Lesson Plan 2

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Relationships/Friendship
Clase Nº: 2
Fecha: 27/5/2019
Hora: 10:30 a 11:50
Duración de la clase: 80’
Fecha de primera entrega: 22/5/2019
 Teaching points: Adjectives to describe personality.First
conditional to talk about possible future situations



 Aims or goals: 
- During this lesson, learners will be able to:
. Talk/Speak about the characteristics of a good friend.
. Develop their reading comprehension skills.
. Describe people’s appearance and personalities.
. Develop their listening and reading skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Adjectives to
describe
people (shy,
clever,
friendly)
Talk about
people’s
appearance
and personality
Verbs: To Be
and Have (got)
(He’s
tall/She’s thin)
/ɔ:/ tall, short
/θ/ thin
NEW Relationships Write/Talk First /əʊ/ old, close

2. /Friendship about
relationships/fr
iendship
conditional /e/ friend, guest
 Teaching approach: Communicative approach.
 Integration of skills: What skills will be integrated and how?
Listening: while they listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write sentences giving their opinion.
Speaking: while giving examples during the warm-up stage.
 Materials and resources: whiteboard, CD player, textbook.
 Pedagogical use of ICT in class or at home: I will not use ICT this
time.
 Seating arrangement: whole class while explanining and listening.
Pairs when checking the activities.
 Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take
account of grammar mistakes for the future. 

Routine – 3’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Now I’m going to call roll” “I also need a volunteer to write the
date on the blackboard” “Who wants to come?”
Ss: “Me, me”, “I want to write the date!”
T: “OK Victoria, please come to the blackboard and write the date”
While the student writes the date, I will take roll.

Warm up – 10’
T: “Today we are going to talk about relationships and friends. Do you
have a lot of friends?”

3. Ss: “Yes, of course” “Yes, I do” “No, I don’t” etc.
T: “How many friends do you have?”
Ss: “A lot” “20” “A few” “Only three” etc.
T: “Why are friends so important to us?” “Why do we need to be in contact
with other people?”
Ss: “Because we need help” “Because we can’t be alone all the time”
“Because we need someone to talk to”
T: “Very good. Now, I’d like you to think about what makes a good friend.
What characteristics do good friends have?”
Ss: “They understand you” “They help you when you have a problem”
“They care about you”
As students tell me their answers, I’ll write their ideas on the BB, like this:
(later on in the lesson, we will turn back to these ideas to check if they
were appropriate or not)
A good friend:
- understandsyou.
- helps you when you have a problem.
- caresaboutyou.
Transition: “Excellent. Are you ready to do a listening activity?”
Presentation – 20’
Purpose: To provide a context for the teaching points. To develop their
listening skills.
T: “Very good. Now we’re going to listen to people talking about
relationships. Please go to page 38 in your books and have a look at
activity 3. There you have twelve words. These are words that have to do
with the different relationships that you may have.”
Here are the instruction and the words that the learners have to match with
the twelve definitions that they will hear:
Listen and match the relationship words to the twelve definitions
that you hear: (the first one has been done for you)

4. …11… acquaintance …8… boyfriend/girlfriend …4… classmate
…1… close friend …12….enemy …9…friend of a friend
…6….guest …2… neighbour …3….old friend …5… online friend
…7…relative …10… teammate
After doing the activity they are going to listen to the answers which I will
read for them. Then, they will listen a second time in order to repeat the
words.
T: “You are going to hear some definitions of different kinds of
relationships. For example, the first definition you will hear describes a
close friend, so you have to write the number one next to the word. Then,
when you listen to the second definition, you will write “Two” next to the
word you think is the correct one.” “Is it clear?”
Ss: “Yes teacher”
T: “Are you ready to start?”
Ss’ possible answers: “Yes, ready” “Of course”
Now, I will proceed to play the recording.
This is the audioscript:
1 – A really good friend
2 – Somebody that lives near you
3 – A friend that you’veknown for a longtime
4 – Somebody in your class at school
5 – Somebody that you communicatewith on the Internet
6 – Somebody that comes to your houseto visit
7 – A member of your family that doesn’t usually livewith you
8 – Somebody you’rehavinga romantic relationship with
9 – A friend’sfriend, notyour friend
10 – Somebody that playsfor the same team as you
11 – Somebody that you know a little, but not a good friend
12 – The oppositeof a friend

5. If it is necessary, I will play the audio a second time (and pause it after
each definition).
T: “Have you finished?” “Were you able to complete all the answers?”
Ss: “Yes teacher” “I couldn’t complete all of them/everything”
T: “Well, don’t worry. You can check the answers with your partner.”
Ss: “Thank you” (I will give them time to check with a partner)
According to the textbook, they have to listen for the answers twice: to
correct them and then to repeat the words. Alternatively, I could read the
answers for them.
T: “Very well. Now you will listen to the answers twice. First, you will check
your answers. Second, you will have to repeat the words. Is it OK?
Ss: “Yes it is OK” “Yes, OK”
Transition: “You were very good! Now we’re going to listen to a girl talking
about their friends”
Development:
Activity 1 – 15’
Purpose: To further expose the learners to the topic vocabulary. To
develop their listening skills.
T: “Now we are going to listen to Louise talking with her friend Mia about
people Louise knows” “They are looking at some of Louise’s friends’
photos” “Mia is asking Louise about the people in the photos”
T: “As you listen, you have to fill in the table that you have on Exercise 5
on page 38” “Pay attention to the names and the relationship they have
with Louise” “Do you understand?”
Ss: “Yes, we have to write the relationship”
T: “Yes, the relationship they have with Louise. If you hear about their
personality you have to write it down. Is it clear?
Ss: “Yes teacher”
(If it is necessary, they will listen to it more than once)

