MDD 2 & 3

Standard 2 & 3: Learning aims and lesson planning.
Camila Cuevas Araneda
Professional Practicum

UNIVERSIDAD CATOLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN - DEPARTAMENTO DE LENGUAS
ENGLISH PEDAGOGY PROGRAMME
TEACHING PRACTICE
UNIT PLAN FORMAT
STUDENT - TEACHER’S NAME: Camila Cuevas Araneda
SCHOOL: Liceo de Niñas
LEVEL: 11th grade
NAME OF UNIT: Professions
TOPIC: Jobs
AIM(S): At the end of this unit students will be able to give advice related to jobs.
AIM(s) SKILLS MAIN ACTIVITIES AIDS HOMEWORK
LESSON 1
PPP
At the end of the
lesson SWBAT
identify and
differentiate
vocabulary related to
jobs and the use of
the modal should to
give advice, written.
Reading
Writing
Lead-in:
S-T plays a guessing
vocabulary activity
with the Ss.
Presentation:
S-T reads a letter,
presenting the new
language sentence and
structure.
Practice:
S-T writes exercises
with should on the
board.
Flashcards
Dictionaries
Worksheet
Crossword

TEACHING PRACTICE
S-T gives instructions
for a word search
activity.
Production:
S-T asks Ss to write
pieces of advice for
different people using
the modal should.
LESSON 2
PPP
At the end of the
lesson SWBAT give
advice for everyday
situations using
should, ought to, and
had better, written.
Reading
Writing
Lead-in:
S-T checks homework
(crossword) with the
whole class.
S-T writes the modals
should, ought to and
had better on the
board and two
examples for each
modal.
S-T asks Ss what is the
difference and writes
the answers on the
board.
Presentation:
S-T explains the use of
each modal using the
previous examples.
S-T presents the
Worksheet

TEACHING PRACTICE
sentence structure.
S-T check Ss’
predictions.
S-T gives more
examples for each
modal.
Practice:
S-T asks Ss to get in
pairs.
S-T gives Ss a
worksheet with
exercises related to the
modal verbs.
S-T asks Ss to
exchange their
worksheet to check the
answers.
Production:
S-T write a letter to a
friend giving advice
using should, ought to
and had better.

TEACHING PRACTICE
LESSON 3
SDL
At the end of the
lesson SWBAT
consolidate
vocabulary about
professions through
matching and
charade activities.
Reading
Writing
Pre Reading:
S-T invites Ss to play
bankrupt and gives the
instructions.
S-T asks Ss predict the
lesson aim.
While-reading:
S-T gives Ss a
worksheet with a text
related to jobs
descriptions.
S-T checks Ss’
predictions.
S-T asks Ss to skim
and scan the text to get
general and specific
information,
respectively.
S-T re-reads the
handout with the Ss
and asks Ss to
complete the
worksheet.
S-T checks the answers
with the class.
Flashcards game
Worksheet
Dictionaries

TEACHING PRACTICE
Post-Reading:
S-T invites Ss to
participate in a
charade activity.
LESSON 4
TBL
At the end of the
lesson SWBAT
produce a poster with
pieces of advice related
to jobs to their
classmates.
Writing
Speaking
Listening
Preparation:
S-T invites Ss to play
memory game.
S-T gives instructions
for the task and shows
them an example of a
poster with pieces of
advice.
Task development:
S-T monitors the task.
Post task:
S-T gives feedback of
the Ss’ work and
evaluates the success of
the task.
Datashow
Dictionaries
Blank sheets

Universidad Católica de la Santísima Concepción
English Pedagogy
Teaching Practice
LESSON PLAN
Adapted from University of Sussex
Class: 11th
grade
School: Liceo de Niñas A-33
Date of lesson:
8th
September
2014
Time of lesson:
11:15 – 12:45
Length of
lesson:
90 min.
Student-Teacher’s
name:
Camila Cuevas
Araneda
Main Aim:
At the end of the lesson students will be able to identify and differentiate vocabulary related to jobs and the use of the modal should,
written.
Exponent(s):
“You should get a part time job”.
“You should work in a fast food restaurant”.
“You should get some sleep”.
“You should take a rest”.
“You should pay attention in class”.
Assumed Knowledge:
First conditional
Elemental vocabulary
Personal pronouns
Modal verbs (can, may)
Target Language: (Linguistics items and their use, meaning, form)
Should used to giving advice.
S + SHOULD + verb + complement
Anticipated Problems …..and Solutions
No dictionaries available… ask Ss to use their mobiles.
Ss might get confused with
the new vocabulary… use images and body language to reinforce the lge.
Aids
Whiteboard
Dictionaries
Worksheet

