Universidad Catlica de la Santsima Concepcin

English Pedagogy
Teaching Practice

LESSON PLAN (PPP)

School: San Cristobal

Class: Segundo Medio
Number of SS: 21

Date of lesson:
27/10/14

Time of lesson:
8:00-8:45 hrs.

Length of
lesson:
45 minutes

Student-Teachers
name:
Matias Galvez
Gerardo Perez

Main Aim:
At the end of the lesson students will be able to talk about future plans for summer holidays, orally.

Exponent(s): -What are you/we/they going to do next summer holiday?

- What am I going to do next holidays?
- What is she/he going to do next holidays/in January/February?
-Im going to visit my grandmother in Chillan.
-you/we/they are going to visit your/their/our grandmother in Chillan.
-She/he is going to visit her/his grandmother in Chillan.

Assumed Knowledge:
-Place expressions
-Pronouns (personal, possessive,
object)
-Vocabulary about travelling
-Time Expressions
-Wh-words

Target Language: - Wh-word + verb to be + Subject + going to + main verb + Complement?

-Subject + verb to be + going to + main verb + Direct Object + prep. Phrase.

Anticipated Problems

..and Solutions

Aids

Ss may forget to conjugate verb to be.

Give examples highlighting pronouns and

accurate conjugation of verb to be.

Pictures of different places of Chile

Ppt
videos

Ss may have pronunciation mistakes

Repeat the sentence given by the student

emphasising pronunciation

Ss may forget vocabulary about travelling

Use of bilingual dictionaries for self-help

Ss may forget Wh-words

Review the content briefly before

the practice

Stages

LEAD-IN

Procedure
What I am going to do

What I am going to say

Instructions, CCQs, Feedback,etc

Skill

T asks Ss about the time of the year T guides Ss:

Speaking
that they like the most and why.
What time of the year do you like
most? Do you like summer, winter,
T asks Ss about what they usually do spring or fall?
for holidays.
Why is it? Is it cold, hot, fun, free
T tells Ss about his plans for the next time?
summer holiday
Personally, I love summer because I
can do many things like travelling
and meeting new people. and I have
a lot of free time

Time
(min)

Interaction
T-Ss;Ss-Ss;etc

5 minutes

T-Ss

15 minutes

T-Ss

What do you do for holidays?

Do you visit other places?
Grandma's House?
Uncle's Farm? Swimming pool?

PRESENTATION

T presents Ss new sentences where the

new structure is present in the context
of summer holidays, highlighting the
correct use of verb to be, orally.

For my next summer holidays, I am Speaking

going to visit my brother in
Santiago. I am going shopping and
to Fantasilandia.

T checks pronunciation by modeling Ok, what I want to do for my next

summer holidays.
and asking Ss individually to repeat
T writes the sentences on the board and
Repeat after me, '' I am going to
underlines the structure to be taught.
visit my brother in Santiago''
''My brother is going to pick me up
at the airport''
T presents the structure of the future ''My brother and his wife are going
to throw a welcome party for me''
tense going to

Now Let's see

I am going to visit my grandmother
in Chillan.
We use going to when we want to
talk about actions that will be done
S + verb to be + going to + verb + in the future and we have no doubts,
it is a plan that certainly will happen
.
in a specific future. In this case,
What are you going to do next next Summer holidays.
summer holiday?

Let's look at this, the structure:''

Wh-word + verb to be + S + going Subject + verb to be in the correct
use + going to +main verb and the
to + verb + ?
complement or the rest of the
sentence.
T checks understanding of form,
meaning and use and pronunciation.
Let's check the sentences one by
one again and tell me if they are
correct.
Now when we want to ask what
someone is going to do, we use the
following structure: Wh-word +
verb to be + Subject + going to +
main verb + Complement.

