This document provides details of a lesson plan for a 1st year secondary level English class in Comodoro Rivadavia, Argentina. The lesson focuses on personal information and occupations/professions. Students develop speaking, listening, reading and writing skills through activities like self-introductions, matching professions to pictures, asking and answering questions about professions, and a guessing game. The lesson integrates skills, uses various materials, and assigns homework searching for occupation pictures online and writing sentences about them.

1. Taller de Práctica Docente 2015
Alumno Residente: Mariana Canellas
Período de Práctica: Nivel Secundario
Institución Educativa: Colegio N° 738
Dirección: Kaiquén 2135, Comodoro Rivadavia, Chubut.
Año: 1ro secundaria
Cantidad de alumnos: 27 (veintisiete)
Nivel lingüístico del curso: Básico
Tipo de planificación: Clase
Unidad temática: Información personal
Clase N°: 1 (del primer período de práctica)
Duración: 120 minutos
 Teaching points:
- Revision of personal pronouns and personal information questions.
- Revision of functions: sharing personal information
- Use of new vocabulary: occupations and professions
- Use of newstructures:verb“to be”,affirmative sentences,Yes/Noquestionsandshort answers.
 Aims or goals:
During the lesson, learners will be able to…
- Develop their speaking and listening skills by interacting with the teacher and their partners.
- Developtheirlisteningandwritingskillsbycompletingexercises with the information they hear
- Develop their language awareness by learning new structures and inferring grammar rules.

2. Language Focus:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision -Sharing personal
information
-Numbers and places
(age, and place of
birth)
-Personal pronouns
-Personal
Information
questions
Intonation: Falling tones
at the end of Personal
Information questions
New -Talking about
jobs and
professions
- Occupations and
professions:
housewife,firefighter,
teacher, pilot, doctor,
dentist, secretary,
architect, waiter,
photographer,
journalist, police
officer, and cook.
- Verb “to be”:
affirmative
sentences (She
is…/He is…), and
Yes/No questions
(Is she…?/Is he…?)
Intonation: Rising tones
at the end of Yes/No
questions
- Ponunciation will not need special teaching; emphazising the tones while saying the
questions for the students to learn them, will be enough, for this lesson.
 TeachingApproach: CommunicativeApproach.Studentsare expectedtoinfer the rules of
the target language by meansof listening,readingandusingitincommunicativeactivities.
They are invited to develop their language awareness.
 Integration of skills: Students’ listening and speaking are integrated through students’
interaction withthe teacher and among them. They will also be asked to listen, read and
write in order to complete different activities
 Materials: Photocopies, board, chalks, posters, flashcards, CD, and CD player.
Posters and flashcards:

4.  Seating arrangements: Students will be asked to sit as they usually do; and to carry out
some activities they will be asked to sit in small groups.

5.  Cooperative work: The whole lessondemands cooperativework because the teacher will
ask questionsandgive explanationstoeverybody,andanyone’sanswerswillbe expected.
As regards the activities that will require the students to go to the front of the class to
peformcertaintasks,thiswill requiere the students’excellentbehaviour and rapport with
the teacher.
 Possible problems and possible solutions: Students’ excellent behaviour has been
observed in the previous lessons; however, in case they were any problems the teacher
will ask for help to the regular teacher in charge of the group.
 Potential problems students may have with the language: Students will find new
structuresdifficulttouse,mainlybecause theyare usedto working with another teacher;
thismay be solvedbygivingplentyof examples and being extremely polite and friendly.
 Assessment: I don’t think assesing performance while presenting new vocabulary and
structures will be relevant; however, while guiding the activities the teacher will make
correctionsin general, saying the correct statements aloud to the whole class, trying not
to showdirectlywhomade the mistake.She willalso correct the students’ answers aloud
while they perform tasks in front of the class.
 Pedagogical use of ICT:Studentswill be asked to search for pictures and vocabulary using
the Internet for the following class. They will be provided with reliable sources.
Routine: Warm – up (10’)
- The teacher greets the students: “Hello, My name is Mariana, today, I will be your
teacher”, she writes her name on the board. She continues “How are you today? Fine?
- Students should answer her “I’m fine thanks, and you?”, in case they didn´t, she would
continue asking questions such as “ Are you O.K? Yes or No?...I am fine, and you?”
- The teachersays “Write your name ina piece of paper,please;like this”,she demonstrate
what they have to do with a piece of paper. She adds “Put it on your desk, like this” and
she does that, “Excellent!” .
Transition:“Ok, todaywe are goingto talkaboutdifferentpeople andtheirjobs(she sayspointing
out a poster, or two), you and me, our names and ages…for example; My name is Mariana, and I
am thirty seven years old”, and she writes the number on the board.
Presentation: (15’)
- The teacher asks: “What is your name?”, to two or three students, and helps them to
answerhercorrectly,if itis necessary;she continues“How oldare you?”, choosing two or
three students to answer her, one at a time. Finally, she asks “Where are you from?” to
otherstudents(two or three). Then, she shows the class, some cards with questions and
says, “you will pick up a card and answer the question I read there”. She invites the
students who haven’t participated yet, to pick up, a card and answer the questions the
teacher reads there (What is your name?/How old are you?/Where are you from?).

