Universidad Autónoma de Nuevo León

Facultad de Filosofía y Letras

Licenciatura en Lingüística Aplicada a la Enseñanza y Traducción del Inglés

PIA

Planeación Educativa

Docente: Nallely Garza Rodríguez

Students:

Sofia Daniela Plata Martínez

Frida Danelle Quezada Serrato
Jimena Nohemi Vaquera Contreras
Laura Marcela Segovia Alvarado
Introduction

In this document, we present four comprehensive lesson plans centered around the topic of “daily routines.” The goal is to explore how different
teaching methodologies can be applied to the same subject matter, each offering unique strategies for engaging learners and promoting language
acquisition. The lesson plans utilize a range of approaches, including PPP (Presentation, Practice, and Production), ESA (Engage, Study, Activate),
TBLT (Task-Based Language Teaching), and TTT (Test-Teach-Test).

By incorporating these diverse techniques, we demonstrate how each can be adapted to create meaningful learning experiences in distinct classroom
contexts. These approaches not only highlight the versatility of teaching methods, but also show how they can be tailored to address different learner
needs, preferences, and levels of proficiency. Through this exploration, we aim to provide a deeper understanding of how to effectively teach the
topic of daily routines while keeping the lessons engaging, dynamic, and learner-centered.
Sofia Daniela Plata Martínez
Level: A2
Context: kids 11-13 years old
Title: Daily routine (grammar and vocabulary)

Technique: PPP
Main Aim: Students will be able to use simple present grammar to describe daily routines for a student and/or worker.

STAGE PROCEDURES AIDS & MATERIALS Time ANTICIPATES PROBLEMS METHOD PRINCIPLES
& SOLUTIONS AND TECHNIQUES USED
Warm-up The teacher will ask the Flash cards with daily 10 PPP Method
students to pay attention routine vocabulary such minutes. Problem: The students will not Speaking
to the flash cards. Trying as “wake up”, “hang out engage in the activity.
to memorize the with friends”, “take a
Students don’t pay attention to
vocabulary in the shower”, “eat
the activity
flashcards. breakfast”, “go to
work/school”, etc. Solution: keep the students
Students will practice
entertained to keep their focus
focusing their attention
in the class.
and simple present.

The teacher will display

the cards, while the
student’s pay attention
and share their answers
with the rest of the group.
Presentation Whiteboard Ten Problem: The students don’t Techniques:
The teacher will explain Flashcards of daily minutes pay attention. Explain the topic and show
daily routine vocabulary routine activities. examples.
and simple present tense, Solution: The teacher will
this in affirmative and explain things more
negative form. dynamically, standing up to the
students and arranging them
Students will pay
from the shortest to the tallest.
attention to the
explanation.

Practice The teacher will ask their Flashcards of daily 15 Technique: With visual
students to routine activities. minutes Problem: Students will have examples, the student is
limited vocabulary, making it supported so that he or she can
Divide into teams of 5 Dice difficult for them to understand better understand the topic.
and Sheet of paper with 6 or act out more complex words
choose a word: One questions. or phrases. Speaking
student from each team
Students Will struggle to come
will choose a word from
up with creative ways to
the daily vocabulary
express themselves
routine.
non-verbally.
The student who chose
the word will act it out The teacher will adapt the
without speaking. game, allowing students to use
a few words or phrases to help
The students will use their teammates.
gestures, sounds, and
 facial expressions, but no
words.
Each team will try to Problem:
guess the word by The numbers on the dice can
shouting out their be repeated
guesses. You can also repeat the ideas of
Time limit: one minute to the sentences
guess the word.
After one minute, another Solution:
student Will choose a In case the number is repeated,
Word. it is given once to the dice until
a new number comes up.
The teacher will give a They can give ideas about
sheet with the topic of the another routine or invent one
daily routine for each
team so that they can use
the sentences and
depending on the number
that appears in the dice

Production
Make a story The whole group. 15 Problem: Some students get Techniques: Speaking
Affirmative and minutes confused over the vocabulary
This exercise will
negative structure of and simple present tense.
determine the correct use
present simple tense.
of the vocabulary and
Learned vocabulary Solution: the teacher will
grammar.
provide an explanation
Students will use the daily and will guide the students on
routine vocabulary and how to use them.
grammar to create a story
along with their
classmates. One will start
with a sentence, using
simple present and the
learned vocabulary, they
can use affirmative or
negative form.
Frida Danelle Quezada Serrato
Technique: TBLS
Topic: Daily Routines: Professionals Routine
Aim: Students will use vocabulary for professions, describe their daily routines.
Age: 11-13 year olds Level: A2
Stage Activity Materials Time Skills Problems
Anticipated
Pre task: Projector 10 Speaking Students might have trouble understanding
Warm-up Warm-Up (5 Presentation minutes Listening the new grammar or vocabulary.
min)Teacher shows Comprehending
pictures of 4-5 The teacher must ask frequently if things
professions (e.g., are clear and if anyone has any questions.
doctor, pilot, teacher,
farmer). Ask: "What
do they do?" "When
do they start their
work?” Help students
guess the answers to
engage and introduce
some key vocabulary.

