This lesson plan summarizes a Spanish class for 3rd year students focused on dogs. The plan outlines the following: - Context details like the class date, time, students, and topic ("Dogs sweet dogs") - Learning objectives are to understand what dogs can offer people, learn vocabulary, develop speaking and reading skills - Activities include a warm-up video on dogs, presenting vocabulary, reading and comprehending a text through matching and questions - Materials used are flashcards, books, videos, and worksheets - Skills integrated are reading and speaking through questions, text comprehension activities, and vocabulary practice - Assessment checks previous knowledge, comprehension of video/vocabulary/text, and completion of class activities

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: “Dogs sweet dogs”: (Unit6- Sign Up-Starter)
Clase Nº: 6
Fecha: 12/09/18
Hora: 7,10 a 8,30.
Duración de la clase: 80 minutos
Fecha de primera entrega: 31/08/18
Teaching points: Dogs sweet dogs.
Aims or goals:
During this lesson, learners will be able to…
-Understand what things dogs can offer people.
-Identify or learn the vocabulary they will find in the reading activity.
-Develop speaking skills while providing personal answers during the
routine. Also, in the warm-up and presentation periods while answering
questions about dogs.
-Develop reading and comprehension skills during the practice period.
-To deepen their understanding of the text by working in pairs or
cooperatively.
Language focus:
Functions Lexis Structures Pronunciation
Revision -Greetings:
A: Hello, how
are you?
B: Fine.
-Identifying
and describing
routines.
-Following
instructions.
-Expressing
personal
opinion about
what dogs can
offer people.
-Daily routine
actions.
-Frequency
adverbs.
-Lexis
contained in
the text:
veterinary care
offer
return
-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!
/ˈvɛtərɪnərɪ/ /kɛə/
/ˈɒfə/
/rɪˈtɜːn/

2. Functions Lexis Structures Pronunciation
New -Indentifying
the new
vocabulary
contained in
the text.
-Understanding
the context of
the text.
-Discovering
about new
things dogs can
offer people.
responsibility
sharing
unconditional
farmers
keep
rescue
disaster
assistance
serve
mentally
physically
impaired
/rɪˌspɒnsəˈbɪlɪtɪ/
/ˌʌnkənˈdɪʃənə
l/
/ˈfɑːmə/
/kiːp/
/ˈrɛskjuː/
/dɪˈzɑːstə/
/əˈsɪstəns/
/sɜːv/
/ˈmentəlɪ/
/ˈfɪzɪkəlɪ/ /ɪmˈpɛəd/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Reading and speaking will be integrated in the present class through:
- Making oral questions about learners´ lives during the routine stage.
In addition, I´ll make them questions about dogs during the warm up
and presentation stages.
- Developing the reading of a text presented in the practice period in
order to help learners improve their comprehension. During this
period, 4 different activities will be developed with the purpose to
improve the reading skill.
Materials and resources:
-Flashcards: (Actions: to help learners understand the instructions)
-Books: Pages 79 (Copies)
-Flashcards about dogs (Warm up, presentation and practice periods)
-Crosswords (copies)
-Video (computer-pen drive)
Pedagogical use of ICT in class or at home:
ICT will be used during the lesson during the warm-up period with the
purpose to show them in a funny way how many things dogs can do
for humans.
Seating arrangement:
-Students will sit as usual.
-Besides, they will work in pairs.
-They will walk around the class asking for other students´ help.
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 by asking them
questions about the video during the warm- up period.

3. 3) I´ll assess learners´ understanding of the vocabulary presented
along the presentation period by asking them questions.
4) I´ll check learners´ comprehension of the context of the text
through asking them to develop 4 different activities during the
practice period.
Potential problems students may have with the language:
-In case learners don´t understand some vocabulary or instructions,
I will use pictures, gestures, miming, pointing with the purpose 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 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.
-As it is possible that some students don´t understand the vocabulary
presented in the text, I´ll ask learners to work in pairs or groups with
the purpose to foster autonomy.
Routine (5´)
Oral questions about students´ routines.
Transition: Last class, we started talking about what dogs can offer people
in return

