Risso practica docente iii-lesson plan 1 - pass (1)
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: 1
Student name: Risso, Guillermina
Email: guilleminarisso2@gmail.com,
2. - ENTREGA DE PLANIFICACIÓN -
Curso: 1° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 10
Tipo de Planificación: Clase 1
Unidad Temática: Jobs and Professions.
Clase: 1
Duración de la clase: 30 minutos- Face to Face.
Learning aims:
During this lesson, learners will be able to…
- Work with vocabulary related to jobs and professions.
- Review verb structure (To Be).
- Develop their reading skills.
- Develop their speaking skills.
- Develop their thinking skills by comparing classic and modern jobs.
- Learning focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
Jobs and Professions.
Teacher/Police
Officer/ Postman, etc.
● Identifying
different
professions
and
occupations.
Verb to Be
She is a teacher.
He is a Police officer.
3. N
E
W
● New Vocabulary
referred to professions
and workplaces.
Electrician, Plumber,
Secretary, Hairdresser,
Gardener, etc.
Outside, Inside, Street,
House, Office, etc.
● Identifying
professions and
workplaces.
Present Simple
● 1st person
● 3rd person
I work in a school.
He works in a house.
Materials and resources:
➔ Google Slide presentation with photos. Available at
https://docs.google.com/presentation/d/1J1ezsx1AArVSepKAfiE0bY7-VPFj4-
oIKnCANsSmwCI/edit?usp=sharing
➔ Google Slide presentation with photos. Available at
https://docs.google.com/presentation/d/1aeCmfN5wJl91JkeIJw4vlOmyI
hkFpcJym0kxJti1HHw/edit?usp=sharing
➔ Like-Dislike sign.
➔ Computer
➔ Projector.
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:
4. Routine
● Timing: 3 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet the children by saying ‘Hello everyone, how are you today?.I hope you are
great’. ‘Ok, this time we are going to work with a new topic: Jobs and professions’. I
will write on the board the date and the title “Working People”.
● Transition comment to link each stage of the lesson with the next one:
‘Do you remember some jobs or professions? Can you tell me what my profession is?
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:
The teacher will show a Google Slides presentation which contains pictures of different
professions and jobs, some of them are related to classic jobs and others to modern
jobs. Then, she will ask: ‘What profession do you think is a modern one? What job do
you like most? why? ’.
https://docs.google.com/presentation/d/1J1ezsx1AArVSepKAfiE0bY7-VPFj4-
oIKnCANsSmwCI/edit?usp=sharing
● Transition comment to link each stage of the lesson with the next one:
‘Okay everyone, we have seen modern and classic jobs, but this time we are going to
find out their workplaces, pay special attention and take notes of them’.
After that, the teacher will explain to the learners that after the presentation she will
ask questions about different workplaces presented.
Development
5. ● Timing: 12 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
The teacher will share a Google presentation again, but this time with a different
version (see illustrative sample). She will say ‘Okay, now that we have seen different
professions, let’s see what are their workplaces?. The teacher will read aloud the
different slides, making emphasis on the third person structure and pointing the
sentence on the slide. She will continue reading the sentences aloud or asking some
students if they want to do it. Meanwhile, students have to write the sentences.
https://docs.google.com/presentation/d/1aeCmfN5wJl91JkeIJw4vlOmyIhkFpcJym0k
xJti1HHw/edit?usp=sharing
As a following step, the teacher will explain to the students that they are going to play
a True or False game in which she will write on board sentences related to the
presentation and they have to answer if they are True or False. In case of false
sentences students have to reply with the correct answer. This game will be played in
turns. Before the game starts, the teacher will explain the activity as follows: ‘ I’m going
to write different sentences and you have to say if they are True or False. In case that
you find some false sentences, you have to mention the correct answer. So, pay
attention to your notes. Raise your hand to play. Let 's play’.
If the teacher notices any mistake regarding grammar, she will ask the student to
repeat the sentence that has a mistake. If she/he doesn't realize the mistake, the
teacher may go back to one of the examples on the board and say ‘Okay, pay attention
to how the 3rd person structure is written in this example.
After that, the teacher will say ‘Ok, you did an excellent work!
6. ● 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: 5 minutes
● 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 jobs and how different
they are.
The teacher will show students two signs with the symbol of: Like and dislike. Then
she will invite them to a votation. She will say: ‘ Okay, now we are going to find out
which the job or profession receives more likes. I will say a job aloud and you have to
give it a thumbs up if you like it or a thumbs down if
you don`t. Let’s go’
● 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