6. WHAT IS YOUR NAME? HOW OLD ARE YOU? WHERE ARE YOU FROM?
Transition: “Good!, now I know who you are…Let´s continue with a listening activity”
Activity 1: (20’)
- The listening activity is taken from: Silvia Carolina Tiberio, 2012 “What’s up?” Starter,
Pearson Education S.A.
Workbook, page 80: (Recording 24 of the CD). It is in the following page

8. - The teacher will deliver photocopies with the exercise, and she will guide students like
this:“Look at the picture,she isa student(like you),andshe isasecretary,theyare talking
(she mimes the action). Pay attention to sentence number one (she points it out in the
copy), the student’s name is Lara or Clara?, you will circle the correct option (she mimes
the action), let’s listen…”. She stops the CD player once the answer is said, and asks the
whole class “Lara or Clara?”, she waits for the correct answer and continues “look at
number two, she is from an important city, or a capital city?, you will circle the correct
option(she mimesthe action), let’s listen…”. She stops the CD player once the answer is
said, and asks the whole class “She is from an important city or a capital city?”, she waits
for the correct answer and continues “look at number three, her room number is 13 or
15?, you will circle the correct option (she mimes the action), let’s listen”. She stops the
CD playeronce the answerissaid and asks the whole class“thirteenorfifteen?”,she waits
for the correct answer and congratulate the students “Good!”.
- The teacher continues: “Pay attention to exercise 3, let’s listen again (she mimes the
meaning), and tick (she mimes the meaning) the questions you hear (she mimes the
meaning)”, they listen to the CD, and when the recording finishes, the teacher says
“Ready? Again? (she mimes the meaning)”, if the answer is “No” she goes on “Number
one is…” and she chooses a student by his name to say the question aloud, he may be
helped by a partner, and the teacher asks the class to correct their activity. She repeats
the process in order to finish the corrections.
Transition:“Goodjob!Let’scontinue learning new words, occupations and professions” she says
pointingoutposters withpicturesof peoplethatrepresenttheirjobsandprofessions(fire fighter,
teacher,doctor,dentist,cook,photographer,journalist,architect,police officer, pilot, housewife,
secretary and waiter)
Activity 2: (20’)
- The teacher puts on her desk papers with the names of the jobs and the professions in
the posterson the board.She invitestwostudentsata time to choose one piece of paper
and match the word with the poster on the board (they may have previous knowledge,
because they use their computers, and some of them study English at different
workshops); however in case they didn´t know the word the teacher may mime the
meaning or ask other students for help. Then, they are asked to stick the paper to the
picture.
Transition: “Great! We have lots of new words. Let’s talk about these people…”
Activity 3: (15’)

9. - The teacher points out the first picture and asks “He or She?”, and waits for the students
answer. She continues “Ok, she…She is a teacher…let’s repeat all together…She is (she
waits for the students to repeat) a teacher (and they say the same)…”. She repeats the
same process with all the posters and the jobs and professions.
- She continues, “I will point out the picture and you say the word aloud ok?”, and she
repeats the process with all the words.
Transition: “Excellent! Now, pay attention to my questions…”
Activity 4: (15’)
- The teacher writes on the top of the board: YES or NO. She asks: “Is she a teacher?”
pointing out the picture of a police officer, and expects students answer her “No” all
together.She askssimilarquestionsrelatedto the other posters, expecting “Yes” or “No”
as answers. She writes on the board: “IS HE A…?/IS SHE A…?” , and says “Can you ask me
a question?(she mimesthe meaning),she choosesastudentto ask a question and guides
him or her pointing out the posters; she answers “YES, SHE/HE IS” for example, or “NO,
SHE/HE ISN’T”. She continues, “Now you answer my questions again (pointing out a
picture),Ishe a pilot?”,she choosesastudenttoanswerher andguideshim, after he says
the answer (Yes or No)“Yes, he is or Yes, she is”. She repeats the process with different
pictures and different students
Transition: “Ok! Let´s play a game”
Activity 5: (10’)
- The teachersays “I will thinkof one wordandyou askme questionstoguessit(she mimes
the meaningof think,andpointsout the questions on the board, she may ask for help to
the teacherin charge of the group,to demonstrate how the game works, once). She adds
“You have five questions to guess, you can start…He is a man”, and she draws a cross on
the board eachtime theyask hera questionsuchas “ Is he a police officer?”.If theydidn’t
guess the word after asking five questions, the teacher invites them to try again, and if
they succeded, they are asked if they want to repeat the game.
Transition:“Nice!Ihave picturesforyouto workin groups(she showsthe picturesand mimes the
meaning of groups) Can you sit in groups of four or five , please?”
Activity 6: (10’)
- The teacherdelivers small pictures of the people in the posters to the groups and writes
on the board (she may ask the students to say the answers before she writes them)
REMEMBER!
IS SHE/HE A TEACHER? YES, HE/SHE IS OR NO, SHE/HE ISN’T

10. - She continues:“One of youasksthe questionsandthe othersanswerthemOk?,Iwill walk
around (she mimes the meaning)”. She walks around monitoring the students’
performance.
Transition: “The class is finishing, pay attention to me…(she points out her watch)”
Closure: Homework: (‘5)
- The teachersays “For nextclassyoucan searchfor picturesof people that represent their
occupations like these ones (she points them out), here “ and she writes the sources:
Internet:
 https//www.colourbox.com/browse/people/professions/489
 https://www.mes-english.com/flashcards/people.php
 http://www.eslflashcards.com/preview.php
- She continues “Iwant youto findnice picturesandwrite sentences”she writes examples
on the board: “She is a teacher. She isn’t a secretary.”
- The teacher greets the students: “Good bye! See you next class!”