Lesson plan

School:
Date:
Time:
Course:
Teacher in charge:

1. Teacher´s purposes:

2. Objectives:
Students will be able to...

Which are “Teacher’s Purposes” and which are “Objectives”?

Identify the time in which the actions are carried out
Create a friendly working atmosphere so that students enjoy learning a foreign language P
Arouse student´s interested and curiosity in the topic P
Infer the meaning of the new vocabulary about routines through a text that contains previous
knowledge and visual support O
Promote cooperative work P
Foster students’ active participation in the class P
Describe their own routines O
Propose a logical progression of tasks, from simpler to more complex ones P

3. Content:

a. Context: Vida cotidiana y escolar

b. Topic: Mi día a día

c. Genre and text type: Letter

d. Target language item (Exponente linguístico)

- Lexical content (vocabulary):

New: Routine activities
Recycled: The time

- Linguistic content (structures, grammar):

New: -
Recycled: (At … O’clock)

d. Tasks (tareas secuenciadas):

- Reading
- Matching
- Complete the gaps
-

Which are the tasks proposed for this class? List them.

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Development of the class (Preparation, core task, follow-up)

Preparation:
I will enter the classroom and I will say “Hello children! How are you?” and also I will
remind them of my name and I’ll tell them that I will be their teacher that day.

I will ask two students at random to help me to hand out the name cards. After this, I will
ask two more students to hand out the copies of the comic “A day in the life of a vamp”.

Once everyone has the copy, I will ask the following questions to the whole group: “What
type of text is it?” the expected answer is “a comic”. Then I will ask them what they think
the text is about. The first expected answer is “Dracula” or “a vamp” or what Dracula does
in a typical day. To check these predictions, I will give them a few minutes to read the text
quickly. Then, I will ask them if their predictions were right or not.

Then, I will ask them to underline the known words, and also the time they find; I will ask if
someone remembers how to express the time. If they do not, I will remind them.

Core task: Inference of the meaning of the new vocabulary items.

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Which times have you found?
Six o’clock, seven o’clock…
Ok, which is number one?
Six o’clock.
Can you dictate the whole sentence to me?
I get up at six o’clock.
(I will write the sentence on the board) Good. What do you know from this sentence?
I, six o’clock
Good. And this word? (circling get up). What is it? Look at the image. What does Dracula
do at six o’clock? ¿Qué hace?
Se levanta.
Ok. Look at the text. How do you say “se levanta” in English?
Get up.
Great! Repeat after me, “get up”.

I will follow the same procedure with the other routines.

Follow-up:

Students will solve the first activity in pairs. Again I will choose two students at random to
help me to hand out the copies. The first task consists of matching the time with the
everyday life action and then with the correct picture. The clocks will be in chronological
order.

I will explain the activity through solving the first one together. I will ask the students
“What time is it?” (Pointing at the first clock in the copy); the expected answer is “six or
seis”. Then I will ask them to look at the picture in the comic that has that time and also to
pay attention because the routines are written in bold type. I will ask “What does the vamp
do?” I will explain to them that they have to match the time to what the vamp does at that
time. And then they have to match that phrase with the correct picture (the images will be
the same as in the comic, and I will stick the first example on the blackboard).

I will ask them “Is it clear?”. I will also ask one of the students to explain what they have to
do to check they all understand the activity.

To correct the activity, I will stick the clocks made of cardboard on the blackboard
(following the chronological order) and on the other side I will stick the pictures and the
phrases about the routine. We will do the first one (the example) again and then I will
choose one student at random to come to the front and choose the routine action and the
correct image. After the students choose the image I will ask if the rest agrees and if anyone
has chosen a different option.

(NOTE: In this activity, there is a chart with three columns: in the first column, students
can see six clocks with the different times mentioned in the text; in the second column,
students can see the routines that are mentioned in the text (E.g. get up, have a shower, go to
school, etc.); and in the last column, students can see the pictures of those routines)

Second activity:

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Students will have to complete a letter in which a female vamp tells them about a day in her
life. They have to write the right routine action and as a help they will have clues (pictures)
next to the lines. I will remind them that they can go back to the comic or to the first activity
they have done if they don’t remember the routines.

The first one will be completed as an example, I will write number one on the blackboard
and I will ask them to look at the clue and I’ll ask them “What is it about?. The expected
answer is “levantarse or get up”. If they say it in Spanish I will ask them to look for the
English word in the text. Once the word “get up” comes up, I will stick it on the blackboard
next to number one and I will ask “Is it clear?” and I will ask one of the students to explain
what they have to do again.

To correct the activity, I will write the numbers of the gaps in the letter on the blackboard
and I’ll choose five students to come to the front and stick the correct phrase. I will ask the
rest of the class if they agree and how they realized it ewas that routine. For example “how
do you know it’s get up?”

September 19th, 2018

Transylvania

Hello friends!
My name is Indira and I am a
vamp! Let me tell you about a typical
day in my life...
At six o´clock, I (1)_ _ _ _ _ _ _ _
and I have breakfast.
At seven o´clock, I (2)_ _ _ _ _ _ _
_ _ _ _ _ _ _.
Then, at eight o´clock, I (3) _ _ _
_ _ _ _ _ _ _ _ _ _ _. I learn Maths and a
lot of interesting things there!
At five o´clock, I (4)_ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ in the park.
At seven o´clock, I (5)_ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ . Finally, at ten
o´clock, I (6)_ _ _ _ _ _ _ _ _ _ _ _ _.

What about you?

Write soon!!
Bye bye
Indira

INDIRA

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Third activity:

Design the last activity of this class.

Now I will make the children think and talk about their own routines. I will give them
a copy to work in pairs. The copy will contain questions such as “What time do you get
up?” “What time do you shower?” and a clock drawing next to it for the student to
complete about the classmate next to him or her so they have to ask, draw the time
answer and then compare their answers. Before the class ends I will ask a few students
if they had similar or different answers so they can mention a time and an activity in
English.

Closing:

If we do not have time to do the third activity, I will ask them to do it as homework. Then,
I’ll ask them about the date and the weather and I’ll write them on the board. I will also
write the title “A day in the life of a vamp”. I’ll ask them to stick the copies of the activities
in their folders, and then I’ll thank them and say goodbye.