International Instituto: Daily Planning

Stage of the Materials /

Activities Grouping Timing
lesson Resources
T greets SS Lockstep 5 min
Video:
T asks SS: how are you?
https://www
T sings the Hello song to .youtube.co
m/watch?
children. Then she makes
v=tVlcKp3
Warm up: SS repeat the song after her bWH8
and finally she plays the
video so that T and SS sing
the song together.
Presentation Time Bomb Name Game (SS CD / Cd Lockstep 5 min
(for new will get to know each other Player
topics) saying their name first and Board
then their age). T asks SS to Pictures
form a circle and say their Tape
[ or name. Then, throw a tennis
Revision ball to one of your students.
(topics They have two seconds to
already say some one else’s name
presented) ] and throw the ball to them,
before it “explodes” and
they are out of the game.
Continue until only one
student remains.

Listen (Context): story about

why the monster “Mike
Wazowski” lost his body
parts.

Look: show, name and stick

on the right place the
different parts of the body.
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Repeat: the different parts

of the body

Practice 1 Listen how many body parts Photocopy Individual 10 min

(Controlled the monster has or Book
activity ) Draw body parts. (pag. …)

Practice 2 Put in order the letters Handbook Pair work 10 min

Unscrambled (pag. …)
(Controlled Check them on the board Board Whole class 5 min
activity )

Closing Game “ Simon Says” ______ Whole class 5 min

activity
Workbook Whole class 3 min
Homework explanation Always !!! or handout
(pag. ….)

Date: 2nd March Group: Kids 2

Size: 9
Example for Kids:

Example for Juniors:

Date: Group:
Size:
Activities Materials / Timing
Stage of the Resources Grouping
lesson
Warm Up Compare sts´ height using Ball Whole class 5 min
Phonological Comparative Adjectives
Work when students pass the
(Gided Activity) ball.
Presentation  Listen: story about how CD / Cd Player Lockstep. 5 min
(Phonological Woody, from the movie Board
Work and Toys Story, lost his Tape
Vocabulary ) Clothes in a washing Flashcards
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machine
 Look at the flashcard,
and names the different
clothes while tell the
Story.
 Repeat them.
Practice # 1 Look and say Board Whole class 5 min
(Phonological ( Memory Game ) Tape
Work and Flashcards
Vocabulary )
Controlled
activity
Practice # 2 Word searching Photocopy Individual 5 min
( vocabulary)
Controlled Check Board and Whole class
activity computer
Practice #3  Compare different Photocopy Individual 10 min
(Grammar ) Clothes:
complete the gaps with the
Controlled correct comparative
activity adjective White Board Whole class 5 min
 Checking

Closing activity Look at the pictures and pictures from Whole class 5 min
compare them kids´ magazines
Production.
Guided activity Homework explanation Handbook or Whole class 3 min
Always !!! Activity Book
( Pag….)

Have into account!!!

Go from a controlled, to guided , to free activity (1)

 Do not introduce grammar before linguistic context: Grammar should

be introduced after a listening, a reading, a story, etc.
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 Do vary the Grouping (2) : By using varied groupings (which include

whole class, lockstep, small group, partners and individual work),
teachers are allowing students to make more meaningful connections,
promoting social skills, allowing for targeted instruction, discouraging
'cliques' and stigmas, "minimizing the social and emotional effects
of homogeneous grouping strategies by ability", and promotes a sense
of community.

 Provide variety: avoid the repetition of the same techniques,

interaction patterns, types of activity and materials.

 Be aware of the pacing of the class: (timing, flow and transition)

When working with children, remember that activities should be short.
The activities presented should be built one upon the other to make
the class flow. To achieve this “flow”, the transition activities between
activities should be present.

 Time yourselves: Prepare class activities that are suitable for the class
period. (60 or 90 min) You may plan an extra activity in case of any
eventual change. (game, oral questions, work with the flashcards used
at the beginning of the class to recapitulate learn vocabulary, etc).

 Word your instructions in a simple, clear up to the point fashion:

instructions should be worded using simple language and should be
accompanied by body language or any suitable visual aid. In order to
be successful in giving instructions in the L2 (= English).

 Provide activities for fast finishers: create activities that cater for all
types of learners, adapt activities, encourage pair or group work that
will help low and achievers interact.

 Balance students´ and teacher´s talking time. Plan your lessons to

encourage students to have enough talking: this can be achieved
through repetition, oral activities, elicitation of learned vocabulary and
structure

(1) Controlled Activity: a stage where the students are restricted in their
choice of language, usually to a single answer. Eg. filling the gap

Guided practice : An intermediate stage in language practice -

between "controlled practice" (q.v.) and "free practice" (q.v.) activities; this
stage features allows for some creativity from the students. Eg.

Free practice: Practice-activities that involve more language choice by

the learner. The students focus on the content rather than the language. Used
for fluency practice Eg.
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(2) Different Kind of Grouping:

Whole class: all the students observe and listen to the teacher but just one or
more answer the question or come to the front and write the answer.

Lockstep is where all the students are under the control of the teacher. They
are all doing the same activity at the same rhythm and pace. Lockstep is
often adopted when the teacher is making a presentation, checking exercise
answers, or doing accuracy reproduction. When the teacher asks questions,
the students speak either together or one by one, in turns or indicated by the
teacher.

Pair work is where the students work in pairs. It could be a competition over
a game or co-operation in a task or project between the two students. They
could also do certain exercises together or oral practice. When the students
are doing pair work, the teacher usually circulates around the classroom,
answering questions or providing help when necessary.

Group work is where the students work in small groups. Each group has 3 or 4
students, depending on the activity. What students do in group work is similar
to pair work, only there are more members in the group. Group work is most
beneficial when the activity requires contributions from more than two
students. The teacher can join each group for a while, but only as a
participant not as a leader or inspector.

Individual study is the stage during the class where the students are left to
work on their own and at their own speed. Usually they are doing the same
task, but the teacher may give them a choice of tasks. Some activities cannot
be done in pairs or groups, for instance, reading and writing.

Activity Examples:
Stage of the lesson Activity
Warm up http://esltreasure.com/games-activities/junior-games-
activities/warm-ups/
http://www.onestopenglish.com/teenagers/skills/warmers/
https://www.englishclub.com/english-clubs/warmups.htm

Presentation Context Listening or Reading: Situational context. We should

introduce the marked sentence* ( used only on presentation
class)
After the marked sentence* present the Grammar Spot
(Juniors level and up)
Marked sentence: Is the sentence we want to emphasize
eg. “ I have been studying for ten year”
Write it on the board
Use Drill*: repetition or substitution of elements, using
flashcards, pictures, etc.
*see different kind of Drill:

Practice # 1 Oral activity

Usually Controlled activity
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Practice #2 Guided Practice

Pair work activity or Group work activity
Practice #3 Free practice: Free sentences
Comics sreeps
Composition
Home Work
Close up Taboo
Guess who am Im …?
http://www.esl-lab.com/research/end.htm

Different Kind of Drill:

A drill is a classroom technique used to practise new language. It

involves the teacher modelling a word or a sentence and the learners
repeating it. There are different kinds of drilling, such:

1. Backward build-up drill (expansion drill)

This series of drill is to break down the troublesome sentence into smaller
parts. The teacher starts with the end of the sentence and has the class
repeat just the last two words. Since they can do this, the teacher adds a few
more words, and the class repeats this expanded phrase. Little by little the
teacher builds up the phrases until the entire sentence is being repeated.

2. A Repetition drill

A repetition drill is a series of drill where the task is to listen carefully and
attempt to mimic the teacher’s models as accurately as possible.

3. Chain Drill

Chain drill is the series of drill to give the student an opportunity to say the
lines individually and let the students use the expression in communication
with someone else, even though the communication is very limited.

4. Single-slot substitution drill.

This series of drill requires more than simple repetition in which the students
will repeat a sentence from the dialog and replace a word or phrase in the
sentence with the word or phrase the teacher give them. This word or phrase
is called the cue which can be a picture.

5. Multi-Slot Substitution Drill

This series of drill is essentially the same type of drill as the single-slot
substitution drill. However with this drill, students must recognize what part
 International Instituto: Daily Planning

of speech the cue word is and where it fits into the sentence for the cues
have to be changed are the subject pronouns.

6. Transformation drill

This type of drill asks students to change one type of sentence into another-an
affirmative sentence into a negative or active sentence into a passive, for
example. The teacher uses a substitution drill that requires the students to
change a statement into a yes/no question.

7. Question-and answer drill

This series of drill sometimes providing the students with situations that
require a negative answer and sometimes with situations that a positive one.
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