Vocabulary
Introduction (5min ):
Teacher introduces
vocabulary for
professions: (doctor,
teacher, chef, pilot,
farmer).

Remind them verbs

for routines (e.g.,
 wake up, go to work,
eat lunch, help
people).

Task Cycle Worksheet 30 Writing Students might have grammar problems or

Group Activity (15 minutes Creative problems trying to get their ideas straight
min): Teacher divides thinking and understandable. They might also have
students into small Reading problems sharing with the class their
groups. Each group Listening professional routines and might fear public
receives a worksheet Speaking feedback from the teacher.
to answer questions
about professions The teacher must provide supervision and
(e.g., nurse, farmer, attend to students’ questions and doubts
pilot). Groups write a about their routines and presentation. The
short daily routine for teacher must be respectful to the students
their professional while giving them their corrections and
using present simple encourage the students to keep practicing
and verbs. Speaking instead of making them feel bad about
Activity: their work.

Groups take turns

describing their
professional’s routine
to the class (without
saying the job). Other
groups guess the
profession based on
the description.
 Planning Stage (10
minutes):

Students refine their

routines with help
from the teacher,
ensuring correct use
of vocabulary.

Report Stage (5
minutes):

Each group presents

their routine.

Post Task Reflection and Projector 10 min Writing Students might have trouble filling in the
Practice (5 minutes): presentation Speaking gaps
Students complete a Reading The teacher can help students by giving
short gap-fill activity Listening them examples on the whiteboard.
that teacher shows in
the presentation. "A
firefighter ___ works
at night").

Discussion (5
minutes): Teacher
asks reflective
questions:

"Which job do you

find the most
Laura Marcela Segovia Alvarado
Technique: TTT
Topic: Describe actions that are performed at different times.

Aim: Students will be able to describe their daily routines by using the frequency adverbs.

Age ss: 11 -13 years Level: A2

Stage Activity Materials Time Skills Problems Anticipated

Warm
up/Lead-in The teacher will begin the topic with Board, 10 minutes The most common In the worst case,
images that represent different representative time expressions are students will not
common activities in daily routines images. introduced (in the know about the use
(such as showering, preparing morning, in the of time expressions.
breakfast, etc.) asking what are the afternoon, at night...)
activities performed and: In the and adverbs of —-----
morning I... In the afternoon I... At frequency (always, Solution: Before
night I... . Then students must classify often, never...) starting the activity, a
the activities as doing them “always”, brief explanation will
“often” or “never” according to their be given of what each
criteria. one means.
Test 1
The teacher will write scrambled Board, 10 minutes Appropriate use of Incorrect use of
sentences on the board and ask the notebook. adverbs and adverbs of frequency
students to rearrange them correctly. expressions or appropriate time
previously discussed expressions.
ex; in class. —

‘‘go/on weekends/I/usually/hiking’’ > At the end of each of

‘’I usually go hiking on weekends.’’ the participations the
teacher will correct if
the sentence is
wrong, if the error
persists then he must
give a brief
explanation

Teach
The teacher will correct and explain Board. 15 minutes Development for Difficulties with
the vocabulary for the use of time better understanding grammar rules.
expressions with adverbs of of the topic. —
frequency based on the majority of
errors found in the previous test. The Solution: At the end
teacher will use clear, real-life of the explanation the
examples to clarify differences in teacher will ask for
usage (e.g. ''always'' vs. ''often'') specific doubts.

Test 2
Notebook. 10 minutes
 In pairs, students will create and Development of Lack of confidence
present a brief conversation in the ideas, grammar, when speaking,
form of an interview where they will vocabulary and limitations in
briefly talk about their morning application of vocabulary.
routines, applying the expressions and knowledge. —
adverbs learned in class.
Solution: The teacher
provides suggested
starter questions,
such as: “Do you
always brush your
teeth in the
morning?” or ''How
often do you shower
in the mornings?''

