively

I will give students a copy with three short dialogues, each dialogue will be contextualized with a picture.

Taken from: Portland Institute tasks, present perfect tense.

Where are the other two dialogues?

I will ask students to work in pairs. They will have to discuss the meaning of each picture and choose which dialogue belongs to each picture.

Once they match the dialogues with the pictures, I will ask students to complete the sentences with the correct adverb.

When they finish filling the blanks, the whole group will give the answers for each dialogue.

With the dialogues checked, I will ask students to role play the dialogues; that is to say that one students will be “A” and the other will be “B”. I will ask students to try to memorize the dialogue so that to avoid using the copies.

I will monitor the whole process of the activity and I will serve as a vocabulary resource when necessary.

I will ask students to tell me what they have to do so that to check that all the groups understood the instructions. Then, I will copy the instructions on the board as clear as I can; for example:

“With your mate try to:

1. Discuss/describe the meaning of the pictures.2. Read the dialogues.

3. Match the picture with the correct conversation.4. Fill in the blanks using “for” or “since”.

5. Check the answers with the group.6. Role play the conversations.”

Finally, I will ask three pairs of students at in random to show their role play to the rest of the group. I will make emphasis on the use of gestures and body movement so that to make the performances more vivid.

Transition: Fantastic jobs! I’ve got one question for you, Have you ever read a spy story?

Activity 2 (20’)

Purpose: To read and understand an extract from a spy story.

I will ask students to open their books and go to page number 24. Once they find the page, I will ask them to look at the pictures of the article. I will conduct the description of the pictures as follows and elicit the answers from the students:

“What can you see? EA: a woman with a man.

How do you think they feel? EA: worried.

Where do you think they are? EA: in a café

Who do you think they are? Are they a couple, friends, siblings, boss and secretary? EA: boss and secretary!

What are they talking about? EA: about business.

Read the tittle, what do you think happened in the story? EA: someone is dead!”

Retrieved from: Book “Champions” level 3 –Christina de la Mare and Sheila Dignen – Oxford - Student’s book – pg 24

After describing the image, I will ask students to skim the text. They will work individually and I will ask them to read the story quickly and tell me the main topic of the article. I will ask:

“What is the article about? EA: about a spy.

Who are the main characters? EA: a woman, a man and a waitress.

And, what happened in the story? EA: the waitress spies the man.”

I will say: “Great! Now that we know what the story is about, look at the following pictures!” I will show students the following pictures:

I will ask students to tell me what they think each picture is about. I will encourage the group to listen to their mates themselves and contribute by raising their hands every time they want to speak and make silence when necessary.

After all students’ ideas are brainstormed, I will ask them to stick the following word - cards next to the correct picture:

GUN – SHOCKED – SMILE – SPECIAL FORCES – TO POUR – TO KILL

Once all the vocabulary is presented I will ask students to work in pairs and read the while – reading questions they can find on page 25 point 2.


Students will scan the text looking for specific information. I will ask students to write the answers on a sheet of paper so that when they finish they change their answers to another groups’ answers. This way they will have the chance to see other students’ work and compare it to their own work. I will give students some minutes to read the sentences and find similarities and differences to what they did. I will ask students to read the questions and check the answers orally. I will write the answers on the board for all the groups to check.

Now that students know how the story develops, I will ask students to add one member to their work – team. I will explain that they will have to act out the story. To be able to act it out, each team will have to choose a character and transcribe the dialogue from the story into separate sheets of papers, one for each character, so that all of them have their lines. I will pose a condition for the performance: gestures, body movement, laud voice and miming mimic are a necessary to perform the story. I will suggest students to their trying to learn their lines so that to avoid using the written dialogues.

Transition: Now, let’s vote for the best performance!

Closure (5’)

Purpose: To round up the lesson and give homework.

While students perform the story, I will ask three of them to be the judges of the play so that to choose the best performances. There will be a gift for the winners (a winner star).

HOMEWORK: Students will have to work on pgs 23 activities 3, 4 and the “finished” box activity. I will invite students to take a look at the book’s website www.oup.com/elt/champions and go to the “Grammar” section to solve “Unit 2” Exercises 1 and 2.




ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: Intermedio

Tipo de Planificación: claseUnidad Temática: Unit RevisionClase Nº: 3Fecha: 12/11/15Hora: 7:45 a 8:25 hsDuración de la clase: 40’Fecha de primera entrega: 8/11/15

Teaching points:

Revision of Present Perfect uses and adverbs

Aims or goals: During this lesson, learners will be able to… Use the Present Perfect tense in dialogues Develop speaking and listening skills by interacting with peers

and the teacher Develop their creativity skills by performing a role play and a

story

Language focus:


about situations that happened at some time in one’s life. Talking about situations that have a result in the present.Using adverbs that indicate when the action happened.

“HAD BREAKFAST

– DRUNK MATE –

TALKED TO A FRIEND –

TAKEN THE BUS – USED

THE CELLPHONE

–autobiography – biography –

detective story/crime

story – fantasy story – horror story – love

story - science fiction

story – spy story“

I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/YET +Verb participle“I’ve already done my homework”I/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle“I’ve just bought the ticket”I/you/we/they+have + verb participle

Have /h v/ӕHas /hӕz/Already ˈredi/Yet /jet/Have /h v/ӕHas /hӕz/Just /d ast/ʒSince /s ns/ɪFor /fo /ː

+SINCE/FOR“I haven`t seen my aunt since las weekend”He/she/it + has+ verb participle +SINCE/FOR“She hasn`t phoned for weeks.”

New


Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of a poster, group discussion and student – teacher interaction. They will also exploit their reading and speaking skills through a short text.

Materials and resources: The board, a poster, flashcards, phrase – cards, markers, interactive activities on a website www.oup.com/elt/teachers/champions, and worksheet copies.

Pedagogical use of ICT in class or at home: The use of the website to retrieve a worksheet helps the teacher present the topic of the lesson in context, bearing in mind students’ level and context.


Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:

Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model que questions for them to repeat and use every time they need to.Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work

http://www.oup.com/elt/teachers/champions

as a resource trying to help students find the words they need through oral examples, miming or gestures.

Assessment: what will be assessed and how Students will be assessed on their understanding of the different uses of the present perfect tense. They will be assessed on how they use the tense for specific situations.

Routine (5’)

Purpose: To open the lesson and greet the students.

I will greet the students and I will ask them the following: “What have you done before coming here?” I will help them with the answers writing examples on the board:

“HAD BREAKFAST – DRUNK MATE – TALKED TO A FRIEND – TAKEN THE BUS – USED THE CELLPHONE “

I will ask the question only to one student; then, I will encourage him/her to make the same question to another student, and that student will have to do the same with another mate. I will help students making questions giving them a paper ball they will use so that to pass it to the following speaker.

The chain will go on at least with ten students.

Transition: It’s great listening to you all! Now let’s review some comics we have already worked with.

Warm up (10’)

Purpose: To create the context for the lesson.

I will show students a poster with comics. I will ask students to read each comic and I will try to elicit the uses of the present perfect from students through questions.

The poster will include the following comics:

The questions I will use are:

“Regarding the comic at the top right, do we know when the concert began?

Do we know when did the blonde girl hear the news about the concert?

Look at the second comic, how do we know it’s the first time the man/ has drivena car?

Take a look at the Vikings, do we know when the headache started?

Finally, look at the girl in the comic at the bottom of the poster, do we know when she arrived in London?”

When all the comics are described and discussed, I will ask students to complete a chart on the board with the phrases and words from a cloud:

PRESENT PERFECT USES ADVERBSExpresses an experience that happened at one time in life.

EVER – NEVER

Expresses an action that started in the past and continues now.

FOR – SINCE

Expresses a past action that happened a short time ago and has a result now.

JUST – YET – ALREADY

Once the chart is ready, I will ask students to match each comic to the corresponding present perfect case.

Transition: Great job! Now, let’s think about books.

Activity 1 (8’)

Purpose: To review vocabulary about books and practice asking and answering questions in pairs.

I will ask students brainstorm as many book types as they remember. I will write all their ideas on the board in another cloud:

EVER - NEVER

Expresses an experience that happened at one time in life.

Expresses an action that started in the past and continues now.

JUST – YET - ALREADY

Expresses a past action that happened a short time ago and has a result now.

