Lesson 8 - Secondary Practicum Period

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Viñolo, Bárbara
Institución educativa: ISG St George Institute
Año y sección: Teens 4
Nivel lingüístico del curso: Intermediate
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Future
Clase Nº: 8
Duración de la clase: 90 minutos
Fecha de la clase: 30th September
Fecha de entrega de la planificación: 25th September
Learning Aims
During this lesson, learners will be able to…
 Learn vocabulary related to people´s qualities.
 Talk about people´s qualities needed for jobs.
 Develop language skills through collaborative tasks
 Develop writing skills by preparing a presentation for student´s ideal jobs.
 Develop listening skills by fill-in-the gap ctivity.
 Develop speaking skills by describing student´s own personality / qualities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
N
E
W
Vocabulary related to
people´s qualities for jobs:
competitive, risk taker, good
Describing people´s
qualities required for jobs
Present Tenses + describing
adjectives, gerounds, etc.
 Millionaires are born rich
 They work more than…

2. communicator, think out of
the box, etc.
 They don´t like to work
on holiday.
 They like spending
time….
Materials
Computer and projector (in the classroom).
Speakers.
Student´s computer (as half of the group will attend to the lesson online)
Student´s academic material: Speak Out Intermediate – Student´s Book.
Procedures
For the English lessons, students receive and send activities through a Whatsapp group. I
will send them the link for the videocall meeting through a private Whatsapp group the
institution shares with the students as well as with their parents. Moreover, the lesson plan
will be uploaded to a webpage called “Educabot” which the institution chose as a campus
for their students.
ROUTINE (5 minutes)
Purpose: To get students be ready to start the lesson.
I will greet students and ask them how they are today. While the teacher listens to
students´ comments, she will ask each of them to take a seat. As the teacher listens to
them, she will prepare her computer to connect online with the other half of students.
Transition comment to link each stage of the lesson with the next one: Hello
everybody! Let´s start the lesson by checking the topic of Thursday´s lesson… Are you
ready?

3. WARM- UP (5 - 10 minutes)
To introduce the lesson, I will ask students to look at these images and try to understand
what the new unit will be about:
Then, I will ask them to write sentences inspired on the pictures given trying to guess
what topics can be added to the new unit.
Example: The man may work on an important business.
Scaffolding strategies: Visual support (pictures) to build a context in which students
have to reflect on the pictures given and use the knowledge learned to infer the content
of the new unit. Reflective questions in order to foster student´s critical thinking and
helping them to understand the context of the lesson.
Transition comment to link each stage of the lesson with the next one: Well done!
Now, let´s learn some vocabulary we may use throughout the unit….
PRESENT ATI O N (15 minutes)
Purpose: To introduce the vocabulary of the unit.

4. In this activity, I will invite students to read the scripts about the qualities people need to
do their jobs. Which job they are talking about?
I will show students this picture with the scripts they need to complete the activity:
Then, I will ask them to match the words in bold with the right definition:
Scaffolding strategies: activate student´s prior knowledge through matching activity,
provide the context of the lesson by asking students to work with key concepts.
Transition comment to link each stage of the lesson with the next one: Well done!
Now we are ready to practiSe the new concepts working in groups… Ready?
1- work with a lot of effort ____
2- have problems making a decision ____
3- think differently or in a new way ____
4- want to be more successful than others ____
5- want to be successful or powerful ____
6- want to achieve something because it´s interesting or exciting___
7- person who does things which are dangerous ___
8- person who has the qualities to manage a group of people ___
9- person who can express ideas or feelings clearly to others ____

5. DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity # 1 (5 - 10 minutes)
I will invite students to work in groups in an interactive game. The game will consist of
completing the sentences with the vocabulary learned on previous stages of the lesson.
The group with more hints will be the winner.
I will show this link where students can find the game:
https://wordwall.net/play/22253/222/678
Scaffolding strategies: Visual support (interactive game with picture) to help students to
infer the meaning of new vocabulary through illustrations. Help students to acquire new
knowledge by giving them an example of how to play the game and then encourage them
to play collaboratively on theirs and other´s learning process.
Transition comment to link each stage of the lesson with the next one: Great job!
Now it´s time to read about people who has millionaire jobs…. Ready?
Activity # 2 (15 minutes)
I will ask students to read this article from the book and complete these exercises:
A- Which of the personal qualities discussed in Exercise 1 do you think are qualities you need to
become a millionaire?
B- Are the statements 1 – 6 about millionaires true (T) or false (F)?
1- Most millionaires are both rich.
2- Millionaires think that money is more important than love or marriage,
3- They work more than sixty hours a week.
4- They don´t like to work when they´re on holiday.
5- They do well at school and usually go to university.
6- They like spending money on designer goods.
Then, we will check the exercise all together orally.
C- Work in pairs / small groups (in the case of online students, I will invite them to work with other
students or on their own). Do you agree with the article? Do any of the facts surprise you? Why?

6. Scaffolding strategies: Make students work on their critical thinking by completing the
exercises collaboratively (learn students how to learn and practice language knowledge
by themselves), use visual aids (pictures) to help them to infer meaning through context.

7. Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time TO search deeper into the text to complete the following
activity…
Activity # 3 (5 - 10 minutes)
I will ask students to work individually in this activity. Then, I will invite them to read
again the text about millionaires´ people and underline phrases / words in the text that
matches with the right meaning.
Then, I will ask student to work in pairs / groups (in the case of students online, I will ask
them to choose a partner and prepare break-out rooms or work alone). First, they have to
choose 2 or 3 expressions learned during the lesson. Then, I will ask students to make
sentences with them about themselves, or people they know.
Scaffolding strategies: model and define the aim of the activity, give an example with
each of the sentences given in the chart.
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time for a last activity in which you have to all the new vocabulary
to talk about yourself.
CLOSURE (15 - 20 minutes)
The aim of this final task is to encourage students not only to use all their knowledge in
order to comprehend what the task is about, but also to develop it by using what they´ve
learned about vocabulary and future tense to talk about their future.
1- their family didn´t have much money (paragraph 2)
2- they never stop thinking about work (paragraph 3)
3- having enough time for work and for the things you enjoy (paragraph 3)
4- work long hours (paragraph 3)
5- find something for a good price (paragraph 5)
6- do what you want without worrying about what other people think (paragraph 5)

8. First, I will ask students to choose a job from the ones given. Then, I will introduce them
the idea that they will have a job interview and they have to convince the Human
Resources Staffing Agency to consider them to have a seat in their dream job. To develop
the activity, I will ask each student to work individually (or if they feel more comfortable
reflecting on the task´s development with other person, they can work with a partner).
This information will have to be developed to complete the task:
Introduction of yourself.
Reasons to be chosen for the position required.
Description of your skills and qualification you have for the job.
Then, I will encourage students to reveal their choice to the class.

9. Scaffolding strategies: Visual support (chart /pictures) in order to help students to
understand and apply their prior and new knowledge in the task´s development,
interactive work by asking students to discuss and choose one option from the ones given.
Transition comment to link each stage of the lesson with the next one: Wow! You
work very hard today… great job! We come to the end of this lesson! See you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations