If You Had Been There " Lesson

UNIVERSIDAD NACIONAL DE TRUJILLO I.E.
E RAFAEL NARVEZ CADENILLAS
LESSON PLAN
I. BASIC INFORMATION:
1.1. School
1.1.1. School : C.E.E Rafael Narvez Cadenillas
1.1.2. Area : English
1.1.3. Grade and Class : 4 D
1.1.4. Teacher : Lic. Yns Prez Cedamanos
1.2. Learning Session
1.2.1. Lesson topic : If you had been there
1.2.2. Didactic Support : Communicative Method
1.2.3. Date and Time : Wednesday, October 31st 2012
1.2.4. Class duration : 40 minutes.
1.3. Pre service teaching practice:
1.3.1. Trainee : Roselita Milly Lpez Rodrguez
1.3.2. Trainer : Dr. Gilberto Roldn Paredes
Lesson Plan Pgina 1

UNIVERSIDAD NACIONAL DE TRUJILLO I.E.E RAFAEL NARVEZ CADENILLAS
II. CAPACITIES:
AREA CAPACITIES SPECIFIC CAPACITIES

Oral Expression and Oral
comprehension. Asking and talking about situations that didnt happen in
the past.
Text Comprehension Identify the use of third conditional for talking about things
that didnt happen in the past.
Text Production Write sentences using third conditional.
Lesson Plan Pgina 2

III. LEARNING STRATEGIES
SPECIFIC CONTENTS
TECHNIQUES
CAPACITIES
COMMUNICATIVE LINGUISTIC
FUNCTION GRAMMAR
Third conditional Showing
Asking and Affirmative form Cards
talking If clause
Class
about + main clause
situations Talking about the past. If+ past participation
that didnt perfect Speaking
happen in + would /
Activity
the past. . could +
present perfect Individual
NOTIONS VOCABULARY work
Group work
Events
Identify the Information related to A play Free
use of third different activities and Writer participation
conditional past perfect. Campsite
for talking Enjoy
about things Commit
that didnt Weather
happen in Gate
the past. Crash
Dark
Medicine
Lesson Plan Pgina 3

TOPIC
If you had been

there
Write
sentences SITUATION
using third
conditional. Exchange information
Lesson Plan Pgina 4

IV. LEARNING DEVELOPMENT
ACTIVITIES
STEPS FOR THE TEACHER FOR THE STUDENTS RESOURCES TIME
INTRODUCTION
2
M Greet the teacher.
Teachers voice
Greets the students.
A S S E S S M E N T
O Students voice
Pay attention to the
T Greeting Markers
Introduces herself.
teacher.
Board
I
V Asks for the date and writes

Say the date and
A in the board.
observe it on the
T board.
10
I Gives students a piece of Look the
O paper with a dialogue and flashcards. Flashcards
asks students to read it Teachers voice
N Introducing the
new language individually.(appendix 1) Listen to Students voice
teachers
Asks two volunteers to read instructions
Lesson Plan Pgina 5

M the dialogue in front of the answer the

class. questions.
O
T
Asks students some question
Identify the
I about the dialogue.
verbs and the
Explains the vocabulary.
V
tense of them in
A Ask students to identify the the sentences.
sentences in black and asks if
T
they know the form of this Say the topic.
I
sentences.
O Pay attention to
Asks students make a role
the teacher.
N
play with the dialogue.
Asks about the topic.
Sticks the title on the board.
M
O
T
DEVELOPMENT
Lesson Plan Pgina 6

I 8
V Explains the use of the third
A conditional and the form
T Pay attention to the Flashcards
using the sentences in the
I Teachers voice
dialogue. teachers
O
explanation. Students voice
N Explains the third conditional
DESCRIBING Wall chart
giving students more
THE NEW Markers
examples. Answer questions
KNOWLEDGE
Asks students to make 5
examples of third conditional
Participate as
individually and applying it in
volunteers.
their lifes for example what
would happened if they
hadnt an important choice in
their lifes.
Correct these sentences and
asks some volunteer to read it
in front of the class.
Listen instructions Worksheets 12