EA: Autobiography – science fiction – horror story – love story…

After the brainstorm, I will invite students to work with the first activity of a puzzle worksheet that has been taken from the teacher’s website:

http://fdslive.oup.com/www.oup.com/elt/teachers/champions/puzzles/champions_level_3_puzzles.pdf

The worksheet will be uploaded to the campus. The students work on the second worksheet: Champions level 3 second edition Unit 2.

When all students finish working with the puzzle, I will ask some of them to give the answers and write them on the board so that the rest of the group can check the activity.

Finally, I will ask students to work in pairs and ask and answer questions about the books they have ever read. I will model the dialogue with one student as follows:

“T: Have you ever read a horror story?

S: No, I haven’t.

T: How long has it been since you last read a book ?

S: I haven`t read a book for years!

T: Have you ever read a love story?

S: Yes ! I’ve just started reading “Twilight” ”

I will monitor their dialogues and serve as a vocabulary resource when necessary.

Transition: Well done! Let’s continue with some more practice.

Activity 2 (8’)

Purpose: To review the uses of the adverbs just, already and yet through a gap filling activity.

I will ask students to focus on the second activity from the worksheet. They will have to look at the pictures and describe them using just, already and yet. Check connection with the previous stage. I will ask students to continue working in pairs and I will explain that each of them will have to choose one picture. One student will make questions and the other student will look at the picture and give the answers. Finally, the questioner will guess which picture his/her mate chose.

I will monitor the activity making sure all students use L2. I will also serve as a vocabulary resource and guidance whenever needed.

Students will have three minutes to complete the task. Then, I will invite students to write down sentences describing each picture using the adverbs needed for each case: yet, already or just.

To check the activity, I will ask five students at a time to give one description for all the students to check.



Transition: Fantastic work! Now let`s finish talking about present perfect with the last activity.(instead, focus on meaning or context)

Activity 3 (8’)

Purpose: to review the uses of the adverbs for and since through talking about actions in the past.

I will ask students to focus on activity three from the worksheet. They will continue working in pairs. I will explain that they will have to complete the chart with the words from the word -snake. The whole group will check the answers on the board.

I will give students phrase - cards with information. I will explain to them that they will have to create sentences with the information they got using the adverbs for and since and the information from the chart. Once they create the sentences, they will choose a mate and exchange the word – cards. They will make questions that their mate will have to answer with the sentences he/she created.

The phrase – cards will be:

I will monitor the activity and serve as a vocabulary resource when students need me.

Transition: Good job! But now, it’s time to finish the lesson!

Closure (1’)

Purpose: To finish the lesson.

Students will have to give in the worksheets for correction.

The group teacher will inform the class of an evaluation for the following lesson.


ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección:

I started working in “La Anonima” in March

Laura lives in Peru

I have had a cat since… Laura and Sofia have known Lucas for…

I’ve studied English since… Last Christmass

Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: claseUnidad Temática: Reading habitsClase Nº: 4Fecha: 19/11/15Hora: 7:45 a 8:25 hsDuración de la clase: 40’Fecha de primera entrega: 15/11/15

Teaching points: Revision of Present Perfect uses and adverbs

Aims or goals: During this lesson, learners will be able to… Use the Present Perfect tense in dialogues to talk about their

reading habits Develop speaking and listening skills by interacting with peers

and the teacher

Language focus:

Function Lexis Structure PronunciationRevision Talking

about situations that happened at some time in one’s life. Talking about situations that have a result in the present.

I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/YET +Verb participleI/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle“She’ just bought a London ride”“They’ve just missed the bus”I/you/we/they+have + verb participle +SINCE/FOR


“I haven`t seen my aunt since las weekend”He/she/it + has+ verb participle +SINCE/FOR“She hasn`t phoned for weeks.”

New Talking about reading habits.

Detective/crime story – autobiography – love story – horror story – biography – spy story –Book synopsis

“I’ve never read a horror story”“I love reading love stories”“I’ve just started my seventh (book)”

Short form of the present perfect tense:I’ve / v/ɑɪHe’s /hiːz/


Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of a realia (a bag with books), the use of the book’s website, group discussion and student – student and student– teacher interaction. They will develop their reading and speaking skills through reading book synopsis and commenting on them.

Materials and resources: The board, markers, flashcards, a dialogue from the students’ coursebook “Champions” 3 2nd edition Christina de la Mare-Sheila Dignen Oxford, and the book’s website www.oup.com/elt/champions.