T asks students to move round the

room in order to find a partner (the
partner must not be his/her desk mate).
PRACTICE

Well done everyone, now I want Speaking

writing
Ss practice the new language in pairs you to stand up.
for 7 minutes.
Move around and find a partner to
work with, you cannot choose your
T checks possible pronunciation and
desk mate.
grammar mistakes Ss might make

7 minutes

T-Ss
Ss-Ss

15 minutes

T-Ss
Ss-Ss

Youll only have seven minutes to

do it.
When my cell phone rings, the time
is up.
Now that everybody has a partner
talk about your plans for next
holidays, what you are going to do,
where you are going, and who you
are going with.
You can use dictionaries, your cell
phone or ask me in case of any
T asks Ss to plan a schedule for their doubt.
next summer holiday for ten minutes in
a dialogue
PRODUCTION

T uses CCQs to clarify the instructions

Ok, now that youve practiced a bit, Speaking

I want you to plan a trip schedule Writing
T gives Ss a piece of sheet with the for your next summer holiday with Reading
instruction written down it
the same classmate in the format of
a dialogue. Lets plan a trip for our
T acts as a monitor checking the next summer holidays with one
progress
and
solving
students classmate. When you have your
problems.
plan ready, you can prepare a short
dialogue discussing your future

T spends enough time to each groups activities during this trip.

performances.
Your schedule must contain the
T asks volunteers to present their following information: -time of
dialogue.
arriving to the bus/train station or
airport, name of the destination,
Ss present the dialogue (written down place where you are going to stay in
in their notebooks) in front of the class (hotel, tend, etc), etc. and three
activities you are going to do there
(go to concerts, play sports, etc.)
Youll have ten minutes to do it.
When the time is up, Ill ask for
volunteers to present their trip
plans. If there are no volunteers, Ill
choose some at random.
Use of CCQ: Do you have to work
with another classmate?
-Do you have to plan a trip?
-Are you going to plan your trip in
5 minutes?
XX can you give the instructions to
your classmates, briefly?
Well done, lets start working!
Ok, times up! Is there any
volunteer? No? so, ZZ and XX
stand up and present to your
classmates your schedule! Present
your plan to your classmates.
Good, say that again, but a bit
slower
T uses CCQ'S to clarify
understanding of the content.

the That sounds better! Good job!

Close-up

T asks Ss question to use the proper

tenses previously worked
Now, let's review the content!

Speaking

Do we use this tense to talk about

plans in the past? In the present? Or
are they for the future?
Do we prepare
beforehand?

these

plans

Are these plans just for holidays?

Can we use these plans for a near
future? like this month? or for a
longer period like one year?
Ok.
Now let's see XX please tell me
what are you going to do for next
holiday?
Now, YY please tell me what is he
(his/her classmate) going to do for
next holiday?
So, you can use this tense to talk
about future plans like a holiday
summer, winter, etc. travel with
your family, friends, among others!

Adapted from University of Sussex

3 minutes

T-Ss

Practice Checklist.

Activity Checklist
YES NO

S conjugates verb to be and uses going to

YES NO

S asks questions about the topic to his/her classmate

YES NO

S answers classmates questions

YES NO

S uses vocabulary according to the topic

Production Rating Scale.

Name:

Excellent
(4)

Date:
Accuracyx2
Pronunciation
Range of Vocabular
Dialogue interaction
Content

Good
(3)

Needs
Insufficient
Improvement (1)
(2)

Practice Activity. Analytic rubric

(4)
Accuracy

(3)

(2)

Just few mistakes Just more than two More than five No
in the speech, in basics mistakes.
basics
terms of grammar.
mistakes.
production

Pronuncia Just few mistakes Just more than two Just more than No
tion

in the speech, in basics mistakes. it five

basics
terms
of does not interfere mistakes.
it production
pronunciation.
with the message
interferes with
the message
Clear expression of Repetition of two or
ideas by topic three ideas. it does
words
not interfere with
the message

The
general No
idea are not
clear,
the
message
is Production
ambiguous

A
constant One student tend to
interaction, similar talk 4 or 5 sentences
interaction opportunities of more than the other.
both

One
student No
tend to talk the
majority
of production
time, and the
other
no
explain
the
ideas, there not
interaction.

Rage of
Vocabular
y
Dialogue

Content

Just one or two Ss still keep

sentences far away general ideas in
from the context
context. it does
interfere with
message

the
the
not
the

Just one or No
three
ideas
related to the production
content the res
of the speech is
just to going
around.