Assignature
Students will write a diary entry using Notebook. 5 minutes Application of Problems with
the frequency adverbs learned in knowledge acquired grammar.
class. in class. ___

Solution: Appropriate
feedback on
homework review in
the next class.
Jimena Nohemi Vaquera Contreras
Technique: ESA
Topic: Express preferences about daily activities
Time: 40 minutes
Aim: The students will be able to talk about their daily routines and express preferences using phrases such as "I like," "I prefer," and "I enjoy” and
interrogative forms.
# of students: 15 Age Ss: 11-13 Level: A2

Stage Activity Materials Time Skills Problems Anticipated

Engage The teacher tells a brief anecdote 4 Listening Students hesitate to respond or give very short
about their daily routine, minutes answers ("nothing" or "I don't know").
 highlighting personal preferences Solution: The teacher can simplify the questions
("I enjoy having coffee in the by using yes/no options, such as: "Do you like
morning" or "I prefer exercising in playing video games?" or "Do you prefer
the evening"). mornings or nights?" This makes it easier for
students to participate and build confidence before
The teacher then asks students
answering open-ended questions.
about their routines and
preferences to engage them:
"What do you like doing in the
morning?"
"Do you prefer studying in the
morning or at night?"
"What do you enjoy doing after
school?"

Study Listening Integration 20 Listening, Students may have difficulty understanding or

Audio or minutes reading, following the listening text due to new vocabulary
The teacher introduces the printed writing or fast speech.
listening activity: “Now let’s listen listening text,
to Fred’s daily routine. Pay close worksheet Solution: The teacher can pause the audio or
attention to the activities and (Parts 1, 2, reading at key points to check understanding and
preferences he mentions.” and 3), clarify any difficult vocabulary.
whiteboard,
The teacher plays the audio or markers.
reads the provided text aloud.

Listening Text:
"My name’s Fred. I live in London
and I’m 17 years old. I wake up at
7 and usually get out of bed at
7:30. Then I come downstairs and
have breakfast. Usually, I have
cereal with orange juice, but
sometimes I have toast with jam or
honey. Then I pack my bag for
school. I walk because my school
is only 15 minutes away. The
school is old, with about 1,000
students, all boys. Classes start at
8:30. After school, I usually relax,
read, or watch TV. We eat dinner at
6:30."

Worksheet Activity (Part 1: Listen

and Choose)

Students complete the Listen and

Choose section of the worksheet.
Example:

"What time does Fred wake up?"

a) 6:30

b) 7:00

c) 7:30

3. Vocabulary Practice (Part 2:

Match the Words)
Students match vocabulary related
to the listening with its definition.
Example:

"Breakfast" → "A meal in the

morning."

4. Grammar Practice (Part 3: Fill in

the Blanks)

Students complete sentences about

Fred’s routine using key words
from a word bank. Example:

"Fred eats ________ for

breakfast."

Introduction of Vocabulary and

Structures
The teacher writes phrases on the
board to express preferences:

● I like...
● I enjoy...
● I prefer...

Introduces how to form questions:

1. What do you like doing in

the evening?
2. Do you enjoy playing
soccer after school?
 3. What do you prefer doing
on weekends?

Activate Students participate in a "chain 8 Listening, Students may hesitate to speak or struggle to
story" activity. Each student adds a minutes speaking continue the story if they are unsure what to say
sentence about their daily routine, next.
building on what the previous
Solution: The teacher can provide sentence starters
student said.
like "In the morning, I like..." or "After that, I
Example: prefer..." to help students get started.
a) Student 1: "In the morning,
I like eating cereal."
b) Student 2: "After that, I
enjoy playing with my
dog."
c) Student 3: "In the
afternoon, I prefer reading
books."

Assignment Students will work in teams of five 8 Speaking, Some students may feel uncomfortable speaking
to prepare a short oral presentation minutes listening in front of the class, affecting their participation.
Paper and
about their daily routines,
pens/pencils per team Solution:To address this, the teacher can allow
incorporating personal preferences.
to prepare students to practice in smaller groups or pairs
Each team will present their
their routine before the actual presentation, giving them time to
routine and preferences using
outline. build confidence.
phrases like "We like," "We enjoy,"
or "We prefer." For example, they
might say, "We prefer working out
 in the evening" or "We like eating
breakfast together."

CONCLUSION
PPP: flash cards -
https://www.canva.com/design/DAGVvQdHE70/KGFBXa_oJRCalekfGQglBw/view?utm_content=DAGVvQdHE70&utm_campaign=design
share&utm_medium=link&utm_source=editor

TTT:
https://www.canva.com/design/DAGX-LeAsZY/OfyRmC_ScjJ5bAgDLz6YqA/edit?utm_content=DAGX-LeAsZY&utm_campaign=designshare&ut
m_medium=link2&utm_source=sharebutton