Lesson plan Class nº 1.

1er periodo: Aplicación de encuesta para la investigación de nuestro seminario de tesis.

Date: April, 21st. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students express what they expect about the subject.

Resources: written opinion poll.

Time Comments

Introduction 5 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher makes students remember about the first class of
English in this semester (when the teacher told them that they can
help each other to learn)

Core of the class

Pre- stage 5 min. - The teacher gives students a sheet of paper with several questions
about what they expect about the subject (survey for the teacher’s
thesis project). And explain them that this opinion poll is going to
help her to determine what the best way to teach them is.
- The teacher reads the questions aloud, and clarifies possible doubts
about them.
- The teacher asks students to answer the opinion poll.

While- Stage 15 min. - The students answer the opinion poll.

Post-stage 5 min. - The teacher gives students 5 more minutes to check if their
answers are all in order.
- The students give the teacher the sheet of paper back.

Closing 5 min - The teacher explains the students that the result of the opinion poll
is going to determine the classroom rules.
2nd Period: test review(Cognates & likes and dislikes).

Date: April, 21st. 2010. Level: 7º

Skill: Oral.

Expected Outcomes: -The students review some contents for the test.
- The teacher explains to the class possible doubts about that.

Resources: Whiteboard- student’s notebook.

Time Comments

Introduction 5 min. - The teacher explains the class that they are going to review some
concepts for the tomorrow’s test.
- She asks them to get their notebooks out.

Core of the class

Pre- stage 15 min. - The teacher explains students that the test will be on “Cognates and
Likes & Dislikes”.
-The teacher asks them if they remember what a cognate is.
- The students participate in a brainstorm about Cognates & False
cognates.

While- Stage 15 min. The teacher asks students to explain her about the rule for
expressing favourite activities. She tells students this rule appeared
in the worksheet that they were working on last class.
- Students participate mentioning some examples using the
appropriate structure (Ex: __ + verb +ing) and the teacher writes
them down on the whiteboard.

Post-stage 5 min. The teacher paraphrases what students have just said, and remember
the class that they only need to know the correct structure to express
favourite activities and to recognize between a cognate and a false
cognate for the test.

Closing 5 min - The teacher asks the class to review the contents for the test at
home.
- The teacher says good bye to the class.
 Lesson plan Class nº 2.
2 periods: Simple present (affirmation and basic questions).

Date: April, 22nd. 2010. Level: 7º

Skill: Oral
Expected outcomes:
-The student recognizes grammatical structure of simple present.
- The student produces sentences in simple present properly.

Resources: Whiteboard – handout (simple present)- student’s body (TPR) - Teacher’s voice – student’s
notebook
TIME COMMENTS

- Greetings- call the row- ask students to go back to their seats-etc

- The (permanent) teacher talks with the class and explains them why the test is
Introduction 10 min. not going to be today.
- The teacher asks the class to organize the sits in a semi-circle.
- Teacher tells students they are going to play “Symon says”. Make sure all
students know how to play it by asking them about the rules of it.

- The teacher clarifies the vocabulary for the play using mnemonics, and asks
the students to stand up.
HOOK
15 min. - Then, the students should response the commands (TPR).
- The ones that do not response or make some mistakes should sit down.

- The teacher asks students if they know why it is “Symon says” and not
“Symon say”.
- Then, she gives them a worksheet with a conceptual map which explains the
rule for 3rd singular person in simple present.
PRESENT 20 min. - The students should read it carefully.
- The teacher explains students about the exceptions (goes, does, has, is, etc).
And ask students to take notes about that in their notebooks.
- The teacher explains them about the structure for making questions (do not
use twice the “s”: Ex. does/ likes) and asks them to take notes about that in
their notebooks also.

- the teacher asks them to interview their partners about likes and dislikes using
the verbs learnt last week and write down the information in their notebooks.
PRACTISE 20 min.
The teacher provides them an example in the whiteboard.
- The teacher adds some other verbs also such as have and to be.
(Ex. Do you have brothers or sisters?)

- Students should report what they have written down about their partners
CREATE 15 min. using simple present properly.
- The teacher gives them feedback of their work by checking one by one the
grammatical mistakes orally.
- Teacher asks students to say what they learn today.
Closing 10 min. - Teacher congratulates students for the disposition in the class and say them
good bye.
 Lesson plan Class nº 3
2 periods: TEST.

Date: April, 28th. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students apply the contents learnt to complete certain items.

