Lesson Plan 4-Secondary

1. TALLER DE PRACTICA DOCENTE
I.F.D.C. LENGUAS VIVAS
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Secundaria
InstituciónEducativa:I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección:1er
Año
Cantidadde alumnos:12
Nivel lingüísticodel curso:Pre-intermedio
Tipode Planificación:Clase
Unidadtemática: Mascotas
Clase Nº : 4
Fecha: 26/10/18
Hora: 13:40 a 15 hs
Duraciónde laclase:80’
Fechade primeraentrega: 22/10/18
Teaching points: -Animals(Pets)
-Modal verbs
 Aims: Duringthislesson,learnerswillbe able to..
-revise modal verbs(obligation,noobligation,prohibition,suggestion)
-revise vocabularyrelatedtopets

2. -revise superlatives
-developtheirreadingskills while readingashorttext.
-developtheirlisteningskills while listeningtoarecording
- developtheiroral skill bysharinginformationaboutobligationswiththeirpets
 Language focus
Lexis Function Structure Pronunciation
Revision Hello
Goodbye!
Listen!
Pay Attention
Adjectives:
friendly,sweet,
sociable.
Pets
Dog , cat,
goldfish
adjectives:
Loyal,naughty,
lazy,fierce,
cute,
dangerous,
disgusting
Greetings
Giving
commandsor
instructions
Tallkingabout
pets
Discussingthe
bestanimal to
have as a pet
Expressing
obligationand
lack of
obligation
Superlatives
Modal verbs
(obligation)
I have to (feed
my dog)
He has to
(cleanthe
mouse’scage)
Modal verbs
(noObligation)
You don’t
have to (do
much)
You don’t
needto (wash
your goldfish)
The best
animal to have
as a pet isthe
dog
Cute
/kjuːt/
Fierce
/fɪəs/
Naughty
/ˈnɔːti/
Dangerous
/ˈdeindʒərəs/
New
Hummingbird
raccoon
 Teaching approach: The Natural Approach-PPP
 Materials and resources: computer, projector, worksheets, a quiz game, course
books.

3.  Pedagogical use of ICT in class: a projector to show students a short video.
.
 Seatingarrangement: Students willbe seatedindividually. In activity 3, they will seat
in pairs.
 Cooperative work: : Students will interact with the teacher and in activity 3 they will
work in pairs.
 Potential problems student may have with the language: Since the group is very
heterogeneous and their teacher uses L1 to explain some aspects of the language or
gives instructions, I’ll try to use different strategies such as miming, body language,
giving synonyms, examples, demonstrating and asking a student to explain in L1 the
instructions. If necessary, I’ll apply the sandwich technique.
 Assessment: what will be assessed and how: I’ll assess students’ participation and
developmentinclassduringthe activities.I’ll askquestionstocheckif theyunderstand
the language items to be presented in this lesson.
Routine: 3’
I’ll wait for students to get into the classroom and greet them: “Hello! How are you
today?” EA: “Hello!”
Transition: Today I brought an unusual pet!
Warm up: 5’:
In thislesson,we’ll make arevisionof the contentsstudieduntil now because nextclass
studentswill have anexam.The followingactivitiesare similartothe onesinthe tests,as the
teacherrequired.
I’ll use the projectortoshowstudentsanimage of a raccoon.
T: “Look at thisimage.Do youknow thisanimal?”If nobodyresponds,I‘ll say:
“It’sa raccoon. Some people have araccoonas a pet.It seemscute andnice.Do youlike
raccoons?

4. EA: yes!,no!
Transition: Ok, Let’ssee a short videoabout a petraccoon!
Presentation: 10’
I’ll show students ashortvideoabouta raccoon to prepare themfora readingcomprehension.
Before watching :
T: “Payattentiontothe thingsthat the pet raccoon needs andthinkif youwouldhave a
raccoon.”
https://www.thesprucepets.com/raccoon-diet-1239361 I couldn’tdownload thisfile so I
usedthis one:
https://www.youtube.com/watch?v=4olSy5UXO_M (Theylovedit!)
While watching
While youwatchthe video write yesorno inthe followingsentences.

5. Yes No
Raccoons may be fascinatingpets.
Raccoons needasmall place to live.
Theydon’tlike playing orhavingfun.
Raccoons are sometimes naughty andmischievous.
They’re quite animals.
Sometimes,raccoons canbite.
Havinga raccoon maybe a disaster!
After watching
We’ll checkthe answersanddiscussif itis a goodideato have a raccoon at home.
Transition: Good!Let’ssee more informationaboutraccoons!
Development:57’
Activity 1: 17’
I’ll give studentsareadingactivityadaptedfromtheircourse book.Then,I’llasksome students
to write the answersonthe board.
I’ll provide helptothose studentswhodoesn’tunderstandthe text.
Before reading

6. T: “Read the title of the text:What’sthe worst animal tohave as a pet?”What’sthe meaning
of the worstanimal?(Toreviewirregularsuperlatives)
EA: el peoranimal.
T: “ok,nowreadthe textand choose the correct optioninthe followingactivity”
While reading
Complete the sentenceswiththe correct option.
1. Janice …………………………(have to/ has to/don’thave to) doa lotof work.
2. Janice’spetisa raccoon so she ………………………(has to/can’t/mustn’t) take itfora walk
because he can be dangerous.
3. She…………………………(don’thave to/have to/hasto) feedRockythree timesaday.
4. Rocky ………………………………(have to/doesn’thave to/hasto) live ina large place.
5. Raccoons……………………………..(don’thave to/shouldn’t/have to) live inahouse!
After reading
Write true (T) or false (F)
1- Janice hatesRocky.
2- Janice thinksthathavinga raccoon ishard work.
3- Rocky hasto eat once a day.
4- Raccoons have to live inthe wild.
5- Janice thinksRockyisfriendly.

