PRIMARY LEVEL- PRACTICUM PERIOD

LESSON PLAN 1
ALUMNO RESIDENTE: Viviana Scheuermann
PERÍODO DE PRÁCTICA: Nivel Primario
INSTITUCIÓN EDUCATIVA: Colegio Privado Laico Sagrado Corazón
DIRECCIÓN: Obrero Argentino 86
SALA / GRADO / AÑO -SECCIÓN: 7mo
CANTIDAD DE ALUMNOS: 8
NIVEL LINGÜÍSTICO DEL CURSO: Elemental
TIPO DE PLANIFICACIÓN: Diaria
UNIDAD TEMÁTICA: 5– Stay well
CLASE Nº: 1
FECHA: 22nd August,2017
HORA: 10-11:20
DURACIÓN DE LA CLASE: 80 minutes
FECHA DE ENTREGA: 15th
August 2017
Aims:
During this lesson, learners will be able to:
• Give opinion about what makes a healthy lifestyle.
• Introduce and practise SHOULD/ SHOULDN’T for giving advice.
• Develop their speaking skills by interacting with peers.
• Develop their listening skills by looking for specific information
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE

• Teaching points: - Language Focus:
FUNCTION LEXIS STRUCTURE PRONUNCIATION
REVISION
Expressing
opinions
I think…
I consider that..
Which things are
good/ bad for
you?
NEW
Giving advice
about healthy
lifestyle
Ready meals
Soft drinks
Lose weight/put
on weight
Low fat food
SHOULD
SHOULDN’T
/ʃʊd/
/ ˈʃʊd(ǝ)nt/
Teaching approach: Communicative approach.
Resources: pieces of cardboard with names of different things that are good or bad
for a person- A copy chart to complete- a copy to do a listening activity- an envelope
with pieces of paper in it.
Seating arrangement: Students will be sitting in semi-circle, looking at the board to
facilitate eye contact among the students and with the teacher.
ICT: In this lesson, a CD player will be used to perform the listening activity.
Assessment: Students will be assessed while performing the activities and errors will
be corrected in group asking what the problem is, if they can identify the mistake and if
they can correct it. Otherwise, the T will assess.
Routine (5 minutes)
Purpose: To get students be ready to start the class
The T will greet the students and ask how they are today. While the T listens to the
students’ comments, they’ll seat sit at their places.

Warm up: (5 minutes)
Purpose: To encourage the sts to approach to the topic to be presented.
The T will tell the students what she has had for breakfast today and will encourage
students to say what they have drunk and eaten too. Then the T will ask if the items
mentioned are healthy or not. The T will explain the meaning of healthy if it is
necessary by adding that healthy food is the one that it is good for you.
Transition: Ok..interesting..Now I need you to help me to classify some items.
Presentation: (10 minutes)
Purpose: To introduce vocabulary related to the topic to be presented.
The T will stick on the bb some notices with the following words:
The T will make the following chart on the bb. She will ask the sts to stick each notice in
the corresponding column.
GOOD THINGS BAD THINGS
Transition: Well done! You’ve made a great job!
Development
Purpose: The activities that follow are aimed at fostering the useage of vocabulary to
present the teaching point.
Activity 1 ( 5 minutes)
The T will ask the sts to work in pairs. Each pair will receive a list of questions to
discuss, about by using the vocabulary from the previous activity. Here are the
questions:
cakeexercise sweets Soft drinks sleep water
Fresh fruit vegetables smoking Fast food Ready meals milk

The T will help sts understand the meaning of expressions such as lose weight- put on
weight – skin by miming or providing an example within a context.
Transition: Great! Let me see.. How much do you know about a healthy lifestyle?
Now we’ll do a quiz in pairs to find out. ( The sts continue working in the same pairs)
Discuss: Wwhich things from the ones on the board:
Help you to lose weight?
Make you put on weight?
Give you energy?
Are good for your skin?
Are bad for your heart?
Contain a lot of sugar?
Contain a lot of salt?
Are important for a healthy diet?

