The document summarizes a teaching practice session given by Natalia Klein. It took place at Cem 24 school with 20 elementary level students. The 40-minute class focused on revising jobs vocabulary and introducing plural forms of the verb "to be". Students practiced identifying jobs, answering questions, and correcting sentences. They worked individually, in pairs, and groups. The class aimed to develop reading, listening, and language skills through integrated activities using articles, interviews, and exercises.

1. TALLER DE PRÁCTICA DOCENTE
Alumno Residente: Klein, Natalia Soledad
Período de la Práctica: Nivel Secundario.
Institución Educativa: Cem 24
Dirección: Calle Cerezos s/n, Colonia J. Echarren. Río Colorado, Río Negro.
Año: 1ro.
Cantidad de alumnos: 20
Nivel linguistico del curso: Elemental/básico.
Tipo de Planificación: Clase.
Unidad Temática: Profesiones.
Clase N°: 1
Fecha: 5/06/15.
Hora: 8.10 a 8.50.
Duración de la clase: 40 minutos.
Fecha de primera entrega: 21/05/15
 Teaching Points
 Revision of the verb “to be” singular (positive-negative)
 Revision of the articles “an/an”.
 The introduction of the verb “to be” with plural pronouns (positive-
negative)
 Revision of vocabulary related to jobs.
 Learning Aims
During the lesson, learners will be able to:
 Develop their reading skills by working on an article magazine about a famous
band.
 Develop their listening skills by listening to an interview with a Band.
 Language Focus

2.  Teaching Approach: CLT
Integration of Skills: the reading and speaking skills are integrated through the
magazine article which will be used to foster interaction among students and with
the teacher. Also, the reading skills are developed through activities that include
complete and correct sentences according to the article. The prediction strategy will
be applied in order to activate students ´schemata before reading.
 Pedagogical use of ICT in class: there is no use of the netbooks since the
students don´t work with them at school.
 Materials: worksheets with exercises for each student, board, marker and
flashcards related to the topic.
 Seating arrangement: depending on the type of activity, the Ss will be sitting in
pairs in order to feel comfortable or in groups of 4 or 5 students facilitating
interaction and discussions.
 Cooperative work: working in groups may help the students better interact and
communicate with one each other in order to exchange ideas and opinions.
 Possible problems and possible solutions: the most important problem
could be timing. It is very difficult to calculate the time for each activity since each
group is different and works at a different pace. Perhaps, if there are students who
finish early, the teacher can give them any other dynamic activity or game up to the
moment the rest could finish their tasks.
FUNCTION LEXIS STRUCTURE PRONUNCIATION
REV Answering questions
about jobs and
occupations.
Jobs:
Doctor, teacher,
nurse, pilot,
actress, actor,
fireman, mechanic.
Pronouns: She/ he
/it.
Articles: a/an
She isn´t a
doctor/she is a
teacher.
He isn´t a
student/
She is a nurse.
She is an actress/
He is an actor.
Difference between
the pronunciation
between “is” /
“isn´t”.
The correct
pronunciation of
the jobs and the
correct
pronunciation of
the pronouns.
NEW Analyzing an article
magazine and
answering questions
about it.
Difference in the
pronunciation
between “are” /
“aren´t”.

3.  Assessment: The assessment will be focused on observation in order to gather
information about the development of language skills.
 Routine (1 minute)
T: Hello Students! You are welcome to our class! I´m your new English teacher for a few
weeks. Let´s enjoy our time together. My name is Natalia Klein. How are you?
Ss: Fine! And you?
T: Right! I´m fine, too!
Today we are going to revise the vocabulary about jobs which we learnt last class!
Well, let´s start the class!
 Transition: let´s start revising a bit from the previous class….
 Presentation (15 minutes)
T: The previous class, we learnt about jobs and occupations. Do you remember some of
them?
Ss: Yes!
T: Tell me, please!
Ss answers:
Doctor
Teacher
Pilot
Nurse
Fireman
Mechanic
Actor
Actress
T: Perfect!!! Well done!

4. Now, I will stick two flashcards of jobs on the board and I will write two different
sentences below them, one sentence in positive and the other one into the negative
form.
Please, let´s look!
She isn´t an actress. He isn´t a mechanic.
She is a nurse. He is a fireman.
T: Now, let´s try to repeat the sentences from the board.
Ss: Yes!
T: Well done! You repeat the sentences perfectly.
Now, please, divide the whole class into two groups! I will stick two more flashcards
but this time you will have to choose the correct option for each one. The options
are in red. The sentences contain the verb to be singular in both forms, positive and
negative. Once you finished, both groups will read the pairs of sentences aloud! You
could choose which pairs of sentences you want to read! Let´s look!

5. He is/isn´t an actor. She is/ isn´t a nurse.
He is/isn´t a doctor. She is/ isn´t a teacher.
T: Ready?
Ss: yes!
T: Ok! Please, could the first group complete the first pair of sentences?
Ss: Yes!
He isn´t an actor / he is a doctor. ( They will read the sentences aloud)
T: Very good! Could the second group complete the second pair of sentences?
Ss: Yes!
She isn´t a nurse / she is a teacher. (They will read the sentences aloud)
T: Excellent!!
 Transition: yesterday I was thinking about what you like and I started researching
in the web and I found something very interesting for you…. Something related to
music!!! Let´s start working and find out what is it about!!
 Activity 1 (8 minutes)
Pre- Reading Activity
T: The topic of the lesson you are going to learn today is something you like a lot. I will give
you only one clue; it is an article about “music”…
I will give you some phrases and extracts from the article …. Do you agree?
Ss: Yes! Music!!!
T: Ok, let´s start! I will stick on the board 4 flashcards with 4 phrases from the article.
Also, I will give you a worksheet with the same phrases for each one.

6. BO OLSSON IS FROM SWEDEN
GOOD LUCK WITH THE TOUR
MELO IS FROM BRAZIL
IT IS FANTASTIC HERE
T: well, the idea is to guess what the article is about! We already know that it is
about music, but what else can you guess? (miming the meaning of the words just
in case they don´t understand)… is the article about a doctor?
Ss: No, it isn´t!
T. is the article about an actress?
Ss: No, it isn´t!
T: Is it about singers?
Ss: Yes, it is!
T: Is it national?
Ss: No, it isn´t.
T: Is it international?
Ss: Yes, it is!!!

7. T: Ok my dear students!
 Transition: let´s read!!! Now, you are going to read the article.
 Activity 2 (10 minutes)
While – reading activity
T: Now, you will it in pairs. I will give you a worksheet with the article.
Let´s read for a first time in order to confirm or deny your expectations
about it.

8. T: Well, What do you think? Is your guess right?
Ss: yes, it is!!
T: Right! You are correct!!!!
Ss: Yes!
T: Could you give me examples from the article?
Ss: yes!
It´s fantastic!
Melo is from Brazil.
Bo Olsson is from Sweden.

9. T: Very good! Also, when we learnt the pronouns, we learnt about the plural
pronouns. Do you remember them?
Ss: yes! “we”, “you” and “they”.
T: Perfect!!! Well, today we are going learn about the same verb “to be” but for
plural pronouns.
When we start the lesson, I asked you: How are you? And you answer: Fine!
The plural pronouns take the form “are” for the positive form and you use it to say
where the people stay or to describe them. And the negative form is “aren´t”. (I will
write both forms on the board)
Let´s give you an example from the article:
“They are on tour in the United States”. (I will write the sentence on the
board)
It is the positive form, but let´s give you the same sentence but in the negative
form:
“They aren´t on tour in Brazil” (I will write the sentence on the board)
Could you give me another example from the text?
Ss: Yes!
T: Tell me, please!
Ss:
“They are from different countries”.
“Paul and Donny McNab are from Ireland”
T: Perfect!
(checking comprehension)… the third singular pronouns take…
Ss: IS or ISN´T
T: Perfect! And the plural pronouns take…
Ss: ARE or AREN´T.
T: Well done!

10.  Activity 3 (8 minutes)
Post- reading activity
T: Now, please, sit in groups of five. I will give you a new worksheet! The
worksheet has five sentences which you have to correct reading the article
carefully. That time you will read for detailed comprehension. The five sentences
have a mistake, so you have to put the same sentence I give you in the worksheet
into the negative, and then, you put the correct one in the positive form. Let´s give
you an example… (check comprehension):
 We´re in the USA.
- Correction example: We aren´t in The USA. We are in Las
Vegas.
Is it clear?
Ss: Yes!!!
T: Right! Let´s start!
T: Well, I will give you 5 minutes to do the task and then, we will check the answers.
The time is over! Let´s check the answers. Which group wants to start?
Ss: One of the groups offers themselves and they read the corrections aloud! They read and
do the activity correctly!
The rest of the groups continue doing the same procedure! They do the activity very good!
 They are in Brazil.
 They are from the same country.
 They are very tired.
 Bo is from Australia.
 They are sad and unhappy.

11. Key:
They aren´t in Brazil. They are in the United States.
They aren´t from the same country. They are from different countries.
They aren´t very tired. They are very happy.
Bo isn´t from Australia. Bo is from Sweden.
They aren´t sad and unhappy. They are happy and excited.
Closure ( 3 minutes)
T: I will give you homeworkfor next class.
Homework: I will give you a card with some questions. You will have to work individually.
You will think about the following questions:
What´s the name of your favorite band?
What are the names of the members?
Where are they from?
Bibliography: New Headway Beginner. (Book)
Material: “How to teach English”, Harmer, Jeremy.