Pedagogical use of ICT in class or at home: The use of the student’s website helps the teacher lead the students to focus on new vocabulary. It functions as comprehensible input, bearing in mind students’ level and context. It fosters student’s autonomy using the Internet as a tool more than as entertainment.


Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:


There could be some distraction during the lesson, especially while students choose the books they want to work on. I will ask students to discuss what type of book they like before they choose the book from the bag. Students will have to work with book’s synopsis. There will be books written in Spanish and others in English. Those who choose English written books will be encouraged to read the synopsis focusing on the full message of the text, and not on every single words. I will work as a resource and also as a guide when students demand it. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I will could change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her.A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate.

Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model the questions for them to repeat and use every time they need to.Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures. Another difficulty could be that students do not understand the listening. Before the listening, I will ask them to predict the topic and the vocabulary they may come across during the listening. Moreover, I will encourage them to focus on the full message of the dialogue first and then to work with specific information. I will guide students through these activities and serve as a resource when necessary. Students could also listen to the audio several times. If they still do not understand the listening, I could read the dialogue as clearly as possible.

Assessment: what will be assessed and how Students will be assessed on their understanding of the topic and on their ability to identify specific information during the listening and reading activities.

Routine (5’)Purpose: To greet the students and open the lesson. To create a positive atmosphere with the group.

I will greet students and ask them “How are you?”. After that, I will ask them the date and I will write it on the board.

Transition: Look! I’ve read this book and I really liked it! Have you ever read a book?

Warm up (10’)Purpose: To create the context of the lesson and to present the topic of the lesson.

I will stand in the middle of the circle with my book and with a bag with more books.I will show students my book and I will say:” This is the first book written in English I’ve ever read. My father found it and brought it home, he didn’t know what the book was about. “I will show the book to the group, and I will let them see and open the book if they want to. The book is:

I will explain that the book is a romantic suspense novel in which two journalists discover a crime. I will express that I really like love stories and fictional stories. I will ask students: “What sort of literature things do you read?” EA: magazines, news articles, tutorials.Then, I will ask: “Can you think of different genres of books?” EA: Yes! Love stories, biographies, horror stories!After that, I will show students a book for each of the following classifications:

A love story – a detective story/crime story – an autobiography – a horror story – a fantasy story – a biography – a spy story

I will write the types of stories on the board and I will ask students to match the book and its classification.

Transition: Now, let’s listen to a boy talking about his reading habits.

Activity 1 (20’)Purpose: To develop student’s listening skills.

I will ask students the following: “What books do you know? What type of book is it? What is it about?” EA: Harry Potter! The Lord of the Rings! They’re fantasy stories.

Then, I will show students some pictures and I will explain their meaning and purpose:

I will explain to students that in the dialogue they are going to listen to an interviewer talking to a boy who speaks about his reading habits. Students will listen about the author Charlie Higson, who is the author of the Young Bond series of James Bond novels. Besides that, I will also explain that they are going to hear about the famous football player David Beckham who wrote his autobiography.

I will ask students: “What do you think the dialogue is about?

IEA: It is about books.Do you like “James Bond” stories? Why?

EA: Yes/no! Because…Have you ever watched the movies?

EA: Yes! /no.What do you think of David Beckham?

EA: He’s a good football player.Have you ever read an autobiography?

EA: No/yes! I’ve read…If you have, did you enjoy it?

EA: Yes/no! Because…”After the discussion, I will ask students to listen to the audio: audio CD track 16; student’s book Champions level 3 2nd edition Oxford.

The group will listen to the dialogue and then talk about its content. I will ask them to listen to the dialogue one more time; this time, I will ask them to answer the questions in point 3 on page 25 from their student’s book Champions level 3, 2nd edition Oxford.

If students can`t understand the listening I can fragment the audio or read it again as clearly as possible for them to be able to find the information.

After answering the questions, students will read their answers and copy them on the board for all the group to check.

After students check the activity, I will give out a copy with a short activity. I will ask them to work in pairs, to read the following sentences and to choose between true or false T/F:

Is it possible to add a ‘It doesn’t say option’? Why could this be advisable?

Once students finish solving the activity, they will exchange the sheet with another pair of mates and check their answers. When they finish they have to give back the activity and explain the corrections they made to their mates. Checking the activity this way I’m trying to encourage autonomy on learners as they will be in charge of the last correction.

