Universidad Nacional Autónoma de Nicaragua

UNAN – Managua

Rubén Darío Campus

Area of Knowledge: Humanity, Arts and Sciences

Foreign Languages Department

Theme:

Second Integrator – Outline the Lesson Plan

Authors:

Axcel Yamil Calvo Valdéz

Nabya Naysseth Quintanilla Salguera

Rogelio Alberto Moreno Sánchez

Tutor:

Lic. Yulibeth López

May 20th, 2025

 Description of Our Teaching Context

The students are from a high school located in Nicaragua, specifically a 10 th grade

classroom with forty adult students. Their proficiency on the English language can be

considered as A2 level, as is stated by the Common European Framework of Reference:

they can describe in simple terms aspects of his/her background and environment, as well

as issues related to his/her immediate needs. The lesson is part of the “Unit III: People”,

and this is intended to address the topic of “Life Events”, which aims to improve the

pronunciation of regular verbs in past through speaking and listening activities. Said that,

our teaching philosophy focuses on interaction, variety and development of attractive

activities, where students are the center of learning. On the other hand, it should be

highlighted that our teaching philosophy also seeks that students can have a good

communication with the teacher, in order to create a comfortable environment where

everyone can feel free to participate without fear of making mistakes.

CBI Model
During the development of this lesson plan, the CBI model implemented was the

Sheltered-Content Model, mainly because there is an evident focus on the development of

the content, also how simplified instructions are given, and several examples related to the

pronunciation of regular verbs in past. Moreover, this lesson plan fosters interaction

through collaborative activities, addresses a meaningful topic for students’ personal growth,

and offers learners the chance to carry out guided activities and support during the whole

class.
 Outline The Lesson Draft

A. Lesson Plan Information

Grade: 10th Number of students: 40
Class Period: 90 min Shift: Morning Shift 7 a.m. - 8:30 a.m.
Macro Skills: Speaking and Listening Micro Skills: Pronunciation and
Vocabulary
Unit III: People
B. Achievement Indicators:
Student explains personal life events
Content: Life Events and Regular Verbs in Past
Evaluation Criteria:
At the end of the lesson, students will be able to:
Conceptual (C1): Identify the pronunciation of the sounds produced in regular verbs in
past through tongue twisters and listening.
Procedural (C2): Give examples of their life events using regular verbs in past and clear
pronunciation.
Attitudinal (C3): Show respect to their peers during listening and speaking activities.
C. Learning Strategies:
Opening Activities
1. Warm Up: (Pronunciation)
Teacher writes a tongue twister on the board where the three pronunciations of regular
verbs in past are highlighted. Then, teacher says the tongue twister with a slow pace,
making emphasis on the pronunciation of verbs. Finally, teacher let’s students say it by
themselves, but increasing the speed at which they pronounce it. The tongue twister is the
following: (10Min)
Sally walked and talked all day, then she painted clouds that flew away. She kissed a cat
that climbed a tree, and visited bugs that lived by the sea.
2. Presentation of the Content: (Pronunciation)
Teacher makes a three-column chart on the board where the three different sounds of the -
ed endings are emphasized. Next, teacher explains when a verb is either voiced or
voiceless, giving some examples in the process, and classifying them in the columns.
To do so, students and teacher put their hand on their throat, and say the verb "Live"; if the
last sound of this verb produces a vibration on the throat, so the this is considered voiced,
and its pronunciation in past sounds with /d/. Afterwards, the same exercise is done but
now using the verb walk, and if the last sound of this verb does not produce a vibration, so
it is considered voiceless, and its pronunciation in past sounds with /t/. Additionally,
students are presented the verb "Start" and identify if it is voiced or voiceless. Then, teacher
proceeds to explain that all the verbs which end with /d/ or /t/ sounds have a different
pronunciation from the rest, clarifying that these verbs in past share the /id/ sound.
Finally, teacher presents some sheets of paper with verbs in present in one face, and with
verbs in past in the another. After, teacher gives some students the opportunity to say it
aloud, while the papers are sticked on the right column. As an additional aspect, teacher
presents some sentences on the board using the previous verbs and including some time
expressions used in the simple past tense. (15Min)