The T will ask some students to read each question to check comprehension. If there’s
a word that it is not understood the T will encourage the class to explain. Otherwise,
the T will do so.
When the task is performed. The T will ask for the sts’ answers.
Transition: Ok…now let’s see what an expert says about the questions on this quiz
Activity 3 (10 minutes)
The T will say: ‘ Now we are going to listen to a recording. We’re going to listen to
Julie Maitland, a fitness expert. Do you know what a fitness expert is?( the T will guide
the sts to figure the meaning out if it is necessary). The T will play the recording and
encourage the sts to check their predictions. Afterwards, the T will deliver a copy to do
a listening activity with the same recording. She will explain the task by saying: ‘Here,
on this copy, there are some sentences that you have to decide whether they are true
or false.
Here are the sentences:
The sts will take turns to read the sentences in order to be sure they understand them.
Then the recording will be played again. If it is necessary, it will be played another time.
Finally, the answers will be checked altogether.
Transition: We have learnt a bit about what healthy life or habits are, aren’t they?
The T will write some sentences on the bb. She will say: ‘ Well, these sentences were
taken from what Julie has said:
The T will read them. Here are the sentences:
Listen to the recording. Say if the sentences are true (T) or false (F).
1. People who eat good breakfast are often slimmer than people who don’t.
2. Danny eats the right kind of breakfast.
3. Danny drinks eight glasses of water a day.
4. Experts say that teenagers need more exercise than adults.
5. People who sleep well live longer than people who don’t.
6. Teenagers need more sleep than adults.

Everyone should eat plenty of fruit
You should drink at least two litres of water every day.
People shouldn’t stay in bed too late in the morning.
Should I eat fruit?
The t will encourage the sts to say if there is any word or expression that is repeated in
all the sentences. The sts will say: ‘SHOULD-SHOULDN’T’. Then the T will ask he
students what type of word is always followed after SHOULD. The sts will say: ‘an
infinitive verb’.
The T will add that SHOULD is a modal verb. She will ask the sts to figure out the
meaning of it and when to use it.
The T will guide the sts to infer the meaning and usage. If they have difficulties in doing
so, the T will provide more examples.
Then the sts will be asked to write on their folders the following from the bb.
Transition: Great job kids!. Now I have a situation to show you.
Activity 5: ( 10 minutes)
Should is a modal verb. It is used to give advice.
Should
+ Infinitive verb
Shouldn’t

The T will ask the sts to form two groups. Each group will receive an envelope with a
situation and some possible pieces of advice for them. The T will ask the sts to read
and write on a sheet of paper sentences by using SHOULD- SHOULDN’T
Here are the situations and the pieces of advice for each of them:
• Have a shower /get up
• Go to bed late
• Take more exercise
• Listen to heavy metal music in bed
• Get up when alarm clock goes off.
• Miss more lessons.
• Pay attention to her parents instructions
• Spend more time doing homework.
• Use her mobile phone when it is necessary only.
• Study harder.
While the sts perform the activity, the T will be walking around the groups in order to
see if they need any help. After the task has been finished, each group will read their
productions aloud.
Transition: You’ve done a great job today!
Clousure: ( 10 minutes)
Freddy has no energy. He can’t get to sleep at night and he
can’t get up in the morning so he is always late for school.
Anna is in 7th form at primary school. She has her introductory exam
at a secondary school in three months. But she sometimes misses
lessons at school, never does her homework, uses her mobile phone all
the time and she doesn’t pay attention to her parents` instructions.

Just to relax a bit, we’re going to listen to a song. The T will deliver a copy with the
song Should I stay or should I go’ by The Clash.
The sts will listen to it and do the activities provided.
When the task is over. The whole class will check their answers and see what the song
is about.
https://youtu.be/7r0iuoj-KNU
Just the audio will be presented
SHOULD I STAY OR SHOULD I GO? The Clash
Darling you got to let me know
Should I ………..stay or should I go?
If you say that you are ………………….
I'll be here 'til the end of ……………….
So you got to let me ………………. know
Should I stay or should I……………. go?
It's always tease, tease, tease
You're ………… when I'm on my knees
One day it's fine and next it's …………
So if you want me off your back
Well, come on and let me know
…………… I stay or should I go?
CHORUS
Should I stay And let me know
Should I stay There will be trouble
If I go, or should I go?
And if I stay it will be double
So come on or should I go?
…….This indecision's bugging me …. Exactly whom I'm supposed to be
…..If you don't want me, set me free ……Come on and let me know
……Should I cool it or should I blow?
…….Don't you know which clothes even fit me?
REPEAT CHORUS
Go –happy - Time -Stay -black -
know - mine- should -

Lesson plan
component
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 Lovely resources, Vivi! You tried to cater for different learning styles. Well done!
Give instructions clearly, and check understanding. Encourage students to use the
target language as much as possible.
Best of luck!
Aure

LESSON PLAN 2
CLASE Nº: 2
FECHA: 25th August,2017
HORA: 10 - 11:20
FECHA DE ENTREGA: 21st August 2017
Aims:
• Develop their reading skills by doing reading comprehension activities such as
gap filling.
• Develop their listening skills by looking for specific information.