Resources: written test – whiteboard- student’s mind- short written text.

Time Comments

Introduction 15 min. - Greetings- call the row- asks students to go back to their seats-etc.
- The teacher copies the instruction for the test in the whiteboard.
( 1.- Underline the cognates in the text, 2.- Translate it into Spanish,
3.- Write down several sentences using the structure to express
favorite activities)
- The student should copy them in a sheet of paper.
- The students should be careful and don’t confuse a cognate with an
anglicism.

Core of the class

Pre- stage 10 min. -The teacher reads the instruction and students ask all what they
don’t understand.
- The teacher writes down on the whiteboard some specific
vocabulary (for translating the text).

While- Stage 50 min. - The students complete the test.

Post-stage 10 min. - The teacher checks if all the students are about to finish the test,
and ask one by one if they have any doubt.
- The teacher gives them 5 more minutes to finish the test.

Closing 5 min. - Students should give the test back to the teacher. The test has
finished.
- The teacher says good bye to the class.
 Lesson plan Class nº 4.
1º period: Simple Present question Do/ Does and Wh- question.
2º period: Worksheet on Simple Present.

Date: April, 29th. 2010. Level: 7º

Skill: Oral

Expected outcomes:
-The student recognizes grammatical structure of simple present question.
- The student uses the structures learnt to produces appropriate questions/answers.

Resources: Whiteboard – worksheet – diagram handout (likes & dislikes).

TIME COMMENTS

- Greetings- call the row- ask students to go back to their seats-etc

- The teacher asks students to tell her what we did last class, (she says that the
only thing that she remembers is something with an “s” and that’s it.)
Introduction 10 min.
- The students explain to the teacher the rule for the 3º singular person, and the
exceptions (goes, does, has, etc). The teacher helps the students to remember
providing them some sentences.

- The teacher explains to the students that when they have a question or a doubt
HOOK (“dudas”) they use DO/DOES ([du/das]) to express them.
20 min.
- She provides to the class some examples on the whiteboard.

- The teacher gives the students a sheet of paper with a chat in which appears
20 min.
several expressions in simple present.
- The students make a sort of role play to read it. Then they say what they
PRESENT
understand from the text.
- The teacher explains some new expressions and writes down them on the
whiteboard. (Such as wh- question).

PRACTISE 10 min. - Students provide several examples using those new expressions.

- The students complete a worksheet in which they should use affirmative

CREATE 25 min. form, question form (DO/Does and wh- question) and some negative form (just
some first notions).

Closing 5 min. - The students give the worksheet to the teacher back.
- The teacher says good bye to the class.
 Lesson plan Class nº 5.
2 periods: Negative & questions form of Simple present (further explanation). Expressing abilities

Date: May, 5th. 2010. Level: 7º

Skill: writing.
Expected outcomes:
- Students learn another uses of simple present (express abilities).
- Students know how to express negations and questions in simple present.
- Students deduce grammatical rules.
Resources: Whiteboard – worksheet (simple present) – handout (modals)
TIME COMMENTS

- Greetings- call the row- ask students to go back to their seats-etc

Introduction 15 min. - The teacher checks the worksheet of last class with the students.
She clarifies to the class some recurrent mistakes with grammatical explanation
and examples (ex. And/or, plurals).

- The teacher asks students to think of what other things we can express using
Simple Present, apart from likes & Dislikes. She takes notes about that on the
whiteboard (brainstorm).
Ex: daily routines, describe people, describe situations, give directions, tell the
HOOK 15 min.
time, to place an order, expressing abilities, etc.
- Students should take notes on their notebooks about that.
- The teacher gives students a worksheet with a sort of comic in which appears
different expressions with modal verbs. Students should read it carefully in
silence.
- The students have to guess the functions of the specific modals. For example
they could say that SHOULD is for asking permission.
- Then, the teacher provides them further explanation and writes down the
appropriate information about each modal verb and their functions.
PRESENT 20 min. - The teacher gives to the students grammatical explanations about the modal
CAN/ COULD to express abilities.
- The teacher give to the class some examples with can and can’t on the
whiteboard, in order to clarify the use of this modal and incorporate the
connectors BUT and BECAUSE.
- Students say sentences using the connector but and because to express
PRACTISE 10 min. certain ideas of abilities and likes & dislikes orally (those sentences should be
coherent). And the teacher copies them in the whiteboard
- The teacher asks students to write down 6 sentences: three with BUT, and
three with BECAUSE. It could be about ability or likes & dislikes.
CREATE 25 min. They should write down them in their notebooks and the teacher corrects them
one by one.