4. And, you suggested the following ideas:
(I´ll show them all the posters they prepared.)
So, let´s observe today other things dogs can do for us.
Warm- up: (12´)
I´ll invite students to share a funny video about a nice dog:
https://www.youtube.com/watch?v=JMeJlGJf4i0 (3:25´)
T: “Do you want a go like this?”
Then, I´ll show students the pictures bellow and ask different students to
approach to the board to match the pictures with their corresponding
meaning. (I´ll help students in case they don´t know the vocabulary.)
Play football-play music-eat breakfast- prepare breakfast- go to the
supermarket-clean the park- play at the park- play with children-clean the
house-do the farming.
I´ll give them some extra words with the purpose to ask them to identify the
right actions since they know most of them.
Finally, I´ll ask them to indicate which of these actions the dog in the video
does to help his/her owner.
Transition: Excellent job! You are attentive! Besides, dogs can do other
really important things to help people. Let´s pay attention.

5. Presentation: ( 8´)
I´ll paste the following pictures on the board, read them and ask students to
repeat after me. Then, I´ll ask them oral questions using the vocabulary, like:
a) Do policemen have dogs here in Ushuaia?
b) How often do you see dogs helping blind people in our city?
c) Does your dog help you with the housework?
d) Does any dog help firemen in our city?
e) How often do you see dogs helping on farms?
Help policemen Helpfiremen Helpblind people Helppeople inwheel chairs
HelpVeterans Help withthe housework Helpon the farm
Transition:Now, let´s share a text that explains us how significant these
animals may be in our lives.
Practice: (40´)
a) First, I´ll provide learners copies of the text since some of them don´t
have some copies in their booklets.
b) I´ll start reading the first paragraph of the text and I´ll ask students to
repeat after me.
With pets, children and adults learn about responsibility, loyalty,
sharing and unconditional love.
Then, I´ll paste the following pictures and the corresponding words and I´ll
ask students to match their meanings. (I´ll mime the words, draw them or
provide some synonym if necessary.)

6. Sharing
Loyalty
Responsibility
Unconditional Love
b) I´ll continue reading the second paragraph.
Some animals, specially dogs, are good at helping farmers keep the sheeps
together. Dogs can also help rescue people after a disaster.
After, I´ll read it again and ask students to clap when they hear a word they
don´t know. So, I´ll stop and draw or mime it with the purpose to help
learners understand the ideas of the paragraph.
c) Then, I´ll ask students to read the third paragraph in pairs. They have to
underline the words they don´t know.
Special assistance dogs can serve as the hands, ears and eyes of people who
are mentally or physically impaired.
Next, they´ll ask another group whether they understand those words. Each
pair will move around the class until their solve their doubts. (Students will
be also allowed to search the words in internet). Finally, the whole class has
to explain me what the paragraph is about.
d) After students undertand the meaning of the text, I´ll ask them to write
True (T) or False (F) next to each sentence:

7. 1) Pets help people be more responsible. (T)
2) Assistance dogs help people in the farms. (F)
3) Farmers help dogs keep the sheep together. (F)
4) Pets are loyal and unconditional with their owners. (T)
Transition: Brilliant job! Now, it´s time to relax and play.
Closure: (15´)
I´ll invite students to search words related to pets and dogs we have learnt
during these classes. (I´ll invite them to work in pairs.)
I´ll ask students to search the words in the copies given before, too.
In case students can´t find some of the words I´ll help them.
(14 WORDS)
L M Y A Z R E S C U E M O R E H
O B T H I R T E E N R E D L L E
Y L B U T S O C I A B L E I A L
A A D N B U F A I R F N J C F P
L C U E I N L G S O O I A K F A
T K A C B P O R L M U C C L E S
Y O L K I R W E A E R K K E C W
L D R I T E E S N D M N T A T E
C L O V E D R S D U U A U R I E
O R S E V E N I B T Z M R N O T
W O M A T U L V L Y Z E Q E N T
F U T U R T L E U N L D F R A O
R T L E V E L A E O E A D S T R
R E S P O N S I B I L I T Y E O
E F R O G F R A N C E B A R K N
D S H A R I N G E C E E R G O T
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X

8. Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:__30__ /30
Great lesson!Lovelyresourcesandvaried activities.Well done!