• Introduce and practise MUST/ MUSTN’T for explaining sports’ rules.
• Develop their writing skills by writing a text explaining a sport’s rules and
equipment.
REVISION Giving advice
Ready meals
Soft drinks
Lose weight/put
on weight
Low food
SHOULD
SHOULDN’T
/ʃʊd/
/ ˈʃʊd(ǝ)nt/
NEW
Explaining
sports’ rules
Tree climbing
Football- work
out – go
running-
parkour-base
jumping-
zorbing-ice
climbing
MUST
MUSTN’T
/ mʌst /
/ ˈmʌs (ǝ)nt/
Resources: pieces of cards with letters to form sports. - A copy with a text to read- A
copy with information and useful expressions to write sport’s rules
facilitate eye contact among the students and with the teacher. Later they will be asked
to sit in two groups.
ICT: In this lesson, the projector will be used to show images about sports.
they can correct it. Otherwise, the T will assess by providing examples or miming.

Routine (5 minutes)
students’ comments, they’ll sit at their places.
The T will say: ‘ Do you like sports? Do you practise any? Which one?. How often do
you practise it? The T will listen to the sts’ comments.
Transition: Ok..interesting... I’m not very good at any sport by I go for a walk three
times a week. Can you move your seats in order to make two groups?
The T will explain the sts that she has two sets with the alphabet letters. Each group
will have three minutes to form as many words related to sports and equipment as they
can.
When the time is up the T will copy on the bb the words that each group has formed.
Transition: Well done! You’ve made a great job!
Development
Purpose: The activities that follow are aimed at fostering the usage of vocabulary to
The T will tell the sts that she will play a CD track and that they have to pay attention to
the sports or activities related to sports they may listen. They have to write the names
on a piece of paper.
After listening for the first time, the T will provide each student with a copy of the text
they have listened before. As the sts are sat in groups, The T will ask them to perform
the following tasks in pairs.
This is the copy:

The T will ask the sts if they can identify the sports that are at the top of the copy. After
they provide the answers, the T will ask the sts to listen and read the text. This time
they have to underline the sports and activities they find in the text. The T will also ask
the sts to spot the words they may not understand.
The sts may not understand the meaning of swelling- overdo- injuries. If this happens,
the T will mime or provide examples within a context. The T will use English as much
as possible and will encourage sts to do the same.
Read the text again and decide where to put these missing sentences
a) A teenager has to get nine hours’ sleep a night – more than an adult.
b) Enjoy the views from the top.
c) If you hurt yourself, a bag of frozen peas reduces swelling

Later, The T will ask the sts to put the missing sentences provided in the chart at the
bottom of the copy in the correct space. After the sts finish, the activity will be corrected
orally altogether.
Finally, the T will ask the sts the following questions:
What equipment do you need for tree climbing?
What should you do before playing football?
Why is it not OK to just do lots of sport and nothing else?
The sts will answer them orally.
Transition: Good job kids! Now, have a look at these sentences that I’ve taken from
the text
The T will write some sentences taken from the previous text. Here they are:
You must use the right equipment.
You must see a doctor if you are in a lot of pain.
You mustn’t overdo things
The T will ask:’ What do all these sentences have in common?’. The sts will answer:’ all
of them have the word MUST’. The T will encourage the sts to figure out the meaning
of MUST.Then the T will say:’ Very good!..now, what type of word is MUST followed
by?. The sts will say:’ an infinitive verb’ . ( they may probably say:’ a verb’. The T will
guide them to say that it is in an infinitive form.)
The T will also add that the modal verb MUST, as well as SHOULD seen in the
previous class, are used with all the subject pronouns.
The T will ask the sts to copy the chart written on the bb on their folders.

