The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following: - The class has 29 students at an elementary English level. The lesson will focus on everyday activities and routines. - Students will develop reading and listening skills by matching phrases to pictures and completing a text. They will also practice the present simple by writing about their own and a friend's routines. - The lesson incorporates communicative activities like asking and answering questions about schedules. It includes reading comprehension exercises and teaches question formation using auxiliary verbs.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Mozetich Flavia
Período de Práctica: Secundaria
Institución Educativa: Instituto Don Bosco
Dirección: Paraje Fortin Mercedes
Sala / Grado / Año - sección: 2 Año A
Cantidad de alumnos: 29
Nivel lingüístico del curso: Elementary
Tipo de Planificación: clase
Unidad Temática: ?????
Clase Nº: 3
Fecha:15th November
Hora: 10:10/11:11 a 11:20/12:20
Duración de la clase: 120’
Fecha de entrega:
 Aims or goals: 
During this lesson, learners will be able to… (make sure you focus on
development of cognitive, social and linguistic skills).
???
 Teaching points: - language focus
Lexis Function structure Pronunciation
Review English,
Maths,
Science, ict,
citizenship,
French,
Spanish,
German,
Art, drama,
music,
dance.
Have lunch,
got to bed,
get up, do
my
Talk about
different
subject and
schools.
Describe
different
routines
I ‘ve got
maths and
French on
Monday.
I get up at
seven
o’clock
She studies
art.
Do you
train after
lunch?



2. homework,
have a
shower, got
to school,
watch tv,
have
dinner, tidy
my room,
have
breakfast
New Have lunch
Go to bed
Get up
Do my
homework
Have a
shower
Go to school
Watch tv
Have dinner
Tidy my
room
Have
Breakfast
to speak
about free
activities
and
routines
Do you get
up early?
Does she
sleep at the
residence?


 

3.  Teaching approach or combination of methods / approaches:
communicative approach

 Integration of skills: reading and listening

 Materials and resources: student’s book, copies

 Seating arrangement: students will work in pairs

 Assessment: 
· identify new vocabulary related to everyday activities
· Develop their reading and listening skills
· Identify new structures
Teacher will check that students can understand and produce the new topics
walking around the classroom and monitoring.
Routine 3’
Teacher will greet students to foster the rapport in the classroom.
T: Hello! How are you?
S: Hello!
T: Are you ready to start?
S: Yes!!
Warm up 5 ‘
Teacher will draw a chart in the blackboard with the different moments during
the day in order to encourage students to ask about what they do during the day.
Teacher will make some questions to foster the activity.
Morning Afternoon Evening Night
T: Ok! Look at this chart!
Who can tell me when we get up?
S: In the morning!
T: That Right!

4. And when do you do your homework?
S: In the afternoon!
S: In the Evening!
T: Very good! When do you watch TV?
S: At night!
T: Excellent!!
When do you have breakfast?
S: In the morning!
T: Yes! Excellent!!! Very good!
Transition: Well done!!! Now we are going to investigate what other things we
do during the day!
Activity 1 10’
Teacher will present the everyday activities provided in students’ book.
T: Ok! Open your books on page 21!
Look at the phrases at the top of the page! Let’s read them!

5. (students read the different phrases)
T: Ok! Well done!
Now look at the photo? Can you match each phrase with the correct picture?
S: Yes!
T: Ok! Come on! Let’s do it!
(teacher will give some minutes to match the pictures and to write them in their
notebooks according to what the teacher had told me)
Transition: Well done! Now we are going practice these activities!
Activity 2 15’
Teacher will play a CD so that students complete a text with words from the
previous activities
T: Ok! I will give you a text! It has some missing words! I will play it two times.
You will have to complete according to what you hear! Pay attention and don’t
worry if you don’t understand the first time! Ok?
S: Yes!
T: Ok! Are you ready?
S: Yes!
T: Pay Attention!
Hi! I’m Rebecca and I’m going to tell you about my typical school day.
I get up at seven o’clock and I get dressed. Then I have breakfast and after that I
go to school by bus. My sister gets the school bus too. School starts at 9 o’clock.
Today is Monday, so my first class is Maths. I don’t like Maths. School finishes at
half past three. On Mondays I stay for drama and on Thursdays I ‘ve got football
training.
I want to sign up for the choir, too -I love singing! When I get home after school, I
watch TV for a bit and then I have dinner at six o’clock. Then I do my homework
and meet my friends or go out on my bike. On school nights, I go to bed at half
past nine.
I go to bed later at weekend!

