Lesson Plans

LESSON PLAN FORMAT FOR PRACTICE SESSIONS
Valeria Moreno Ruan

Class: 5.1 Shopping and
Yazmin Alejandra Medina Tovar Date: 19/10/2023 Week: 2
clothes
Adalberto Hernández Salazar
Type of lesson: This lesson plan will focus on the use of
adverbs of frequency and can, can’t, could y couldn’t and
Level: B2 Length: 25 Minutes the situations in which they apply. Modal verbs of
permission, such as "can," "may," and "could," are used to
request or grant permission in various contexts.
Class profile: A participative group, approximately 30 students. First-year students, Classroom teacher
aged between 19-22, aspiring to pursue a degree in Linguistica Aplicada de Enseñanza comments
y Traducción del Inglés.
Lesson aims:
• Vocabulary: Introduce and reinforce clothing and shopping-related vocabulary.
• Adverbs of Frequency: Familiarize students with the use and placement of
adverbs such as always, usually, often, sometimes, rarely, and never.
• Modal Verbs: Practice the use of “can, can’t, could, couldn’t” in the context of
shopping scenarios.
Outcomes for students:
Students should be able to accurately identify and use a variety of clothing and shopping-
related vocabulary in both spoken and written contexts.
Students should be able to correctly use “can, can’t, could, couldn’t” in the context of
shopping scenarios, expressing abilities, possibilities, and limitations.
Anticipated problems:
Being aware of these potential challenges allows the teacher to proactively address them
during the lesson, creating a more supportive and effective learning environment.
Personal objectives:
Guide students in developing a deep understanding of modal verbs , enabling them to use
these linguistic tools effectively for clear and culturally sensitive communication in real-life
scenarios.
Coursebook (APA 7th Ed. Reference)
Hughes, J., Wood, K. (2016) Navigate A2 Elementary. Oxford.
LESSON PROCEDURE
STAGE PROCEDURE TIME MATERIAL
Begin with a brief discussion about shopping
habits, asking students questions like “How
often do you go shopping?” or “What is your -Whiteboard: to explain the first topic.
5
WARM UP favorite type of clothing?” -Digital exercise: to practice in a
minutes.
Introduce a short video clip or images keyboard the theory of warm up.
related to fashion and shopping to engage
student.
Introduce key vocabulary related to clothes
and shopping. Display images and discuss
the names of different clothing items and
types of stores. 8
PRESENTATION -Whiteboard and markets.
Provide examples of adverbs of frequency minutes.
(always, usually, often, sometimes, rarely,
never) and discuss their placement in
sentences.
Conduct a pair or small group activity where
students create sentences using the new
PRACTICE
vocabulary and adverbs of frequency. For
example, “I always buy shoes online, but I
Screen presentation.
rarely shop for shirts.” 10
Markers to students can participate in
Use role-play scenarios for shopping minutes.
the board.
situations, incorporating the use of “can,
can’t, could, couldn’t.” For instance, “I
couldn’t find my size, so I asked if they could
check in the back.”
_________________________________________
Mtra. Lorena Beatriz Cavazos Guerra