Stages Procedure
What I am going to do
What I am going to say
Instructions, CCQs, Feedback,etc
Skill Time
(min)
Interaction
T-Ss;Ss-
Ss;etc
LEAD-IN S-T greets the Ss.
S-T invites Ss to play a game in
order to engage them and uses
CCQ’s.
S-T asks Ss what they want to be
in the future and make Ss predict
the lesson aim.
S-T communicates the lesson
aim and writes it on the board.
S-T: Good morning everyone, how
are you today?
Good morning, Loreto. Did you
sleep well?
S-T: First of all, we are going to
play a game. I am going to show
you an image and you are going to
say what it is, ok? Is it clear? Do we
have to say the word in Spanish?
S-T: Very good, girls! That was
excellent! Did you like the game?
I like this image because she is a
teacher, like me. Do you want to be
a teacher? Or maybe a nurse? What
do you want to be in the future?
Look at the images, what do you
think we are going to talk about
today? Think about it for a few
seconds… Are we going to talk
about history? Or food?
S-T: Yes, very good, girls! Today
we are going to identify and
differentiate vocabulary related to
jobs and identify the use of the
modal should.
Listening
Speaking
10 min. T-Ss
T-S
T-S
S-S

PRESENTATION S-T presents and models the
exponent and the new language.
S-T writes the new language on
the board.
S-T: The other day one of my
cousins wrote me a letter and asked
me for advice. She does not know
what to be in the future. Now I am
going to read it.
S-T: Dear Camila, I hope you are
ok. I think I need some advice. I do
not know what to do… I am trying
to save money to go to a concert
next month. I sold my old CD’s and
shoes but I need more money. I do
not know what to do… I need to
buy a ticket!
Please help me, Camila… What
should I do to have more money? I
really need you help.
Love, Valentina.
S-T: I immediately called her and
said, Valentina, I think you should
get a part time job… If you want
money to buy a ticket, you should
work in a fast-food restaurant or
something similar.
Good luck, Camila.
S-T: What was my advice? What
did I say?
S-T: Very good! That was brilliant,
girls! When we want to give advice,
we use the modal verb should. For
example: If someone is sleepy, you
say ‘you should get some sleep’ or
20 min. T-Ss
T-Ss

PRACTICE
S-T uses CCQ’s to check
understanding of the new
language.
S-T gives Ss the first activity,
sets time and checks
understanding of the
instructions.
understanding of instructions.
S-T checks Ss work on the
board.
‘you should take a rest’. If your
classmate says she has bad marks in
English, you can say ‘you should
pay attention in class’.
S-T: Write down those examples
and the sentence structure in your
copybook.
S + SHOULD + verb + complement
S-T: Ready? Now, what was the
modal verb we use? Is it can? Or is it
may? Do we use them to give
directions?
S-T: Excellent!! Well done, girls!
S-T: Now we are going to do a few
exercises on the board. Work with
your partner and put the sentences
in the correct order, following the
sentence structure I gave you. Copy
them in your copybook. You have
10 minutes. Is it clear? Is it
individual work? Do we have to
translate? What do you have to do,
Joan?
S-T: Time to check the activity.
Carolinne, what is the correct order
for sentence number 1? Write it on
the board. Daniela, can you help
Carolinne? Excellent! That was
great, girls!
Reading
Writing
30 min T-S
S-S
S-Ss
T-Ss
T-S

PRODUCTION
S-T gives the instructions for the
second activity, sets time and
checks understanding of
instructions using CCQ’s.
S-T asks Ss to exchange their
worksheets and then checks
answers asking some Ss (chosen
randomly) to give their answers.
Gives them time to reflect on
their work.
S-T asks Ss to produce 3 pieces
of advice to 3 people with
problems and uses CCQ’s to
check understanding of
instructions.
Now you all have to check your
answers with the sentences on the
board.
You have a moment to talk about
your mistakes with your partner.
S-T: Now we are going to have
another activity. We are going work
with a word search. First of all write
down your name. You have to find
the words below. This is individual
work, and you have 10 minutes to
finish this word search. If you have
any questions feel free to ask me.
S-T: Ok, no more time, girls. Pass
the worksheets to the front of the
class; now you are going to check a
classmate’s work.
S-T: Ok, nice job everybody! Now
you need to have your own work,
and I want you to think about it.
How many mistakes do you have?
Any spelling mistakes? Was it too
difficult? You have a few minutes
to think about that.
S-T: Now, the final activity. You
and your partner are going to give
advice to someone. There are 5
teenagers with problems and they
need your help. Choose 3 and give
them 3 pieces of advice each using
‘should’. You have 25 minutes to do
Reading
Writing
30 min
T-Ss
S-S
T-S
T-Ss
S-S

