The document provides details of an English language class for secondary students in Argentina, including: - The lesson plan aims to have students practice giving personal information by reading a graph, asking each other questions, and writing a paragraph about themselves. - Students will draw a personal information graph about themselves, then ask their partner questions to learn about the information on their partner's graph. - Finally, students will write a paragraph using their own graph to consolidate what they learned about giving personal information.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNO RESIDENTE: Ludmila Ruiz Díaz
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Privado República Argentina
Dirección: Lasserre 459, Rio Grande, Tierra del Fuego
Sala / Grado / Año - sección: 1° ESO
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Información Personal
Clase Nº: 2
Fecha: 29 de octubre de 2015
Hora: 16:00 a 17:20 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 28 de octubre de 2015
CLASS 2
• Teaching points: Giving Personal Information
• Aims or goals: During this lesson, learners will be able to…
✓ Read a graph and draw conclusions from it
✓ Develop their listening and speaking skills by asking his/her partner personal
information questions
✓ Develop their writing skills through the use a personal information graph to write
a paragraph
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Giv ing/Sharing
Personal
Information
Imperatives listen / look
at… / write down / glue /
draw
- Age: I’m12 years old
- Hometown:I am
from…
- Preferences:favourite
subject, colour, music
- Family: brother, sister
Commands:
- Draw a stickman
- Write down information
about yourself
Verb ‘ToBe’ & ‘WH’
questions for 1st and2nd
persons singular
- Where are you from?
Where is he/she from?
- What’s your/his/her
fav ourite…?
Expressing possession:
- I havegot one brother
- She /he has got two
sisters
Pronunciation of
words willbe
practised
through
repetition
(drilling)
New Simple Commands Imperatives
- Stand up
- Find
Commands:
- Stand up and find your
sheet of personal
information
Pronunciation of
new words will
be practised
through
repetition
(drilling)

2. • Teaching approach: Communicative Approach
• Integration of skills: Listening to the teacher and to each other, building up a personal
information graph, writing a short paragraph about themselves using their own drawings
as prompt
• Materials and resources: photocopies worksheet assembled by the teacher, picture of
Taylor Swift1, cardboard A6 sheets, whiteboard,blu tack
• Pedagogical use of ICT in class or at home: none for this lesson
• Seating arrangement: As is. Students will work in pairs for one of the activities, and in
order to make them find their own information sheets they will need to stand up and
walk around the classroom asking questions.
• Possible problems / difficulties and their possible solutions during the class: there were
some students absent the previous lesson who might feel confused, a worksheet
summarising the previous class’s content will be provided.
• Classroom management strategies: When students need to get up to practise asking each
other questions; there will probably be some disorder and as there is little room for them
to mingle I will attempt to monitor them all and ask to sit down the ones I have already
listened to.
• Potential problems students may have with the language: students had difficulties
managing L2 the previous lesson and I needed to resort to L1 quite a lot; I will continue
using L2 and translating when necessary or provide instructions in L2 and ask a volunteer
to explain in L1. There are also students with learning difficulties; the lesson is charged
with speaking activities and I am afraid they would not cope with the activity. In such a
case I will carry those activities out with them in order to reassure them or not feel
threatened to interact with their partners, praising will take place in any case.
• Assessment: I will assess the learners’ command of previous lesson’s content by providing
a worksheet students need to complete, speaking activities will be monitored and
corrected when necessary, writing activities will be corrected in their folders/notebooks.
Routine 2’
I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little
time to predispose themselves and pay attention.
Warm-up 5’
Purpose: to recall previous lesson’s expressions used for introductions.
I will say ‘Let’s see how much you remember about last class’ at the same time as I take my fingers to
my temple in order to make myself clear.
I will distribute the following worksheet2 for students to complete the speech bubbles and model
the activity by helping them complete the first speech bubble.
I will tell students ‘There is one option that is wrong. You should not use it’
I will allow two minutes to complete the bubbles and then check the exchanges with the whole
class. I will ask them to glue the worksheet in their folders/notebooks.
1
Retrievedfrom http://cdn2.uvnimg.com/f2/38/297c9328444b9c53ffe82c227b13/taylor.png
2
Pictures retrievedfrom
http://thumbs.dreamstime.com/x/teenagers-sitting-conversing-6883085.jpg
http://thumbs4.dreamstime.com/x/handshake-16070551.jpg