Valeria Moreno Ruan
Class: 5.2 What is he
Yazmin Alejandra Medina Tovar Date: 19/10/2023 Week: 2
wearing?
Type of lesson: This lesson plan will focus on the use of
adverbs of frequency and can, can’t, could y couldn’t and
Level: B2 Length: 25 Minutes the situations in which they apply. Modal verbs of
permission, such as "can," "may," and "could," are used to
request or grant permission in various contexts.
Lesson aims:
• Language Objectives:
Introduce and reinforce clothing and shopping-related vocabulary.
Practice the use of present continuous, past continuous, and present simple tenses in
context.
• Communication Objectives:
Develop students’ ability to express preferences, habits, and experiences related to
clothing and shopping.
Vocabulary Mastery: Accurately use a variety of clothing and shopping-related vocabulary.
Improved Speaking Skills: Confidence in expressing opinions, preferences, and
experiences related to clothes and shopping.
Vocabulary Retention: Implement regular reinforcement to address potential challenges
in retaining new vocabulary.
Tense Confusion: Provide clear explanations and varied practice opportunities to ensure
students understand and apply the different verb tenses effectively.
Assist students in acquiring a thorough comprehension of modal verbs, empowering them
to proficiently employ these language tools for articulate and culturally aware
communication in practical situations.
LESSON PROCEDURE
Engage students with a clothing-related
icebreaker. Ask each student to describe
what they are wearing using detailed -Whiteboard: to explain the first topic.
5
WARM UP vocabulary. -Digital exercise: to practice in a
minutes.
Encourage open discussion about clothing keyboard the theory of warm up.
preferences and shopping habits to activate
prior knowledge.
Introduce clothing and shopping vocabulary
through images and discussions. Highlight
different types of clothing, accessories, and
shopping environments. 8
Explain the usage of present continuous, minutes.
past continuous, and present simple tenses
in the context of clothing and shopping
experiences.
Activity 1 - Present Continuous:
Provide sentences or prompts in the present
continuous tense related to shopping and
clothing. For example, “I am trying on a new
jacket.” Students discuss these sentences
and create their own using present
continuous.
PRACTICE
Activity 2 - Past Continuous:
Share a short narrative about a shopping
experience in the past. Identify past 10
continuous tense sentences together. Then, minutes.
the board.
have students create sentences about their
past shopping experiences using the same
tense.
Activity 3 - Present Simple:
Discuss routine shopping habits using
present simple tense. For example, “I always
buy my shoes from that store.” Encourage
students to share their own habits and
preferences using present simple.
_________________________________________

Valeria Moreno Ruan
Date: Class: 5.3 Vocabulary and
Yazmin Alejandra Medina Tovar Week: 3
26/10/2023 skills development.
Type of lesson: The described lesson plan aligns with characteristics
Length: 25 of an interactive and communicative English as a Second Language
Level: B2
Minutes (ESL) class. This type of class prioritizes practical language
application and skill development.
Lesson aims:
• Language Objectives:
Develop vocabulary related to similar vowel sounds, adjectives, adverbs, and irregular
verbs.
Enhance pronunciation skills, focusing on similar vowel sounds.
Practice forming adverbs from adjectives.
• Communication Objectives:
Improve speaking skills by incorporating adjectives, adverbs, and irregular verbs into
sentences.
Develop the ability to express actions with precision using adverbs of manner.
Vocabulary Mastery: Accurately use a variety of clothing and shopping-related vocabulary.
Improved Speaking Skills: Confidence in expressing opinions, preferences, and
experiences related to clothes and shopping.
Vocabulary Retention: Implement regular reinforcement to address potential challenges
in retaining new vocabulary.
Tense Confusion: Provide clear explanations and varied practice opportunities to ensure
students understand and apply the different verb tenses effectively.
Assist students in acquiring a thorough comprehension of modal verbs, empowering them
to proficiently employ these language tools for articulate and culturally aware
communication in practical situations.
LESSON PROCEDURE
Engage students with a clothing-related
icebreaker. Ask each student to describe what
-Whiteboard: to explain the first topic.
they are wearing using detailed vocabulary. 5
WARM UP -Digital exercise: to practice in a
Encourage open discussion about clothing minutes.
keyboard the theory of warm up.
preferences and shopping habits to activate
prior knowledge.
Introduce clothing and shopping vocabulary
through images and discussions. Highlight
different types of clothing, accessories, and
8
PRESENTATION shopping environments. -Whiteboard and markets.
minutes.
Explain the usage of present continuous, past
continuous, and present simple tenses in the
context of clothing and shopping experiences.
Activity 1 - Present Continuous:
Provide sentences or prompts in the present
continuous tense related to shopping and
clothing. For example, “I am trying on a new
jacket.” Students discuss these sentences and
create their own using present continuous.
PRACTICE
Activity 2 - Past Continuous:
Share a short narrative about a shopping
experience in the past. Identify past continuous 10
tense sentences together. Then, have students minutes.
the board.
create sentences about their past shopping
experiences using the same tense.
Activity 3 - Present Simple:
Discuss routine shopping habits using present
simple tense. For example, “I always buy my
shoes from that store.” Encourage students to
share their own habits and preferences using
present simple.
________________________________________