S-T collects work and closes the
lesson.
this activity and I am going to
collect them when time finishes. If
you have any questions feel free to
ask me, and remember this is pair
not group work, ok?
Fernanda, what do you have to do?
Do you have to draw? Do we help
all teenagers? Or just 1? How many
pieces of advice for each teenager?
S-T: Collects their work and closes
the lesson by asking what was the
agenda of the lesson.
POST LESSON COMMENTS:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Jobs Word
Search:
Find
the
word
in
the
list

below
in
the
grid
to
the

right.

actor
architect

artist
astronaut
athlete
cashier
chef
construction worker
dentist

doctor
farmer
firefighter
flight attendant
janitor
mail carrier
mechanic

miner
musician
nurse
pilot
police officer
programmer
reporter

scientist
singer
soldier
teacher
truck driver
vet
waiter

English Pedagogy
Teaching Practice
LESSON PLAN
Class: 11th
grade
School: Liceo de Niñas A-33
Date of lesson:
22nd
September
2014
Time of lesson:
11:15 – 12:45
Length of
lesson:
90 min.
Student-Teacher’s
name:
Camila Cuevas
Araneda
Main Aim:
At the end of the lesson students will be able to give advice for everyday situations using should, ought to, and had better, written.
Exponent(s):
“You should learn how to dance cueca”.
“You ought to get some sleep”.
“You had better put the flag in your window”.
Assumed Knowledge:
First conditional
Elemental vocabulary
Personal pronouns
Modal verbs (can, may, should)
Target Language: (Linguistics items and their use, meaning, form)
Should is used to giving advice.
S + SHOULD + verb S + SHOULD NOT + verb
S + OUGHT TO + verb S + OUGHT NOT TO + verb
S + HAD BETTER + verb
No dictionaries available… ask Ss to use their mobiles.
Ss might get confused with
the new vocabulary… use images and body language to reinforce the lge.
Aids
Whiteboard
Dictionaries
Worksheet
Computer
Datashow

Stages Procedure
What I am going to do
What I am going to say
Instructions, CCQs, Feedback,etc
Skill Time
(min)
Interaction
T-Ss;Ss-
Ss;etc
LEAD-IN S-T greets the Ss.
S-T checks homework using
peer correction and uses CCQ’s
to check understanding of
instructions.
S-T asks Ss to brainstorm what
they learned the previous lesson,
writes their ideas on the board.
S-T: Good morning everyone, how
are you today? Did you have fun
last week? Did you dance cueca?
S-T: Do you remember last class?
When I gave you a crossword
before fiestas patrias? We are going
to check that now. Give me your
crosswords and I am going to give
you a classmate’s homework so you
check it. Ok, do you understand?
Are you going to check your own
homework?
S-T: That was really good, girls!
You did an excellent job at home! I
am going to give you your
homework next class, ok? I need to
re-check them first.
Do you remember last class now?
Remember what we learnt last class,
before fiestas patrias? Did we watch
a movie last week? Did we listen to
a song? Yes, very good! We talked
about professions! And something
else? We talked about professions
and… You have a few minutes to
Listening
Speaking
10 min. T-Ss
T-S

PRESENTATION
S-T makes Ss predict the aim of
the lesson.
S-T communicates the lesson
aim and writes it on the board
and checks predictions.
S-T presents and models the new
language using a ppt.
think about it.
S-T: Very good Madeleine, we
talked about professions and giving
advice. So what do you think we are
going to talk about today? Sports?
Fashion?
S-T: Today we are going to give
advice for everyday situations using
should, ought to, and had better,
written.
S-T: I want to tell you something
that happened to me. Last week,
when I was dancing cueca with my
cousin, I saw people laughing and I
understood why. They were
laughing because my cousin is not
very good at dancing cueca. So I
told him, ‘you should learn how to
dance cueca’. He did not get angry,
and he was laughing and making
jokes about it. It was a very fun day.
Next day, I was having lunch with
my family and my cousin was really
tired for all the food and dancing of
the previous day, so my sister told
him ‘you ought to get some sleep”
and so he went to sleep. And then,
the same day, I asked my sister
where the Chilean flag was. I said,
where is the flag, Pauli? Every
house had a flag, except our house.
25 min T-S
T-Ss

S-T asks Ss to name the modal
verbs they recognized from the
story.
understanding of the new
language.
We did not have a Chilean flag! I
said Pauli, we had better hang a
Chilean flag in the window! Or we
will have to pay a fine because it is
the law. In the end, everything was
ok, and we did not have any
problems. It was a good week.
S-T: Did you like the pieces of
advice? How many did you see?
One advice? More than one advice?
S-T: Excellent! Very good, girls!
When we want to give advice, we
have 3 options. The difference is
that should and ought to can be used
similarly, we use both to say it is the
right thing to do. Had better is
different because it has a negative
connotation. It means if you do not
follow the advice something bad
can happen. Let’s see the form of
these modals.
S-T: Now that you saw the 3 ways
to give an advice, do you think they
are the same or different? Is should
the same as had better?
S-T: Now, write down the sentence
structure and the examples in your
copybook.

