WORKSHEET TEMPLATE

Teacher’s Name Andrea Carolina Leon Salinas

Student’s Level (CEFR) A1
Population Adolescents x Adults
Skills to develop Reading, listening and writing
OBJECTIVE
 Identify past simple through the use of past events in reading and writing sentences.
 Learn the rules about past simple talking about past events
 Learn to complete in the blanks by context.

Topic: Past events – past simple

Warm up (activity)
I can start asking questions of previous class about the topics related with this topic. (past events).
Ask the student close your eyes and think in the places that they have visited last years and facts that
they did in the past.

Presentation (activity)
In this class, we are going to use the memory, imagines, videos and some flashcards to illustrate and
explain the use of past simple through of past events that which happened in the life of each learner,
at the same time, the students must to fill in blanks on the board according with the context shown.
Prepare some more good, illustrative examples that are easy for your students to understand.

Practice (activity)

First, I´ll show a video and some slides where I can explain the use of past simple applied to past
events, then, I will ask the students to come to the board and complete

some sentences in past tense after each person we ask the auditory if there is correct or wrong and
why? they should explain about the verb to be and to identify if the action already finish, is
happening or if it is in present

as most as we repeat the rule is gonna be easy for them to remember and do the production.

-I _______ (ride) a bicycle last weekend.

 -The Scientists _______ _______(look) for something very old.

-They _______ (write) a story.

-She _______ (feed) her dog.

-You _______ _______ (help) the teacher.

Production (activity)
In this stage we deliver a text for each student, which has grammatical errors, and incoherence in the
paragraphs, they must find the sequence and find the errors and correct them.
References
● Richards, J. C. (2001). The role and design of instructional materials. In Curriculum
Development in Language Teaching: (pp. 251–285). Retrieved from
https://www.cambridge.org/core/books/curriculum-development-in-language-teaching/the-
role-and-design-of-instructional-materials/7AFAB6A6D81A1393E81ECF4FF06B5672

● Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), The

Cambridge Guide to Teaching English to Speakers of Other Languages: (pp. 66–71).
Retrieved from https://www.cambridge.org/core/books/the-cambridge-guide-to-teaching-
english-to-speakers-of-other-languages/materials-
development/D1A3671F61C0D827A834C9DF827D2C1C
●

WORKSHEET TEMPLATE

Teacher’s Name Andrea Carolina Leon Salinas

Student’s Level (CEFR) B1
Population Adolescents Adults x
Skills to develop Reading, writing, speaking, listening
OBJECTIVE
 Give and ask for personal information
 Describe people and daily activities
 Express personal moods and feelings through conversations

Topic: Routine activities

1. Asking for giving personal information.
2. Talking about routines (get up – go to bed).
3. Connectors of sequence (First, Then, after, finally).

Warm up (activity)
● The student watches and listens to the following video: https://www.youtube.com/watch?
v=CN19WrsJkGw. After observing and listening to the video, the teacher asks the students
what are the activities of the man in the video during the morning, afternoon and night.
Presentation (activity)
 Motivation with a self-presentation of the teacher and students.
 Students fill out a personal information form
 The teacher expresses his daily routine using sequence connectors.

Practice (activity)
The students:
● They prepare their file with their personal data.
● They orally express their daily activities following the given model.
● They use the connectors in their daily routine.

Production (activity)
 Here the student says and writes his personal data.
 Make a dialogue with their classmates expressing their daily activities
 Translate texts using and answer questions related to the text
References
● Richards, J. C. (2001). The role and design of instructional materials. In Curriculum
Development in Language Teaching: (pp. 251–285). Retrieved from
https://www.cambridge.org/core/books/curriculum-development-in-language-teaching/the-
role-and-design-of-instructional-materials/7AFAB6A6D81A1393E81ECF4FF06B5672

● Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), The

Cambridge Guide to Teaching English to Speakers of Other Languages: (pp. 66–71).
Retrieved from https://www.cambridge.org/core/books/the-cambridge-guide-to-teaching-
english-to-speakers-of-other-languages/materials-
development/D1A3671F61C0D827A834C9DF827D2C1C

 https://www.youtube.com/watch?v=CN19WrsJkGw.