Valeria Moreno Ruan
Date: Class: 5.4 Speaking and
26/10/2023 writing.
Type of lesson: Enhance students' communicative skills by focusing
Length: 25
Level: B2 on the practical application of shopping vocabulary in both spoken
Minutes
and written forms.
Class profile: A participative group, approximately 30 students. First-year students, aged Classroom teacher
between 19-22, aspiring to pursue a degree in Linguistica Aplicada de Enseñanza y comments
Traducción del Inglés.
Lesson aims:
Engage students with a brief discussion on the importance of effective communication in
shopping scenarios.
Introduce key shopping-related vocabulary and phrases.
Develop proficiency in utilizing shopping vocabulary in spoken and written communication.
Gain confidence in engaging in real-life shopping scenarios, both orally and in writing.
Potential difficulty in pronunciation and usage of new vocabulary.
Varied levels of comfort with speaking and writing skills among students.
Challenges in effectively conveying ideas in writing.
Foster a positive and inclusive learning environment.
Tailor feedback to individual student needs.
Encourage students to actively engage in the learning process and support each other in
their language development.
LESSON PROCEDURE
Brief discussion on personal shopping 5

WARM UP None (discussion-based)
experiences. Introduce key shopping vocabulary. minutes.
Display shopping vocabulary, pronounce each
10 Whiteboard/Screen, Visual aids, List
PRESENTATION word, provide examples, and discuss nuances.
minutes. of vocabulary
Use visual aids.
PRACTICE Divide class into pairs/groups, assign shopping
scenarios, and have students engage in role-
Scenario cards, Whiteboard/Screen
play. Circulate for guidance.
7 for instructions
Transition to a short writing exercise. Ask
minutes. Writing materials, Whiteboard/Screen
students to write a dialogue or paragraph using
for instructions
shopping vocabulary. Discuss selected
responses.
________________________________________

Valeria Moreno Ruan
Date: Class: 6.1 Don’t give up!:
02/11/2023 past simple of to be.
Type of lesson: The lesson would focus on motivating students not to
Length: 25 give up as they explore and understand the past simple forms of the
Level: B2
Minutes verb "to be" (was and were), fostering a positive and resilient learning
environment in English.
Lesson aims:
Introduce and reinforce the past simple forms of "to be" (was and were).
Foster a positive and encouraging atmosphere, promoting the message "Don't Give Up!"
in the face of language challenges.
Demonstrate a clear understanding of the past simple forms of "to be."
Apply correct usage of "was" and "were" in spoken and written contexts.
Cultivate a resilient mindset towards language learning.
Potential confusion between "was" and "were."
Difficulty recognizing irregularities in past simple forms.
Varied levels of familiarity with English grammar concepts.
Create an inclusive and supportive learning environment.
Provide personalized feedback to address individual challenges.
Instill a growth mindset, encouraging persistence and enthusiasm for learning.
LESSON PROCEDURE
Quick Reflection: Students share personal
achievements or challenges briefly. 3 None.
WARM UP
Word Association Game: Word association minutes. Whiteboard/Markers.
related to "was" and "were" on the board.
Introduction: Briefly introduce past simple tense
with "to be" (was and were).
None.
Visual Aid: Display chart/visual aid for past simple 10
PRESENTATION Visual aids, Whiteboard/Markers.
forms. minutes.
None.
Example Sentences: Provide clear examples of
"was" and "were" usage.
PRACTICE
Interactive Drill: Students form sentences using
"was" and "were" in response to prompts.
Prompts, Whiteboard/Markers.
Role-Playing Activity: Students create dialogues 12
Scenario cards, Whiteboard/Markers.
using "was" and "were" for past events. minutes.
Exercise sheets, Whiteboard/Markers.
Error Correction Exercise: Identify and correct
errors in sentences related to "was" and "were."
________________________________________

