UNIVERSIDAD TECNOLGICA DE PEREIRA

Licenciatura en Lengua Inglesa

Autonomous Teaching Practicum
GENERAL PLANNING INFORMATION

LESSON PLAN
Date of the class:
29th March
AIM:

Class Number:
10

At the end of the lesson students of eight grade will be able to talk about their abilities without too much
effort. They will take advantage of the modal verb Can

Estndares Bsicos de Competencias (MEN):

Estndares Especficos:
Listening: Entiendo lo que me pregunta un compaero en interacciones acerca de mis habilidades.
Reading: Identifico informacin sobre habilidades en oraciones compuestas acompaadas por un
cuadro ilustrativo.
Writing: Escribo oraciones sobre mis habilidades teniendo en cuenta elementos formales del lenguaje
como ortografa y puntuacin.
Speaking: Interacto con mis compaeros indagando acerca de sus habilidades.
Indicadores de logro:
Listening: Entiende lo que le pregunta un compaero en interacciones acerca de sus habilidades.
Reading: Identifica informacin sobre habilidades en oraciones compuestas acompaadas por un
cuadro ilustrativo.
Writing: Escribe oraciones sobre sus habilidades teniendo en cuenta elementos formales del lenguaje
como ortografa y puntuacin.
Speaking: Interacta con sus compaeros indagando acerca de sus habilidades.
Assumed Knowledge: pronouns, verbs and Wh questions.
Materials:
Verbs flashcards, worksheets, board and markers.
DAY/STAGE/
ACTIVITY/TIME

From 6:30 to
6:33
Presentation

PROCEDURE
TEACHER AND LEARNER ACTIVITY

ANTICIPATED
PROBLEMS AND
PLANNED SOLUTIONS

COMMENTS

The teachers present some flashcards

about different actions. Information is
elicited by using direct questions such
as:

Anticipated problem:
Ss do not understand
the questions.

At the beginning,
the students got
confused with the
previous
topic
(likes) since the
teachers
recycled
materials
and
showed them the
same images, but
after
a
strong
emphasis on the
auxiliary verb can
/cannot
the
comprehended

Do you know what is this?

/ Are you able to do it? /
Is it easy to do?

Solution: use the body

language to help them
to comprehend them.

Anticipated problem:
Ss do not recognize the
difference between can
and cant in terms of
pronunciation.

The learners were

From 6:33 to
6:38
Presentation

From 6:38 to
6:50
Practice:
Reading/
Writing

From 6:50 to
7:00
Practice:
Speaking /
Listening

From 7:00 to
7:12

Teachers write on the

I cant. Besides,
images based on their
strong emphasis on
Can.

board I can and

they categorize
abilities; there is a
the modal verb

Then, students receive a worksheet in

which they have to use the modal verb
Can/ cant. Both teachers and students
analyze
the
unknown
vocabulary
presented on it. Leaners task consist of
completing some information based on a
table which describe the abilities that
four people have.

After checking the task, teachers

introduce the activity find someone
who. First, teachers teach learners how
to ask for abilities (can you?) also, the
unknown
vocabulary
is
explained
(Students receive a box with ten abilities
and spaces for writing partners names),
then learners are asked to stand up and
find around the classroom people who
can do the actions.

Listening

From 7:12 to
7:22
Production
Writing

From 7:22 to
7:25
Homework

Students receive a worksheet. They have

to read the statements and look for the
meaning of unknown vocabulary. The
teachers explain that the listening is an
interview in which is asked for abilities.
The students task is to listening carefully
and decide if the statements are
true/false.
https://www.youtube.com/watch?
v=RPDHqfX4PZQ
Finally, students have to write ten
sentences (5 actions that they can do,
and 5 actions that they cant do) in a
piece of paper. This exercise will be
recollected.

Solution:
teachers
emphasize
with
a
strong tone of voice
and
model
the
pronunciation with the
mouth. Besides, the Ss
are asked to practice
individually
and
chorally.

Anticipated problem:
Ss do not understand
the meaning of certain
words.
Solution:
clarify them.

teachers

Anticipated problem:
Ss spend too much
time looking for the
person
Solution: remind them
the time available for
the activity.

Anticipated problems:
Ss do not understand
what is said in the
listening.
Solution:
teachers
clarify doubts and do a
pre-listening.

Anticipated problem:
Ss spend too much
time.
Solution: teachers tell
Ss that they have only
10 minutes.

attentive and they

understood
the
difference between
the positive and
negative form of the
modal verb can.
Some students did
not analyze well the
graphic and they got
confused with the fill
in gap activity. Due
to that teachers
have to help them.
During the activity
Find
someone
who, the students
produced
indiscipline and a lot
of noise. Teacher
asked several time
for silence, but they
did
not
pay
attention. For this
reason,
the
teachers decided to
do a quiz. This
strategy helped the
teachers to calm
down the Ss and
control the class.

There
was
a
problem with the
speakers.
The
volume of the video
was
low
and
teachers had to
read
the
transcription of the
recording. Although
this drawback, the
students complete
the
worksheet
correctly. It was
evidenced
when
leaners socialized
the answers.
The last activity was
successfully since
the students were
able to express their
abilities in a written
request.

Teachers explain the homework and

check understanding.
Homework: Students have to ask 2 people about their abilities. They have to write twelve
sentences (3 actions that each person can do, and 3 actions that she/ he cant do) in a
piece of paper.

REFLECTION SESSION:
What went well?
This class was meaningful as the students were able to express their abilities and
ask the other partners about what they could do. Besides, the learners understood
the difference between can and cant in terms of meaning and pronunciation.
In addition, the students participated actively and worked collaboratively with the
purpose of completing the reading task. During the listening exercise, the students
were attentive and most of them answered all the questions correctly.
How do you know that?
The students used the target language to express their abilities and ask questions
to their partners. Throughout the class, especially in the listening part, the
students demonstrated to know the difference between can/ cant in term of
structure and pronunciation since the majority of them completed the task
perfectly.
What didnt go that well?
During the activity Find someone who, the students produced indiscipline and a
lot of noise. Teacher asked several time for silence, but they did not pay attention.
During some minutes the teachers lost the control of the class; however they
decided to do a quiz and it was effective because all the students calmed down
and they fell silent.
What would you do different next time? The teachers should be prepared for
situations in which they may lose the control of the class, it means that they need
to have a variety of strategies that calm the learners down without affecting the
teaching process and the students emotions. It is recommended not to react with
rage. On the contrary, implement effective strategies that allow to take the control
of the class.