This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Paula Pilotti
Período de Práctica: Nivel primario
Institución Educativa: Instituto Privado Gustavo Martínez Zuviría
Dirección: Roca y Sáenz Peña
Sala / Grado / Año - sección: 7mo grado sección 1
Cantidad de alumnos: 23
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: “My favourite things”
Clase Nº: 2
Fecha: 26/06/18
Hora: 13.30 a 15.00 hs
Duración de la clase: 80´
Fecha de primera entrega: 21/06/18
· Teaching points: Verb to be – yes/no questions.
· Revision: Favourite things – Have got – adjective + noun.
· Aims or goals:
During this lesson, learners will be able to…
- Identify and use the verb “to be” + adjectives.
- Develop their listening skill by listening to a song.
- To deepen their understanding on personal things.
• Language focus:
Lexis Function Structures Pronunciation
Favourite things, Identify and Do you
Singular/plural name your understand? Have / æ/
Nouns, favourite things.
Revision Have got
To identify Let´s listen watches /IZ/
Verb to be adjectives, to a song.
New Yes/No questions singular/ plural
nouns in yes/no
questions.

2. • Teaching approach: The lesson is based on the Communicative
Approach and PPP. The class is aimed at making students use the
new lexis applying it describing what they have/haven´t got.
· Integration of skills: The lesson will integrate listening, speaking
and writing skills through a video song and commands.
· Materials and resources: pictures, a computer, loudspeakers, a
board, projector, a video and copies.
· Pedagogical use of ICT in class or at home: In this lesson, a video
song will be used to support the exposure to the teaching point.
· Seating arrangement: Students will sit in rows, and at a moment
they will form groups.
· Assessment: what will be assessed and how: I will check that
students comprehend and identify the use of “verb to be” by
making questions and different kind of activities. I will provide
them with the necessary input and I will encourage them to
produce the chunks of language I am teaching.
Lesson 2:
Routine: 5´
Purpose: to start the lesson, get students into mood for work,
establish rapport.
I´ll get into the classroom and greet students: “Hello! How are you
today?” EA: “Hello, fine!”
I´ll write the date on the board and I´ll ask them to put their names on the
desk as the last class to remember their names.
“Have you got the pieces of paper with your names? Ok, good!
Remember to put it on your desk, please!” If you haven´t got it, write
your name again!
Transition: Very good! Thank you! Let´s start!
Warm-up 5´:
Purpose: to introduce the topic and teaching points.

3. Students will watch some pictures on the projector about Demi Lovato,
an American singer, songwriter and actress.
At the same time, I will ask the students some questions:
• Do you listen to music?
• Is she a teacher or a singer?
• Is she young or old?
• Is she a pretty girl?
• What is your favourite music/singer/song?
At this stage, I pretend students to answer yes/no and just identify the
adjectives they have seen during my observation period.
Transition: “Very well done”
Presentation 10´:
Purpose: to further exposure the learners to the target language.
The students will be sitting on their seats. With this song students will be
introduced to the verb “to be”. They will watch the video once, and then
they will continue doing some activities, then they will watch it again to
check.
I will provide them some information: “This song is called “This is me”
and the singer is Demi Lovato, she is an American singer, songwriter
and actress. She is 25 years old. She is from Los Angeles, California”

4. Link: https://www.youtube.com/watch?v=itx9-LEpPfc
I´ll pose some questions related to what they see in the video itself, and
then I´ll hand in the activity so as to focus on language.
I´ll ask students the following question:
• Where is she? Is she at home, at a concert, at school?
• Why is she there? Is it a cooking competition or a singing
competition?
• How does she felt feel at the beginning and at the end of the song?
Is she happy, sad, ashamed, afraid…?
Transition: Good! Let´s work together!
Development
ACTIVITY 1 - 20’
Purpose: this activity is aimed at fostering contextualized practice
of the teaching points.
I will give each student a copy to complete. They will complete to the
song with the verb to be in the correct place.
Complete the song with AM-IS-ARE in the correct place. Then, listen and
check.
This is me
I've always been the kind of girl
That hid my face, so afraid to tell the world
What I've got to say but I had this dream
Right inside of me
I'm going to let it show, it…… time
To let you know, To let you know
This…… the real, this ……… me
I…….. exactly where I……… supposed to be, now
Gonna let the light, shine on me