7. Transition: Verygood!Nowlet’sdoa listeningactivity!Lookatpage 87.
Activity 2 :10’
Before listening
T: “Lookat the photographinyour book.What isit?EA: a bird.T: “Right!Thisis a humming
bird.”(I’ll write itonthe board) “Do you know the meaningof humming?”“It’scalled
hummingbecause itswings(Beatingmyarms) make a low continuousvibratingsound,likethe
soundof a bee” So,now youare goingto listen toAngie talkingaboutherbirdandyouhave
to complete itusing,hasto,have to, don’tneedtoor doesn’thave to”
“Let’sread the sentencesso youcan getan ideaaboutthe listening input”I’ll askstudentsif
theyknowall the words.If not, I’ll clarifymeaning.Forexample,‘flap’maybe anunknown
wordso I’ll make gestureswithmyarms.
While-listening
T: “So,firstlistentothe recording. Then,we’lllistentoitagainand youcan complete the text”
(If necessary,I’ll stopthe recording aftereachsentence)
Afterplayingthe recordingtwice,I’ll write the answersonthe board.
Transition: Good!Nowyou’ll workinpairsto share informationaboutyourpets!
Activity 3: 20’

8. I’ll give studentsanactivitythatis close totheircontext. Inthisactivitystudentswillworkin
pairsto share informationabouttheirpets.Theyare notusedto workon oral activitiessoI’ll
encourage themtodo it byguidingthem.
I’ll displaythe charton the projectorsoI can explainthe activitymore easily.
T: “ Listenandpay attention! Inthischart you’ll tickthe thingsyouhave to dowithyour pet.
For example;Ihave tocleanmy cat’scage, so I’ll puta tickhere.Then,youhave to ask your
matesaboutthe thingstheyhave todo withtheirpets.Forexample,Simon:Doyouhave to
feedyourdog?”EA: Yes! T: “ Great,so I put a tickhere. Take turns to ask the questions.Simon
can you explainthe activityforyourmatesplease?”(TocheckunderstandingI’ll askastudents
to explainthe activity)
1. Tick the things you have to/don’t have to dowithyour animal pet.Then,askyour
partnerthe things he/she has to/doesn’t has to do withhis/herpet.
For example:
You: Do you have to feedyourdog?
Your partner: Yes, I do/No,I don’t
You Your partner
Feedyour pet
Cleanits cage
Take it for a walk
Take it to the vet
Wash your pet
Brush its fur
Brush its teeth
While studentsperformthe activity,I’llcheckif studentsare usingthe targetlanguage and
provide helptoweakerstudents.

9. Whentheyfinishthe activity,I’llasksome studentsdifferentquestions abouttheirpetsand
theirpartners’pets.
T: Ready?Ok Tell me Valentina:WhatdoesLisandrohave todo withhispet?Look at your
answers.EA:Take itto the vet,take it for a walk…T: “Good! Remembertouse ‘He has to... (I’ll
write an example onthe board) Lisandro,whatdoesValentinahave todowith herpet?”EA:
She has to cleanitscage, feeditsdog. T: Excellent!(I’llcontinueaskingtosome students)
Transition:Great! Nowwe’ll playacompetitiongame.
Activity 4: 10’
The teachertoldme to doan activityof superlativesasarevisionfor the exam, soas inone
previouslessonIcould’tperformacompetitiongame,Iadapteditagainforthislesson.
I’ll formgroupsof 3 or 4 studentsdependingonthe studentsthatare present that day, and I’ll
give them a quiz game. I’ll tell them that the first group that finishes the quiz is the winner,
but the answers should be correct.
T: Now,youhave to make groups of 4. Thisisa competitiongame,ok?I’ll giveyouthisquiz
and youhave to complete it. Choose the correct answerandthe firstgroup that finishedthe
quizisthe winner.The groupwithmore correctanswersisthe winner.
There isn’tinternetconnectioninthe classroomtodothe quizasa online game soit will be
somethingsimilartothisone:

10. Closure:5’
I’ll tell studentsthatnextclass,theywill have anexam.
T: Listen! nextclassyou’ll have anexam, soyouhave to go overunit7,pay attentionto
vocabulary,modal verbsandsuperlatives.
Then,I’ll praise themfortheirworkandsay bye.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X

11. Coherence and
sequencing
x
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies x
Language accuracy X
Observations Minimumscore:18 / 30
Score:__28__ /30
Lovely lesson!