- The teacher asks to the students to finish their sentences at home and bring
them to the next class.
Closing 5 min.
- The teacher says good bye to the class.
- The class has finished.
 Lesson Plan Class nº 6

2 periods: homework & Exceptions of Simple Present.

Date: May, 6th. 2010. Level: 7º

Skill: Writing.
Expected Outcomes:
- Students learn new exceptions in simple present (verbs).
- Students use the previous knowledge to organize daily routine cards.

Resources: Whiteboard – worksheet (simple present) –cards.

Time Comments

Introduction 15 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher corrects the homework (sentences using but, because,
can and can’t)

Core of the class

Pre- stage 15 min. - The teacher asks students if they remember the worksheet that they
did on simple present. Then asks them to take it out and take a look
of the second page, the question “what is your best friend’s name?”
- Then, the students should say what that question means.

While- Stage 40 min. - The teacher takes that question as an example to explain the use of
genitives.
- She provides several examples on the whiteboard to clarify it.
- The teacher explain different exceptions of simple present verbs
and dictate the further explanation to the students, they should copy
it on their notebooks.
- Each explanation is followed by the corresponding examples.
The exceptions explained were:
- Verbs ending in “vowel- y” (play, pay, etc) follows the rule of
simple present (add an S).
- Verbs ending in “consonant- y” (cry, fry, try, etc) should change
the “y” for “i” and add “es”.
- Verbs ending in “ch” or “sh” (wash, watch, establish, search, etc)
should add “es”.

Post-stage 15 min. - Students should use their previous knowledge to organize a group
of cards in which appear certain images with daily routines verbs.
The students work in pairs.
They should organize them according with what they do first in the
morning, what they do then and so on.
- The teacher asks the students some question in order to check what
kind of vocabulary of daily routines they already know.

Closing 5 min - Students should give the cards to the teacher back.
- The class has finished.
 Lesson plan Class nº 7.
2 periods: test review

Date: May, 12th. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students review the contents for the test.

Resources: whiteboard- worksheet (test review)- students’ notebooks.

Time Comments

Introduction 5 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher asks the students to get their notebooks out.

Core of the class

Pre- stage 10 min. - The teacher tells to the students that they are going to make a
review for the tomorrow’s test.
- Students get their notebooks and their worksheets out.
- The teacher writes down the contents for the test.

While- Stage 60 min. - The teacher explains to the class how is going to be the test. The
contents, the items, etc.
- The teacher gives several exercises to the students, very similar to
the ones that are going to appear in the test.
- The students participate in completing the exercises, using their
previous knowledge and their notebooks and worksheets.

Post-stage 10 min. - The teacher and the students summarize orally the contents that are
part of the test, the kind of exercises, and what the students should
study for it.

Closing 5 min - The teacher reminds students to study for the test.
- The class has finished.
 Lesson plan Class nº 8.
1st period: test

Date: May, 13th. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students transfer their knowledge about the specific content to different model
exercises.
Resources: whiteboard- written test (simple present).

Time Comments

Introduction 5 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher gives to the student a written test and asks them to
keep quiet.

Core of the class

-The teacher gives general instruction to the students for the test, and
Pre- stage 5 min. answers the possible questions.
-The teacher writes down on the whiteboard useful vocabulary to
answer the test. Students should use it to complete certain items in
the test.

While- Stage 25 min. The students complete the written test.

Post-stage 5 min. The teacher asks the students to get back the tests.

Closing 5 min The test has finished. The teacher reminds to the students that the
marks of the test are going to be averaged out with the worksheet
made in class.
2nd period: creative work Habits.

Date: May, 13th. 2010. Level: 7º

Skill: oral
Expected outcomes:
-The student deduce personal habits from a daily routine game (cards)

Resources: Whiteboard – cards- magazines- stick fix- scissors- crayons- etc

TIME COMMENTS
- The teacher tells to the students that they are going to do a different activity
Introduction 5 min. now.

- The teacher gives to the students cards in which appear every single action
that we do in daily routine.
- Students have to organize the cards from the first action (get up) to the last
HOOK one (go the bed).
10 min.
The teacher makes sure that all students have organize the cards properly (ex:
all students have put “brush my teeth” after having lunch”

- the teacher asks to the class some questions, such as: ¿que hacen al llegar del
PRESENT 5 min.
colegio?, ¿cuantas veces se lavan los dientes? Etc.

