Unit-IV; Professional Sales Representative (PSR).pptx
Risso piii-du 1-lesson plan 3 - pass
1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Práctica Docente III - Nivel Secundario
Plan 2015
Tutor’s name: Aurelia Velázquez
Lesson Plan: 3
Student name: Risso, Guillermina
Email: guilleminarisso2@gmail.com,
- ENTREGA DE PLANIFICACIÓN -
2. Curso: 1° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 10
Tipo de Planificación: Clase 3
Unidad Temática: Jobs and Professions- Community helpers.
Clase: 3
Fecha: 24/9/21
Duración de la clase: 30 minutos- Face to Face.
Learning aims:
During this lesson, learners will be able to…
- Work with vocabulary related to community helpers through different phrasal verbs.
- Develop their listening skills by watching a short video about community helpers and
their jobs.
- Develop their thinking skills by recognizing different community jobs and their role
into a community.
- Learning focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
Jobs and Professions
and their workplaces.
Electrician/Nurse.
House/Hospital.
● Identifying
different
professions.
Present Simple 3rd
person.
An electrician works
in a house.
3. N
E
W
● New Vocabulary
referred to community
jobs and their work.
Crossing guard-
Firefighters- Police
officers- Paramedic-
Doctor- Nurse-
Pharmacist- Dentists-
Veterinarian-
Sanitation workers-
Letter carriers- Bus
drivers- Train
conductors- cab
drivers- Farmers-
Truck drivers- Clerks-
Mayor- Teacher-
Librarian- Volunteer
Help-safe-put out-
take care- treat- run-
collect- sell-move-
teach- clean up-
● Identifying
community helpers
and their jobs.
Present Simple
● 3rd person
A crossing guard
helps people to cross
the street safely.
Phrasal verbs
A paramedic is a
person who takes care
of people.
.
Materials and resources:
➔ Short Video named: “Community Helpers”. Available at
https://www.youtube.com/watch?v=qC1VyG6x4cY
➔ Flashcards
➔ A box with pieces of papers.
➔ Computer
➔ Projector.
4. NOTE: All of the activities are described as suggested by the tutor, in terms
of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each activity.
Lesson stages:
Routine
● Timing: 2 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet students by saying ‘Hi kids, how are you today?.I hope you are fine’. ‘Ok,
what date is it today? and what’s the weather like today?” I will write it on the board.
● Transition comment to link each stage of the lesson with the next one: I’ll
ask: “Who can tell me which job or profession helps people? Do you know who
they are? They are community helpers” I’ll write this title on the board. ‘Ok, let’s
find out more about these community helpers”.
Warm-up and Presentation
● Timing: 6 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I’ll display on the board some flashcards with different professions. Some of
them are community helpers and some of them aren’t. Then, I’ll ask students:
“Which job is it? Is it a community helper?” I’ll do the same with the rest of the
pictures with the purpose that students can identify community helpers in a
visual way.
Some examples:
Figure 2
Figure 1
5. ● Transition comment to link each stage of the lesson with the next one:
‘Okay everyone, we have seen some community jobs, but this time we are going to
find out what they do in the community!’.
Development
● Timing: 15 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I’ll show a short video about community helpers for the first time which includes
different professions and their job in a community. After that, I’ll ask students: “What
community helpers do you see in the video? Anyone from the list we discussed before?
Then, I’ll say: ‘OK. Now, we are going to see the video for the second time, but this
time you have to choose three different community helpers and complete the following
chart”. I’ll write on the board the chart.
Community Helper (Profession-Job) What does he/she do?
Example: Firefighter A firefighter helps people in a fire.
Figure 3
Finally, I’ll ask them to share their preferences orally with the rest of the class by
saying: “As you can see, there are a lot of community helpers, which one do you like
most? Raise your hand to share your preferences with the rest of the class.
Community Helpers - BrainPOP Jr
After that, the teacher will say ‘Ok, you did an excellent job!
● Transition comment to link each stage of the lesson with the next one:
‘Well, we have discovered a lot of jobs and professions today! What do you think about
them? Which is the most interesting for you? why?
Closure
● Timing: 7 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
6. At this point of the lesson, students may have discovered some community helpers
and their importance in a society.
I’ll divide students in two groups and invite them to play a guessing game orally. Each
group has to guess different community helpers by reading their special characteristics
from a piece of paper. One member of the group has to take a paper from the teacher’s
box and he/she has to read it aloud (they can mime the action to help their mates).
His/her mates have 1 minute to guess the job, if they can’t guess, the other group has
the opportunity to answer. The group with more correct answers is the winner. Before
the groups start to play, I’ll show them how to play by reading and acting a profession,
the group that guesses has a special point.
Some examples:
A person who takes care of people (A paramedic).
A person who helps people to cross the street safely (A cross guardian).
● Transition comment to link each stage of the lesson with the next one:
The teacher will say: ‘ OK, I hope you enjoyed this lesson as much as
me, see you next time, bye bye’.
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