6. Hi! I’m Rebecca and I’m going to tell you about my typical school day.
I ___________at seven o’clock and I get dressed. Then I ___________ and after that I go
to school by bus. My sister gets the school bus too. School starts at 9 o’clock.
Today is Monday, so my first class is Maths. I don’t like Maths. School finishes at
half past three. On Mondays I stay for drama and on Thursdays I ‘ve got football
training.
I want to sign up for the choir, too - I love singing! When I get home after school, I
__________for a bit and then I have dinner at six o’clock. Then I _______________and
meet my friends or go out on my bike. On school nights, I go to bed at half past
nine.
I _________ later at weekend!
(Teacher will play the cd two or three times if it is necessary, then they will check
the activity)
Transition: Excellent! Is your routine similar to Rebecca’s routine? Let’ get to
write!
Activity 3 25’
Students will write about their routines and should include a friend`s routine in
order to practise the third person of the present simple.
T: Ok! Now I want to know about you and friend’s lives! What do you do every
day?
What time do you get up? What time do you have a shower? Ok?
S: Yes!
T: You will write a paragraph describing your routine. You have to include a
friend’s routine too. Do you understand?
S: yes!
T: Ok! Let’s start!
(teacher will give time to student make their production. Teacher will walk
around the classroom to monitor students and to clarify doubts)
Activity 4 15’
Teacher will give newspaper article to read to foster reading comprehension
activities and encourage students to read different types of texts.

7. T: Ok! Now we are going to read an article!
Look at the tittle and the picture! What do you think it is about?
S: Football!
S: Messi!
T: Ok! Let’s read and check
(teacher will give some minutes to read)
T: Ok! were you right with your predictions about the text?
S: mas o menos
T: So, so! What is the text about?
S: It’s about Barcelona residence!
T: excellent! Now we’re going to answer some questions
Look at exercise 2! You have to answer the questions. Let’s read them aloud.
(teacher will ask who want to read aloud)
S: Where is FC Barcelona’s new residence?
T: Ok! What is the answer?
S: In South Barcelona!

8. T: Yes! That right! It is located in South Barcelona! The next?
S: Who lives there?
S: Young football player!
T: Yes ! many young football players!.
Well done!!
Transition: Now we are going to read more carefully!
Activity 5 15’
Students will read the text again to look for specific information
T: Ok! Pay attention to exercise 3! You have a schedule with missing information.
Read the text again and complete. Have you understood?
S: Yes!
T: Ok! Let’s do it!
(Teacher will give time to read do the activity)
Activity 6 10’
Teacher will explain how to make questions using the auxiliaries for the present
simple. She will write some examples on the blackboard.

9. T: Ok! Look at these examples!
Do you get up early?
Yes, I do
Does your mother have a shower in the morning?
No, she doesn’t
Are these sentences negative, affirmative o interrogative?
S: Son preguntas
T: Yes! They are questions! Which words are new in these questions?
S: Do y does!
T: Yes! That`s right, do and does! They are auxiliaries and help us to make
sentences in present simple!
When do you use does and when do?
S: Does va con she,he and it!
T: Perfect!
S: do va con I you we they!
T: Excellent!
So to make questions we use do when we talk about I,you,we and they and we
use does with she,he and it!
Transition: Let’s put it into practice!

10. Activity 7 10’
Teacher will give some exercise for students to practise the new structure.
T: Ok! Look at exercise 1 from page 23. You have different questions, but there is
something missing, you have to read it carefully and complete with do or does.
Ready?
S: yes!
T: Ok! Let’s start! I will be walking around the classroom, raise your hand if you
have any doubts.
(teacher will give some minutes to students complete the activity then she will
check the activity orally)
Transition: Ok! Let’s do the work a bit difficult!
Activity 8 10’
Teacher will give words to students built the questions by themselves.
T: Ok! Look at exercise 2. There you have some words, you have to read them
carefully and write the correct question. Have you understood?
S: Yes!
T: ok! Let’s continue!
(teacher will give some minutes to complete the activity and then check the
activity)
Closure 2’
Ok! Let’s put your thing away! It is time to go home!
 To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x

11. Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Careful withsome language mistakes!!
Whichresourcesmayyou include inyourlastlessontomake itmore engagingandto
followaclearthread?
Have a nice lesson.
Aure