I will ask some students to give the answers for each sentence and I will write them on the board.

Transition: Great job! Let’s take a look to the following books…

Activity 2 (10’)

Purpose: Encourage students to describe the content of a book.

COLEGIO PROVINCIAL KLOKETÈNTEACHER: Lorena

Read the following sentences statements and choose between T (true) or F (false):

1. Lee never reads. T / F

2. If his friends have just read a really interesting book, they would never tell him about it. T / F

3. He’s just started reading his seventh book. T / F

4. He reads everything, except horror stories! T / F

5. His favourite author is Charlie Higson. T / F

6. The last book he bought is Silverstone. T / F

7. He’s reading David Beckham’s autobiography. T / F

I will ask students to keep on working in pairs. This time I will explain that they will have to choose two books from a bag. Once they have the book they will need to read the synopsis of the book so that to gather the following information:

Each student will read the synopsis of the book they chose and prepare the answers to the questions they find in the sheet. Once they are ready, students will exchange their books with their mate and talk about the book they chose to their mate following the questions from the chart.

Once students finish describing their books, they will have to write down their answers so as that to create a text that describes the book they read.

Transition: Well done! Let’s share your book descriptions.

Closure (5’)

Purpose: To round up the lesson and give homework.

I will ask some students to read their descriptions to the rest of the group.

After that, I will ask them the following question:

“What are reading habits?” “What are the advantages of reading?”

Students will give their opinions about the topic.

HOMEWORK: Students will have to take a look at the book’s website www.oup.com/elt/champions

They will have to work on the link “text builder” Unit 2: 'His name's Bond, James Bond'.

Read the book synopsis and discuss:

Book name:

Type of book:

Have you ever read this book?

What is the book about? “It’s about…….. The main characters are……… . They…… and…. .”

Do you recommend it? Why? “Because it’s interesting/boring/exciting….”



ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: claseUnidad Temática: Reading habitsClase Nº: 9Fecha: 26/11/15Hora: 10:45 a 12:05 hsDuración de la clase: 80’Fecha de primera entrega: 23/11/15


Aims or goals: During this lesson, learners will be able to… Use the Present Perfect tense in dialogues to talk about reading

habits Develop their speaking and listening skills by interacting with peers

and the teacher Develop their listening skills by watching a video Develop their writing skills by working collecting information from

book synopsis and from other students ideas

Language focus:



I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/YET +Verb participleI/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle“She’ just bought a London ride”

Have /h v/ӕHas /hӕz/Already redi/ˈYet /jet/Have /h v/ӕHas /hӕz/Just /d ast/ʒSince /s ns/ɪFor /fo /ː

“They’ve just missed the bus”I/you/we/they+have + verb participle +SINCE/FOR“I haven`t seen my aunt since las weekend”He/she/it + has+ verb participle +SINCE/FOR“She hasn`t phoned for weeks.”

New Talking about reading habits.

Detective/crime story – autobiography – love story – horror story – biography – spy story –Book synopsis – Human race – passion – life – world – Whitman – cute - literature

“I’ve never read a horror story”“I love reading love stories”“I’ve just started my seventh (book)”

Short form of the present perfect tense:I’ve / v/ɑɪHe’s /hi zː /


Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of realia (a bag with books), group discussion and student – student and student– teacher interaction, and the use of a video. They will develop their reading, speaking and writing skills through reading book synopsis, and through group and pair work.

Materials and resources: The board, markers, copies of a speaking activity from the students’ coursebook “Champions” 3, 2nd edition Christina de la Mare-Sheila Dignen Oxford, a bag with books, a video.

Pedagogical use of ICT in class or at home: The use of a video during the lesson will help with students’ understanding regarding the importance of reading. It helps students contextualize the idea which also represents students’ reality, as the video shows a teacher talking to their students. I can also encourage students to watch the whole movie at home to have a bigger idea of the topic. By including a video in the lesson my purpose is to cater for visual and auditory learners.


Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:There could be some distraction during the lesson, especially while students choose the books they want to work on. I will ask students to discuss what type of book they like before they choose the book from the bag so that they have an idea about what type of book they want. Students will have to work with book’s synopsis. There will be books written in Spanish and others in English. Those who choose English written books will be encouraged to read the synopsis focusing on the full message of the text, and not on every single word. I will work as a resource and also as a guide when students demand it. Furthermore, students will be invited to read book reviews, and I will insist on students understanding the main message from the texts. However, when students have to work with specific information, I will guide them through questions. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I will change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her.A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate. As regards the use of the video, I do not think the group will have problems to pay attention to it.

Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model the questions for them to repeat and use every time they need to.Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures. I will encourage students to work with the full meaning of the texts so that they do not focus on the meaning of specific words to understand the texts. I will guide students through these activities and serve as a resource when necessary. The video students will watch includes vocabulary that is a little bit far from the group’s level and I believe the group will be able to understand its content. However, I will enhance students to focus on the general message of the video and not on specific vocabulary.

Assessment: what will be assessed and how

Students will be assessed on their understanding of the topic and on their ability to identify specific information during the reading, writing and speaking activities.


I will greet students and ask them “How are you?”. After that, I will ask them the date and I will invite one student to write it on the board so that the rest of the group writes it in their binders.

Transition: Let’s create some stories!

Warm up (15’)Purpose: To create the context of the lesson and to present the topic of the lesson.I will invite students to play a game called “Crazy story”. I will give the types of stories on different sheets.

This way I will give students the first sentence which will help them have an idea about what to focus at the moment of adding their lines.

This is a love story about…

This is a horror story about…

This is a fiction story about…

This is a spy story about…

This is a detective / crime story about…

This is a biography about…

Retrieved from: Practical ideas pdf.

I will encourage students to use at least one word or a short phrase to add to the story.

Once the six sheets are completed, that is to say that all students have written at least six different short lines, I will ask those who have the final sheets to read the results of the stories to the rest of the group. I could read the story aloud, too.

Transition: Great stories! Now let’s work with more stories!

Activity 1 (20’)

Purpose: Encourage students to describe the content of a book.

I will ask students to work in pairs. This time I will explain that they will have to choose two books from a bag.

Once they have the books they will need to read the synopsis of the book so that to gather the following information:

I will explain to students that generally we can find the synopsis of a book at the back cover of the book, but sometimes they are in the same cover but inside the book. I will show them some examples with books while I explain.

Each student will read the synopsis of the book they chose and prepare the answers to the questions they find in the sheet. Once they are ready, students will exchange their books with their mate and talk about the book they chose to their mate following the questions from the chart.

Once students finish describing their books, they will have to write down their answers so as to create a text that describes the book they read.

A model of the activity would be:

“The name of the book is ………………………….. This is a ……………………….. story.…………………….. has/hasn’t read the book.The story is about…………………………………….... The main characters are……………………..… . They discovered/loved/killed/etc…………………………….… and then …………………………………. .…………………………….. recommends/doesn’t recommend it because it’s interesting/boring/exciting/etc ………………………………….. ”I will write this model on the board so that all students can see it and follow it. Nevertheless, I will monitor student’s work and I will guide them during the production of the text.

Finally, students will give in their writings.

Read the book synopsis and discuss:

Book name:

Type of book:

Have you ever read this book?

What is the book about?“It’s about…….. The main characters are……… . They…… and…. .”

Do you recommend it? Why?“Because it’s interesting/boring/exciting….”

Transition: Well done! Let’s share our ideas about reading.

Activity 2 (20’)

Purpose: to discuss the importance of reading books.

I will ask students the following question:

“What are reading habits?” “What are the advantages of reading?

Why do we read?”

Students will give their opinions about the topic. I will ask them to respect their mates’ words and to wait for their time of speaking in silence.

Following that, I will show students some pictures that will help to introduce them to the topic of a video they will watch.

I will write the following words on the board:

Then, I will ask students which of the following pictures matches that vocabulary.

The pictures will be:

HUMAN RACE – PASSION – LIFE – WORLD – LITERATURE – CUTE

- WHITMAN

Will you explain who Whitman was?

I will explain to studnts that they will watch a video about a segment of very well-known movie, “Dead Poets Society”, in which they will see a teacher explaining his students the meaning and importance of literature.

While students watch the video, I will ask them to reflect on the following lines:

“No matter what anybody tells you, words and ideas can change the world”

“What is the meaning of this phrase?”

I will write the phrase and the question on the board.

Students will watch the following video:

https://www.youtube.com/watch?v=omveFR-2hmg , called “Dead Poets Society”.