6. TABLE:
NAME RELATIONSHIP PERSONALITY
Mel ____________ ____________
Nicola ____________ ____________
Jack ______________ ____________
Matt ______________ ____________
Donna ______________ ____________
Audio script and Answers:
Mel: old friend
Jack: neighbour
Nicola: friend of a friend – shy
Matt: close friend – clever
Donna: relative – cheerful, kind, friendly
Mia: Who’s that girl with the wavy hair?
Louise: That’s Mel. She’s a really old friend. Our mums are friends, so I’ve
known her all my life. She’s a really old friend, in fact.
Mia: And that girl? The one who looks really confident. Is she really
ambitious?
Louise: That’s Nicola. She’s one of Marc’s friends. And she’s not confident
and ambitious at all. She’s actually very shy.
Mia: And that boy?
Louise: That’s Jack. He lives next to us, so I see him almost every day.
Mia: Is that his real hair colour?
Louise: No, he’s got dark hair, but he dyes it blond.
Mia: Ooh, look! There’s your boyfriend!
Louise: Matt is not my boyfriend. We’re just really good friends.
Mia: He’s very good-looking. And so clever too!
Louise: Well, he was good-looking, but he’s hair’s too short now.
Mia: And that woman with the big smile?
Louise: She’s my aunt Donna. She lives in Australia, but we have a video
chat every month.
Mia: She looks cheerful.
Louise: Yeah, she’s one of those really kind, friendly people.

7. T: “Well, time’s up. So we’re going to check your answers”
T: “For example, who’s Nicola?”
Ss: “A friend of a friend”
T: “Very good! And could you hear something about her personality?”
Ss: “Yes” “She’s shy” “Shy”
Activity 2 – 20’
Purpose: To further expose the learners to the topic vocabulary. To
develop their reading comprehension skills.
At this stage, we will work with an activity from the textbook again.
T: “OK, at the beginning we were talking about how many friends you can
have, but how many close friends do you think one can have?” “Anyway,
what is a close friend to you?”
Ss: “A friend that you love very much”, “A friend who is always with you”,
“A friend who helps you when you have a problem”
T: “Well, then, how many close friends do you think you have?”
Ss: “One”, “Two”, “Three”, “A lot”, etc
T: “Now we’re going to read the article on page forty of your books and find
out how many close friends you can have” “First, you have to read the
article carefully” “Working in pairs, I’d like you to think about and choose
which heading or title is the correct one for each paragraph” “Do you
understand?”
Ss: “Yes” “Yes, I understand”
(I think that they will not have problems to understand what they have to do
since they are accustomed to doing this kind of exercise. Besides, the
learners are used to helping each other.)
T: “So, you can start reading now”
Instructions (from the textbook): Read the article. Match the qualities of a
close friendship in the box to the headings (1-5). Also find out how many
close friends we have.

8. Good company Honesty Respect Support Trust
ARTICLE:
BEST OF FRIENDS?
How many friends have you got?
This answer, of course, depends on how you define “friend”. For
instance, if you count everybody you know –relatives, classmates,
neighbours and other acquaintances- the answer could easily be 20,
30, 40 or more. And if you include people you don’t usually meet, like
online friends, you might have hundreds or even thousands of friends.
But what about close friends? According to a recent survey, we have
fewer close friends that you might think. (Read to the end to find out
how many.)
So how can you know who your close friends are?
As a general rule, a close friendship should have all of these qualities.
1 __________
A close friendship won’t survive unless
this quality is present. It means that
you accept your close friends the way
they are and don’t want them to
change.
2____________
We all want to hear nice things about
ourselves. But if it’s necessary, a really
good friend will also tell you things you
don’t want to hear, such as pointing
out your mistakes.
3____________
Close friends are generous with their
time. They will listen patiently if you
need to talk and will help if you have a
problem. They will also defend you if
other people are giving you a hard
time.
4_________
A close friend is somebody you can
share your ideas with. You may not
have things like hobbies and interests
in common, but your friend will always
take an interest in what you do.
5___________
This is perhaps the most important
quality of all. If you tell your friend
private information, they won’t tell
anybody else about it. And they won’t
talk about you behind your back.
(Oh, and the survey says we have
just two close friends.)
After the time set (15’ or so), I will ask them what they think about the
activity and their performance.
T: “Have you all finished?” “How did you do?” “Was it very difficult?”
Ss: “Yes, I finished” “We’re not sure” “It was easy” “For me it was very
difficult” etc

9. T: “Very well, let’s check if your answers were correct” (Here I will proceed
to read the correct answers.)
After doing the last activity, I will say goodbye to students and praise them
on their performance.
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’
As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for next
class.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing
Variety of resources
– Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30