- The students have to give the cards back to the teacher.

- The teacher asks to the students certain question in order to check if the
students remember the daily routine vocabulary.
- Then, the teacher asks to the students to make some conclusion, such as:
“…entonces ¿cuantas veces al día debemos lavarnos los ”teeth”? (en
PRACTISE 5 min. “espanglish”
And she writes down the information on the whiteboard in English:
- I should brush my teeth when I get up, and after my meals
- I should have my 3 principal meals: breakfast, lunch and dinner
- I have to dedicate time to my homework and to my hobbies.

- The teacher forms 3 groups (in order to give the class the opportunity to work
with different partners, and integrate each other), and ask them to create a
CREATE 15 min. poster for the habits that are in the whiteboard, one habit for each group.
- The students should use their magazines, crayons, etc to create something
very illustrative.
- Teacher tells to the class that they are on time, so the workshop has to be
finished the next class.
Closing 5 min.
- Students have to get the classroom clean, and then get back to their seats.
- The class has finished.
 Lesson plan class nº 9 .
2 periods: finishing the creative work.

Date: May, 19th. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students use their imagination to illustrate daily habits in a poster.

Resources: whiteboard- magazines- stick fix- scissors- crayons- etc

Time Comments

Introduction 5 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher tells to the students that today they have to finish their
poster.

Core of the class

Pre- stage 10 min. -The teacher asks the students to get together with their respective
groups, and get their materials out.
- The teacher writes down the habits on the whiteboard again in case
if some groups don’t remember what they have to illustrate.

While- Stage 30 min. The groups work on their posters, and the teacher goes around the
classroom in order to check that all the students are working, giving
them feedback, etc.

Post-stage 5 min. The teacher asks the students to give the poster to her. And clean the
classroom.

Closing 5 min - The students organize the seats again.

- the class has finished
 Lesson plan class nº 10.
2 periods: describing friends.

Date: May, 20th. 2010. Level: 7º

Skill: oral- writing
Expected outcomes:
-The students use their previous knowledge to complete different tasks related with describing friends.

Resources: Whiteboard – worksheet (my best friend). – Written test (missing students).
TIME COMMENTS
- Greetings, call the row, etc.
- The teacher ask the students to organize the classroom: the students who have to
give the test have to be at the left side in the classroom. The teacher gives them the
written test and gives them general instruction for the test. The 2 students start the
test while the rest of the class is waiting for the teacher’s instruction.
Introduction 10 min.
- The teacher asks the students from the right side to get their notebooks out,
because she is going to check all the homework. The teacher checks them one by
one.
- Then, the teacher gives the grades of the creative work.

-The teacher gives to the students a worksheet in which appears different charts
with information about friends. The students have to fill it, using the logic and
their previous knowledge.
The teacher tells to the class that it doesn’t matter if they know all, or if they made
HOOK
30 min. some mistakes. But they have to try it.
- After 10 minutes, the teacher checks one by one the grammatical mistakes and
gives to the students some feedback.
* (the time’s up for the students who were in test).
- The teacher tells to the students that now everybody is going to forget how to
speak Spanish. Suddenly the teacher starts to speak everything in English; she
PRESENT 10 min. gives to the students some basic personal information.
The students listen what the teacher is saying in silence, paying attention to the
vocabulary, the pronunciation, the gestures, etc.

- The teacher asks the students to introduce themselves, following the model
provided by the teacher. And the students start to speak in English very properly.
PRACTISE 20 min.
They say their names, their age, where they live, etc.
Then, the teacher draws a face in the whiteboard, and write downs the colors for
the eyes.
- Students have to give a brief presentation about their best friends, telling basic
CREATE 15 min.
personal information and her/his hair and eyes color.
- The teacher congratulates the students for trying to speak in English. They did it
Closing 10 min. pretty well.
- The class has finished.
 Lesson plan class nº 11.
2 periods: Song lesson.

Date: May, 26th. 2010. Level: 7º

Skill: oral- reading
Expected outcomes:
-The student identifies vocabulary related with friends.
- The students mention vocabulary and expressions related with friends (in Spanish first, and then in English),
using the appropriate pronunciation.

Resources: Whiteboard – worksheet (song lesson). – audio material (song) – speakers – pendrive.

