The document provides a lesson plan for a class of beginner English students. The lesson aims to develop students' speaking, reading, listening and writing skills. Students will review present tenses and vocabulary for describing interests and hobbies. They will then read about an exchange student named Mandy and answer questions about her profile. Finally, students will write their own personal profiles describing their basic information, activities, entertainment interests and sports to practice new vocabulary and structures.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López,Fernanda Emili E.
Período de Práctica: Nivelsecundario
Institución Educativa: I.F.D. N°13
Dirección: Italia 141, Zapala, Neuquén.
Sala / Grado / Año - sección: 5° 1
Cantidad de alumnos: 15
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Idioma Mundial
Clase Nº: 1
Fecha: 12/05/15
Hora: 09:50 a 10:30
Duración de la clase: 40 minutos
Fecha de primera entrega: 05/05/2015
Teaching points:
 Revision of present simple (verb to be, do you…?)
 Revision of present continuous. (are you…?)
 Writing about yourself.
Learning Aims
During this lesson, learners will be able to:
 Develop their speaking skills by describing their interests.
 Develop reading skills by reading a profile.
 Develop speaking and listening skills by interacting with peers and the teacher.
 Develop their writing skills by writing their personal profile.
Language Focus
Function Lexis Structure Pronunciation
Rev Answering
questions about
people’s routines.
Free time activities:
Dancing, reading.
Do you…?
(visit/help/listen to
your friends?)
-Do / does: weak and
strong forms.
- am / is / are : weak

2. Are you…?
(reading, painting?)
and strong forms.
New Writing about
oneself.
-Exchange
-Extracurricular
Use of
Conjunctions: AND
/ BUT / BECAUSE /
SO
/ɪkˈstʃeɪndʒ/
/ekstrəkəˈrɪkjʊlə/
Teaching approach: Communicative approach.
Integration ofskills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk about the topic using the target language and through students’ interaction
with the teacher and among them. As regards reading and writing skills, Ss have to answer
questions about themselves. They will also have to create a personalprofile.
Pedagogical use ofICT in class:In this lesson, Ss will be encouraged to participate in the blog
created by the teacher which may be used during the whole practicum period.
Materials: board,pieces of chalk and printed pictures related to the topic.
Seating arrangement: Ss will be sitting in pairs as it is their usual seating arrangement. Then they
will have to get together to work in groups of 4/3 or in a semi circle.
Cooperative work: learners will work in pairs to match different paragraphs with their
correspondent questions and will comment about the profiles.
It’s important to take into account the imaginary audience concept explained by Piaget
during adolescence. It refers to that state during which adolescents imagine that multitudes of
people are enthusiastically listening to or watching them. In this case,ss are taught to write about
themselves in an encouraging way.
Possible problems/difficulties and possible solutions:Boards need to be used with pieces of chalk
and I’ve checked that Ss usually can’t see what the T writes. For this reason, I’ll bring posters with
the information I need to copy on the board.
The activities may take longer than expected. That is why it is necessary to check the time spent on
each activity so as not to run out of time for the production stage.
Students will surely use their mother tongue to refer to some unknown vocabulary. I’ll encourage ss
to speak in English. I’ll foster the use of dictionaries too.
Potential problems students may have with the language:I think most ss would know the
meaning of many of the words presented in the profile; however, I will use different techniques to
help them such as repeating, giving Ss the first part of the sentences so that they can complete it and
giving Ss positive feedback to encourage them to participate. Moreover, I’ll mime and use
flashcards for them to understand the meaning of verbs and adjectives.
Pronunciation will be checked when Ss create sentences on their own and read them aloud.

3. Assessment:pronunciation and understanding of questions will be assessed by asking questions
individually for example: “what’s your name?” I’ll assess their ability to refer to themselves. Short
questions like: Is this right? Together with an expression of confusion will be used to helps Ss
understand that they are making a wrong statement or question.
Routine (2’): Hello everybody! How are you?
Transition: Ok, as you all know my name is Emili and today, and for some lessons, I’ll be your
teacher so let’s start working!.
Presentation (8’)
The T will show ss the following pictures:
She’ll ask ss: What do you think these pictures show? Who are they?
Ss’ possible answers:Students!
T: Great! And what are they doing?
Ss: They are travelling. They are visiting other countries.
T: Yes! These ss are exchange students. Do you know what “exchange” means? Take a look at this.