PRACTICE
PRODUCTION
S-T gives Ss the instructions for
the activity, sets time and checks
understanding of the instructions
with CCQ’s.
S-T uses peer correction to check
the activity with the whole class.
S-T gives them time to reflect on
their work.
S-T asks Ss to produce a letter to
a friend using the new language.
S-T: Now work with your partner.
In the first part you have to
complete the sentence with the
correct alternative. When you are
ready, go to part 2 and complete the
dialogues with the corresponding
modal verb to give advice. In part 3
you have to match the problem with
the corresponding advice. And
finally, in part number 4 you have
to read the situations and give 3
pieces of advice for each person.
You have 25 minutes to complete
this activity. You can start now.
Remember you can use dictionaries
or ask me if you need any help. Is it
clear? Very good, Michelle!
S-T: Ok, no more time, girls. We
are going to check the activity now.
You are going to check your
classmate’s work. Let’s see, If you
want to be a nurse… very good,
Camila! If you want to be a nurse
you ought to be nice to people, so
letter C. The correct alternative is
letter C you ought to.
S-T: Check your work with the
answers on the board. You have a
few seconds to discuss with your
partner about your mistakes.
S-T: Ok, well done, girls! Now the
final activity. Some of my friends
Reading
Writing
Reading
Writing
30 min
25 min
T-Ss
S-S
T-S
S-Ss
T-Ss
S-S
T-S

S-T sets time and uses CCQ’s to
check understanding of
instructions.
S-T collects work and closes the
lesson.
need help and you are going to give
them at least six pieces of advice.
Work with your partner and write
them a short letter using should,
ought to, and had better (at least two
times each). You have 20 minutes to
complete the activity and I am
going to collect them before the
class finishes. If you need help, use
the dictionaries or ask me. Be
original and creative with your
pieces of advice! Ok, Javiera, do
you have to work alone or in pairs?
How many pieces of advice do you
have to write?
S-T: Ok, girls. You did a great job
today!
And before we finish the lesson,
what did we do today?
POST LESSON COMMENTS:
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Ilustre
Municipalidad
de
Concepción

Liceo
de
Niñas

Departamento
de
Inglés

Prof.
Miss
Camila
Cuevas
A.

Name:

__________________________________________________________

Grade:
_____

Date:
______

GIVING
ADVICE,
SUGGESTIONS
OR
RECOMMENDATIONS

SHOULD
OUGHT
TO

HAD
BETTER

I
want
a
new
computer.
What
should
I
do?

a:
On
no!
It’s
raining.

b:
You’d
better
get
an
umbrella.

You
should
save
some
money.
You
ought
to
save
some
money.

I
want
to
learn
English.
What
should
I
do?

a:
It’s
really
dark
outside.

You
should
study
harder.
You
ought
to
study
harder.

b:
You’d
better
go
home
now!

I.
Complete
the
sentence
with
the
correct
alternative.

1)
If
you
want
to
be
a
nurse…

a)
You
had
better
to
be
nice
to
people.

a)
You
ought
have
good
marks.

b)
You
should
to
be
nice
to
people.

b)
You
should
to
have
good
marks.

c)
You
ought
to
be
nice
to
people.

c)
You
had
better
have
good
marks.

2)
If
you
want
to
be
an
engineer…

a)
You
had
better
be
good
at
mathematics.

a)
You
ought
to
work
in
groups.

b)
You
shouldn’t
be
good
at
mathematics.

b)
You
should
not
to
work
in
groups.

c)
You
ought
to
good
at
mathematics.

c)
You
hadn’t
better
work
in
groups.

3)
If
you
want
to
be
a
lawyer…

a)
You
ought
to
study
hard.

a)
You
shouldn’t
be
organized.

b)
You
shouldn’t
study
hard.

b)
You
ought
not
to
be
organized.

c)
You
had
better
to
study
hard.

c)
You
had
better
be
organized.

II.
Complete
the
short
dialogues
with
the
modal
verbs
in
the
box.
Use
each
modal
only
once.

A)

ought
to
/
should
/
shouldn’t

Pedro:
Hi,
Jeff!
What’s
wrong?