0:04” No matter what anybody tells you words and ideas0:08 can change the world see that look mister pits are eye0:11 nineteenth-century literature has nothing to do with going to business0:15 school medical school0:16 I maybe happened to make clear them thinking gas0:21 we should simply study are mister pritchard and learn I rhyme and meter0:24 and go quietly about the business

https://www.youtube.com/watch?v=omveFR-2hmg

0:26 achieving other ambitions secret for you have left0:31I love0:42we don't read and write poetry because it's cute0:44levy write poetry because we are members of the human race0:49and the human race is filled with passion medicine law business0:56engineering0:57is a noble pursuits necessary to sustain life poetry1:02puny romance love1:05he said what we stay alive for to cope commitment on me1:12all life of the questions these recurring1:16a fee and the strains of the faithless1:19of cities filled with the foolish but couldn't make peace homie1:23of life answer you1:27here life exists1:30and i cant powerful play goes on1:35you continue to fix powerful play1:41goes on you may contribute verse1:45what will your verse be?”

After students watch the video, they will discuss with their partners the answer to the quote. Once they have agreed on the answer, I will ask them to confront their ideas comparing one pairs’ answer to other ones so that we can consider different points of view.

Once the discussion gets to an end, I will ask students to work on activity 4 from page 25 of their course book “Champions” 3, 2nd edition Christina de la Mare-Sheila Dignen Oxford. For all those who did not bring the book, I will have copies for them.

Connect the activities. Students will continue working in pairs. They will ask the questions to their partners and write their answers.

Once the activity is finished, I will ask the whole group to raise their hands if they have a mate who frequently reads.

Transition: Great job! Now, let’s think about a family member.

Closure (15’)

Purpose: to close the lesson and reflect on the work done during the lesson.

I will ask students: “What would you say to a child who never reads?”

Students will work in groups of four. They will have 10 minutes to think of as many ideas as they can and write them down as a list. Then they will have to create a paragraph with those ideas. I will monitor their work and serve as a guide or resource whenever they need it.

Check students’ motivation to do the activity and feedback.

To conclude, I will ask each group to read their paragraphs.


ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: SecundariaInstitución Educativa: Colegio Provincial “Kloketèn”Dirección: Sala / Grado / Año - sección: 5to año “C” ESOCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: claseUnidad Temática: Reading a short story.Clase Nº: 10Fecha: 26/11/15Hora: 7:45 a 8:25 hsDuración de la clase: 40’Fecha de primera entrega: 25/11/15


Aims or goals: During this lesson, learners will be able to…

Use the Present Perfect tense in dialogues to talk about the short story

Develop speaking and listening skills by interacting with peers and the teacher

Language focus:



I/we/they/you+have+ALREADY/YET+Verb participleShe/he/it +Has+ ALREADY/YET +Verb participleI/we/they/you+have+JUST+Verb participleShe/he/it +Has+Just+Verb participle“She’ just bought a London ride”“They’ve just missed the bus”I/you/we/they+have + verb participle +SINCE/FOR“I haven`t seen my aunt since las weekend”He/she/it + has+ verb participle +SINCE/FOR“She hasn`t phoned for weeks.”


New Talking about a short story.

HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER –

“I’ve never read short stories.”

Short form of the present perfect tense:I’ve / v/ɑɪHe’s /hiːz/

FENCE – A BAG WITH NAILS – TO DWINDLE DOWN


Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of flashcards and word – cards, group discussion and student – student and student– teacher interaction. They will develop their reading and speaking skills through reading a short story and commenting on it.

Materials and resources: The board, markers, flashcards, a short storyhttp://www.english-for-students.com/Bad-Temper.html called “A Short Story: Bad Temper” ( unknown author)


Possible problems / difficulties and their possible solutions during the class: Classroom management strategies:Students will have to work with a short story. It could happen that students do not want to read the story on their own, so I will ask them if there is a student who wants to read the story aloud. I nobody wants to read, I will read the story but I will ask them to follow the reading as they will have to answer some questions. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I will change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her.A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate.

Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a

http://www.english-for-students.com/Bad-Temper.html

word; I can model the questions for them to repeat and use every time they need to.Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures. Another difficulty could be that students do not understand the short story. Before reading, I will ask them to predict the topic and the vocabulary they may come across in the story. Moreover, I will encourage them to focus on the full message of the story first and then to work with specific information. I will guide students through these activities and serve as a resource when necessary. Students could need to read the story several times. If they still do not understand the story, I could read it pausing after each paragraph and making questions that may help them understand the content of the story.

