The lesson plan is for a 2nd year adult English class with 14 beginner level students. It focuses on jobs and routines. The plan includes 3 activities: 1) A warm up game to review jobs vocabulary. 2) Students solve riddles about professions and find the answers around the classroom. 3) In groups, students write and present riddles for others to solve. Scaffolding strategies such as modeling and help with pronunciation are provided throughout. The plan aims to review and practice jobs vocabulary and present simple tense.

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: 21 y 22
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 26 de septiembre
Fecha de entrega de la planificación: 20 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 written activities.
✔ Practise their listening, reading and speaking skills when selecting
information to make and guess a riddle.
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 read and write about
every day activities.
- Present Simple
(negative and
interrogative)
Plumbers don’t work in
restaurants.
- Yes / No questions
Do engineers work with
animals?

2. MATERIALS
✔ Board and markers
✔ Speakers
✔ A soft ball
✔ Worksheet
✔ Cardboards
PROCEDURES
ROUTINE
o Timing: 15’
✔ Greet students and take attendance
“Welcome everybody! Last lesson we worked with different professions and
some actions in affirmative and negative form. For example, Anna’s sister is a
shop assistant. Shop assistants sell things in a shop. They don’t work in a ...
Nice! Today you will make a revision of professions and actions. So, let’s start
with a game.”
WARM UP
o Timing: 10’
o Activity description and instructions as they will be said to students
(include direct speech)
Students couldn’t play this game last lesson.
Bomb (with music):
The teacher tells students to stand up in a circle and write some
prompts on board. 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 prompts on board. If they cannot complete the sentence,

3. 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 Scaffolding strategies
✔ Body language.
✔ Demonstration
o Transition comment to link each stage of the lesson with the next one
“Congrats to the winner! “Now, listen to me and tell me the profession”
PRESENTATION
o Timing: 15 minutes
o Activity description and instructions as they will be said to
students (include direct speech)
Activity 1: Riddles
Preparation: The teacher sticks professions (written
backwards) word cards in the corridor.
First, as a class activity the teacher tells students some riddles using
present simple in affirmative and negative form. Students have to
listen to all the sentences first, and then, risk.
Then, the teacher hands out the riddles. Students read them and
find the answers along the corridor.
“Listen and tell me the profession. They don’t deliver letters. They
work in schools. They work with people. They are …. (teachers)”.
“Now, stand up please. You have five minutes to find all the
professions and write them correctly in the corresponding space.”
Riddles
1. They don’t work with children. They work in laboratories. They help
people. They are ……………………………….
2. They work in houses. They don’t help people with legal problems. They
repair plumps. They ……………………………….
3. They work outside. They don’t sell things in a shop. They work with
animals. ……………………………………………. .
4. They don’t serve food in restaurants. They help people. They work in the
streets. ……………………………………………. .

4. 5. They don’t drive cars. They work with people, animals and plants. They
work with modern technology …………………………………………….
6. They don’t repair cars. They work with people. They serve food.
……………………………………………. .
7. They don’t sell things in a shop. They work with people. They work in
hospitals. ……………………………………………. .
o Scaffolding strategies
✔ Modeling the answers.
✔ Helping with pronunciation.
✔ Helping with spelling.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s go to the classroom, open your copy books and let’s
answer some questions.”
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: Reading
The teacher writes some yes/no questions related to the
previous activity on board. Students write them down and
answer them individually.
The teacher focus on the example, and encourages students to
answer following it.
“Copy this please. And tell me, do scientists work in laboratories? Yes, or
no? ok, we answer, yes, they do. Do police officers sell things in a shop?
Yes, or no? We answer, no, they don’t. Follow these examples to answer
the questions.”
Answer
1. Do waiters work in offices?
2. Do farmers work with animals?
3. Do scientists design houses?
4. Do plumbers serve food in restaurants?
5. Do photographers work with modern technology?
o Scaffolding strategies
✔ Modeling the answers.
✔ Helping with pronunciation.
✔ Helping with punctuation and spelling.

5. CLOSURE
o Timing 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 3: Writing
In small groups, teacher tells students to close their eyes and
pick up three professions from a bag. They have to write riddles
in a poster for the rest of the class using affirmative and negative
form of present simple as in activity 1.
Then, the teacher picks up the word cards and spreads them on
the other side of the classroom. One group sticks the poster on
board, reads one riddle, and the rest of the class answers. One
member of each group has to run, hold the word card and stick
in next to the definition to win a point. Once all the groups read
their riddles, they display the posters on the walls.
“Groups of three or four students, please. Pick up a word, write
sentences as in activity 1 on a sheet of paper and then in the poster. They
are secret!”
“Please, read sentence number one. The rest, pay attention. Listen
and say the profession. If correct, run, pick up the word and stick it next
to the definition”.
o Transition comment to link each stage of the lesson with the next one
“Excellent! You did a great job! Now, let’s stick all the posters on the walls. Thank
you very much, and 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

6. Language
accuracy
x
Observations
Fine!!