TIME COMMENTS
- Greetings, call the row, etc.
- the teacher tells some students their grades (the ones that were missing)
10
Introduction - The teacher checks some student’s notebooks. In order to check that the students
min.
have all their homework in their notebooks.

-The teacher asks to the students if they remember what we did last class. (She
mentioned “something related with friends” in order to encourage students to
participate in telling her the required information).
- Then, she asks to the class if they have ever dedicated a song to their best friends.
HOOK 10
And she said “I did, I dedicated a song to my best friend, do you want to listen it?”
min.
this way the teacher is inviting the students to listen a song. But she tells to the
students that they have to pay attention to the known words, and when the song
finishes they have to tell what words they heard in it.
- The students tell to the teacher the known words that they heard, in a sort of
brainstorm game.
- The teacher gives them feedback, saying which of them are correct and which are
not. In order to complement what the students are saying, the teacher gives them a
20 worksheet with the lyric of the song.
PRESENT
min. It has some blanks to fill, and the information for that is above each paragraph. It
appears the missing phrases in different order, and with a picture, in order to guide
students to understand the meaning of them.
- The teacher asks them to write down certain vocabulary of the song, to understand
better the meaning of it. She writes it down in the whiteboard.
- The students have to listen the song one more time, completing with the
appropriate information in the gaps. The teacher makes pauses in every paragraph in
25 order to give the students enough time to take notes about what they heard. When
PRACTISE
min. they complete the first paragraph they have to give a general idea about what does it
mean. Then, do the same with the second one and with everyone.
- The teacher and the students sing all together the song.
- the teacher ask the students to think about the reason that they took into account
when they chose their best friends, and considering those reason they participate in
15
CREATE this brainstorm about Friendship.
min.
Students name different concepts associated with it. And the teacher writes them
down on the whiteboard.
- the teacher gives a homework for tomorrow, which consist of translating the song,
10
Closing just using the pictures and the vocabulary given
min.
- The class has finished.
 Lesson plan class nº12.
1st period: presenting new vocabulary vocabulary.

Date: May, 27th. 2010. Level: 7º

Skill: oral- reading
Expected outcomes:
-The student identifies vocabulary related with physical description, and transfers it to personal situations.

Resources: mirrors- whiteboard – worksheet (physical description) – ppt presentation (physical description).

TIME COMMENTS
- Greetings, call the row, etc.
- The teacher introduces the invited teacher, and gives to the class a brief
Introduction 3 min.
explanation about who is her.

- The teacher asks to the students in “spanglish” if they know how they hair is, how
they eyes are, etc.
She gives to some of them mirrors and asks again. She gives them the opportunity to
HOOK 10
answer, providing them the appropriate feedback, recasting what they are saying
min.
properly.

- The teacher presents a ppt presentation to clarify some physical description

vocabulary. The students can complement this information with a worksheet that the
teacher has prepared for them.
15 She teacher provides some examples related with the students in the classroom. This
PRESENT
min. way the students who haven’t understand with the ppt presentation, can understand
with real life examples.
Ex: “the colors of the hair are: black (like Mario), blonde (like Carla), etc.

- The teacher encourages students to participate in a game: “guess who!” the ones
who participate and answer correctly are going to have a prize.
10
PRACTISE In order to avoid having only some students participating, the teacher is going to say
min.
who answer first, who then, etc.

- The teacher asks students who wants to describe some of their classmates without
CREATE 5 min. saying his/ her name. The rest of the class has to guess who it is.

- The teacher tells to the students that now we are ready to start writing our best
Closing 2 min. friend’s description. She turns off the computer to start the next part of the class.
2nd period: preparing best friend’s presentation.

Date: May, 27th. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the student transfer what they learnt in the previous period to personal situations,
to prepare their best friend’s presentation.
Resources: whiteboard – worksheet (physical description) – worksheet (my best friend).

Time Comments

Introduction 5 min. - The teacher asks students to pay attention to the instruction for the
activity.

Core of the class

Pre- stage 5 min. The teacher explain to the class that now they are going to work on
their best friend’s descriptions. She is going to go around the
classroom answering possible doubts.

While- Stage 15 min. The students work on their best friend’s description, using the
worksheet as a model. They take notes about that information in
their notebooks.
The teacher checks one by one if any student has doubts. She
provides the necessary information to guide them.