Gives them a worksheet and
Lesson Plan Pgina 7

explain the exercises Students do the A ball

PRACTICE (appendix 2) exercises under the Teachers voice
Checks students
participation. teachers Students voice
supervision.
Corrects the exercises on the
board with the students.
8
Tells students to form 4 Teachers voice
Work in group.
groups of 8 members. Participate actively Students voice
CLASSROOM
in the game
TRANSFER Gives them pieces of paper Piece of paper
following the
with sentences of third instructions. with a game.
conditional and they have to
tell the sentences one by one
and the last student have to
write the sentences correctly
on the board and the group
which has the most sentences
correctly is going to be the
winner.(Appendix 3)
FAREWELL Thanks the students for their Listen to the teacher Teachers voice 2
Lesson Plan Pgina 8

participation. Students voice

Say: Good bye!
Says: Good bye!
Lesson Plan Pgina 9

V. CHART VALUE
VALUES ATTITUDES
Responsibility Shows interest about the topic during the
whole class.
Cooperation Participates in class working with her
partner and with the teacher.
Respect Shows respect to the ideas of her
classmates.
VI . EVALUATION:
Achievement Signs of Tools

Expected learning indicator performance
Ask and talk about Completes the Worksheets
Talk about situations didnt exercises. Wall-charts
situations didnt happen in the past Interviews her White board
happen in the past with their partners partner correctly.
using the third
conditional.
Lesson Plan Pgina 10

No mistakes. 18-20 A
VII. OBSERVATION GUIDE:
Some mistakes. 15-17 B
Lesson topic: Talking about their experiences Fewer mistakes. 11-14 C
A lot of mistakes. 05-10 D

Teachers name: Milly Lpez Rodrguez
Date: Wednesday, October 31th 2012 2:30pm 4:00 pm
INDICATORS Talk about Ask and talk Completes

their about their the exercises
experiences. experiences
with their Interviews
STUDENTS
partners her partner
using the correctly.
present
prefect tense.
A B C D A B C D A B C D
AVALOS ROSAS, Leyziht Karen
BAUTISTA LINARES, Arom Franco
CALDERN RODRGUEZ, Tatiana Nataly
CASTRO CRDENAS, Jonella Tatiana
CHUNGA RODRIGUEZ, Ethel Mirella
CRUZ HUANCAYO, Fiorella Andrea
DEL GUILA MNDEZ, Luis Enrique
DELGADO PAJARES, Renzo Manuel
ESPEJO REYES, Gerardo Stefano
FLORES RAMOS, Jairo Rodrigo
LEIVA VLCHEZ, Jhoan Andr
MARCOS PANTOJA, Arturo Negel
MATUTE FLORIN, Luis Franco
MNDEZ VILLALOBOS, Arnold Aldair
MONTALVO HERRERA, Paola Alejandra
MONTENEGRO MEJIA, Ericka Jasmin
NAVARRETE ROSAS, Bryan Edgardo
PALACIOS MIANO, Julio Daniel
QUIONES TERRY Harold Fernando
REBAZA CABREJOS, Jen Alonso
REQUELME ALCANTARA, Fiorella Antuanuet
REYES ASTO, Diego Alonso
RIVERA PREZ, Mara Stephanie
RODRIGUEZ BLAS, Csar Diego
RODRGUEZ HUERTAS, Carlos Alberto
RODRIGUEZ VALDEZ, Brandn Douglas
SNCHEZ QUIROZ, Alexis Oswaldo
SILVA CRDOVA, Jos Angel
TENORIO SNCHEZ, Junior Alberto
YOSHIDA ANDERSON, Hideaki

VIII. BIBLIOGRAPHY
8.1FOR THE TEACHER:
CAMBRIDGE COMPACT DICTIONARY. 2004. Cambridge University
Press
HARMER, Jeremy (2001). The practice of English Language Teaching.
Longman
HARMER, Jeremy (2005) How to teach English, Longman. England.
LARSEN FREEMAN, Diane (2000); Techniques and Principles in
Language Teaching.2nd Ed. Oxford University Press. Oxford, UK
PUTCHKA, H. and SCHWARTZ, M. 1995.Teaching Teenagers. Longman
RICHARDS, J. , Hull, J. and PROCTOR, S. (2005) Interchange 3th Ed.
Cambridge Press.
WEHMEIER, Sally (2004) Oxford Advanced Learners Dictionary of Current
English. 6th Ed. Oxford University Press. Oxford, UK.
http://www.nbuv.gov.ua/portal/soc_gum/VKPI_fpp/2005-3-2/03_Glebova.pdf
8.2 FOR THE STUDENT:
All the materials will be provided by the teacher.


