Lesson 10 - Secondary Practicum Period

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Viñolo, Bárbara
Institución educativa: ISG St George Institute
Año y sección: Teens 4
Nivel lingüístico del curso: Intermediate
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Future
Clase Nº: 10
Duración de la clase: 90 minutos
Fecha de la clase: 12th October
Fecha de entrega de la planificación: 7th October
Learning Aims
During this lesson, learners will be able to…
 Revise the grammar structures learned regarding obligation.
 Learn new vocabulary to talk about jobs.
 Acquire new knowledge about grammar structures and vocabulary.
 Develop listening skills through pronunciation practice.
 Develop language skills through collaborative and production tasks.
 Develop listening skills by talking about their dream jobs.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to jobs:
dentist, doctor, nurse,
lawyer, chief funster, taste
master, wildlife caretaker,
etc.
Reflecting on what
obligations you should /
shouldn´t have to work as
a millionaire.
Grammar structures / phrases to
talk about obligations:
Don´t have to / have to / should /
shouldn´t / must / mustn´t.
 You don´t have to be born
rich.

2.  You should enjoy your
work
 You mustn’t care of what
people think about you.
N
E
W
Vocabulary about adjectives to
describe jobs: good, wonderful,
amazing, angry, enormous,
etc.
Talking about dream jobs. ---------------------
Materials
Computer and projector (in the classroom).
Speakers.
Student´s computer (as half of the group will attend to the lesson online)
Student´s academic material: Speak Out Intermediate – Student´s Book.
Presentation video: Job - Place and Need - English ESL video lesson (islcollective.com)
Presentation worksheet: Modal verbs worksheet (liveworksheets.com)
Procedures
For the English lessons, students receive and send activities through a Whatsapp group. I
will send them the link for the videocall meeting through a private Whatsapp group the
institution shares with the students as well as with their parents. Moreover, the lesson plan
will be uploaded to a webpage called “Educabot” which the institution chose as a campus
for their students.
ROUTINE (5 minutes)
Purpose: To get students be ready to start the lesson.
I will greet students and ask them how they are today. While the teacher listens to
students´ comments, she will ask each of them to take a seat. As the teacher listens to
them, she will prepare her computer to connect online with the other half of students.
Transition comment to link each stage of the lesson with the next one: Hello
everybody! Let´s start the lesson by checking the topic of Thursday´s lesson… Are you
ready?

3. WARM- UP (5 - 10 minutes)
To introduce the lesson, I will show students an activity included in the following link:
Job - Place and Need - English ESLvideo lesson (islcollective.com). As they watch
the video clip, they will have to answer some reflective questions related to what they see
in the video clip. (They will be included in the video clip).
After seeing the video clip, I will ask them to answer the following questions orally:
 Would you like to have any of the jobs mentioned? Why / Why not?
 What qualification do you need a person should have for the jobs presented?
 Do you know any person that has any of the jobs mentioned? What do you know
about it?
 Do you imagine yourself in any of the jobs mentioned? Why / Why not? What is
your dream job?
Scaffolding strategies: Visual support (pictures) to build a context in which students
have to reflect on what they see in the video clip and use the knowledge learned to talk
about what they have seen with vocabulary of the new unit. Reflective questions in order
to foster student´s critical thinking and helping them to understand the context of the
lesson.
Transition comment to link each stage of the lesson with the next one: Well done!
Now, let´s listen to other people´s jobs….
PRESENT ATI O N (15 minutes)
Purpose: To revise the use of grammar structures: must / mustn’t / have to / don´t have to
/ can / can´t
In this activity, I will invite students to revise the use of modals with a worksheet prepared
by myself (this worksheet will be uploaded on liveworksheet to make it interactive), In
this occasion, I will ask students to work all together to develop the activity proposed.
Link of the activity: Modal verbs worksheet (liveworksheets.com)

4. Scaffolding strategies: activate student´s prior knowledge through fill-in-the-gap
activity, provide the context of the lesson by asking students to work with key concepts.
Transition comment to link each stage of the lesson with the next one: Well done!
Now we are ready to continue working with modals… Ready?
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity # 1 (5 - 10 minutes)
I will ask students to work in pairs. I will invite them to look at the pictures given and
answer the following questions:
What are these jobs? Would you like to do them? Why / Why not?
What is your idea of a dream job?
Scaffolding strategies: I will explain the exercise by using one sentence from the ones
given as example, encourage students to work in pairs to develop the activity.
Transition comment to link each stage of the lesson with the next one: Great job!
Now it´s time to listen about people who have these jobs….Ready?

5. Activity # 2 (15 minutes)
I will ask students to make a listening activity in which they have to listen carefully and
identify the people with their jobs and what problems they talk about. Then, I will
encourage them to work in pairs and answer the following questions regarding what they
have heard on the recording.
Scaffolding strategies: Help students to understand the task my giving them an example,
encourage them to work collaboratively.
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time to go deeper into vocabulary…
Activity # 3 (5 - 10 minutes)
I will ask students to complete this task in pairs. I will ask students to read a script from
the listening activity done at the previous activity and complete the following activities:

6. Scaffolding strategies: model and define the aim of the activity, give an example with
each of the sentences given.
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time for a last activity in which you have to read a text and complete
a comprehension activity…
Activity # 4 (5 - 10 minutes)
I will ask students to read the text and underline the correct alternative to complete the
text.

7. Then, I will ask students to work in pairs and complete the following activities:
Scaffolding strategies: I will explain the exercise by giving an example with my own
dream job as a child to encourage students to discover the uses of the new grammar
structures, encourage sts to work collaboratively.
Transition comment to link each stage of the lesson with the next one: Great job!
Now it´s time to work on a last activity….Ready?
CLOSURE (15 - 20 minutes)
The aim of this final task is to encourage students not only to use all their knowledge in
order to comprehend what the task is about, but also to make use of the vocabulary and
grammar structures learned during the lesson.
I will share with students the following guideline:

8. I will ask students to work in pairs or small groups to prepare a short talk about their
dream jobs when they were younger. After they have prepared their retelling, I will ask
each of the students to share what they´ve prepared about their dream job.
Scaffolding strategies: Visual support (chart /pictures) in order to help students to
understand and apply their prior and new knowledge in the task´s development,
interactive and collaborative work in which students have to produce a speech retelling
their dream jobs (making use of the vocabulary / grammar structures learned).
Transition comment to link each stage of the lesson with the next one: Wow! You
work very hard today… great job! We come to the end of this lesson! See you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Great job!