Transition: Very good!. Now I have some tips to share with you about other sports.
Here we go..
The T will ask the students what they know about skating and rock climbing. After
listening to their answers, the T will provide each student a copy with tips about skating
and rock climbing. The T will explain that the sts have to read the sentences and
complete them with: Must or Mustn’t.
Here is the copy:
Each student will read one of the sentences in order to check the task.
Must is a modal verb. It is used to tell someone to do or not to
do something, to talk about rules.
Must
+ Infinitive verb
Mustn’t
SAFETY TIPS FOR SKATING
a) You ………………..check your skates before you put them on.
b) You ………………………..skate where there are a lot of people.
c) You ……………………….wear a helmet, and you
………………….check that it fits correctly.
ROCK CLIMBING
a) You …………………….use the correct equipment.
b) At a climbing wall, you ………………have a gear.
c) You …………..take risks or do anything silly. Safety is very
important

Transition: Great job kids!. We have learnt a bit about sport, haven’t we?
The T will use the projector to show the sts some photos about extreme sports. The T
will ask:’ Do you know these sports? The T will elicit from the sts that they are extreme
sports. The T will encourage them to label them if they can.
After listening to their answers, the T will add that she has found some information
about some of them and that she would like to share it with them. The sts will be
divided into four groups of two. Each pair will receive one of the following copies.
BASE JUMPING
BASE meaning: Building, Antenna, span
( bridge), earth.
Equipment: parachute – wing suit
Type of sport: individual
Jumper: jump from these categories:
Building-antenna-span- earth
Rules: level increase after jumping from an
object in each category.
An award to jumper who jumps at night.
Not jump without training.
PARKOUR
Parkour : a French word. Method of
military training
Equipment: a rail rack (necessary to
train only)- No equipment to practise
just casual clothes.
Type of sport: individual or group
Traceur: go to one point to another and
sort out obstacles- not compete-
Rules: Respect private property and the
environment- manage risks- Not be
afraid – train hard

Each pair has to write a short text explaining the extreme sport by using the information
provided. They will be encouraged to use MUST- MUSTN’T to explain the sports’ rules.
When the task has been performed, each pair will read their text to the rest of the class.
ZORBING ( Globe gliding)
Practise in water or soil.
Equipment: an transparent plastic orb-
an harness ( sometimes)
Type of sport: individual or pair
Rider: go down gentle slopes.
Records: longest time spent,longest
distance travelled,fastest ride
Rules: minimum age limit ( 8 years old)-
No glasses- long short sleeve T shirt- no
muscle shirts- no jewellery
ICE CLIMBING
Winter activity-
Equipment: crampons-ice axes-boots
Type of sport: individual or group
Ice climber: go up inclined ice
formations
Rules: know about rope systems-
manage climbing techniques – no
compete without a licence – pay
attention to weather conditions

While the sts perform the task, the T will be monitoring the groups, evacuating their
doubts by answering their questions and helping to look for unknown words up in a
dictionary.
Transition: You have really worked hard today! Great job! Would you like to play a
game?
The T will say: ‘Now.. I’d like to check your memory. You’re going to divide yourselves
into two groups again. You have to write as many new words you have learnt today as
possible. The group that writes more words without spelling mistakes wins.
If we have time, they’ll think of sentences to make including the word orally.
Lesson plan
component
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
Well done, Vivi! Lovely lesson. Make sure you explain before they get into groups.
Do check understanding.
Have a nice time!
Aure

LESSON PLAN 3
CLASE Nº: 3
FECHA: 28st August,2017
HORA: 10- 11:20
FECHA DE ENTREGA: 23th
August 2017
Aims:
• Talk about symptoms and illnesses.
• Distinguish and practise SHOULD/ SHOULDN’T- MUST/ MUSTN’T for giving
advice or establishing rules and obligations
• Develop their speaking skills by interacting with peers.
• Develop their listening skills by looking for specific information.

REVISION
Giving advice
Explaining rules
and obligations
Parts of the body SHOULD
SHOULDN’T
MUST
MUSTN’T
/ʃʊd/
/ ˈʃʊd(ǝ)nt/
/ˈmǝst/
/ ˈmʌs (ǝ)nt/
NEW
*Realising and
applying the
differences
between giving
advice and
indicating rules
and obligations.
*Expressing
illnesses and
symptoms
Symptoms and
illnesses: flu – a
temperature- a
sore throat- a
cold -a headache-
a cough – a
stomach ache
Contrast
between modal
verbs SHOULD-
MUST
Resources: CD player – different copies to do a matching and listening activity.
facilitate eye contact among the students and with the teacher. Later they will sit in two
groups.
ICT: In this lesson, the projector will be used to show pictures.
they can correct it. Otherwise, the T will assess by providing extra examples or miming.

