I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: María de los Ángeles Svidersky

Período de Práctica: Nivel Secundario

Institución Educativa: Instituto María Auxiliadora – Puerto San Julián

Dirección: Zeballos 1193

Sala / Grado / Año - sección: 5° año - TM

Cantidad de alumnos: 26

Nivel lingüístico del curso: Pre-intermedio (A2-B1)

Tipo de Planificación: clase

Unidad Temática: Conditional sentences and jobs

Clase Nº: 2

Fecha: 21/10/2019

Hora: 12:25 - 13:05hs.

Duración de la clase: 40’

Fecha de primera entrega: 15/10/2019

• Teaching points: Jobs and modal verbs

• Aims: During this lesson, learners will be able to…

- Develop their speaking skills by talking about themselves.

- Revise the use of conditional sentences with modal verbs.
- Review vocabulary about jobs and professions.
- Assess their own performance by checking activities orally.
• Language focus:

LEXIS FUNCTION STRUCTURE PRON.

REVISION Conditional Talking about If (present
sentences. conditions and simple) + result. -
Modal verbs. results.
Jobs and Describing jobs.
professions.
NEW Conditional Talking about If you’re a…,
sentences with obligations and you (modal
Job /dʒ/
modal verbs. necessity. verb) …
profession /ʃ/
Skill required Giving advices.
for a job.

• Teaching approach: The lesson is based on the Communicative Approach, and

organized through the PPP procedure.

• Materials and resources: A cube to develop the first speaking activity, copies of
worksheet 2 (we used last class), the board and markers.

• Pedagogical use of ICT in class: In this lesson, I won’t use ICT tools since it will be
paper-based and focus on oral interaction.

• Seating arrangement: They will stay in their classroom sitting in rows but in pairs.

 Cooperative work: they will work in pairs in most of the written activities and we will
check answers all together, cooperating to understand their choices.

 Potential problems students may have with the language: This time some students
may confuse the use of the modal verbs or others may have a lack of vocabulary to
complete the jobs descriptions.

 Assessment: what will be assessed and how: I’ll check most of the activities orally so
that students can understand the reasons why they were right or not. I’ll also check
their reading comprehension through the table with the text and how much they
remember about jobs and professions vocabulary.
Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish initial
rapport.

I’ll get into the classroom and greet the students. I’ll ask them how they are and how
their week was.

Warm-up 10’:

Purpose: to establish rapport and know a bit more about the students.

I’ll start the class repeating the game we did the previous lesson to establish rapport and
develop confidence through the group. There may be students who didn’t come last
class and it would be a good opportunity to know them a bit more. (This is going to be
the second and the last time we play the game. I’ll encourage them to talk a different
topic from the last class. If they have the same, they will have to change it)

We will stay in the classroom sitting in rows so they are going to throw the cube from
the front to the back talking about the different topics (FAMILY – SCHOOL – HOBBIES –
FUTURE PLANS – DAILY ROUTINES – ENGLISH).

Transition: “Great job!! Now that we know a bit more about each other, we can continue
talking about other things. Let’s take off the copies we used last class to start checking
the reading activity.”

Presentation 10’:

Purpose: to expose the learners to the target language and to activate their prior
knowledge about jobs and modal verbs

Students will start re-reading aloud the text we worked last class about summer jobs
and we will check together the table they completed. I’ll explain them first the use of
the modal verbs and then some students will copy their answers on the board while
others read them.
Transition: “You did it! Now, I want to know what other jobs you remember”

Development 10’:

 Activity 1 - 5’:
Purpose: this activity is aimed at activating their prior knowledge and contextualizing
the previous text with the teaching points.

Students will start brainstorming ideas. In pairs, they will have to write as many jobs and
professions as they remember in just two minutes (I’ll use a timer as it’s a kind of game).
The teams with more correct answers will read them aloud while I will be copying them
on the board.

Transition: “That was great! You remember so many words, so now I want to know what
these jobs require, what skills you need to develop them”

 Activity 2 - 5’:

Purpose: to review the use of conditional sentences and modal verbs.

Students will work in pairs again. They will have to choose two jobs or professions from
the board and complete three sentences about each one using the following structure:
 - If you’re a/an _______, you must/mustn’t…
- If you’re a/an _______, you need to/don’t need to…
- If you’re a/an _______, you should/shouldn’t…

Transition: “Very good job people! Now, you’ll have to read some of your answer. What
jobs did you choose?”.

Closure 5’:

I’ll ask some students to read their answers to the previous activity (as many students
as we have time) so they can share their opinions and their classmates may say whether
they agree or not.

Students have to organize their stationary and the chairs and desks before leaving the
classroom. I’ll invite them to do that and say Goodbye outside.

T: Excellent class that we had today!! Let’s pick up your things and go outside to say
Goodbye.

Lesson plan Excellent Very Good Good Acceptable Below Standard

component
5 4 3 2 1

Visual organization

Coherence and
sequencing

Variety of resources
– Learning styles

Stages and activities

Teaching strategies

Language accuracy

Observations Minimum score: 18 / 30

Score: ____ /30