Practicum III

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Routines at home and at work
Clase Nº: 19 y 20
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 19 de septiembre
Fecha de entrega de la planificación: 13 de septiembre
LEARNING AIMS
During this lesson, learners will be able to…
✔ Review previous vocabulary related to jobs and actions.
✔ Review and apply grammar structures (verb to be, present simple verbs
in third person plural) in oral and activities.
✔ Apply new vocabulary (jobs and actions) when talking about their
personal lives.
✔ Practise their listening, reading and speaking skills.
LANGUAGE FOCUS
R
E
V
Jobs To describe where people
work and what they do.
- Present Simple
Doctors work in hospitals.
They help people.
N
E
W
Jobs
Verbs
To talk about their everyday
life.
- Present Simple
(negative and
interrogative)
I don’t work in hospitals.

2. MATERIALS
✔ Board and markers
✔ Mobile phone
✔ Speakers
✔ Worksheet from the previous lesson

3. ✔ Presentation:
https://docs.google.com/presentation/d/19cMnkFJwNd3iE0qy6RcBVAdM
c9LspO5_RMy1-WIP6-A/edit?usp=sharing

4. ✔ Worksheets:

5. ✔ Audio:
Track03.cda
✔ A soft ball
PROCEDURES
ROUTINE
o Timing: 15’
✔ Greet students and take attendance
“Welcome everybody! Last lesson we worked with different professions and
some actions. For example, Anna’s sister is a shop assistant. Shop assistants
sell…. Nice! Today you will make a revision of professions and you will learn
some new verbs too. So, let’s start with a group game.”
WARM UP
o Timing: 10’
o Activity description and instructions as they will be said to students
(include direct speech)

6. Memory game
Individually, students look at the worksheet from the previous lesson and
memorize the numbers and the job in each space. After a minute, they face
the copy down. Then, the teacher says a number and in small groups they
have to tell the profession and make a sentence using the verbs seen to win
points.
“Open your copybooks, please. Look at the copy with professions. You
have two minutes to memorize them.”
“Ok, face it down and tell me: what’s number 80? What do lawyers do?
Great! Lawyers help people with legal problems. You win one point to
guess the profession and an extra point if you complete a sentence.
Let’s work in two groups, please tell me names for your groups.”
o Scaffolding strategies
✔ Body language.
✔ Demonstration
o Transition comment to link each stage of the lesson with the next one
“Congrats to the winners! Now, let’s use our mobile phones. There
is an extra profession in the link. Can you find it?”
PRESENTATION
o Timing: 15 minutes
o Activity description and instructions as they will be said to
students (include direct speech)
Activity 1:
First, as a class activity the teacher tells students that there is a new
profession in the presentation sent some lessons ago. They have to
open the link and discover what it is (plumber). Then she
encourages them to write a sentence using an appropriate verb and
helps with vocabulary if necessary.
The teacher writes on board:
What do plumbers do?
“You can use your mobile phones now. Open the link in the What’s
App group. Is there a different job? Which one?
Copy this question from the board and answer it.”

7. o Scaffolding strategies
✔ Modeling the answers.
✔ Helping with pronunciation.
o Transition comment to link each stage of the lesson with the next one
“Ok, now listen to some friends talking about their occupations and make
notes of the words you hear.”
DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 40 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 2: Listening
a) Students listen for the first time and write down the words they
recognize. Then, they dictate the words to the teacher, she
writes them on board.
b) Then, the teacher hands out the worksheet with activity 1.
Students read the dialogue and try to complete with the words
in the box. Then they listen to the audio again and check their
answers. The teacher writes their answers on board.
1. Listen and complete with the words from the box
COME – NURSE – CUBA – PLUMBER - LIVE – WORK – SPEAK –
WAITER – LONDON
Zac: Ok, guys… here are your snacks.
Erin: Thanks. Hey, Zac, where do you work in the day time?
Zac: Well, I don’t 1 _________ here at the youth club. I work in a hospital. I’m a 2
_________.
Sam: So, you are a youth club leader, a nurse and a 3 _________!
Zac: Very funny!
Erin: Where do you 4 _________ from?
Zac: I come from South 5 _________ but my parents come from 6 _________.
Polly: Cuba? Cool!
Zac: Yes, but they don’t 7 _________ there now. They live in New York.
Polly: Do you 8 _________ Spanish?
Zac: Yes, I do. And a bit of Italian.
Josh: Hey, Zac! The taps’ broken!
Zac: Sorry. Don’t look at me! I’m not a 9 _________.
“How many words do you hear? Any new professions? Which ones?”
“Now read the dialogue. Can you complete with the words in the box?
One minute to complete. Don’t worry you will listen to it again”.
c) The teacher hands out activity 2 and tells students to read the

8. sentences out load and write true or false. If necessary, she will
play the recording again.
2) Answer TRUE or FALSE
1. In the daytime, Zac is a nurse at the youth club. ………………….
2. Zac is from Cuba. ………………….
3. Zac is British. ………………….
4. Zac’s parents are from Cuba. ………………….
5. Zac is a plumber. ………………….
“Let’s read number one. Any volunteer? Is that true or false?”
o Scaffolding strategies
✔ Modeling the answers.
✔ Helping with pronunciation.
Activity 3: Grammar
The teacher tells students to focus on the black words in the
dialogue, and asks whether they are affirmative, negative or
interrogative sentences. She encourages them to infer the usage
of present simple in these forms.
“Look at the dialogue again. Concentrate on the words on black. Is
this sentence affirmative, negative or interrogative? How do you notice
it?” So, what do we use to make a negative sentence? And to make a
question?
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s learn new actions.”
o Scaffolding strategies
✔ Modeling the answers.
Activity 3: Speaking
The teacher hands out the last activity and call students´
attention on the verbs. First, she tells students to circle the verbs
in activity 1. She asks learners if they know their meaning and
write it on board if necessary. Then, she tells student to
complete the mini dialogues with the help of the first activity.
Then, in pairs, they ask and answer the questions with personal
information.
3. Complete the dialogues with the correct form.
1. (live)
A: Where do you live?
B: I live in London.

9. 2. (speak)
A: _____ you _____ English?
B: Yes, I _____ . I _____ English and Italian.
3. (come from)
A: Where _____ your grandparents _____?
B: They _____ Madrid in Spain.
4. (live)
A: _____ you _____ in a house?
B: No, I _____ . I _____ in a flat.
5. (study)
A: What languages _____ you _____ at school?
B: We _____ French and German.
“Look at the example. What’s ‘live’?”
“Please, write questions and answers. You can use the dialogue in
activity one to help you.”
“In pairs, please. Ask and answer the questions with YOUR
information, with personal information.”
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s put everything into practice.”
CLOSURE
o Timing 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Bomb (with music):
The teacher tells students to stand up in a circle. She plays music
and students have to throw a ball to each other. When the music
stops, they have ten seconds to say a sentence (affirmative, negative
or interrogative) using jobs and the verbs seen. If they cannot
complete the sentence, they are out of the game, and so on until one
student remains in the circle.
“Let’s pass the ball. When the music stops you have to make a
sentence. For example, Plumbers don’t sell things.”
o Transition comment to link each stage of the lesson with the next one
“Congratulations! But there’s only one winner today. See you next Monday and
have a great week!”

10. 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 Well done!