APPENDIX 1
Dialogue
Steven: Hey Peter! How was England?
Peter: Wonderful. And the festival was great. If you had

been there, you would have loved it.
Steven: Really? What was on?
Andy: oh. Lots of events! I saw a play called

Persuasion .It was fantastic. If you had seen it, you would have enjoyed it, too.
Steven: What else did you see?
Peter: Well, there was also a book festival and some famous writers gave talks. Joanne Rowling
was there!
Steven: Youre kidding! Shes my favourite writer!
Peter: Well, you could have listened to her talk if you had come with me. Anyway, what did
you do at the weekend?
Steven: I went camping with Ron and Dave. It was great fun and we had a good time, too. We
also met some French students at the campsite. We got on very well and they even invited us to
visit them in France! If you hadnt gone to England, you could have met them, too!
Are the Following sentences True or False? Write T or F in the boxes.
1. - If Steven had gone to the festival, he would have enjoyed it.
2. - If Steven had gone to England, he could have met his favourite.
3. - If Steven had seen Persuasion, he wouldnt have liked it.
4. - If Peter had gone camping, he would have met the French students.

APPENDIX 2
Name: Grade: .
Date:
A- Underline the correct form of the verbs.
1. If he hadnt committed a crime, he wouldnt be / wouldnt have been arrested.
2. If the hotel hadnt been so expensive, we would have stayed / stayed / will stay there.
3. We arrived / will arrive / wouldve arrived on time if we hadnt got lost.
4. I would have visited / would visit / will visit him if I had known that he was in hospital.
5. If you didnt leave / hadnt left the door open, the dog wouldnt have eaten our lunch.
6. The holiday wouldve been / was / would be great if the weather had been better.
B- Write the correct form of the verbs in brackets.
1. If they _______________ (close) the gate, the dog wouldnt

have got out.
2. They wouldve let us in if you _______________ ( not lose)

the tickets.
3. He _______________( not see) us if you hadnt made a

noise.
4. I _______________(buy) a present if I had known it was your

birthday.
5. If the pilot _______________(not be so experienced, the

plane would have crashed.
6. You _______________(pass) your driving test, if you hadnt

been so nervous.
C- Rewrite the sentences using the third conditional.
1. He drank a lot so he had an accident.
If he _______________________________________________________
2. I fell down the stairs because it was very dark.
If it ________________________________________________________
3. Carol felt sick because she forgot to take her medicine.
She ________________________________________________________

4. His parents were cruel to him so he ran away.
He _________________________________________________________
5. I got up late because my alarm clock didnt ring.
If ___________________________________________________________
D. Look at the pictures and the prompts and write Sentences with third conditional.

APPENDIX 3
Game
Instructions:
Student reads the sentences individually and tells it to his/her partner who is next to
him/her in his/her ear.
Then it continuous until the student receives the sentences and he/she writes it on the
board and the group which has the most sentences correctly is going to be the winner.
Sentences:
1- If you had asked for help, I would have helped you

2- If Pete hadn't visited Spain, he would never have met his wife.
3- If I had stayed in school, I would have gotten a much better job now.
4- If I had been on time to the interview, I would have gotten the job.
5- If Benny had worked harder, he could have gotten that promotion.
6- If she had got up earlier, she wouldnt have missed the train.
7- I wouldn't be angry if you hadn't eaten my chocolate mousse.
8- We wouldn't have come by taxi if we had found the right bus.
9- If you had told me about the concert, I would've gone
10- The holiday would've been great if the weather had been better.


INTRODUCTION
This theoretical support is meant for fourth grade students of I.E.E RAFAEL
NARVEZ CADENILLAS high school with the topic If you had been there...
To make this lesson plan, the Communicative Approach is used. Moreover the
educational techniques that were considered the most useful in English class and
teaching aids that will be used in the whole class following the parameters of the
method applied.
Regarding to the psychological support, it is important to mention the social,

moral and cognitive development, since it has a great influence on the language
teaching learning.
Finally, there is going to be a discussion of the content making comparison with

the topic to develop. After that we will get some conclusions from the discussion.

I. DISCUSSION OF CONTENTS:
The Third Conditional
Use:
The third conditional refer to the past and express:
An action wich didnt happen in the past.

Criticism or regret about an action wich happened in the past, but it would have
been better if it hadnt happened.
Example:
If you had bought that dress, you could have worn it to the party on Saturday.
If you had arrived earlier, you would have met my cousins.
If you Brian hadnt studied, he couldnt have passed the exam.
Form:
Form of the Present Perfect Tense
If-clause main clause
If Subject Would have past

past perfect
Could participle
simple
Might
If Diana had come on the trip, she might have enjoyed herself.

