This lesson plan is for a 3rd year English class in an Argentine secondary school. It involves 14 students and will last 1 hour and 20 minutes. The lesson aims to recycle vocabulary from previous classes about design and introduce vocabulary related to city flags. Students will learn about the flag of Chicago, its symbols and meaning. The lesson involves warm-up activities matching words to images, a video introduction to the topic, reading a text with embedded comprehension questions, and post-reading activities analyzing the flag.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Secundario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 14 alumnos
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Good design
Clase Nº: 4
Fecha: 22/11/2018
Hora: 8am a 9.20
Duración de la clase: 1h 20m
Fecha de primera entrega: 16/11/2018
Teaching Points: In this lesson students will recycle the vocabulary gained in the last 3
classes and they will learn about the design of a city flag. More specifically they will
learn about the flag of Chicago and why it’s such a big part of the civil imagery.
Aims:
● To make students aware of their own language learning process by recycling

2. vocabulary.
● To develop speaking skills
● To develop reading and reading comprehension skills
● To develop logical reasoning.
Language Focus
Lexis Function Structure Pronunciation
Revisión Texture, colours,
contrast, lines, shape,
size, in the shape, at
the bottom, above, in
front, on top, around.
to be able to
describe
design.
Look at the
images and
place them
under the
correct column
/​ʊ/
New tools, permanently,
distinctive,
symbolism, bold,
pride,
To express
(after a
reading) the
meaning and
symbolism of a
city Flag.
Read and
complete the
reading
comprehension
activities.
/​uː/
● Teaching approach: In the lesson the approach is tasked based and communicative
as the students have to carry on a number of reading comprehension activities but
also they will speak in order to make sure that they understand the text.
● Integration of skills: Students will have to scan the text to find specific information, as
well as they will have to read in order to answer questions provided by the teacher.
For example, we will read a part of the paragraph and as they read I will ask them
questions that they will have to answer using the vocabulary from the text and their
own.
● Materials: Flashcards, TV, Video,
● Use of ICT: In this case students will watch a video that anticipates the information
we will read in the text. The idea is to prepare the students for the new topic and help
them relate it through a video.
● Assessment: I will assess the students by encouraging to read to the class, and by
asking questions as they read to make sure that comprehension is taking place.
Later, I will monitor students´ progress in the development of the activities.
● Seating arrangements: This class will be developed in a different room where
students are sitting at individual tables. I will make sure the tables are arranged in a
“semi-circle” shape so that we can all see each other.

3. Routine(5’)
As we enter the class I greet the students and ask them about their week. Then we get
ready to start working.
Warm up.(10’)
Using the images from the first and second lesson I ask students to place each word under
the correct column of the charts I will draw on the board. For example: Where is the plane?
It’s above the clouds.
Students will pass to the board in pairs - on the one hand, to make it faster, and also so that
they don’t feel like everyone is watching.
Charts for the board:
texture colours Contrast lines shape size
in the shape at the bottom Above in front on top around

4. Presentation:(10’)
We are going to read a text about the flag from Chicago. For example the​ flag​​ of Argentina
is Blue, white, blue with a yellow sun in the center. ( I will draw the flag on the board, at this
point students would have inferred the meaning through context)
What do you know of Chicago? Where is it? I will tell students that Chicago is in the USA,
and that it has a big lake by its shore called Lake Michigan.
Now look at the book on page 57. Take a look at the image of the flag, how would you
describe it? For example there are 5 thick lines/stripes, two are blue and three are white.
There are four starts in the middle! what does every symbol mean? For example, in
Argentina’s flag, the blue, the white and the sun represent the sky.
Before we start reading let’s take a look at this video and focus on the description of the
flag:
https://www.youtube.com/watch?v=Tn57eDDCBOQ
I will play the video until minute 1.11 The idea of the video is on one hand to get the students
ready for the text, because all the information in the video is alike similar to the information
we will read.
Transition:(5’)
Let’s read paragraph 3 to understand the meaning of Chicago’s flag. ( In this case we will
read together, and I will place emphasis in each symbol so that the students understand the
symbols),Then I will ask:
What are the white areas? and the blue ones? What do the stars represent?
Development:
Activity 1 Reading. (10’)
Now we are going to read the text (In this case I will give the students 3 minutes for them to
read in silence) and then we will read together at loud taking turns.

5. 2) While reading ​- (15’)
As we read I will ask these questions to the students. The idea of this activity is to check the
general comprehension of each paragraph and promote the development of speaking skills.
What’s a barber? (someone that cuts people’s hair)
Do people get tattoos of Chicago’s flag? Would you get a tattoo of Argentina’s flag?
Is the flag a very important image for the community of Chicago?
Why do people love Chicago, according to Mars?
Was the information in the text like the information from the video?
3) After reading- (20’)
After we read the text and I make sure that all students understood content we will move to
the after reading stage.
Students book page 56. We will read each activity together to make sure they all
understand what they have to do, also I will provide one example to each activity so that they
feel confident to carry out the activity.

6. Once students are done with the activities we will check together on the board!
Closure(5’)
Let’s take a look at this flag! Do you know to what country it belongs? Can we describe it?
In this case we will describe the flag together, following the descriptions we have previousl
done with the argentina and chicago’s flag.
;

7. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimum score: 18 / 30
Score: __20__ /30
Good, Anita! Go over the comments and suggestions, pls.