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: 5-6.
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: 24 alumnos.
Tipo de Planificación: Clase.
Unidad Temática: Jobs and Professions-Community Helpers.
Clase: 5-6
Fecha: 01/10/21
Duración de la clase: 120 minutos. Face to Face.
Learning aims:
During this lesson, learners will be able to…
- To develop their interpersonal and intrapersonal skills through individual and
collaborative work.
- To develop their critical thinking while fostering writing, reading and listening
skills through a communicative approach.
- To foster interculturality, getting to know other cultures' works.
- Language focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
Community Helpers Giving opinions about their
role in society.
Simple Present.
3. N
E
W
New words related to
community helpers.
Keep-Healthy-safe-
tools-gloves-
examination table-
audiscope-
stethoscope-lights-
radio-car-siren-
computer-bike-school-
teacher-lear-help-
careful-dangerous-
important
Asking and answering
questions about community
helpers in the society and
their tools.
Getting to know aspects of
other cultures.
Simple Present-
Interrogative.
Wh-questions
Who-What-Where-
When-Why.
How many?
There are.
Adjectives
.
Materials and resources:
➔ Google slides presentation. Available at
https://docs.google.com/presentation/d/10Hig8t7RGlxSNWO4bc4EpYUqEVbh
t38aVLsIwI4ao90/edit?usp=sharing
➔ 3 Short Videos named: “Meet the helpers”. Available at
https://www.youtube.com/watch?v=_hSiRCfqFqM
https://www.youtube.com/watch?v=-ijKZse7ey4
https://www.youtube.com/watch?v=UPdBrZvgBkw
➔ Flashcards to play a memory game.
➔ 6 sets of 6 sheets of paper with a chart to be filled by sts.
➔ 24 pieces of papers with a short text.
➔ 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: 5 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 ‘Hello everyone, how are you today?.I hope you are
fine’. As a next step I will say: "What day of the week is today? And what date? Of
what month?" and then copy the date on the board.
● Transition comment to link each stage of the lesson with the next one:
"I have a question for you all. What do you think about community helpers?"
Warm-up and Presentation
● Timing: 10 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I’ll write on the board the words: “Community helpers” and then I’ll draw a big
cloud surrounding it. Then, I’ll explain the activity to students by saying that this
is a kind of cloud which they can fill with different words related to this topic and
I’ll write the first word as an example: “Nurses”. Then, students may reply:
“Police officers, doctors, teachers” and so on. Once the cloud is full, they can
draw it and write it on their binder. If some students don’t know what to say, I’ll
foster them by asking: “What about their role in the society? What do they do?
Figure 1-Illustrative
example
5. ● Transition comment to link each stage of the lesson with the next one:
“I have another question for you ... Do you know a community helper?. Then, the
teacher says: “OK, let me introduce some of them!”
Development
Activity 1
● Timing: 25 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
A presentation called "Community helpers in the community” will be introduced to the
class. The teacher will explain that they will watch it once so as to answer the following
question: "Which community helper from the presentation helps people to learn? and
which one takes care of sick people? Where do they work?". Once this is done, the
presentation will be watched a second time. The students will be asked to write down
on their notebooks the community helpers they recognize. It will be discussed after
watching the presentation.
After a short discussion on the topic, students will be divided into small groups of four
to classify the community helpers from the presentation into the different categories.
The teacher will explain the activity as follows: “In addition to the ones you have written
on your notes from the presentation, discuss and write at least one more community
helper in each category. If necessary, use your notebook for extra help.”. Meanwhile,
the teacher will have written the three categories on the board so as to check the items
collected and then put them in their corresponding categories. After 5 minutes, the
community helpers classification will be discussed with the whole class.
As a closure for this activity, the teacher will say “Let’s watch the presentation again.
Which community helper would you like to be? Why?” and guide a brief discussion on
the topic.
Those who keep us
safe.
Those who help us keep
healthy.
Those who work to
maintain a city’s
infrastructure.
Example: Cross guard Dentist Plumber
Figure 3
6. 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 different types of community helpers. Let’s find out a bit
more about them and their important work in society”.