Valeria Moreno Ruan
Date: Class: 6.2 Stories: past
02/11/2023 simple (regular verbs).
Type of lesson: The lesson focuses on exploring past simple tense
Length: 25 with regular verbs through storytelling. Students will create short
Level: B2
Minutes stories, enhancing language proficiency while incorporating regular
verbs in the past simple.
Lesson aims:
Introduce and reinforce the use of past simple tense with regular verbs in storytelling.
Enhance students' narrative skills through engaging storytelling exercises.
Demonstrate a clear understanding of forming past simple tense with regular verbs.
Apply the correct usage of regular verbs in past simple sentences within a storytelling
context.
Develop storytelling proficiency, incorporating past simple tense seamlessly.
Possible confusion in recognizing regular verbs and their past simple forms.
Varied levels of creativity and language expression among students.
The need to balance accuracy with fluency in storytelling.
Foster a creative and encouraging atmosphere for storytelling.
Provide constructive feedback to enhance both grammatical accuracy and expressive
storytelling.
Encourage collaboration and peer support during storytelling activities.
LESSON PROCEDURE
Discussion questions: Initiate an informal
3 Whiteboard or digital presentation,
WARM UP conversation about past experiences to activate
minutes. images or cards with words.
the use of past simple.
Whiteboard or digital presentation,
Use contextual and visual examples to reinforce 12
PRESENTATION clear examples of regular verbs in past
the concept. minutes.
simple.
PRACTICE
Practical exercises in small groups to identify and

15 Worksheets, whiteboards, or paper for
form sentences with regular verbs in past simple.
minutes. group activities.
Pronunciation drills focusing on selected verbs.
________________________________________

Valeria Moreno Ruan
Date: Class: 6.3 Vocabulary
09/11/2023 and skills development.
Type of lesson: Expand students' vocabulary. Improve
Level: B2 Length: 25 Minutes listening and reading comprehension. Strengthen oral and
written expression skills.
Lesson aims:
• Vocabulary Expansion:
Introduce and reinforce a set of new vocabulary words related to a specific theme or context.
Enhance students' ability to understand, recognize, and use these words in various language
situations.
• Listening Skills:
Develop listening skills through exposure to authentic spoken English.
Practice understanding vocabulary in context through audio materials.
• Speaking Skills:
Encourage students to articulate and use the newly acquired vocabulary in spoken
communication.
Promote fluency and confidence in expressing ideas using the learned words.
Students will demonstrate an expanded and more nuanced vocabulary related to the specific
theme or context covered in the lesson.
They will be able to use new words accurately and appropriately in both spoken and written
communication.
Improved ability to comprehend and interpret spoken English, especially in contexts where
the newly learned vocabulary is utilized.
Being aware of these potential challenges allows the teacher to proactively address them
during the lesson, creating a more supportive and effective learning environment.
Team members collaborate to design a cohesive and dynamic curriculum that integrates
vocabulary and skills development seamlessly.
Ensure alignment with educational standards and the institution's language learning
objectives.
LESSON PROCEDURE
Activate prior knowledge and engage
students in thinking about related vocabulary.
Begin by writing a common English word
related to the upcoming lesson theme on the
board or screen. For example, if the theme is -Whiteboard: to explain the first topic.
5
WARM UP "travel," you might start with the word -Digital exercise: to practice in a
minutes.
"adventure." keyboard the theory of warm up.
Ask the students to take turns coming up with
words that are associated with the initial
word. They can say the word out loud, and
you can write it on the board.
Definition of vocabulary and its role in
language proficiency.
Connection between an extensive vocabulary 8
and effective communication. minutes.
Impact on language comprehension,
expression, and cultural understanding.
Divide the class into small groups of 3-5
students.
Assign each group a story prompt.
PRACTICE Instruct the groups to collaboratively create a
short story that incorporates the vocabulary
Whiteboard or flip chart
words introduced in the lesson.
10 Markers
Encourage creativity and originality in their
minutes. Story prompts (prepared in advance or
narratives.
generated on the spot)
While working on their stories, ask each
group to identify and underline the vocabulary
words they use.
Emphasize the correct usage and context of
these words in their narratives.
_________________________________________

