Lesson 5

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Marzol, Mirari Macarena
Período de Práctica: Secondary School
Institución Educativa: Escuela Secundaria N°3 René Favaloro
Dirección: Los Cipreses y EL Jacarandá
Sala / Grado / Año - sección: 5to año
Cantidad de alumnos: 10
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: El trabajo de mis sueños
Clase Nº: 4
Fecha: 1st october
Hora: 9:10 a 10:10
Duración de la clase: 60 minutos
 Teaching points: My dream job (part 1)
 Aims or goals:
During this lesson, learners will be able to…
- Improve their reading comprehension skills by reading a dialogue
- Improve listening skills by listening to the teacher, their mates and a video
- Improve speaking skills by discussing, giving opinions and reading a
dialogue
- Improve collaborative skills by interacting
- Improve vocabulary and grammar skills
 Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings
Describing
work
conditions
Describing
Hello
Good
morning
How are
you?
I think
English is…
I think work
is different
because…

2. people’s
abilities
Vocabulary
about job
and people’s
skills
New Talking
about my
dream job
Vocabulary
about
different
jobs: writer,
singer, etc.
My dream
job would
be…
 Teaching approach: I’ll use the communicative approach in order to give the
students the opportunity to use the language to communicate in real
situations.
 Integration of skills: The four skills will be integrated. Reading and writing will
be developed by reading a dialogue and completing a chart. Listening and
speaking will be also developed through listening to an audio, to the teacher
and the classmates and by reading and repeating vocabulary/ phrases.
Communicative skills will be developed by interaction.
 Materials and resources: in the classroom we will use a computer and a
photocopy with the video’s script.
 Pedagogical use of ICT in class or at home: ICT will be present because we
will use a computer to watch a video. Students can also use their cell phones
to look for new words on the online dictionary or translator.
 Seating arrangement: Students will be in their seats when the lesson begins,
then they will move in front of the computer and in the closure stage they
will stand in front of the class.
 Assessment: what will be assessed and how: I’ll monitor all my students
through the lesson and I’ll check whether if they understand what I say or
not. I’ll try to make them repeat the different patterns and encourage them
to use the chunks meaningfully.
Warm up (10 minutes)
Purpose: To begin the lesson and create a comfortable atmosphere; to introduce
the students to the topic.

3. We’ll enter the classroom and the students will sit. I will begin the lesson by asking
them about their dream job.”Well, I’d like to know… which is your dream job? What
are you going to do when you finish school and what is the job you want to do?”
Each of them will answer about what they would like to do after school.
Transition: “Ok! Lots of people have a job but sometimes that job is not their dream
job. Let’s listen to two people talking about it!”
Presentation (15 minutes)
Purpose: To Expose the students to the language; to enhance students’
communicative skills and to develop or improve comprehensive skills.
Students will have to watch a video of two people talking about their dream jobs:
https://www.youtube.com/watch?v=w-VjooHq25w.
I will reproduce the video once and I will ask some questions. “Which are their jobs?
Which are their dream jobs?” after that, I will give the students the script of the
conversation and I’ll reproduce the video again so they can listen and read at the
same time.
Script:
- “Tom: Hi, my name’s Tom from the UK.
- Jess: And I’m Jess, I’m also from the UK.
- Tom: We’re both teachers but is this your dream job Jess?
- Jess: It’s not my dream job, no. My dream job would be… amm… as a backing
singer I think. I really love music and I’d love to go a tour with a really, really
good singer like Tina Turner or somebody but not have all the pressure of
being the main singer just like making it sound more beautiful from the
background. How about you?
- Tom: I’m like you. I also think I’ve got a more creative streak that needs to
break out. But for me it would be in… kind of… probably writing. But I’ve got
no idea how to begin. Any advice?
- Sorry, I can’t help you there”
Transition: “Well, let’s complete the following activity now”
Development (15 minutes)
Purpose: to develop communicative skills; to foster interaction and to check
students’ knowledge of new vocabulary.
Activity 1: in this activity students will have to complete the following chart:

4. Job Dream Job He/she would like
to…
Jess
Tom
After they complete the chart we will correct the activity together.
Transition: “Great! Let’s role play!”
Closure (20 minutes)
Purpose: to raise students’ motivation.
At this stage, students will work in pair and they will have to read the dialogue. I
will reproduce it again of necessary to check the pronunciation and then they will
have to role play.
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 Minimum score: 18 / 30
Score: ____ /30