UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO

INSTITUTO DE CIENCIAS SOCIALES Y HUMANIDADES

LICENCIATURA EN ENSEÑANZA DE LA LENGUA INGLESA
LESSON PLAN

Practitioner’s Name: Lucio Escobar Lia Amsi Date: September 23rd, 2023 Time: 50 min
Students’ Level: B1 Number of Students: 15 Students’ Age: 12 Topic of the Lesson: How does reading tales enrich my life?
Objective: At the end of this class 1st grade secondary English students will write and interpret a tale orally by creating part of a tale.
Approach: Tasked-Based Learning
Previous knowledge: famous tales such as Pinocchio or Little Red Riding hood, sequence words, past simple and past continuous.
STAGE ACTIVITIES MATERIALS TIME
-Teacher will introduce the class with a brainstorming about famous tales.
-Teacher will ask students for names of famous tales.
-Teacher will make three teams of five students by giving them a piece of paper, inside there is a tale
picture. Students will sit with their team according to their picture. Appendix #1
Pre-Task -Marks
-Teacher will show eight pictures in disorder regarding the tales “Little Red Riding hood” Appendix #2
-Introduction -Whiteboard
-Teacher will ask students to order the pictures, the first team to finish correctly win. 8 min
to topic and -Appendix #1
-Teacher will use a teddy bear to choose a student to repeat the instructions. Teacher will play part of a
task -Appendix #2
song while students pass the teddy bear, then the teacher will stop the music and the student who has the
toy will repeat the instructions.
-Teacher will give to students Appendix #2
-Teacher and students will check answers together and teacher will ask if students have any questions.
-Teacher will give students Appendix #3
-Teacher will ask to create a different ending of the story “Little Red Riding hood”
-Teacher will ask students to choose which character they want to interpret: narrator, little red riding hood,
Task Cycle grandmother-mother, wolf and huntsman.
-Teacher will give the following instructions to students to be clear: -Appendix #3
30
-Task Step 1 Decide your character -Marks
min
-Planning Step 2 Create a different ending of “Little Red Riding hood” story -Whiteboard
-Report Step 3 Practice your story with your classmates
-Teacher will use a teddy bear to choose a student to repeat the instructions like in the pre-task stage.
-Teacher will ask students to pass and interpret their story with the class.
-Teacher will give students feedback regarding vocabulary, grammar and pronunciation.
-Teacher will ask students to take again the Appendix #3
Language
-Teacher will give the following instructions: highlight with colour red the time frames such as past simple,
Focus -Appendix #3 12
past continuous, etc. Underline adjectives, and highlight with any colour sequence words.
-Analysis min
-Teacher will use a teddy bear to choose a student to repeat the instructions like before.
-Practice
-Teacher and students will check answers together and teacher will ask if students have any questions.
Appendix #1 Appendix #2
Appendix #3 Answer key
 UNIVERSIDAD AUTÓNOMA DEL ESTADO DE HIDALGO
INSTITUTO DE CIENCIAS SOCIALES Y HUMANIDADES
LICENCIATURA EN ENSEÑANZA DE LA LENGUA INGLESA
LESSON PLAN

Practitioner’s Name: Lucio Escobar Lia Amsi Date: September 23rd, 2023 Time: 50 min
Topic of the Lesson: What can a comic tell you about culture?
Objective: At the end of this class 1st grade secondary English students will write a strip comic in order for them to use previous knowledge
Approach: Topic-Based Learning Previous knowledge: passive voice, simple present
STAGE ACTIVITIES MATERIALS TIME
-Teacher will introduce the class showing a comic. Appendix #1 -Smart TV
-Teacher will ask students the following questions: *What is the comic strip talking about? *What do you -Laptop
think the author created it for? *Who is more likely to read it? *What is the man’s job? How do you know? -Marks
Engage 10 min
*Do you think the comic strip is funny? Why or why not? -Whiteboard
-Teacher will make three teams of five students by giving them a piece of paper, inside there is a comic’s -Appendix #1
cover. Students will sit with their team according to their picture. Appendix #2 - Appendix #2
-Teacher will show Worksheet #1 and will give instructions that are: match each graphic element of the
comic strip with its definition.
-Teacher will use a teddy bear to choose a student to repeat the instructions. Teacher will play part of a
song while students pass the teddy bear, then the teacher will stop the music and the student who has
the toy will repeat the instructions.
-Worksheet #1
Study -Teacher will give Worksheet #1 15 min
-Worksheet #2
-Teacher will give feedback about the activity if it is necessary.
-Teacher will show Worksheet #2 and will give instructions that are: look at the following onomatopoeias.
Choose three and write the things that they are imitating.
-Teacher will use a teddy bear to choose a student to repeat the instructions like in the previous activity.
-Teacher will give Worksheet #2
-Teacher will show Worksheet #3 and ask students to write dialogues and a caption to give voice to a
narrator
Practice -Worksheet #3 25 min
-Teacher will give students Worksheet #3
-Teacher will ask students to share their comic with the class.

Appendix #2
Appendix #1

Worksheet #1
Worksheet #2

Worksheet #3