3. Complete the speech bubbles
Transition: Very good everyone! What other questions can we ask to someone we meet for the first time?
Activity 1 15’
Purpose: to elicit wh-questions to ask for personal information
I will encourage students from the transition to elicit some of the questions that came out the
previous lesson, for instance:
How old are you?
Have you got any brothers or sisters?
This activity will be carried out orally. I will draw on the board a picture with arrows and
information about Taylor Swift, it should look similar to this:
Pablo, this is
Greta
Hi. How are
you?
Where are you
from, Greta?
Nice to meet
you, too
 Nice to meet you, Greta
 I’m from Germany.
 I’m 12 years old
 Hi, Greta. I’m Pablo

4. I will go on saying ‘Do you know who sheis? She’s Taylor Swift. What questions do you ask to know
somebody’s name?’ EA ‘What’s your name?’ T ‘Great! What’s your name?´
I will write on the right side of the board:
Name: What’s your name?
In order for students to elicit the information about my age, I will point to the number on the
board and say ‘Very good. Look at thisnumber, 25. What is this information about?’ EA ‘Edad/Age’ T
‘Very good. How do we ask somebody’s age?’ EA ‘Howold areyou?’. I will then write on the board:
Age: How old are you?
I will proceed with the rest of the arrows, eliciting questions and writing them on the board:
Hometown: Where are you from?
Family: Have you got any brothers or sisters?
Favourites: What’s your favourite subject? / colour? / music?
Transition: Excellent! All this information is about me, now I would like to know about you.
Activity 2 30’
Purpose: to draw a personal information graph; to share that information by asking each other questions
I will distribute the A6 cardboard sheets, one for each student and say ‘Now, you’re going to draw
about yourselves on these sheets’ I will emphasise ‘you’ and point to the students in order to make
myself clear. Then I will say ‘What information are you going to include?’ in an attempt to elicit their
answer I will point to the questions on the board ‘Good, you’ll write down your name, your age, your
hometown, information about yourbrother or sister, and favourite colour, and so on’
I will grant students some minutes to draw their stickman while I go around the classroom
monitoring their work and helping. If possible I will take some pictures of their work to post on
my blog.
Once they have finished I will say ‘Have you all finished? Very good, can I haveyour information sheets,
please?’ and I will take their drawings and redistribute them, making sure they receive a drawing
that is different from their own one and from the student sitting next to him/her. I will say ‘Now,
you have the information of one of your partners. We are going to ask each otherquestions and pretend we
are a different person.’ In order to model the activity, I will select a student and ask him/her
personal questions, as I point to the questions written on the board for them to use as reference,
and repeat the procedure the other way around. I will say ‘Now, we are going to work in pairs and ask
our partners these questions’ as I point to the board. I will monitor students’ performance by
listening to their conversations, correcting and praising their performance.
25
USA POP
1 BROTHER
BIOLOGY

5. Transition: Very good everyone! Now, let’s have another look at the sheets of paper we haveanother minute.
Activity 3 15’
Purpose: to practise use of ‘to be’ for third person he/she in the present and the possessive pronouns his/her
by talking about the information sheets students got.
I will erase my drawing and questions off the board and I will take a girl’s and a boy’s information
drawing. I will show them to the students and say ‘What’s his/her name?’ EA ‘(name)!’ T ‘Great.
She/He is…’ I will write on the board this sentence, asking questions about the rest of the items and
proceed the same way with the other student’s sheet.
I will emphasise the use of the pronouns by stressing them when I speak and underlying them
when I write them on the board. When I finish, I will stick the sheets on the board above the
correct information:
She is…
She is… year old
She is from…
She has got…
Her favourite music / subject / colour is…
He is…
He is… year old
He is from…
He has got…
His favourite music / subject / colour is…
I will ask for two volunteers to share information about their partnerusing the sheet they got
when I redistributed them. Then, I will stick out the sheets from the board and return them.
Follow up: I will say ‘Now, we need to get our sheets back! We are going to stand up and ask our partners
their name until we find our sheet of information’ I will model this activity with a student in order to
make it clear before letting them wander around.
Transition: Ok, everyone. If you found your sheet, pleasesit down and listen.
Activity 4 15’
Purpose: to consolidate lesson’s content by writing a paragraph about themselves.
I will say ‘Alright, now that we all have our sheets of information, we are going to writeabout it.’ I will
take a different sheet from a student and say ‘For instance, what is his/her name?’ EA ‘(Name)’, and
next to the other two columns I will write as I say ‘Good. He/She is (name). So in your notebooks, you
will write ‘My name is…’. What about age, how old is she/he?’ and proceed orally with the rest of the
items writing on the board only the first part of the sentence, for example:
I am (name)
I am from…
I have got…
My favourite…
I will go around the classroom correcting their performance. In case I run out of time and am not
able to correct everyone, I will take their productions home and assessed them.
Closure
I will tell student ‘You worked great today, congratulations! See you on Monday.’