Regular Verbs in Past

Voiced Verbs - /d/ Sound Voiceless Verbs - /t/ Sound Sound Endings t or d - /id/

Lived Walked Started

Studied Talked Decided

Climbed Kissed Painted

Enjoyed Finished Visited

Examples:
4) When Camilo 2) I started and
was a child, he English course at
UNAN a week Present
Past kissed a beautiful Future
girl. ago. (Today
2024 2026

3) My family and I 1) Yesterday, I

lived in Matagalpa visited the national
the last year. palace with my
friends.
Middle Activities:
1. Tongue Twisters: (Speaking and Pronunciation)
Students form five groups of eight members. Then, teacher gives each group a tongue
twister. As a group, students analyze and practice the pronunciation of the phrases until
they are prepared, while teacher walks around the classroom to make sure everyone is
practicing the tongue-twister. Next, each group chooses a member who will say the tongue
twister in front of the class. Finally, teacher evaluates what the chosen students say, if they
mispronounce a word, teacher helps them to say the phrase. The list of tongue twisters is
the next: (20Min)

Last night, Mia enjoyed a song,

"Last Sunday, Lily visited Ted,
She danced and jumped all night long.
They painted moons above his bed.
She visited friends where dreams belong,
They climbed a tree behind the shed,
Then walked back home, still singing
Then studied stars above their head."
strong.

Yesterday, Max started a race, A year ago, Suzi studied the sky,
He climbed a wall at steady pace. She kissed the wind and watched it fly.
He painted signs in every space, She visited fields where eagles cry,
Then finished proud, with a smiling face. Then talked to trees as time went by

Last week, we decided to play, A month ago, Leo started to cook,

We painted rocks near the bay. He studied every recipe book.
We walked and laughed the whole day, He kissed the chef with a lucky look,
Then enjoyed the sunset’s final ray. Then finished the meals of every book.

Yesterday, Ben enjoyed the fair, Last night, Nina studied the moon,
He walked with joy from here to there. She painted stars with a silver spoon.
He finished snacks without a care, She kissed a note in a quiet tune,
 and visited the clowns at the end of the
Then talked to dreams that ended too soon.
day.

Last Saturday, Carla started to draw, Yesterday, Tom visited Cruz,

She painted whales with open jaw. They studied maps and mountains too.
She climbed a bench to reach the wall, Then walked for hours in their new shoes,
Then kissed her cat who watched all. and talked of all the things they knew.

A day ago, Dan enjoyed the rain, On Thursday, Jake started a song,
He walked through puddles down the lane. He finished fast, it wasn’t long.
He climbed a gate and felt no pain, He talked to birds that sang along,
Then finished smiling, once again. Then kissed his dog who danced so strong.

A year ago, Carla walked to the zoo,

Yesterday, Anna enjoyed the sun,
She visited bears and a monkey too.
She visited friends and had some fun.
She talked to parrots that said “What do
They studied ants that used to run,
you do?”
Then painted flowers like the sun.
Then enjoyed an ice cream in blue.

Last Friday, we studied all day, Last Saturday, Leo painted his bike,
Then painted posters to put on display. He kissed the seat and said, “I like!”
We walked to class without delay, He walked to school along the pike,
And finished work before we could play. Then talked with friends about his hike.

