1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Routines at home and at work
Clase Nº: 15 y 16
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 22 de agosto
Fecha de entrega de la planificación: 16 de agosto
LEARNING AIMS
During this lesson, learners will be able to…
✔ Review previous vocabulary
✔ Review and apply grammar structures (verb to be, present simple verbs
in third person plural) in oral activities.
✔ Apply new vocabulary (jobs) and grammar structure (present simple)
when writing about these jobs.
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Family members
- Adjectives to describe
people
To describe family members.
To show the relationship
between people
To describe people’s
appearance
To ask and answer about
family members
- Verb “to be”
This is my sister. She is 18
years old.
- Possessive ‘s
Silvio is Madonna’s wife.
- My father is tall
- To be (interrogative
and negative)
Is Jessica Anna’s sister?
2. Yes, she is.
No, she isn’t.
N
E
W
Jobs - To describe where
people work
- Present Simple
Doctors work in hospitals
MATERIALS
✔ Board and markers
✔ Mobile phone
✔ Presentation: Jobs (from lessons 13 and 14)
https://docs.google.com/presentation/d/19cMnkFJwNd3iE0qy6RcBVAdMc9LspO5_RMy1
-WIP6-A/edit?usp=sharing
✔ Worksheet
PROCEDURES
ROUTINE
o Timing: 15’
✔ Greet students and take attendance
“Welcome everybody! Last lesson we worked with different professions. Today
you will make a revision of vocabulary. So let’s start with the places where
they work”
3. WARM UP
o Timing: 20’
o Activity description and instructions as they will be said to students
(include direct speech)
This activity was planned in a previous lesson, but students didn’t have
time to do it.
The teacher writes on board the prepositions:
LABORATORIES PEOPLE
OFFICES CHILDREN
SCHOOLS ANIMALS
STUDIOS MODERN TECHNOLOGY
And encourages students to answer her questions about Anna’s
family.
“Let’s focus on Anna’s family. What about Anna’s sister? What is
her profession? Nice! She’s a secretary. Do secretaries work with
animals? Where do secretaries work? In offices! Great!”
Students can use the presentation in the previous lesson. It was sent
to the WhatsApp group after this lesson for them to check
vocabulary.
If students answer in Spanish, the teacher writes the words in
English under the correct preposition.
o Scaffolding strategies
✔ Body language.
✔ Demonstration
o Transition comment to link each stage of the lesson with the next one
“Congrats! Now, let’s match professions with their places where
these people work and who they work with,”
PRESENTATION
o Timing: 5 minutes
o Activity description and instructions as they will be said to
students (include direct speech)
Activity 1
The teacher hands out the matching activity and in pairs
students solve it. Then, students check as a class.
IN WITH
4. “Look at this activity You have to match the jobs with their
places. For example: Look at the column on the right, where do
secretaries work? With a pencil, please, match.”
o Scaffolding strategies
✔ Pointing at the names of the professions and the places where
they work, and who they work with.
✔ Modeling the answers.
✔ Helping with pronunciation.
o Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Thank you. Now, looking at your matchings let’s write some
sentences.”
DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 10 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 2
The teacher hands out the second worksheet. Students have to look
at the picture and describe what each member of Anna’s family does. The
teacher reads the example and encourage students to use the vocabulary
in the previous activities to complete the task.
5. “Look at the photo, and tell me, who is she/he? Is she/he an artist? What
is his job? Listen to me and read the example with me. Now, individually,
complete the sentences.”
o Scaffolding strategies
✔ Pointing at the photo
✔ Modeling the answers.
✔ Monitoring students.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s play in pairs.”
Activity 3
o Timing 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Who am I?
This activity was planned in a previous lesson, but students didn’t have
time to do it.
“I work with animals. Who am I? You’ve got three chances.”
She tells students they only have three opportunities to guess. She
does it several times.
“Great job! Now, it’s your time.”
6. The teacher hands out sheets of paper with jobs written on them,
and in pairs students have to guess their mates’ job as the teacher
did in the explanation.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, individually, let’s see who is the fastest in this group.”
CLOSURE
o Timing 10 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher hands out the crossword, and tells student that the first
one to finds and write all the words is the winner.
o Transition comment to link each stage of the lesson with the next one
“Congratulations! But there’s only one winner today. See you next Monday and
have a great week!”
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
