UNIVERSIDAD DE MAGALLANES

FAC. DE EDUCACIÓN Y CS. SOCIALES

DEPTO. DE EDUCACIÓN Y HUMANIDADES

LESSON PLAN

Date: May 15th, 2024. Unit 1: Feelings and Opinions Lesson: Hobbies and Routines Grade: 7th grade. Guide Teacher: Nineth Barrientos
Student Teacher: Catalina Miranda Skills: Writing, Reading, Listening, Speaking.

Cross-Curricular Objective/Attitudinal OA: OAA A Manifestar una actitud positiva frente a sí mismo y sus capacidades para aprender y usar
el idioma, valorando a la vez los logros de los demás.

Previous Knowledge:

• Talk about routines using Present Simple.

• Routines and hobbies vocabulary: playing video games, walking, swimming, listening to music, wake up, comb, brush, etc.

Foundation Objective/Learning Outcome/Learning Objective (From Mineduc): OA 16: Demostrar conocimiento y uso del lenguaje en sus
textos escritos por medio de las siguientes funciones:
• Expresarse sobre actividades; por ejemplo: riding/skating is cool/boring.

Learning outcomes Contents Time Activities/tasks/. Resources/ Indicators Assessment

teaching & learning Equipment Procedures

Functional contents: Warming up: • Computer • Identify the Observation:

Expressing preferences Brain activation: • Internet structure of SS will be
By the end of the class, Students will answer • Canva present assessed and
students will be able to… Lexical contents: questions related to the presentati simple. monitored during
Hobbies and routines: 5 topic of the class: on • Identify the the whole class
Express preferences using Listening to music, minutes Example: • Markers gerund form by their teacher.
routines and hobbies walking, going out, I love dancing, do you • Speaker. of the verb.
vocabulary. playing videogames, love dancing? • Printed • Identify verbs Activities during
swimming, do karate, I hate running, do you and the class:
UNIVERSIDAD DE MAGALLANES
FAC. DE EDUCACIÓN Y CS. SOCIALES
DEPTO. DE EDUCACIÓN Y HUMANIDADES

running, watching TV, hate running? grammar expressions to SS will be

traveling, taking structure. express assessed by the
photos, shopping, Lead-in: • Printed preferences. performance and
drawing, playing the Admit ticket: activities. • Apply present answer given
guitar, making videos, Students will play a simple in throughout the
combing my hair, 10 Kahoot game to review written class.
brushing my teeth, minutes grammar structures and sentences.
sleeping, waking up, expressions saw in the • Apply verbs in Self-assessment:
going to school, having previous class. gerund in SS will assess
lunch, having written themselves and
breakfast. Presentation: sentences. their progression
Review: • Apply verbs during the
Morphosyntactic Students will review the and closure.
content: 10 steps on how to make a expressions to
Present Simple minutes sentence structure using express
Verbs in Gerund expressions of preferences in
Word Order: preference. written
Present Simple sentences.
Affirmative Sentences: • Participate
Subject + Base Form of 10 Practice: actively in
the Verb (add -s or -es minutes Identifying steps: class.
for third person Students will color the 4
singular) steps with different
Example: She works in colors.
London.
15 Fill in the Gaps:
Negative Sentences: minutes Students will complete
Subject + do/does not the sentences by
+ Base Form of the modifying the verbs and
Verb using expressions of
Example: He does not preference.
(doesn’t) play football.

Verb in Gerund Production:

UNIVERSIDAD DE MAGALLANES
FAC. DE EDUCACIÓN Y CS. SOCIALES
DEPTO. DE EDUCACIÓN Y HUMANIDADES

Add -ing to the base Creating sentences:

form of the verb. If the 15 Students will write
verb ends in -e, drop minutes sentences step by step
the -e and add -ing by completing the
(e.g., make → making). missing part until they
For verbs ending in -ie, have to create the
change -ie to -y and whole sentence.
add -ing (e.g., die →
dying). Back-up activity:
Charades:
For verbs that end 10 Students will be given a
with a consonant- minutes verb to act out and their
vowel-consonant classmates should guess
pattern and have the what the verb is using
stress on the last the gerund form.
syllable, double the
last consonant before Closure:
adding -ing (e.g., run 10 Self-correction:
→ running). minutes Students will use a four-
step structure to correct
Phonological content: the sentences they
wrote in the previous
Pronunciation of class.
common verbs.
5 Metacognition
Example:
minutes questions:
Make: /meɪk/ Students will answer
Listen: /ˈlɪs(ə)n/ metacognition
questions related to the
class.
What do you think you
should reinforce next
class?
 UNIVERSIDAD DE MAGALLANES
FAC. DE EDUCACIÓN Y CS. SOCIALES
DEPTO. DE EDUCACIÓN Y HUMANIDADES

Script

Warming up:
Teacher: Good morning, class! Let's start by warming up our brains. Who can share something
they love doing? For example, "I love dancing." Does anyone else love dancing?
Student 1: I love dancing too!
Teacher: Great! How about something you dislike? For instance, "I hate running." Does anyone
else hate running?
Student 2: I hate running too!
Teacher: Now, let's activate our minds with some questions related to today's topic. Who can tell me what we'll be learning about today?
Student 3: We'll be learning about expressions of preference.

Lead-in:
Teacher: We'll be starting with a Kahoot game to review the grammar structures and expressions from
our previous class. Please enter this link and while your classmates are entering the game, check and
review the structures seen during the previous class.

Presentation:
Teacher: Now, let's move on to the presentation. We'll review the steps of creating sentence
structures using expressions of preferences.
Teacher: Can anyone recall the steps we discussed for making sentence structures with
expressions of preferences? Take this sentence as a reference.
(Teacher explains the 4 steps for writing a sentence using preference expressions)
 UNIVERSIDAD DE MAGALLANES
FAC. DE EDUCACIÓN Y CS. SOCIALES
DEPTO. DE EDUCACIÓN Y HUMANIDADES

Practice:
Identifying steps:
Teacher: Please take out your coloring materials. You'll color the four steps we discussed in different
colors.
(Students color or if they don’t have coloring materials, they can highlight or underline the 4 steps)

Fill in the Gaps:

Teacher: Next, we'll practice by completing sentences.
Modify the verbs and use expressions of preference to fill in the gaps.
(Students fill in and we check in front the answers)

Production:
Teacher: Now, it's time to create sentences. Complete the missing parts step by step until
you've formed the entire sentence.

Back-up activity: Charades:

Teacher: For our backup activity, we'll play charades. I'll give you a verb to act out using the
gerund form, and your classmates will guess the verb.
(Students act out "swimming" and classmates guess correctly.)
UNIVERSIDAD DE MAGALLANES
FAC. DE EDUCACIÓN Y CS. SOCIALES
DEPTO. DE EDUCACIÓN Y HUMANIDADES

Closure:
Teacher: As we wrap up, use the four-step structure to self-correct the sentences you wrote
in the previous class.
(Students correct their sentence and share it with the class.)
Teacher: Finally, let's reflect. What do you think we should reinforce in our next class based
on today's lesson?
Student 13: I think we should practice more on using different reasons in our sentences with
expressions of preferences.