Jeff:
I’m
being
bullied
at
school.
What
(1)
____________
I
do?

Pedro:
You
(2)
____________
go
and
tell
a
teacher.

Jeff:
But
what
if
the
boy
finds
out?

Pedro:
You
(3)
____________
worry
about
that.
You
need
to
say
something
or
he
might
not
stop.

B)

had
better
/
shouldn’t

Ted:
Hey!
You
(7)
____________
do
that.
You’ll
get
in
trouble.

Pamela:
Don’t
worry.
You
(8)
____________
concentrate
on
what
you
have
to
do.

C)

had
better
/
should
/
shouldn’t

Cindy:
I
know
you
like
Ben.
When
are
you
going
to
tell
him?

Alicia:
I
don’t
know.
I’m
too
shy.
What
do
you
think
I
(4)
____________do?

Cindy:
Well,
you
(5)
____________
tell
him
now
before
someone
else
asks
him
out.

Alicia:
What
if
he
says
‘No’?

Cindy:
You
(6)
____________
worry
about
that.

III.
Match
the
problem
with
their
corresponding
advice.

PROBLEM:

ADVICE:

a) I
don’t
know
where
to
go
on
holiday.

___You
should
try
nicotine
patches.

b) I
bought
this
mobile
but
it’s
broken.

___You
ought
to
call
the
doctor.

c) I
want
to
be
healthy.

___You
ought
to
go
to
La
Serena.
It’s
beautiful.

d) I
want
to
stop
smoking.

___
You
shouldn’t
spend
so
much
time
watching
TV.

e) My
eyes
hurt.

___
You
ought
to
take
it
back
to
the
shop.

f) I’m
still
feeling
very
sick.

___
You
shouldn’t
spend
so
much
on
clothes.

g) I
wish
I
had
more
money.

___
You
should
eat
properly
and
do
some
exercise.

IV.
Read
about
the
following
situations.
Give
each
person
3
pieces
of
advice.

Martín
recently
started
a
new
job
as
a
journalist.
The
money
is
good,
but
he
has
to
work

very
long
hours.
He
never
goes
out
with
his
girlfriend
anymore,
saying
he
is
too
tired
and
all

he
wants
to
do
is
stay
at
home
and
watch
movies.
Martín’s
girlfriend
says
he
must
choose

between
her
and
the
job.

(Martín
ought
to...
/
His
girlfriend
should...)

1.
________________________________________________________________________________________________

2.
________________________________________________________________________________________________

3.
________________________________________________________________________________________________

Roxana
wants
to
become
a
professional
footballer.
She
spends
all
her
time
training
and

playing
for
her
local
amateur
team.
She
is
now
seventeen
years
old,
and
she
wants
to

leave
school
and
become
a
footballer.
Her
parents
want
her
to
go
to
University
and
study

to
be
a
doctor.

1.
________________________________________________________________________________________________

2.
________________________________________________________________________________________________

3.
________________________________________________________________________________________________

English Teaching Programme
Unit: 3 Professions Level: 11th
grade
Date: September 29th Length: 90 min Student- Teacher:
Aims: Students will be able to consolidate vocabulary about professions through matching and charade activities.
Ref Planes y Programas:
Predict and validate predictions by scanning
Relate contents using written texts and pictures.
Assumed knowledge ( Content, vocabulary, strategies)
Should, ought to, had better
Vocabulary related to jobs.
Ss can’t find a word in the dictionary… ask them to use their mobiles or use body language.
Aids
Flashcards
Worksheet
Dictionaries
Stages Procedure
What am I going to do?
What are students going to do?
Instructions
What am I going to say?
Time
Objectives
(min)
Interaction
T-Ss;Ss-Ss;etc
Pre - S-T asks Ss to play a game called
Bankrupt and gives the instructions
orally and in written.
S-T: First of all, we are going to
play a game. We are going to
divide the class in three teams
(rows) A, B and C. The game is
called ‘bankrupt’ and the idea is
that you get as much money as
you can. Each flashcard has the
name of a job. You have to
choose one job and say it out loud
so everyone in the classroom can
hear. You can get money or get
‘bankrupt’ (you lose all your
money) and ‘donation’ (you give
the money to another group).
25 min. T-Ss
T-S
Ss-Ss
S-Ss