Activity 2
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will explain that they will watch 3 short videos about different community
helpers in their workplace, in which they will explain to us what their works are. For
this activity students will continue working collaboratively. To start with, the teacher
will divide the videos. The first one is about a Police Officer, the second one is about
a Doctor’s job and the third one is about a teacher. After the first video, the teacher
will ask: “Why is she a community helper? What is her profession? How do police
officers help us?” students may reply: “She is a Police officer… and she helps us using
special tools”.
What Does a Police Officer Do in Emergencies?
As a second stage of this activity, the teacher will play the second video. Once
students have seen it, the teacher will invite them to ask the following question:
"What’s the profession of this helper? Does Dr Carr help people to learn? and Where
does he work?".
A Doctor's Job is to Keep Us Healthy
As a third stage of this activity, the teacher will play the last video. As in the previous
stages, the teacher will ask the following question: "What’s the profession of Ms Judy?
Where does she work?".
Teachers Help Us Learn
Once this is done, the presentation will be watched a second time, but this time each
group has to take notes about each community helpers' tools to play a game. The
teacher will explain to sts that each tool item has 5 points, so at the end of the videos,
the group with more points will be the winner. Meanwhile the teacher will write on the
board the three professions with the title: “Community helpers tools” and she will draw
a chart with the following references: Group 1, Group 2, and so on. After the videos,
7. each group has to share their answers with the rest of the class, orally, and the teacher
will write them on the board, classifying their answers according to the group.
“Community Helpers tools”
Groups Police Officer Doctor Teacher
Group 1
Group 2
Figure 4-Illustrative example
● Transition comment to link each stage of the lesson with the next one:
The teacher will praise them for their work, and say: “Was it easy to find the
responses? What was the hardest part, if any?”
Activity 3
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will explain to students that they are going to read about a special
community worker. She will give each student a copy of a short text. Then she
will ask some students to read it aloud, if they don’t feel confident, the teacher
will foster them by reading with them, in a slow pace and making some breaks
between paragraphs. Once the text has been read, the teacher will ask some
questions to check comprehension, such as: “Who is Manuel Olvera? Where is
he from? How's Manuel's job? Is it easy or dangerous?”. Then, the students
have to complete the activity given, individually. Once all of them have
completed the answers, the teacher will invite sts to share them with the rest of
the class. As a closure for this activity, the teacher will say “Let’s talk about our
electricians. Do you know some electricians?” and guide a brief discussion on
the topic.
8. Figure 5-
Source-
The
Child’s
world
book-
Electricians by Cecilia Minden-Text 1
Activity: Read the text again. For each question, choose the correct
answer.
1- Where is Manuel from?
A- He is from Mexico.
B-He is from the United States of America.
2- What is Manuel’s job?
A- He is a doctor.
B- He is an Electrician.
3- How is Manuel’s job?
A- Manuel’s job is very easy.
B- Manuel’s job is very dangerous.
4- Why is Manuel a community helper?
9. A- He works as a community manager.
B- He works as an Electrician.
5-What does Manuel do in his free time?
A- He likes to spend time with his family-
B- He likes to play soccer.
Figure 6
● Transition comment to link each stage of the lesson with the next one:
“You did really well, let’s know a little bit more about Manuel’s job, ok ?”
Activity 4
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will give sts another copy of two different short texts. Some sts have only
text 2 and some of them text 3 in which they will find information about Manuel’s tools
(text 2) or professionals who work with him(text 3). They are part of the same book’s
section. In this case, sts have to read the text individually and highlight different
information. The teacher will say: “OK, as you can see, this is another text about this
community helper. Now, you have to read it carefully and pay special attention to some
information”. Then, she will write on the board the task. Once all students have worked
on the text, the teacher will invite some students to write on the board the answers by
dividing them according to the text. The process will be repeated until all items are
answered and discussed.
1- Read the text and highlight the electrician’s tools. (Text 2)
2- Circle the people who work with Manuel. (Text 3)
11. Closure
● Timing: 10 minutos.
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
At this point of the lesson, students may have discovered some community helpers
and their tools. The teacher will explain to students that they’re going to play a memory
game in which they have to find different community helpers and their tools.
The teacher will display on the board different flashcards upside-down. Then, she will
divide students in two groups and invite them to play the game in turns. Meanwhile,
she will ask: “Ok, student 1… “What’s that community helper? Is that his/her tool?”.
The group with more flashcard pairs is the winner.
● 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 class, 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
