This lesson plan summarizes an English lesson for 3rd year secondary students focusing on design vocabulary. The plan includes a warm-up activity where students describe an album cover's design. Students then learn new design vocabulary through images and practice describing a picture of a colorful car using the new words. Finally, students listen to an interior designer discuss her work and complete a related listening activity. The plan aims to develop students' speaking, writing, reading and listening skills while learning design vocabulary.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Secundario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 14 alumnos
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Good design
Clase Nº: 1
Fecha: 13/11/2018
Hora: 8am a 9.20
Duración de la clase: 1h 20m
Fecha de primera entrega: 9/11/2018

2. Teaching Points: In this lesson students will recycle vocabulary to express their likes
and dislikes and will gain new vocabulary related to design elements.
Aims:
● To develop speaking skills.
● To develop writing and reading skills.
● To gain new vocabulary related to design
● To develop listening skills
Language Focus:
Lexis Function Structure Pronunciation
revisión I think, I like it,
I didn´t like it,
To express
likes and
dislikes
Writing a
description /​θ/
new Pale - sharp -
smooth - square
- thick - vibrant -
curved - straight
- subtle - large -
round - silky
-dramatic-
rough - tiny- -
triangular -
bright – huge
Describing an
artistic design
Cross the
words that
don't belong in
the correct file.
Write a
description
/​ð/
Teaching approach: In this lesson I will be using a Content based approach with a task
based method. Students will learn about design and design elements.
Materiales; Flashcards, stereo player, photocopies.
Integration of skills: Students will integrate reading and writing skills along with logical
reasoning to infer meaning through context.
Pedagogical use of ICT: ----
Seating arrangement: Students have been previously arranged by the teacher and they
know their places. I will let them sit like this.
Assessment in class: I will assess students through images to gain new vocabulary and I
will monitor the class production as they work, providing them with my assistance if
need it, but also checking their work evolution. In the listening I will remark on the
aspects they need to pay special attention.

3. Routine 15’:
Since this is my first class I will enter the room, introduce myself and explain students
why I am there. Then to get to know each other a bit better I will play a short game with
them like the one in which you give them three pieces of information and they have to
guess which ones are true and which one is a lie.
All the students will have to give me 3 pieces of information and I will have to guess
which one is true.
For example: I have 5 cats, my favourite sport is skiing and I live in the USA.
Warm up (10’) :
I write on the board the phrase “GOOD DESIGN” and ask them: What is design? For me
design is: clothes, colours, new things, something different like art. Maybe the cover of
my favourite Cd… What about you? ( I will write down students suggestions so to keep
a mind map on the board)
To introduce the topic I will show students a poster of a cd cover of the band Twenty
One Pilots, (this is a band that in my observations I learnt all the students like very
much) and ask them to take a look at it. What things call your attention ? what things
don’t and why?
I will make sure that we are all clear that in this context “Design” is how visual
elements are put together to create a specific look.

4. Now, let’s describe the cover’s design : ( First students will describe it for me and then I
will give them a copy of the description I’ve made)
● First the name of the band as we know “Twenty one pilots”
● The cover is black with 9 circles in the center, the colours are pale. The shape of
the cover is a square, the texture is smooth and the contrast is dramatic.
● Second, each circle represents a song of the album. Each circle has a different
design in it. Each audio video of the songs has the design that belongs with each
song as shown in the cover.
Presentation (5’):
Now, let's take a look at the students´ book on page 51. What do you think of the
picture?
Is it nice? Do you like it? Would you like to go to that museum and look at that car?
We are now appreciating a piece of Colourful and Contemporary Art.

5. We will all look at this image and I will ask: Does it matter to you how things look? Yes/
No? Why? We will discuss and I will elicit students to answer this question and tell me
what they think of design.
Development:
Activity 1 - Vocabulary (15’)
First, let's take a look at the car, how would you describe it?
Let’s take a look at the words that we can use to describe something. Here we will read
word by word and we will infer meaning through some images. After the new
vocabulary has been presented they will carry on the activity (cross the word if it
doesn't belong to the file)
Images to develop vocabulary:

6. Pale Thick Vibrant
Silky
Tiny and Huge Bright Dramatic
Some of the words such as straight, curved, round, triangular, square, large, sharp, and
subtle I will draw on the board and we will work meaning through gestures and examples.
(The class is developed in the lunch room so there are plenty of objects to exemplify)
Activity 2- Describing (15’)
Take a look at the image of the colourful car on the page. Take the words from ex 1 and
describe the image. Use the description of the album’s cover as an example. ( In this
case I will provide the instruction and then I will read the description of the album for
them so that they have an example of how to do it)

7. Individually, write a short description using the vocabulary from ex 1 and following
this guide:
● Description of the car (colours, lines, shape,size, texture, contrast)
● What’s your opinion on this piece of art?
● Would you like/recommend people to go to the exhibition?Why?
Activity 3 - Listening​ (15’’)
a) We are going to listen to a designer’s recommendation
The woman we are about to listen to is an Interior designer, do you know what that is?
( I will ask students what an interior designer is and I will make sure this is clear for all
of us).
Her name is Sarah Lafferty (photo) and she will talk about her work and her work
philosophy.

8. Before we start listening let’s read the quotation: Have nothing in your houses that you
don't know to be……………….. or believe it to be………………………….... () William
Morris
In this case I will explain to students beforehand what a quotation is.
B) Listening. Before we proceed with the activities we will read everything together and
make sure that we all understand the meaning of the sentences. Then I will play the
audio for them
● complete the quotation
● listen again and circle the correct options to complete the text
Closure stage:
We will take a look at the images from the “warm-up” stage and students will describe
them out loud using the new vocabulary. For example, the image of a Duck I could say
“The texture of the image is smoth, the colour is bright and the size is small”. The
students will do this in pairs.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy x
Observations Minimum score: 18 / 30
Score: __21__ /30
Nice start!
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