While
S-T closes game.
S-T asks Ss to predict what the
lesson is going to be about from
the previous activity and writes
their ideas on the board.
S-T gives Ss the worksheet and
asks them to skim the text to check
their predictions.
S-T asks Ss to scan the text and
look for specific information.
S-T re – reads the worksheet with
the Ss.
S-T asks Ss about the meaning of
the text.
S-T gives Ss 20 minutes to
complete the exercise and offers
help.
Ok, are you ready to play? Let me
give you an example first.
S-T: That was excellent, girls!
Congratulations to the winner!
Now to the second activity!
S-T: What do you think we are
going to talk about today? What
were the words in the game?
Countries? Colours?
S-T: Today we are going to work
with this worksheet, ok? I want
you to give it a quick look and to
see if you were right with your
predictions.
S-T: Now I want you to look for
any new words in the text. Is
there any new words in this text?
S-T: Ok, so we have a cashier and
nurse… we know those jobs…
what about the third? Interpreter.
Is that a new word?
S-T: So what is this text about?
We know it is a about jobs, but
what else?
S-T: Ok, you have 20 minutes to
complete the worksheet.
Remember this is individual
work. Do you need dictionaries?
I have dictionaries for you.
Predicting
Skimming
Checking predictions
Scanning
30 min T-S
T-Ss

Post
S-T checks the answers with the
class using peer correction.
S-T gives back Ss’ work and gives
them a few minutes to think about
their performance.
S-T presents a charade activity.
S-T gives and writes the
instructions on the board.
S-T gives Ss their checked
homework and closes the lesson.
S-T: Ok, no more time, girls! I
need your worksheets. Do not
worry if you did not finish, it is
ok. We are only going to check
what you have done, ok?
You are going to check someone
else’s work, as we always do,
remember?
S-T: Now that you have your own
worksheets I want you to think
about your performance. How
many good and bad answers?
Why? Did you need more time?
Or it was too difficult? Think
about it for a moment. It is
important that you do it.
S-T: The last activity is going to
be a charade activity related to
the vocabulary (jobs). One of you
is going to be a mime and the rest
of your team is going to guess,
ok? You have to use gestures
without speaking, just like
mimes. Each team has 3 chances
to guess the job, while the other
teams are quiet.
Congratulations to the winner of
the game! You were really good!
That was the last activity, girls.
S-T: I have your crosswords here
and I re-checked them. Pick yours
and pass them on. And before the
ring bells, we had three activities
today. Can you tell me the
activities?
Summarising
25 min
S-S
T-S
T-Ss
S-Ss

POST LESSON COMMENTS :
How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students’ motivation,
organization, setting up tasks.
The aim mentioned just one activity, so I had to fix it to include the last activity.
I was extremely late and we lost approx. 20 minutes, so I had to push my Ss a little more than usual.
My students were really motivated and supportive, not only because my university teacher was there but also because they
understood the language and the activities were engaging.
My instructions were not very clear, there are always students that do not understand what they have to do.
I have problems when asking questions because most of the time they are too confusing for my students.
What would be the aspects you need to improve in the planning and development of future lessons?
Timing: be on time and do my best in the 90 minutes of the lesson.
Learn how to use the board in an organized way so that my students can keep track of what I write.
Have clear instructions. I need to create more precise and concise instructions written and orally.
Improve the closing of the lesson and finishing activities.

Game:
Bankrupt

CASHIER

NURSE

INTERPRETER

HAIRDRESSER

SECRETARY

LAWYER

WAITER
/
WAITRESS

TEACHER

CARPENTER

DENTIST

SINGER

PSYCHOLOGIST

BAKER

ACTOR
/
ACTRESS

DOCTOR

GARDENER

POLICE
OFFICER

VET

JOURNALIST

ENGINEER

BUILDER

$2.000

Cashier

Waiter
/
Waitress

Baker

Journalist

$3.000

Nurse

Teacher

Actor
/
Actress

Engineer

$4.000

Interpreter

Carpenter

Doctor

Builder

$5.000

Hairdresser

Dentist

Gardener

$6.000

Secretary

Singer

Police
officer

$7.000

Lawyer

Psychologist

Vet

Ilustre
Municipalidad
de
Concepción

Liceo
de
Niñas

Departamento
de
Inglés

Miss
Yolanda
Bravo
G.

Miss
Camila
Cuevas
A.

Name:
__________________________________________
Grade:
________
Date:
________

PROFESSIONS
AND
OCCUPATIONS.

Instructions:
Match
the
name
of
the
jobs
with
their
corresponding
description.

1)
Cashier
___
A
person
who
defends
people’s
rights.

2)
Nurse
_1_
A
person
who
collects
payments
for
customer
purchases.

3)
Interpreter
___
A
person
who
serves
food
in
a
restaurant.

4)
Hairdresser
___
A
person
who
teaches
people.

5)
Secretary
___
A
person
who
acts
in
plays,
TV
series
and
movies.

6)
Lawyer
___
A
person
who
catches
criminals
and
mantains
public
order.