Post-stage 10 min. - The teacher checks students’ notebooks. They have to have at least
5 sentences with the required information.

Closing 5 min - The teacher asks students to bring some materials for next class, to
start preparing the formal presentation.
The class has finished.
 Lesson plan class nº 13
2 periods: completing information about “My best friend”.

Date: June, 2nd. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students transfer the contents explained in class to refer about their best
friends.
Resources: whiteboard- notebooks – worksheet physical description - handout “My best friend”.

Time Comments

Introduction 15 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher checks the homework, and gives feedback to the students
individually saying what is wrong and what is correct.
Core of the class
Pre- stage 15 min. -The teacher writes down some model sentences in order to guide
students in completing some missing information about their friends.
- She provides also some vocabulary for describing personal features in
terms of values. The idea is that students choose some of these
characteristic and describe their friends saying why they think their
friend are like this. Example: My friend is generous and helpful because
she always joins me when I have to do my homework and helps me to
do it. They have to do the very same, but now including “negative”
aspects.

While- Stage 40 min. Students work completing the task individually on their notebooks. And
the teacher goes around the classroom checking whether they are doing
their task properly or not. She gives to every students the according
feedback.
The idea is that students can reflect about the positive aspects of their
friends, and think about the ones that their friends have to improve.
They are able to include the concepts of BUT and BECAUSE, in the
right context.

Post-stage 15 min. The teacher asks every student to read what they have written in order to
check pronunciation.
The teacher asks the students to bring some materials such as crayons, a
friend’s picture, etc for tomorrow to prepare their support material for
their presentations.

Closing 5 min - The students save their notebooks, worksheets, etc.

- the class has finished
 Lesson plan class nº 14.
2 periods: preparing the presentation of “My best friend”.

Date: June, 3rd. 2010. Level: 7º

Skill: Writing.

Expected Outcomes: the students transfer the contents explained in class to refer about their best friends.

Resources: whiteboard- notebooks – worksheet physical description - handout “My best friend” – sheet of
papers (with student’s names) – candies.

Time Comments

Introduction 10 min. - Greetings- call the row- ask students to go back to their seats-etc
- The teacher checks the homework, and gives feedback to the students
individually saying what is wrong and what is correct.
Core of the class

Pre- stage 15 min. -The teacher writes down some model sentences in order to guide students
in completing some missing information about their friends, related with
likes & dislikes and abilities.
The teacher asks students to work on that, following the model provided on
the whiteboard.

While- Stage 35 min. Students work completing the task individually on their notebooks. And the
teacher goes around the classroom checking whether they are doing their
task properly or not. She gives to every student the according feedback.
The idea is that students have all the necessary information to prepare their
supporting material for their presentations on Wednesday about “My best
friend”

Post-stage 20 min. The teacher asks student to stop what they are doing, save their materials
and stay in their seats because they are going to participate in a sort of play.
The teacher asks every student to pick up 3 candies from a bag and a sheet
of paper in which appears one of their classmate’s names. They are not
allowed to make negative manifestations. The idea is that every student
chooses a sheet of paper and writes down 3 positives and 3 weak
characteristics about the classmate that they have pick up.
Then, when all are done with their sheet of papers, one by one have to
describe physically the classmate chosen and the rest of the class have to
guess who it is. Then, give the sheet of paper and the candies to the
corresponding classmate.

Closing 5 min - all the student have their sheet of papers and their candies
- The class has finished
 Lesson plan class nº 15.
1st period: making the presentation of “My best friend”.
2nd period: introducing the 2nd unit.

Date: June, 9th. 2010. Level: 7º

Skill: oral.

Expected Outcomes: the students transfer al what has learnt during this unit to present information in a
given context, which is “FRIENDSHIP”.
Resources: whiteboard- cards.

Time Comments

Introduction 5 min. - Greetings- call the row- ask students to go back to their seats-etc

Core of the class

Pre- stage 5 min. -The teacher gives to the class general instructions for the presentations.
(She explains the specific percent and items of the rubric).

While- Stage 15 min. - The students make their presentations about “My best friend”.
Volunteers go first. The presentation is individual.
Students have to be in front of the class, using their supporting resources
(materials, while the rest of the class listens to her/him respectfully).

The teacher makes general comments about the presentations and gives
Post-stage 15 min. the corresponding feedback to each student.

-The teacher congratulates all the class for the presentations.

Closing 5 min - students organize the classroom
- The class has finished.