Unit 1 Supplementary Reading and Resource Section

Resource A Lesson Plan Form to be used with Task 6

My Name: Alejandra Castro Aldana

Date: Saturday, February 13th, 2016.

Student Profile Is: Beginners/Intermediate. The group has students between the ages
13-14 years old. They are teenagers, this is why I chose a video that could gather
their attention. (The ones that I work with.)

The topic I will teach:

Past Perfect
Basic Objectives of the 5-10 minute teach:
To introduce Students to the basic past perfect tense.
Students will be able to order events as seen in a video using past perfect.
Use of sequence words.

Description of the Activity

Students will watch a video, after they see the video, they will write the steps the
chef followed to make a sandwich. Teacher will ask students about the steps, then
they will watch the video once more so they can check for their answers. After that,
Teacher writes on the board some sentences to fill in, so students can infer the
structure of the past perfect. Next, Teacher explains the Past perfect structure, and
will ask for doubts. Finally, teacher will handle Students some stripes and will be
asked to put them in order, and make them write 3 or four sentences using past
perfect.
Materials we will use
Stripes with instructions written, board, markers, projector, speakers.

Steps I will take:

Pre-Activity

1.- Teacher will write on the board some questions, and is going to discuss them with the
class.
a) What do you like for lunch when you are home alone?
b)Which do you prefer: going out or bringing a pack of lunch?
c) Do you enjoy going to lunch with your friends?
d) Do you know how to make a cheese sandwich? How do you make it?
While-Activity
After the discussion, Students will watch a video:
a) Watch the video, and tell the students to remember the order of making a cheese
sandwich without taking notes. While watching, pause the video at each step of the
sandwich making process for the students predict what the chef will do next.
Link to the video:
https://www.youtube.com/watch?v=88YovCsnMxs
b) After watching, T askz students to write down as much of the sandwich making process
they can remember in one minute.
c) Teacher will handle the students some stripes, and make them put them in order.
d) Ss will watch the video again to check the answers.
e) Attach the stripes along one side of the board. Write on the board sequence words: first,
second, then, next, after that, finally And the whole class write the steps using sequence
words.
f) T Writes on the board:
a)The chef______________. Then he____________________.
T asks the students to fill in the blanks.
The chef put some butter on the pot.
c)T Asks: What happened before the chef put the cheese on the slice of bread?
Write: The chef ________________________ before he put the cheese on the slice of
bread.
Elicit the structure of past perfect (had + past participle)
The chef had put the slice of bread with the mayo face on the pot with butter, before he put
the cheese on the slice of bread.
Before he put the cheese on the slice of bread, the Chef had put the bread mayo face on
the pot with butter.

Put the bread mayo face

on the pot with butter
Earlier past

Put the cheese on the

slice of bread__________________
Past
Now

Post Activity
T gives the students the stripes, and make them put in order
After the explanation was given, students will write down three or four sentences using
past perfect to describe what happened, using the stripes.

The Past Perfect expresses the idea that something occurred before another action in the
past. It can also show that something happened before a specific time in the past.
Examples:

I had never seen such a beautiful beach before I went to Kauai.

I did not have any money because I had lost my wallet.

Tony knew Istanbul so well because he had visited the city several times.

Had Susan ever studied Thai before she moved to Thailand?

She only understood the movie because she had read the book.

Kristine had never been to an opera before last night.

We were not able to get a hotel room because we had not booked in advance.

A: Had you ever visited the U.S. before your trip in 2006?
B: Yes, I had been to the U.S. once before.

INSTRUCTIONS (STRIPES)

GET THE INGREDIENTS

PUT THE PAN ON THE STOVE
GRAB THE TWO PIECES OF BREAD AND PUT SOME MAYO
PUT THE BUTTER ON THE PAN, WAIT TO MELT
PUT THE BREAD, WITH THE SIDE DOWN (MAYO)
PUT THE CHEESEE OVER THE SLICE OF BREAD
COVER THE CHEESE WITH THE OTHER PIECE OF BREAD
PICK THE SANDWICH AND FLIP IT
SANDWICH IS READY, CUT IT IN TWO OR FOUR AND EAT IT

GET THE INGREDIENTS

PUT THE PAN ON THE STOVE
GRAB THE TWO PIECES OF BREAD AND PUT SOME MAYO
PUT THE BUTTER ON THE PAN, WAIT TO MELT
PUT THE BREAD, WITH THE SIDE DOWN (MAYO)
PUT THE CHEESEE OVER THE SLICE OF BREAD
COVER THE CHEESE WITH THE OTHER PIECE OF BREAD
PICK THE SANDWICH AND FLIP IT
SANDWICH IS READY, CUT IT IN TWO OR FOUR AND EAT IT

The following are the documents that must be included in your Teaching Practice Portfolio.
The TP portfolio has a total value of 42 points of your final grade.
Written Documents of the portfolio
points)

(9 x 4 points = 36

1. Unit 1 - Lesson Plan for Microteaching F2F

> Lesson plan you did in the F2F Microteaching session on February 13. Find it
in Unit 1 Resource A. You can include the textbook page materials you worked
with for your microteaching.

2. Unit 1 - Self-evaluation Reflection Form

> Find this page in Unit 1 Resource B. It is about your microteaching

3. Unit 2 - Lesson Plan for Peer Observation Session

> Your lesson plan when you were observed at your school by your online Teaching Practice
classmate. You had to elaborate your own lesson plan. It is not in the package materials. You
can also include some textbook materials.

4. Unit 2 - Copy of Your Partners Observation of You

> Find this page in Unit 2 page 23 Resource B. It is an evaluation that your partner made of
you.

5. Unit 2 - Copy of Your Observation of Partner

> Find this page in Unit 2 page 23 Resource B. It is an evaluation of your partner.
Same page as above.

6. Unit 2- Copy of Your Partners Lesson Plan

> Your Partners lesson plan when you went to observe him/her. Remember he/she had to
elaborate his/her own lesson plan. It is not in the package materials.

7. Unit 3 - Lesson Plan for 1st and only Supervised Teaching Practice
> You should use Resource A Lesson Plan Form or you can elaborate your own 1 hr. lesson
plan. You can include some of the textbook materials you worked with.

8. Unit 3- Copy of Resource B sheet Discussion

> Immediately after doing your STP, you should fill out your the Resource B sheet
Discussion notes after your teach. These are discussion notes that helped you reflect on
your STP experience.

9. Unit 3 - Copy of Observation Feedback Form (Observer)

> This is the Observation Report found in Unit 3. The teacher who observed you should give it
to you filled out with his/her observations, feedback and pictures of your STP. It should be
signed by the authorized teacher observer. I have to know the name of the teacher observer. All
STP teacher observers must be reported by me to the BA in ELT coordination. I
will report the observers to the coordination with the proof mentioned above that
you must provide me.

Journals (these are included in each unit)

(6 x 1 points = 6 points)
10. Unit 1 2 Entries

11. Unit 2 2 Entries

12. Unit 3 2 Entries

Note: I included the Taylor and Head Chapter 4 pages 68-74 so you can answer the
activities to Unit 2 Journal #4 Part II. Its located on the first General Information page of
the Teaching Practice course (under Supplementary Reading at the bottom of this page).Its
been there since Day 1.

If you have any questions or doubts about this Checklist or the portfolio documents you will
turn in at the end of this Teaching Practice course, please let me know.

*Remember, if you missed a conference, then you cannot hand in the documents of the
portfolio that derived from a missed conference or a missed teaching practice.

Your tutor,
Amanda