7)
Waiter
/
Waitress
___
A
person
who
helps
people
cope
stress,
life
issues
or
mental

health
problems.

8)
Teacher
___
A
person
who
takes
care
of
plants.

9)
Carpenter
___
A
person
who
helps
sick
animals.

10)
Dentist
___
A
person
who
tells
the
news
on
TV,
radio
or
newspaper.

11)
Singer
___
A
person
who
takes
care
of
patients
(and
helps
a
doctor).

12)
Psychologist
___
A
person
who
takes
care
of
people’s
teeth.

13)
Baker
___
A
person
who
makes
and
sells
bread.

14)
Actor
/
Actress

___
A
person
who
cuts
people’s
hair.

15)
Doctor
___
A
person
who
provides
an
oral
translation
between
speakers
of

different
languages.

16)
Gardener
___
A
person
who
helps
sick
people.

17)
Police
officer
___
A
person
who
works
with
wood.

18)
Vet
___
A
person
who
designs,
constructs
and
maintains
public
works

(roads,
bridges
or
harbors
etc.)

19)
Journalist
___
A
person
who
sings
songs.

20)
Civil
Engineer
___
A
person
who
answers
phone
calls
and
does
office
work.

CASHIER
POLICE
OFFICER

NURSE
VET

INTERPRETER
JOURNALIST

HAIRDRESSER
ENGINEER

SECRETARY
BUILDER

LAWYER
MAGICIAN

WAITER
/

WAITRESS

TAILOR

TEACHER
FARMER

CARPENTER

DENTIST

SINGER

PSYCHOLOGIST

BAKER

ACTOR
/
ACTRESS

DOCTOR

GARDENER

TEACHING PRACTICE
Lesson plan: #4 Level: 11th
grade Date: 6th
October Time: 11:15 –
12:45
Length: 90 min. Teacher: Camila Cuevas
Araneda
Aims: By the end of the lesson Students will be able to produce a poster with pieces of
advice related to jobs to their classmates.
Assumed Knowledge:
Modal verbs to give advice (should, ought to, had
better)
Vocabulary related to jobs
Anticipated problems:
Ss can’t agree on a job to work
…and solutions:
S-T gives them a job.
Aids:
Flashcards
Data
Whiteboard
Blank sheets
Dictionaries
STAGE OF LESSON
and procedure
PURPOSE What I’m going to say
Interaction
SKILL(S)
DEVELOPED
Time
PREPARATION STAGE
S-T invites Ss to play a
matching activity with
flashcards.
Engage Ss.
S-T: Do you remember the game with
images of jobs? Today we are going
to play a memory game with those
images. You have to match the image
with the corresponding name of the
job, ok? Images and names will be
separated in the board, so you pick
one from the images side and one
from the names side. One girl from
group A and then one group B.
Clear? Fernanda, what are we going
to play today? How many groups do
T-Ss Speaking
Listening
20
min.

TEACHING PRACTICE
Framing the task
we have? Very good! Excellent, are
you ready girls? Go!
Congratulations to the winner team!
Now the game is over and I am going
to show you what we are going to do
today.
S-T: I want you to tell me the modal
verbs we use to give advice, because
today we are going to create a really
nice poster giving advice to our
classmates. You have the opportunity
to show everything you know in this
activity.
S-T: We need groups of 4 or 5 girls,
(you decide how does what), choose
a job you like and write it on this
little piece of paper.
S-T: Now we exchange the little
pieces of paper so you get another
job, not the one you chose. You have
to create a poster for the job you got.
S-T: Now I am going to give you the
instructions and then an example of
what you have to do in 1 hour.
Remember you are not writing

TEACHING PRACTICE
advices for you; you are giving
advice to your classmates, ok?
S-T: So now that you have yout
groups, you have to think of five
personal qualities a person should
have in order to be good at that job.
For example: funny, creative,
original, etc. Here you have more
examples. You can use the
dictionaries to get more qualities.
Is that clear, girls? María José, what
are we doing today? Do we have to
match jobs and descriptions?
s-T: Now you have a few minutes to
plan your posters.
TASK DEVELOPMENT
STAGE
S-T gives Ss a surprise
element.
S-T monitors Ss work.
S-T: When you finish your posters,
you are going to present them to the
class ok girls?
S-T: Very good pieces of advice,
girls! That is very creative, Daniela!
Well done.
S-T: Now that you finished your
poster, you have to present them to
the class. After you present them, you
need to tell the rest of the class how
you organized your work. It is very
S-S
S-Ss
T-S
Writing
Speaking
40
min

