LCB – Taller didáctico

Teacher: Gladys Baya

Student: María Pérez Armendáriz

LESSON PLAN #1
NB: Pages from the book are included on pages 4 and 5 of this lesson plan.

Number of students: ±25

Age: 14
Level: Elementary.
Book: New Snapshot. Elementary, Longman Pearson. Pages 48-49.
Materials: Course book, pictures of celebrities, blackboard.
Duration of the lesson: 40 min
New vocabulary: Simple past of irregular verbs (be, buy, come, cost, get, give, go, have, leave,
make, meet, see, sleep, spend, take, win, write); fan, mania.
Aims of the lesson: – Talking about the past. – Talking about favorite celebrities. – Linguistic aim:
introducing simple past for common irregular verbs (by the end of the lesson students should be
able to recognize the typical changes in common irregular verbs in the simple past). – Developing
strategic competences through justification of choices.

Moments of the lesson

Warm-up
Interaction: T↔S
Time: ±5 min.
Celebrities Tic-tac-toe.
The group is divided in two. The teacher sticks half-pictures (or pieces) of nine celebrities in the
Tic-Tac-Toe grid. Taking turns, each group selects one of the pictures and guesses who the celebrity
is and what is his/her profession. If someone gets either information wrong, the point goes to the
other team, provided that they give the correct information. The first to get a row of 3 knots/crosses
wins.
The teacher shares a bit of information about her favorite celebrity. Then asks for a volunteer to
do share some information on a famous person they like.

Teaching Moment

Contextualized presentation
Global Comprehension Task
Interaction: T↔S
Time: ±10 min.
Before reading the article on pages 48-49, the students are asked to look at the pictures and think
of the relation they have to the title of the article. Ideas can be written on the board for future
confirmation.
The students read the text and share the information with the rest and see if the association was
correct. The teacher can ask some follow-up questions to the reading: Do you like something/
someone so as to wait in line for days? What's the most expensive thing you've bought related to a
celebrity/band/sports team, etc?
LCB – Taller Didáctico – PLAN #1 – June 6, 2008 1
María Pérez Armendáriz
 Detailed Comprehension Task
Interaction: S↔S
Time: ±10 min.
The class is divided into 6 groups of ±4. Each group has to re-read one of the sections of the
article (Melanie, Andy or The Beatles; one paragraph every 2 groups) and underline all the verbs
they can find. They have 5 min to make a list and see if they can work out what they mean by the
context. When time is up, the groups with the same paragraph get together and compare findings.
They have 3 min. to come to an agreement regarding the meanings. At the end of the 3 min., a
member from each group writes the list on the blackboard and shares their findings. If they
remember they can write the infinitive next to the verb.

Isolation of the teaching point

Interaction: T↔S; S↔S
Time: ±3 min.
The teacher explains that some verbs change when they refer to the past and these changes can
sometimes be separated into types. She provides the three main categories (Verbs that don't change
/ Verbs which change their vowel / Verbs which change completely). The same 6 initial groups get
together and try to fit the verbs from the list under these three categories.

Student's awareness and verbalization

Interaction: S↔S
Time: ±5 min.
Taking turns, each group provides their answers. The rest has to check if they have selected the
same verbs for each category. If there are differences, the class as a whole will discuss and try to
come to an agreement regarding those troublesome verbs.

Round-off
Interaction: T↔S
Time: ±5 min
Bingo
The teacher makes a list of the verbs taken from the book, in the infinitive:
be cost go make sleep win
buy get have meet spend write
come give leave see take

Individually, the students choose 5 verbs and write them down on a piece of paper. The teacher
says a sentence for each verb in the simple past, for example: My mother gave me $20 for my
birthday. With that money I bought a new pair of trousers. The first one to cross out the 5 words he
had selected wins the Bingo.

Sources:
- Bingo variation taken from Lessons from nothing, Bruce Marsland, CUP.

LCB – Taller Didáctico – PLAN #1 – June 6, 2008 2

María Pérez Armendáriz
NOTE:
Does this lesson fit into a Communicative framework?
I think this lesson fits into the framework because, during some of the stages of the lesson,
the students engage in situations where meaningful communication is needed. They must justify
their choices by negotiating meaning, and they are to deal with agreements and disagreements with
peers by compromising or expressing opinions.

LCB – Taller Didáctico – PLAN #1 – June 6, 2008 3

María Pérez Armendáriz