Valeria Moreno Ruan
Date: Class: 6.4 Speaking and
09/11/2023 writing.
Type of lesson: Expand students' vocabulary. Improve
Level: B2 Length: 25 Minutes listening and reading comprehension. Strengthen oral and
written expression skills.
Lesson aims:
Enhance students' ability to express ideas clearly and coherently in spoken form.
Focus on fluency, pronunciation, and effective verbal communication.
Improve students' writing skills, emphasizing organization, clarity, and effective use of
language.
Enhance understanding of various writing structures and genres.
Students will demonstrate improved ability to articulate ideas clearly and coherently in
spoken form.
Increased fluency, effective pronunciation, and confidence in verbal communication.
Improved writing skills, including organization, clarity, and the application of diverse
language structures.
Ability to convey ideas effectively in writing across different genres.
Students will demonstrate the ability to transfer ideas seamlessly between spoken and
written forms.
Increased awareness of how language skills complement and enhance each other.
Problem: Some students may struggle with a limited vocabulary, impacting both their
spoken and written expression.
Solution: Incorporate vocabulary-building activities and provide a word bank to support
diverse language use.
Problem: Students might lack confidence in expressing themselves verbally or in writing,
leading to hesitancy and self-doubt.
Solution: Create a supportive environment, encourage positive reinforcement, and provide
opportunities for gradual skill-building to boost confidence.
Team members collaborate to design a cohesive and dynamic curriculum that integrates
vocabulary and skills development seamlessly.
Ensure alignment with educational standards and the institution's language learning
objectives.
LESSON PROCEDURE
Activate prior knowledge and engage students in
thinking about related vocabulary.
Begin by writing a common English word related to the -Whiteboard: to explain the first
upcoming lesson theme on the board or screen. For topic.
5
WARM UP example, if the theme is "travel," you might start with the -Digital exercise: to practice in
minutes.
word "adventure." a keyboard the theory of warm
Ask the students to take turns coming up with words that up.
are associated with the initial word. They can say the
word out loud, and you can write it on the board.
Definition of vocabulary and its role in language
proficiency.
Connection between an extensive vocabulary and 8
effective communication. minutes.
Impact on language comprehension, expression, and
cultural understanding.
Divide the class into small groups of 3-5 students.
Assign each group a story prompt.
PRACTICE
Instruct the groups to collaboratively create a short story
Whiteboard or flip chart
that incorporates the vocabulary words introduced in the
Markers
lesson. 10
Story prompts (prepared in
Encourage creativity and originality in their narratives. minutes.
advance or generated on the
While working on their stories, ask each group to identify
spot)
and underline the vocabulary words they use.
Emphasize the correct usage and context of these
words in their narratives.
_________________________________________

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LESSON PLAN FORMAT FOR PRACTICE SESSIONS

Valeria Moreno Ruan

Mtra. Lorena Beatriz Cavazos Guerra

Mtra. Lorena Beatriz Cavazos Guerra

Mtra. Lorena Beatriz Cavazos Guerra

Brief discussion on personal shopping 5

Mtra. Lorena Beatriz Cavazos Guerra

Mtra. Lorena Beatriz Cavazos Guerra

Practical exercises in small groups to identify and

Mtra. Lorena Beatriz Cavazos Guerra

Mtra. Lorena Beatriz Cavazos Guerra

Mtra. Lorena Beatriz Cavazos Guerra

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