Routine (5 minutes)
students’ comments, they’ll sit at their places.
The T will start the class by saying that last night she had a birthday party and that she
ate a lot. Today she is feeling sick, she has ‘ a stomach ache’. Then she will ask: ‘Do
you know what a stomach ache is? ‘ what do you do when you have one?
Transition: Ok..interesting... Now, let’s see how much you remember the parts of the
body...
The T will tell the sts that they are going to make a competition into two groups. The T
will read some definitions and each group will provide the answer with a part of the
body. They’ll have thirty seconds to give the answer otherwise they miss the point. For
every correct answer, the group gets a point. Then, the T will ask the sts to divide
themselves into two groups
Here are the definitions and the answers:
1. You use this part of the body to hear.
2. You have eight of these, four on each hand.
3. You have two of these. You use them to walk.
4. You use these to see.
5. You use this to talk, smile and eat.
6. The part of your body with your hair, eyes, mouth, nose and ears on.
7. At the bottom of your leg, you have a ___. You wear a shoe on it.
8. You have one ___ in the middle of your face. You use it to smell.
NOSE - EYES – ARMS -EAR – MOUTH- FINGERS – HEAD- LEGS –FOOT - THROAT

9. After your mouth, your food goes down your ___. Sometimes this part of the body hurts
when you are ill.
10. You have two of these. They have your hands at the end.
Transition: Well done! Congratulations to everyone.!
Development
Purpose: The activities that follow are aimed at fostering the useage of vocabulary to
The T will provide each student with the following copy. The T will ask the sts to read
the words in the box. They’ll have to listen and match the picture with the correct
words. They should make guesses about new vocabulary. The sts work individually on
the task and then compare their answers in pairs. The T will play the CD again and
elicit the corresponding pictures. Finally the T will ask the sts to repeat the words in
order to practisce their pronunciation.
Transition: Great! Let me see.. How good are you at doing a word search?
The T will provide each student with the following word search. The sts will have to find
eight words connected to health. ( they are the ones seen in the previous task). Then,
the T will ask the sts to say the words they have found aloud.

Transition: Very good! Shall we do an observation game now?
The T will project a picture on the bb. She will explain that they have to listen to the CD
and try to find the people on the picture. The T will ask the sts to divide themselves into
two groups to perform the task. The first group with all the correct answers is the
winner.
Here is the picture

Here are the tapescript and answer key:
Transition: Well done!! Do you like going to the doctor’s?
Activity 3 (15 minutes)
The T will continue asking:’ Can you tell me how often do you go to the doctor? and
Why?’
After listening to the sts’ comments the T will project the following photo on the bb.
The T will say that the girl on the photo is Lauren. The T will encourage the sts to
describe the photo by asking questions such as: ‘ Where is Lauren?, Who is she with?
What is she wearing? What do you think happened to her?
Then, the T will project a chart on the bb. The T will add that those expressions are
useful when we go to the doctor’s. She will play the CD and ask the sts to pay attention
to their pronunciation. While they listen to the expressions, the T will ask if they know
their meaning. If not, the T will mime or provide an example.
Here are the expressions:

The T will tell the sts that some of these expressions may appear in the listening they
are going to do.
The T will provide each student a copy with the tasks to do:
Here is the copy:
Before listening, the T will ask each of the students to read the sentences to check
understanding. In the first part, the sts will listen and choose the correct answer. The
second time, they will complete the doctor’s notes for Lauren’s treatment.
After performing the task, the T will read the doctor’s notes and guide the sts to
distinguish the use of must / mustn’t and should. The sts wil infer that must is used
for obligation, mustn’t for prohibition and should for giving advice.
Transition: Great! Now.. it’s your turn…
The T will tell the sts that they will work in pairs to role play a situation at the doctor’s.
One of them will be a doctor and the other one will be the patient. Each pair will use the
expressions in the express yourself chart to take the information they need for the
doctor and the patient. They also will decide what the illness or injury will be and how to

solve it. Each pair can make notes about when it started, the symptoms and how they
feel at the moment. They have to include the modal verbs studied in their role plays.
While the pairs prepare the role play, the T will monitor and guide them in any help they
may request. After practising, the T will encourage the pairs who feel more confident to
role play the situation to the rest of the class. The T will provide some doctor’s element
to make the role play more real.
Transition: Excellent! How about a game to finish the class?
The T will work into two groups. The T will project on the bb a memory game with
pictures with illnesses and the corresponding word. The sts will tell the T what cards to
click on, if both cards are the same the group gets a point. When they do so they have
to make a sentence.
Note: The game can’t be shown because it is on a CD ROM that belongs to the book
Hot Spot 3 by MacMillan
Lesson plan
component
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 Lovely lesson! Hope my comments are useful.
Pay attention to timing, so that you can accomplish your aims.
Have fun!
Aure

PRIMARY LEVEL- PRACTICUM PERIOD

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