5. Now I found, who I ………..
There´s no way to hold it in
No more hiding who I want to be
This is me. (CHORUS)
Do you know what it………. like to feel so in the dark
To dream about a life where you……….. the shining star
Even though it seems, like it………. too far away
I have to believe in myself, it…... the only way.
You……. the voice I hear inside my head
The reason that I'm singing
I need to find you, I gotta find you
You……….. the missing piece I need
The song inside of me
I need to find you, I gotta find you
CHORUS
You……… the missing piece I need
The song inside of me
This is me
You………. the voice I hear inside my head
The reason that I'm singing
Now I found who I ……
There's no way to hold it in
No more hiding who I want to be
This is me.
After completing the task, they will watch the video again to check their
answers. After that, I will ask some students to read the answers to be
sure that they complete it well.
Transition: “Oh excellent job”
BREAK: 10´
ACTIVITY 2: 15’
Purpose: this activity is aimed at recognizing contextualized
practice of the verb “to be + adjectives + nouns”.
I will form groups and give each one a copy to complete.
I will point to my things and I say: “I have got a bag. Is it pink?

6. Yes, it is. I have got books. Are they red? No, they aren´t.
I´ll write the answers on the board to have a support during the
following activity. Students will use the verb to be to answer yes/no
questions about Demi Lovato.
Read the information and answer the question:
“Demi Lovato favourite things”
• Hobbies and interests: acting, playing the piano, writing and
singing songs
• Color: red, black
• Food: chocolate chip cookies, cheese
• Book: A piece of cake by Cupcake Brown, Twilight by Stephenie
Meyer
• Music: Kelly Clarkson, Paramode, The Beatles, Lady Gaga
• Song: What makes you beautiful (One Direction), Born for this
(Paramode)
• Movie: Donnie Darko
• TV Show: 48 Hours
• Sports: Surfing
• Place: Kenya
EXAMPLE:
- Is tennis her favorite sport? Yes, it is. / No, it isn´t.
- Are lemon cookies her favorite food? Yes, they are. / No, they aren´t.
1. Are black and red her favorite colors?
2. Is Kenya her favorite place?
3. Are “The Beatles” and “Lady Gaga” one two of her favorite singers?
4. Is “Coco” her favorite film?
5. Are Moby Dick and The little Prince her favorite books?
6. Is Atlanta her favorite TV show?

7. 7. Are reading and dancing her favorite hobbies?
We will check this activity on the board; some volunteers come to the
front and write the correct answer.
Transition: Very good! You did it well!
ACTIVITY 3: 20´
Purpose: this activity is aimed to recognize verb to be in short and
long questions and positive/negative answers.
At this stage, students will work individually in order to check
comprehension and they will revise some questions they have learnt
before. I will give each student a picture to answer questions and revise
the vocabulary they have learnt. They will stick the picture on their
English notebooks. Then, all of them have to copy the following
questions:
1) What is it?
2) What colour is it?
3) Is it new?
4) Is it big?
5) Is it modern?
6) Have you got it at home?
“Look at picture and answer the questions. For example: What is it?
It´s a/an……… Do you understand?” Ok, start working!!!
I will be monitoring the students ‘work. After finishing the activity, I will
ask some students to read the answers aloud in order to check.
Transition: Very well done students! Great job!

8. Closure 5´: I will give students some homework since they have only one
lesson per week and they need to practice at home.
“Well, it is time to go, but first copy your homework on your notebook”.
Read the text carefully and answer the questions. Then, complete the text
with the missing words.” I will write on the board the necessary
information and I briefly explain what they are expected to do. Student´s
Book, page 24, activity 1 and 2.
“Have a nice week. See you next week!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptabl
e
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: 24_/30