4. The T will stand in front of other students and will say: “This is my pen (she shows it to ss) and I’ll
exchange it with X for her rubber” The T will mime the action if exchanging objects for ss to
understand the meaning.
T: So these ss travel around the world and they stay with a family and they have to attend classes at
school. What do you think? Would you like to have one student at your house?
Ss’ possible answer:Yes!
T: Excellent! So today we’ll talk about one of these students. Her name is Mandy and she is coming
to Zapala. Do you want to know a little bit about her?
In this way, ss will know that they’ll talk about a girl who’s coming to visit them. The T will
continue encouraging ss to give their opinions about the topic and will encourage them to make
guesses about Mandy, so she’ll show them some pictures of her. (Ss have them on their course
books: What’s up? 3 – Myers, Jackson, Lynam y Tiberio)
T: Where do you think she is from?
Ss’ possible answers:USA, England.
T: What do you think she is doing now? What sports? Or extracurricular activities?
SS: Dancing, tennis, football.
T: Great! What about the rest of you? What do you think? The teacher will continue encouraging sts
to give answers and to start the lesson in a relaxed way.
Transition: The T may ask once again: Ok, again: Who are we talking about? What is she?
Activity 1 (12’): Ss will probably say Mandy, and they could say she is a student who is coming to
visit them. The T will ask them to take a look at the Facebook profile of Mandy. She’ll ask: Do you

5. know what Facebook is? Do you have a facebook account? How often do you use it? Do you have
it in your cell phones?
Ss will probably say they know Facebook and they’ll comment about how often they use it.
T: So this is Mandy’s profile. What is that?
She’ll elicit the meaning of profile from ss.
T: Take a look at it and tell me what information it gives.
Ss: Where she lives, her friends, what she loves.
T: Yes! So now I would like you to work in pairs. We will read Mandy’s profile…but first pay
attention to the questions I’ll give you. Take a look at them: (The T will stick the questions on the
board)
Questions:
Basic Information: What’s your name? / Where do you live? / Where and when were you born? /
What languages can you speak?
Activities: What extracurricularactivities are you doing? / What things do you like / hate doing?
Entertainment: What kind of music/ films do you like? / What books or magazines do you read?
/ What’s your favourite TV programme?
Sports: What sports do you play? / What sports do you like watching on TV? / What’s your
favourite sports team?
T: These questions are about four topics: SPORTS / ENTERTAINMENT/ BASIC
INFORMATION / ACTIVITIES
The T will give pairs of ss 4 paragraphs which they will have to say what it is about using the topics
named before.
T: I gave all of you 4 different paragraphs. Comment with your partner about the topic it refers to.
The paragraphs are the following:
My name’s Mandy. I live in Madrid but I was born in Bristol in the United Kingdom. I can
speak three languages – Spanish, English and some French.
Right nowI’m taking dance lessons. I really love dancing. I like singing too, but I don’t sing
very well so I never sing in public.
In my free time, I always listen to pop music. I don’t usually read for pleasure because I do a
lot of reading for school. I love going out with friends and watching TV. My favourite
programme is “American Idol”.
I don’t mind doing gym in my PE lessons but I don’t like playing sports after school. On TV, I
love watching the Olympic Games.Professional athletes are my heroes. They can do really
amazing things.

6. Source: What’s up? 3 – Myers, Jackson, Lynam y Tiberio
T: You should stick the paragraphs in your notebooks and try to put them in order!
The T will walk around helping and listening to students’ comments. She’ll assess that they match
the paragraphs with their correct topics.
T: Great, who wants to read paragraph number 1?
This could be a good opportunity to listen to and check ss’s pronunciation. I’ll check some mistakes
at the moment or I can ask the rest of the group if they recognize any mistakes in pronunciation
while listening to their partners.
Transition: Great! Now that we have read about Mandy, let’s write our personal profiles!
Activity 2 (13’): So as you know, Mandy is coming to visit Zapala. She will stay at the students’
house who best describes him/herself in the profile.
T: Pay attention to the questions. You will have to write paragraphs which answer the questions we
read together. Moreover, use capital letters to begin sentences and full stops or exclamations to
finish them. (She’ll show examples of this on the board)
The T will also write the following examples to elicit conjunctions’ meaning:
I love going out with friends AND watching TV.
T: Read this sentence,what’s the meaning of AND? Take a look at the two expressions she talks
about, she does both of them.
I live in Madrid BUT I was born in Bristol.
T: Read this sentence,what’s the meaning of BUT? In this case,one part of the sentence is positive
and the other negates it. She lives in Madrid but she wasn’t born there.
I don’t usually read for pleasure BECAUSE I do a lot of reading for school.
T: Read this sentence,what’s the meaning of BECAUSE? She gives the reason for the fact that she
doesn’t read for pleasure.
I don’t sing very well SOI never sing in public.
T: Read this sentence,what’s the meaning of SO? It’s similar to BECAUSE, she never sings in
public because she doesn’t sing very well.
Once Ss have checked how to use conjunctions, the T will encourage them to write their personal
profiles.
The T will walk around and check ss spelling of words.
Closure (8’):The T will ask ss to read their profiles aloud. She will ask them to start using the blog
created to post their works done during the lessons or homework.
T: Please upload your profiles! I’ll say there which house Mandy is going to stay.

7. The link is the following: http://englishclassifd135to1.blogspot.com.ar/
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies

Language accuracy

Observations Minimumscore:20 / 32
Score:28 /32 = 8.75