II. PSYCHOLOGICAL SUPPORT
2.1 SOCIAL, MORAL AND COGNITIVE DEVELOPMENT (2)
To understand the characteristics of learners in childhood, adolescence, adulthood, and

old age, educational psychology develops and applies theories of human development.
Often cast as stages through which people pass as they mature, developmental theories
describe changes in mental abilities (cognition), social roles, moral reasoning, and
beliefs about the nature of knowledge. Developmental theories are sometimes presented
not as shifts between qualitatively different stages, but as gradual increments on
separate dimensions. Development of epistemological beliefs (beliefs about knowledge)
has been described in terms of gradual changes in people's belief in: certainty and
permanence of knowledge, fixedness of ability, and credibility of authorities such as
teachers and experts. People develop more sophisticated beliefs about knowledge as
they gain in education and maturity (2)
Individual differences and disabilities
....Each person has an individual profile of characteristics, abilities and challenges that
result from learning and development. These manifest as individual differences in
intelligence, creativity, cognitive style, motivation, and the capacity to process
information, communicate, and relate to others. The most prevalent disabilities found
among school age children are attention-deficit hyperactivity disorder, learning
disability, dyslexia, and speech disorder. Less common disabilities include mental
retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.(2)
(1)
http://www.cmu.edu/teaching/solveproblem/strat-cantapply/cantapply-
01.html(May,18th,2012; 8: 40 am)
(2)
http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition(May,18
th
,2012; 9: 40 am)

Learning and cognition (3)
....Two fundamental assumptions that underline formal education systems are that
students retain knowledge and skills they acquire in school, and can apply them in
situations outside the classroom. But are these assumptions accurate even though
students report not using the knowledge acquired in school, a considerable portion is
retained for many years and long term retention is strongly dependent on the initial level
of mastery. (3)
Behavioral perspective (3)
Applied behavior analysis, a set of techniques based on the behavioral principles of

operant conditioning, is effective in a range of educational settings. For example,
teachers can improve student behavior by systematically rewarding students who follow
classroom rules with praise, stars, or tokens exchangeable for sundry items. Despite the
demonstrated efficacy of awards in changing behavior, their use in education has been
criticized by proponents of self-determination theory, who claim that praise and other
rewards undermine intrinsic motivation. There is evidence that tangible rewards
decrease intrinsic motivation in specific situations, such as when the student already has
a high level of intrinsic motivation to perform the goal behavior. But the results
showing detrimental effects are counterbalanced by evidence that, in other situations,
such as when rewards are given for attaining a gradually increasing standard of
performance, rewards enhance intrinsic motivation. (3)
Cognitive perspective (3)
Among current educational psychologists, the cognitive perspective is more widely

held than the behavioral perspective perhaps because it admits causally related mental
constructs such as traits, beliefs, memories, motivations and emotions. Cognitive
theories claim that memory structures determine how information is perceived,
processed, stored, retrieved and forgotten. Among the memory structures theorized by
cognitive psychologists are separate but linked visual and verbal systems. (3)
(3)
http://www.infed.org/biblio/b-learn.htm

THE BEHAVIOURIST THEORY (4)
The behaviourist movement in psychology has looked to the use of

experimental procedures to study behaviour in relation to the environment and in
terms of learning, (4)
In terms of learning, according to James Hartley (1998) four key principles come to
the fore(4):
Activity is important. Learning is better when the learner is active rather than
passive. ('Learning by doing' is to be applauded).
Repetition, generalization and discrimination are important notions. Frequent
practice - and practice in varied contexts - is necessary for learning to take place.
Skills are not acquired without frequent practice.
Reinforcement is the cardinal motivator. Positive reinforces like rewards and
successes are preferable to negative events like punishments and failures.
Learning is helped when objectives are clear. Those who look to behaviorism in
teaching will generally frame their activities by behavioral objectives e.g. 'By
the end of this session participants will be able to...'. With this comes a concern
with competencies and product approaches to curriculum.(4)
______________________________________________________________________
___
(4)
Hartley, J. (1998) Learning and Studying. A research perspective, London:
Routledge.

