This document summarizes a lesson plan for a third year English class at Colegio Provincial J.M. Sobral. The 40-minute lesson focuses on pit bulls and aims to develop students' vocabulary, reading, speaking, and writing skills. It includes routines, warm-up activities reviewing pit bull vocabulary, a reading activity about pit bulls with comprehension questions, and a closing game to reinforce the language. The teacher assesses students' skills throughout the lesson and the plan details potential issues and solutions.

1. TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 14 de agosto al 12 de septiembre
Institución Educativa: Colegio Provincial J. M. Sobral
Dirección: Indios Yámanas 1572
Sala / Grado / Año – sección: 3er año “A”
Cantidad de alumnos: 20
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: Pit Bulls according to different people.
Clase Nº: 3
Fecha: 28/08/18
Hora: 7,50 a 8,30.
Duración de la clase: 40 minutos
Fecha de primera entrega: 22/8/18
Teaching points: Pit Bulls ways of being.
Aims or goals:
During this lesson, learners will be able to…
-Identify and recycle the vocabulary they will find in the reading activity.
-Develop speaking skills while providing personal answers during the
routine and in the warm-up periods when they answer questions about the
Pit Bulls
-Develop reading and comprehension skills during the presentation and
practice periods.
-To deepen their understanding of instructions and actions.
Language focus:
Functions Lexis Structures Pronunciation
Revision -Greetings:
A: Hello, how
are you?
B: Fine.
-Identifying
and describing
routines.
-Following
instructions.
-Indentifying
the new
vocabulary in
the text, as well
as, they
actions.
-Understanding
the context of
-Daily routine
actions.
-Frequency
adverbs.
-Vocabulary
related to
dogs:
-bark.
-bite.
-muzzle.
-lick.
-leash.
-attack.
-Adjectives
related to
description
such as:
-affective.
-dangerous.
-loyal.
-Do/does…?
Yes, I do.
No, I don´t.
-How often…?
Always,
Never, etc.
-Wh-questions
+do/does?
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/bɑːk/
/lɪk/
/baɪt/
/ˈmʌzə
l/
/liːʃ/
/əˈtæk/
/əˈfɛktɪv/
/ˈdeɪndʒərəs/
/ˈlɔɪəl/
/ˌɛnəˈdʒɛtɪk/
/əˈɡrɛsɪv/

2. the text.
-Expressing
personal
opinion about
Pit Bulls.
-energetic.
-aggressive.
- unpredictable
/ˈʌnprɪˈdɪktəbl/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Reading, speaking and writing will be integrated in the present class
through:
- Making oral question about learners´ lives during the routine. In
addition, in the warm-up period students should provide their answers
about Pit Bulls using the recycled vocabulary.
- Developing a reading activity presented in the presentation period in
order to aid learners improve their comprehension.
-Writing short sentences about how their dogs, their friends´ dogs or
their neighbors´ dogs behave using the lexicon contained in the text.
Materials and resources:
-Flashcards with vocabulary about dogs. (Warm-up period)
-Flashcards: (Actions: to help learners understand the instructions)
-Books: Pages 72 (Copies)
-Ball (Closure period)
-Learners´ crosswords: (Warm-up period)
-Computer: Music (Closure stage)
Pedagogical use of ICT in class or at home:
ICT will be used during the closure period in order to develop the game
properly.
Seating arrangement:
-Students will be seat as usual. However, the whole group will work in
a circle during the closure time.
Assessment: what will be assessed and how:
1) I´ll assess learners´ previous knowledge and understanding of
the simple present by making the personal questions during the
routine period.
2) In addition, I´ll assess learners´ comprehension of the questions
and use of the recycled vocabulary during the warm- up period.
3) I´ll check learners´ comprehension of the text through asking
them to identify the different qualities each dog has through an
oral activity. Besides, I´ll ask students to complete exercise 4
about the text.
4) I´ll evaluate learners´ listening skill during the presentation
period through asking them to identify the words presented the
class before by clapping when they hear them.

3. 5) Finally, I´ll assess students´ writing skills by asking them to use
the simple present, frequency adverbs and some of the
vocabulary learnt during this lesson.
Potential problems students may have with the language:
-In case students don´t understand some lexis or instructions, I will
use pictures, gestures, miming, pointing to aid comprehension.
-I´ll ask other students to explain what was said in order to help every
student understand what to do.
-I´ll help students or I´ll ask other students to help their partners to
give examples during the closure activity if ss don´t remember any
word.
-I´ll ask guys who are talkative to film the lesson, take photos of the
activities while they move around the class and answer me some
questions.
Routines: (4´)
I´ll make students oral questions about their routines and about their dogs.
Transition: Excellent job! Now, let´s revise the vocabulary about Pit Bulls
quickly!
Warm- up: (10´)
I´ll paste on the board the pictures and the words presented the class before
face down. So, I´ll invite learners to play a memory game to recycle the
lexicon. (I´ll help them in case they don´t remember some words.)
Bark Bite Lick
Muzzle Leash/ lead
Then, I´ll ask students questions like:
Do Pit Bulls bite?

4. Here in Ushuaia, do Pit Bulls wear muzzle?
Do Pit Bulls usually bark aggressively?
Do people wear leads to carry Pit Bulls, here in Ushuaia?
Do you think Pit Bulls lick people?
Transition: Now, let´s refresh the meaning of some of the words we can use
to describe Pit Bulls.
Next, I´ll show them the crosswords they completed the class before which
contain all the words I presented and I´ll ask them to tell me whether they
are positive or negative words to describe Pit Bulls. (I´ll help learners
remember the meaning of the words if necessary.)
Transition: Great! Now, that you remember the words, let´s read a short text
about Pit Bulls that contain these words.
Presentation: (5´)
I´ll spread copies first.

5. Next, I´ll read the title: “Pit Bulls: friends or foes?”, and ask students to
imagine what the text is about considering the words presented.
Then, I´ll explain them that they have to clap every time they hear one of
the words that appear in the crosswords.
Transition: Hey! You are brilliant listeners! Now, let´s see how much you can
remember about the text.
Practice: (14´)
a) In order to check understanding, I´ll invent some sentences and students
will tell me what dog I´m referring to. Examples:
1) This dog never bites people. (Zorba)
2) This dog attacked his owner. (Meg)
3) It never wears a muzzle. (Zorba)
4) It understands commands. (Meg)
5) This dog licks people. (Zorba)
6) This dogs is dangerous. (Meg)
7) It is the guardian of the front door. (Zorba)
b) I´ll invite students to use words from the text to complete the sentences
given in exercise 4. I´ll read the sentences first in order to help them
understand the meaning of the sentences. I´ll walk around the class to help
students if necessary. Finally, we will read the sentences to check them all
together.
c) I´ll ask students to write three simple sentences to talk about Pit Bulls,
their dogs, their friend´s dog or their neighbor´s dog using the vocabulary
dealt and frequency adverbs if possible. I´ll give them examples like:
My dog usually licks me.
Pit Bulls are sometimes sweet dogs.
Transition: I see you have a great understanding! Now, it´s time to relax
because you have worked very well. Ready to play?
Closure: (7´)
The hot potato game: I´ll ask students to make a circle. Then, I´ll explain
them that they have to throw other partners the ball until they hear the
music. The one who has the ball when I stop the music has to say a
word/sentence related to Pit Bulls. Then, I ´ll play the music over and over
again with the purpose to have fun and make students repeat the vocabulary
and structures learnt so far.

6. Excellent
5
Very Good
4
Good
3
Acceptable
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 Minimumscore:18 / 30
Score: 30/30
Great!!