Profesor(a) titular: ________________________________________ Grade: _________ Date: _____________

Profesor(a) titular: ________________________________________ Grade: _________ Date: _____________

Initiation to the teaching Practicum – 2019_1

Teacher in development: Sebastian Gil Villa

Lesson plan format

1. Grade and level: 2A (A1 CEF)

2. Considerations for the task:
SWBATs: Lg form Lg function Lg chunk Task
Adjectives, verbs, Describe people What ___ (do) ____ “Guess who I am”
At the end of the wh questions. (pronoun) look like? (Inspired in the
class, students will Ex: What does she “Who am I” game in
be able to describe look like? Answer: which participants
personal (Pronoun) have to guess based
appearance on descriptions)
through the use of
adjectives and
make distinctions
for adjectives that
make contrast
between them.

4. Pre-requisites: Present simple, adjectives in L1

5. Materials: “Guess who I am”: 10 3x4 cm images of people given to each student. HDMI cable, laptop, board,
markers.

6. Procedures (according to Nunan, 2004):

Minutes Procedures Anticipated problems and
possible solutions

2 minutes Check list for attendance: This will be done with the list
of students to check if anyone is missing. With this, the
 teacher can start recognizing students and assessing their
participation

10 The teacher present an image asking for the topic covered
minutes in the last class “clothing” and students are expected to
answer using the lg chunk “He/she is wearing ___”. The T
helps if any student does not find the word or name it
wrong and correct; this is the introduction to the Schema
building.
Taking more time than expected
due to two students that missed
last class. Solution: Covering the
topic again very quickly and with
structure.

30 minutes Schema building – description:

 The teacher focuses on his/her face (of the previous
image), and describe him using the structure in L2
“He has a____” “He is___” “He looks like____”
which encourage students to complete it with L1
words.
 Then, teacher shows another image and repeat the
same exercise.
 After that, the teacher lists the following adjectives:
Blond, black, brown hair
 Blue, eyes
 Mustache/beard/goatee
 Wears glasses
 Bald/balding
 Long/short hair
 Straight—curly
 Shapes: circular, round, square, rectangular, oval,
big, small

Also some opposites to include:

 Tall—short
 Handsome/beautiful/attractive/lovely—
ugly/unattractive
 Pretty/cute—plain
 Young/old
  Heavy-set (a better option than fat)—thin/slim

This is accompanied with images to illustrate

every adjective and, if possible, illustrate using a
student as a model.

Instructions for kids:

 Students complete the blank spaces with the
adjectives that they know in Spanish and English.
 Ss ask for the unknown terms using the language
chunk “what is___? What does ___ mean?

10 minutes 2. Controlled practice– description

 The teacher write the sentences with blank spaces:
“He has a____” “He is___” “He looks like____” and
ask students to complete the sentences with the word
bank of adjectives that they already have from the
previous activity

Instructions for kids: Ss follow teacher instructions asking

for any unknown words with the previous language for
interaction.

3. Authentic practice– description:

* The teacher starts describing a student: “Now, I am going

describe (using mimics and pointing to both face and body) a
 partner. (The student model is going to stand up) Example:
15 minutes “She has curly hair, she has glasses, she looks beautiful,
* The teacher give instructions for the activity: “¿Qué
acabamos de hacer? “Describir a ___” ¡Muy bien! Now, we
are going to DESCRIBE our classmate.

2 minutes  Sitting arrangement changes to couples

Instructions for kids: Students are asked to couple and

describe their using the language learnt during the class for
description.

15 minutes 4. Focus on linguistic elements– description:

 The teacher ask to 3 students to describe their
classmate and write on the board the sentence using
blue marker for the sentence but the adjective which
will be in red color
 Then, teacher write 2 more sentences using a student
as model to illustrate, and make emphasis on the
linguistic items naming them: “We have the…?
“Pronoun” “Very good. She is... tall?” “Noooo” “Uh,
she is… short?” “Yeeeeeessss” “Excellent!”
7 minutes  The teacher introduce the interrogative form of the
present simple tense and practice with the same
sentences.


Instructions for kids:

 Students will follow teacher as he/she completes
writes and completes the sentence

10 minutes 5. Provide freer practice– description:

  The teacher goes through the groups and check the
chat, words, and structures used during interaction
and written in the papers in the case the student need
to.
 While doing this, the teacher ask some students to
describe aloud if they have not do it yet
 After that, teacher goes in front of the board and ask
students to describe speaking an image

Instructions for kids:

20 minutes 6. Introduce the pedagogical task– description: T gives all

students 10 images of different people and they will choose
one. Every image is marked with a number and they have
to write the number in their notebooks. “Ok, we are going
to choose ONE image ¿Entonces qué hacemos con el resto?
We will try to guess the image. And how? Using adjectives
El resto de las imágenes las vamos a dar vuelta cuando el cada
vez que el compañero pregunte por un adjetivo y una persona
no lo tenga ¡EJEMPLO!
She has curly hair… ¿Y si hay imágenes que no tienen curly
hair qué debemos hacer? Guardar las imágenes que no lo
tengan. Is it clear? Do you have any question?
(Since the game has some rules, L1 will be used to make them
clear).
Students start asking for information about the couples using
interrogative form, and the peer answer using the affirmative
form “Yes, he/she has long hair”

Reflection: (Answer the following questions as a guide for the reflection: what went well? What didn’t go well? How is
this information going to be useful for a subsequent lesson plan? Remember you do not have to limit the reflection to
these
What went well? Students were engaged to the activity and answered to “building schema” stage using L1 to guess
which characteristic described to the person in case. The students also understood and followed instructions faster than
before. The relation between what they already knew in L1 and what was being taught created a strong meaning in
their process.
What didn’t go that well? Due to the schedule, students weren’t responding to the instructions by the last part of the
class.
Things that can make it improve: Working on the first two hours was suggested by the in-service teacher.
The pedagogical task is going to be placed in the following lesson plan since we did not have the time to complete the
whole activity.

Attachments/materials
 “Guess who I am”

1) Choose one of the cartoons.

2) Ask to your classmate characteristics from the people in the image, and guess
which one it. Do NOT ask if it is woman or boy. Use adjectives to find the answer.