III. PEDAGOGICAL SUPPORT
Socialization: The development of a person in the educative process it

is not possible without the interaction with others.
The socialization implies the recognition of the others. Through the
social relationship the person learns to make criticism to the different
believes, values, behaviors that are appreciated by the social group which
he or she belongs.(5)
Individualization: The word individualization refers to an individual

thing, it means that something belongs to each person and makes him or
her a particular one, where everyone has different manners of thinking,
making and feeling.
Each student has special characteristics and circumstances. They have
different rhythms, attention, ability, motivation, maturity, specific
attitudes; for that reason is a necessity to attend the variety of students in
order to have an acceptance level in basic education.(5)
The activity: This principle is related with the impression; it means to

be active in the process of learning. Learning by doing, students will
improve their knowledge of the language and the world if they are in
constant activity. (5)
______________________________________________________________________
(5)
DOUGLAS BROWN, H. Teaching by principles: An Interactive approach to
Language pedagogy. Longman (2001)

IV. DIDACTIC SUPPORT
COMMUNICATIVE METHOD (6)
RICHARDS, J. AND T. RODGERS
Defined an approach as it refers to theories about the nature of language and

language learning that serves as the source of practices and principles in languages
teaching, In order to explain Communicative Language Teaching as an approach, it is
necessary to clarify what the language theory is and the language learning theory that
this approach sustain. (6)
LANGUAGE THEORY(6)
The communicative approach in language teaching starts from a theory of

language as communication. The goal of language teaching is to develop
communicative competences. Learning a second language was similarly viewed by
proponents of Communicative Language Teaching as acquiring the linguistic means to
perform different kinds of functions. (6)
At the level of language theory, Communicative Language Teaching has a rich

theatrical base. Some of the characteristics of this communicative view of language
follow:
o Language is a system for the expression of meaning.

o The primary function of language is for interaction and
communication.(Appendix3 and class development)
o Language techniques are designed to engage learners in the use of
language for meaningful purposes.(Appendix2)
o Activities in which language is used for carrying out meaningful task
promote learning. (Appendix3 and class development)
o Communicative approach seeks to use authentic resources.(Appendix
1)
o Errors are a natural part of learning language(class development)
RICHARDS, Jack and RODGERS Theodore, Approaches and Methods in Language

(6)
Teaching, Cambridge University Press, 1991; page. 69.

5. TECHNIQUES
Asking questions: the teacher has to be graded, going from very easy to more
difficult answers. The asking questions helps to the teacher control the class to
keep the attention of the whole class, to give the students a chance to show their
knowledge. (7)
Dialogues: You want your class not only to understand dialogues but also to
absorb and reproduce what they contain, whether in terms of acting out or
improvisation. If you have a large class, you will need to use dialogues with six
or seven characters so that you can involve more students at a time.(7)
Giving and following instructions: this simple but valuable communicative
activity is used in moment of working with the language. (7)
Pair work and group work questions: Students practise the new language item in
two's or three's, the teacher at a distance ready to assist as necessary. This
provides an almost natural situation for exchanges such as questions and
answers, suggestions and reactions, opinions and arguments, etc. (8)
Role playing and improvisation: Acting out dialogue has already been
mentioned. Acting in language learning is valuable because we are all, perhaps,
actors when speaking another language; because it accustoms students to perform
in front of others, which is what they have to do outside the classroom; because it
helps them to overcome the nervousness which this entails; because it gets them
speaking expressively in a situation, and thus makes them more aware of stress
and intonation in speech;
Peer correction: Students are encouraged to help another student when he or
she is in difficulty. It is important that any help is good in a cooperative way, not
a competitive one. (9)
Checking: Teacher is guiding the correction of students work, providing
feedback as an activity rather than within another activity.(9)

LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.
(7)
Oxford University Press, 1986. Page 154

(8)
SELIGSON, Paul; The Mixed Ability Class. Richmond Publishing, 1997. Page25
(9)BROWN, Douglas H. Principles of language learning and teaching. Fourth Edition -
Pearson Education 2000.

6. TEACHING AIDS
o Teachers voice :
The teachers voice is an important teaching aid. One of the first
requirements of good teaching is good voice projection. The
teacher needs to be heard by all the students. (9)
o Body language:
The use of hands, arms, face and any part of the body can
effectively in several ways to help the students communicative.
(9)
o Worksheets:
Worksheets allow teachers to measure the students learning. A
worksheet teacher can contain different kind of exercises
according to the content of the lesson. (9)
o The board:
Many boards are still chalk based, but white boards (which use
marker, pens) are also common. (9)
o Pictures :
Specifically, pictures contribute to interest and motivation; a
sense of the context of the language and a specific reference
point or stimulus.
o Wall charts:
They are used to presenting structures. They can be changed
and moved in an easy way. (9)
o Sticky tact:
A sticky substance which is used for joining things together
permanently, produced from animal bone and skins or by a
chemical process. (9)
(9)
BROWN, Douglas H. Principles of language learning and teaching. Fourth
Edition - Pearson Education 2000.

