This document contains a lesson plan for a 7th grade English class in Río Turbio, Argentina. The lesson focuses on teaching students vocabulary related to buildings in a city and the structures "there is/are" and "there isn't/aren't". The 80-minute lesson includes warm-up activities revising previous vocabulary, presenting new vocabulary through pictures and sentences, and a worksheet for students to practice comparing pictures and completing sentences about buildings in their town. The lesson aims to develop students' listening, speaking, reading and writing skills through group work, questions and answers, and copying sentences on their folders.

1. TALLER DE PRÁCTICA DOCENTE 2018
Tutora: Prof. Aurelia Velázquez
Lesson plan 2 – Primary
Alumno residente:PATRICIA BARRIONUEVO
Período de Práctica: NIVEL PRIMARIO
Institución Educativa: E.P.P.N° 54 ¨WOLF SCHCOLNIK¨
Dirección: RIO TURBIO
Sala / Grado / Año - sección: 7° B
Cantidad de alumnos: 13
Nivel lingüístico del curso: PRINCIPIANTES
Tipo de Planificación: CLASE
Unidad Temática: IN THECITY
Clase Nº: 1
Fecha: 21/09/2018
Hora: 7.30 a 8.50
Duración de la clase: 80 MINUTOS
Fecha de entrega: 18/09/2018
LESSON 1
 Teachingpoints
» Buildings in a city - vocabulary
» There is/are - there isn´t/aren´t
 Aims
» During this lesson, learners will be able to:
 Learn andpractice newvocabulary about buildingsin a city.
 Describe their owncontext using previously learned structures(thereis/are/isn´t/aren´t)
 Develop theirunderstanding ofclass instructions.
 Develop theirlistening skills throughvideorecordings.
 Develop theirspeaking skills by repeating or answering to simple questions.
 Developtheir reading and writing skills through written activities.
 Learn about their hometown and how to describe a city.
 Language focus
LEXIS FUNCTION STRUCTURES PRONUNCIATION
Revision
Buildings in a
city
Naming public buildings/
shops
It´s a school. It´s the town
hall/ a shopping centre
New
Verb to be
Descriptions
Describing places in a city There is/are - there
isn´t/aren´t
 Teaching approach
Lesson organized following PPP procedures and combining it with the Communicative Approach as far as
possible.
 Integration of Skills
Listening and speaking skills will be integrated in the oral activities. Students will produce language orally and
interpret it through activities such as: repeating and/or answering to simple questions, producing simple
dialogues. Visuals and teacher strategies will aid students´ comprehension.
Reading and writing skills will be integrated via textual activities such as labelling, matching, etc. SS will
associate written forms and pronunciation.
 Material and resources
Flashcards and pictures.
Worksheets.
 Pedagogical use of ICT in class
Use of audiovisual materials in activities to enhance language learning and acquisition, such as: videos.
 Seating arrangement
SS will sit around a table or various tables grouped in the centre of the room
 Assessment

2. SS will be assessed by checking if they identify new and revised vocabulary when named, or, if they can
interpret new language. They will be asked simple questions to check understanding, and be encouraged to
produce vocabulary and the structures presented.
» LEAD-IN OR WARM-UP
Routine 3´
Purpose: to start the lesson, to put SS into the mood and establish rapport
Interaction: T-SS / S-T/ S-S
Skills: L - S
T enters the classroom and greets the students: “Hello everybody! How are you today?Fine? I´m very happy tosee you
again!¨
¨Now, I´ll call the roll and check if I can remember your names!You´ll answer here or present,please¨. T calls the roll and
emphasizes not here/not present for those who are absent.
Transition: ¨Great! Now It´s time to start working! Ready? Take your folders off your bags, please!¨
Warm up 15´
Purpose: to revise last class´s contents.
Interaction:T-SS
Skills: L – S - W
T asks SS to open their folders and look for last class´s homework. T ? the worksheet and reads the tittle ¨Buildings
in a city¨ T explains while pointing: ¨These are buildings which are common in a city. Which are new for you?¨ For
example: ¨Hairdresser´s¨ What´s the hairdresser´s? …T goes on asking SS as they check the homework.
Transition: ¨Very good! ¨Now, let´s do another activity about our town, Río Turbio!¨
» PRESENTATION 15¨
Purpose: to further expose the learners to the target language.
Interaction: T-SS
Skills: L – S – W - R
T writes the title on the board: ¨My town: Río Turbio¨
T: ¨We are going to describe our town.¨ T shows the flashcards to SS again and asks: ¨Is there a police office in Río
Turbio? ¨SS: Yes! T:¨Yes,thereis a police office in Río Turbio¨ T writes the sentence onthe board and asks SS to repeat.
T: ¨Is there a theatre in Río Turbio? ¨ SS: No! T: ¨There isn’t a theatre in Río Turbio¨ T also writes the sentence on the
board.
T does the same for the plural: ¨Are there schools in Río Turbio?¨ SS: Yes. T: Yes! How many schools are there? One?
Two? SS:Nine T:¨There are nine schoolsinRíoTurbio¨ andwrites the sentence onthe board. T:¨Are there tall buildings
in Río Turbio? SS: No! T: There aren´t tall buildings in Río Turbio.¨
ThenT explains SS that the first two sentencesdescribe one thing: the singular; and the last ones describe more than
one: the plural and writes singular and plural next to the sentences on the board.
T asks SS to copy the sentences on their folders.
T asks SS to make more examples and as SS say them T writes them on the board.
Transition: ¨Well done kids! Now, let´s practice a little more!

3. DEVELOPMENT
Purpose: to foster contextualized practice of the teaching points, and activate previously learned structures.
Activity 1 20´
Interaction: T-SS / S-T
Skills: L – S
T divides the class in two groups. T: ¨Look at these two pictures and compare them. You have to describe them.¨For
example; T calls one S and shows the others how to compare the pictures.
T: ¨In picture A, there is a bus stop.¨ what about picture B?
S: ¨In picture B, there isn´t a bus stop¨
T asks SS to make one sentence each group at a time.
Transition: ¨Good job! Look I´ve got these copies for you, let´s complete this worksheet¨
Activity 3 25´
(this activity couldn’t be done I lesson 1, so it is included here)
Interaction: T-SS /S-T
Skills: L – S – W – R
T gives SS the worksheets and guides them through each activity, SS work collaboratively and T explains only the
rubrics and when she is required by SS. T controls time for each activity and checks with whole class before passing
on to the next.

4. Transition: ¨Excellent! You were fantastic! Are you tired?¨
» CLOSURE (2´)
Purpose: to round up the class and greet the students goodbye.
Interaction: T-SS
Skills: L – S
T:¨It´salmost timetogo!Haveyoufinishedalltheactivities?Anydoubts?Ifyoudidn´t finishyoudotheactivitiesat home,
please! ¨
¨Have a nice weekend! See you next week!¨
(I cannot make the chart for correction fit in here)
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization X
erence and
quencing
X
y of resources
rning styles
X
and activities X

5. ng strategies X
age accuracy x
servations Minimumscore:18 / 30
Score:__24__ /30
Good job,Pat! Go overthe commentsto brushit upwhendeliveringthe lessonandpreparing
materials.