2. Pre-Listening:
Teacher presents the title of the listening: “My Life So Far”. Then, the teacher asks
students to predict what the listening will be about based on this title. After, teacher writes
students’ ideas on the board, and come to a conclusion about the theme of the listening.
Finally, students are given a worksheet where they have to fill in the blank with the verbs
listened in the audio, and classify their pronunciation in past. (10Min)
3. While-Listening:
Teacher plays an audio about someone talking about his past events. The audio is played
twice, so we give students the chance to finish answering the questions. Afterwards, teacher
asks randomly some students to share their answers with the class, while pronunciation is
also evaluated. The transcription of the listening and the activity are the next: (15Min)
 “My Life So Far”
Hi! My name is Jonathan, and I want to tell you about my life.
I lived in a small town near Leon City for many years. I remember that I started school
when I was six, and I really liked it because I had really nice teachers.
Three years ago, I climbed a high mountain in Argentina with my oldest brother. It was
really difficult because we were freezing, but we finished the hike in 4 hours, and enjoyed
a long picnic at the top.
Last summer, I visited Italy and enjoyed the food a lot. I even kissed the cheek of an Italian
chef—it’s a tradition there!
Last year, I decided to learn painting. I painted my first picture in March, it was a
beautiful landscape of a beach in Corn Island, and my art teacher really loved it.
I finished my art course last month. Now, I want to travel more and learn new things.
That’s a little about me. Thanks for listening!
Exercises: Fill in the blank with the verbs in past from the listening. Then, choose the
right pronunciation of the verbs.
1. He lived in a small town near Leon City.
A) /d/ B) /t/ C) /id/
2. Jonathan remembers that he started school when he was six.
A) /d/ B) /t/ C) /id/
3. Three years ago, Jonathan and his brother climbed a mountain in Argentina.
A) /d/ B) /t/ C) /id/
4. When they finished the hike, they enjoyed a long picnic.
A) /d/ B) /t/ C) /id/
5. Last summer, Jonathan visited Italy, and even kissed the cheek of a chef.
A) /d/ B) /t/ C) /id/
6. Last year, he decided to learn painting, and he painted his first picture in March.
A) /d/ B) /t/ C) /id/
7. Jonathan finished his art course the last month.
A) /d/ B) /t/ C) /id/
Post-Listening:
Teacher asks students to put their worksheets face-down. When all students are ready,
teacher makes students the next questions related to the listening in order to check if they
remember parts of the history. The questions are the next: (5Min)
a) Where did Jonathan live? c) What did Jonthan do the last summer
b) Where did Jonathan climb a d) When did he painted his first picture?
mountain?
Closing activities:
1. Speaking.
Students make pairs and teacher gives them a sheet of paper with a specific thematic to be
discussed. Next, students prepare a short roleplay based on the thematic, and try to make
emphasis on the pronunciation of the regular verbs. Teacher encourages students to
participate and perform their roleplay in front of the class, providing feedback regarding
common pronunciation mistakes in the process. The thematics are the next: (15Min)

Talk about the time you Talk about the time you Talk about the time you
started university climbed a tree visited a tourist place

Talk about the time you Talk about the time you Talk about the time you
kissed someone finished a project studied for an important test

Talk about the time you Talk about the time you Talk about the time you
walked for a long time painted your first picture talked to a stranger

Example: Talk about the time you visited a tourist place.

Student A: So, tell me, what did you do the last year? In my case, I visited Somoto cannon.
It was a really wonderful experience because my family and I climbed a lot of rocks. What
about you?
Student B: That was really nice, you are lucky! In my case, I visited Montelimar Resort 2
months ago, and I walked with my girlfriend on the beach. That was the best day of my life.
Evaluation:
� Evaluation Type: Formative
Evaluation Instrument:

Evaluation Ye
Descriptions No
Criteria s
 Students correctly identify regular verbs in past from a
Listening listening.
Comprehension Students recognize the different pronunciations of
regular verbs in past.

Students pronounce regular verbs in the past clearly

and accurately when saying tongue twisters or
Pronunciation and sentences.
Accuracy
Students use appropriate intonation when pronouncing
regular past tense verbs.

Short Oral Students demonstrate a clear and accurate speech

Presentation about past events using regular past verbs.

Homework:
Students look up in the internet 2 tongue twisters using regular verbs in the simple past
tense. Then, they memorize them and say it the next class.
My Reflection of the Class
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