7. EVALUATION
Formative Evaluation: Formative evaluation is a method of judging the work
of students while they are doing different activities. Formative evaluation
focuses on the process. The purpose of a formative evaluation is to validate or
ensure that the goals are being achieved and to identify the difficulties of the
learning. (10)
8. DISCUSSION:
The lesson plan is presented inside a real context by introducing the
communicative method and taking into account one of the most
important psychological principles which promotes contextualization and
motivation to what is going to be taught. The principles that are related
with motivational and affective factors say that the expectation in the
students ensures greater interest in the topic and the quality of the
learning process.
Another very useful principle applied to this class stage has been the one
related to the context learning since the students can get elements
received into meaningful information through the interaction in the social
and learning environment.
9. CONCLUSION
Learning is better when we as teachers let students to be active rather
than passive, from a cognitive learning, the individual learns by
listening, watching, touching, reading, or experiencing and then
processing and remembering the information.
Motivation is a crucial factor in the class because it permits an immediate
change in the students behaviors and a positive attitude during the
learning process thats why its necessary to use useful techniques in the
class which can promote students participation.
Teachers must provide students opportunities to communicate their
ideas, their emotions and to develop a communicative competence.

The techniques and teaching aids are useful for maintaining the attention
of students during the class and for making them to participate.
The evaluation is a useful tool for the teacher to know the students
weaknesses and capabilities.

If You Had Been There " Lesson

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UNIVERSIDAD NACIONAL DE TRUJILLO I.E.

E RAFAEL NARVEZ CADENILLAS

1.1.1. School : C.E.E Rafael Narvez Cadenillas

1.1.2. Area : English

1.1.3. Grade and Class : 4 D

1.1.4. Teacher : Lic. Yns Prez Cedamanos

1.2. Learning Session

1.2.1. Lesson topic : If you had been there

1.2.2. Didactic Support : Communicative Method

1.2.3. Date and Time : Wednesday, October 31st 2012

1.2.4. Class duration : 40 minutes.

1.3. Pre service teaching practice:

1.3.1. Trainee : Roselita Milly Lpez Rodrguez

1.3.2. Trainer : Dr. Gilberto Roldn Paredes

Lesson Plan Pgina 1

AREA CAPACITIES SPECIFIC CAPACITIES

Text Production Write sentences using third conditional.

Lesson Plan Pgina 2

III. LEARNING STRATEGIES

Lesson Plan Pgina 3

If you had been

Lesson Plan Pgina 4

IV. LEARNING DEVELOPMENT

V Asks for the date and writes

Lesson Plan Pgina 5

M the dialogue in front of the answer the

Lesson Plan Pgina 6

Listen instructions Worksheets 12

Lesson Plan Pgina 7

explain the exercises Students do the A ball

Lesson Plan Pgina 8

participation. Students voice

Lesson Plan Pgina 9

Achievement Signs of Tools

Lesson Plan Pgina 10

Lesson topic: Talking about their experiences Fewer mistakes. 11-14 C

A lot of mistakes. 05-10 D

Date: Wednesday, October 31th 2012 2:30pm 4:00 pm

INDICATORS Talk about Ask and talk Completes

Lesson Plan Pgina 11

8.1FOR THE TEACHER:

CAMBRIDGE COMPACT DICTIONARY. 2004. Cambridge University

HARMER, Jeremy (2001). The practice of English Language Teaching.

HARMER, Jeremy (2005) How to teach English, Longman. England.

LARSEN FREEMAN, Diane (2000); Techniques and Principles in

Language Teaching.2nd Ed. Oxford University Press. Oxford, UK

PUTCHKA, H. and SCHWARTZ, M. 1995.Teaching Teenagers. Longman

RICHARDS, J. , Hull, J. and PROCTOR, S. (2005) Interchange 3th Ed.

WEHMEIER, Sally (2004) Oxford Advanced Learners Dictionary of Current

English. 6th Ed. Oxford University Press. Oxford, UK.

8.2 FOR THE STUDENT:

All the materials will be provided by the teacher.

Lesson Plan Pgina 12

Lesson Plan Pgina 13

Steven: Hey Peter! How was England?

Peter: Wonderful. And the festival was great. If you had

Steven: Really? What was on?

Andy: oh. Lots of events! I saw a play called

Steven: What else did you see?

Steven: Youre kidding! Shes my favourite writer!

Are the Following sentences True or False? Write T or F in the boxes.

1. - If Steven had gone to the festival, he would have enjoyed it.