Assessment: what will be assessed and how Students will be assessed on their understanding of the topic and on their ability to identify specific information during the reading activities.


I will greet students and ask “How are you today?” and I will ask them about the date. I will invite one student to write the date on the board for the rest of the group to copy in their English binders.

Transition: Have you ever read a short story? EA: yes! / No.

Warm Up (10’)Purpose: To present the vocabulary necessary to understand a short story.I will explain to students that a short story focuses on a situation that happens in the same setting, with the same characters and it generally includes a moral or a practical lesson. I will use L if students get lost in the explanation.

I will tell students that they are going to read a short story, and that to be able to understand it they will have to learn more vocabulary.I will show students pictures that represent the vocabulary:

I will ask students “What do you think each picture stands for” EA: a house, anger”. Then, I will invite students to match the pictures with the word - cards. The word – cards will be:HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER – FENCE

– A BAG WITH NAILS – TO DWINDLE DOWNTransition: Have you ever lost your temper? Why? EA: yes! Because…./ No.

Activity 1 (20’)Purpose: To read and understand a short story.

I will ask students: “What do you think the story is about? EA: bad temper!”I will ask students to read the tittle of the story and to look at the drawings. I will ask them:“What do you think it happens to the boy?” EA: he fixes the fence.I will give out the following copy of the story:

KOLEGIO PROVINCIAL KLOKETÉNTeacher: Lorena

A Short Story: Bad Temper

There once was a little boy who had a bad temper. His father gave him a bag of nails and told him that every time he lost his temper, he must hammer a nail into the back of the fence. The first day, the boy had driven 37 nails into the fence. Over the next few weeks, as he learned to control his anger, the number of nails hammered daily gradually dwindled down. He discovered it was easier to hold his temper than to drive those nails into the fence. Finally the day came when the boy didn't lose his temper at all. He told his father about it and the father suggested that the boy now pull out one nail for each day that he was able to hold his temper. The days passed and the boy was finally able to tell his father that all the nails were gone.

The father took his son by the hand and led him to the fence. He said, "You have done well, my son, but look at the holes in the fence. The fence will never be the same. When you say things in anger, they leave a scar just like this one. You can put a knife in a man and draw it out. It won't

matter how many times you say I'm sorry. The wound is still there."

A verbal wound is as bad as a physical one.

Retrieved from: http://www.english-for-students.com/Bad-Temper.html called “A Short Story: Bad Temper” ( unknown author)

http://www.english-for-students.com/Bad-Temper.html

After predicting the content of the story I will write the tittle of the story on the board. Then, I will write some questions for students to answer while they read the story:

1- What is the story about?2- Who are the characters?3- Where does the situation happen? (setting)

I will ask students to read the story. I will invite them to read it aloud, but if they do not want to, I will help them reading aloud.

While students read the story I will ask them to work in pairs so that to answer the questions.

Once the group reads the story, I will invite them to answer the questions and discuss about their ideas.

After reading, I will ask students to continue working in pairs and to order the events of the story:

a- The boy has left holes in the fence.b- The boy has lost his temper.c- The days passed and the boy was finally able to tell his

father that all the nails were gone. d- The boy had driven 37 nails into the fence.e- His father gave him a bag of nails and told him that every

time he lost his temper, he must hammer a nail into the back of the fence.

f- The father told the boy that when he says things in anger, they leave a scar just like the holes.

If students do not understand the sentences, I will remind them that they could take a look at the vocabulary that will still be on the board, and I will also work as a monitor and as a resource whenever they need it.

When students finish ordering the events, they will compare their results to another groups’ results. After that, I will ask the group to say the answers while I write them on the board.

Transition: Great work! Now, let’s think about the message of the story.

Closure (5)

Purpose: To reflect on the meaning of the story.

I will ask them:

“What is the message of the story?”

“Did you feel identified with any of the characters?”

“Have you ever hurt somebody with words?”

“What can we do so as not to lose our temper?”

I will invite students to a group discussion. I will work as a resource when students need it.

naiman lessons for 5 c eso - secondary

Education