TEACHING PRACTICE
POST TASK STAGE
S-T gives feedback and
evaluates the success of the
task.
important that you do this, because
we can all learn from you.
Remember that everyone in the group
participates in this activity and
everyone needs to say something.
You decide how to organise your
presentation.
S-T: Congratulations to you all, you
did a great job! Now I want to clarify
a few little mistakes I saw while you
were working.
Listening 30
min
Post lesson comments:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
_________________________________________________________________________________________________________

•  TEACHER

WAITER
/
WAITRESS

•  CASHIER

HAIRDRESSER

•  NURSE

SECRETARY

•  LAWYER

ARCHITECT

•  GARDENER

SINGER

•  DENTIST

PSYCHOLOGIST

•  BAKER

ACTOR
/
ACTRESS

•  GARDENER

POLICE
OFFICER

•  VET

JOURNALIST

•  CHEF
/
COOK

ENGINEER

If you want to be a good magician:
* You should be creative and original.
* You ought to read many magic books to get
new ideas.
* You had better be funny and energetic.
* You should watch videos of other magicians
and learn from them.
* You ought to be very organized.
* You had better never reveal your secrets.

STANDARDS 2 & 3
Task 2:
When planning my classes I always consider my students behaviour in
the classroom and the level of motivation and participation they usually
present. When I first arrived at Liceo de Niñas I thought my students would be
very difficult to deal with but truth is, they are very polite and respectful. I
have to say it helps me a lot when preparing my lessons because I do not have
to worry so much about classroom management, and focus on the activities for
them instead. I have noticed my students have a very passive attitude in their
learning process, and I do not blame them at all, because unfortunately that is
how they have been taught for the past few years. With a few exceptions, my
students were used to write down everything in their copybooks and work on a
few worksheets.
For the past two months, I have been trying to change that and use a
more communicative approach with my students so they can participate more
actively in their learning process. I try to relate the contents with both my own
personal experiences and theirs (as I do not know them very well yet); I make
Ss work in pairs or groups and we also check activities in groups and as a
whole class, so they all feel part of their own learning process. I always give
them new words to increase their vocabulary and explain them with a short
story or anecdote so they can easily remember it. I try to be as active and
supportive as I can be and I try to reflect it on my lessons and activities. When
I started doing my classes, my students were very reluctant to ask me to
explain again or to ask me for help in general. It is completely different now; I
barely have time to take a seat and I like that because I can tell my students

feel very comfortable with me. Although they are more active than before, I
need to keep working on that so they understand the importance of asking and
participating in class.
I also consider timing and the possible problems the school may
present. For example, I hardly use the textbook because my students never
carry it with them, and even though my guide teacher asked them to bring it
every week, they do not do it. Another problem is that the lab does not work
properly and even though you arrive early to get everything ready there is
always a problem and the students do not do much work on the lab. They tend
to be more difficult to manage when we use the lab.
I also try to include things they like or are interested into, for example in
this unit I included jobs, apart from the most common, that they would like to
have in the future as a way to keep them on track and focused on their next
goal which is go to university.

Task 3:
Planning is very difficult to me because I did not plan a class for more
than 6 months and I think I never learnt to do it very well. The design of the
class it is by far more complicated than actually doing it at school, because of
all the details we have to take into consideration. I know it is the lack of
practice what makes planning a really difficult task which is why I have been
checking and fixing my work.
When planning the unit I had to ask for help; my guide teacher at
school, some of my classmates and friends who are already teachers answered
me questions and gave me few tips to give a good class. I also search online to
get new ideas and experiences I could use at school to help me feel more
confident with my performance. I think it was the best thing I could have done
because it has helped me a lot this past two months, and I hope I can count
with their support in the future. Another problem I had at the beginning of the
course was that my laptop broke and, apart from losing much information, I
had to struggle for more than a month without a laptop to work at home.
Unfortunately and because of that I lost time I could have used to prepare my
lessons more properly.
On the other hand, I believe one of my strengths is preparing materials.
My students usually like them and ask me to give them more worksheets and
activities like the ones I use. I spend a lot of time preparing my materials
because I tend to be very meticulous; I like adding images and colours so that
my students like my activities and worksheets. I also try to mix and use both
materials I got online, and material I have designed because of two reasons:
first, my students do not work very well when they have a worksheet taken

from the book or online, and second, because nor the books or the material
online know my students as I know them. They do not like old and repetitive
materials because they feel teachers have not taken any time to prepare the
lesson and therefore they do not feel motivated enough.
Although I keep making mistakes, I think my ideas and materials are
working very well at school because even my guide teacher has asked me to
use them with the other courses she teaches (a little bit of help for her as well).
Liceo de Niñas

MDD 2 & 3

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