I.F.D.C.

LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez

ALUMNO RESIDENTE: IGLESIAS, Marcela Fernanda

Período de Práctica: Primaria
Institución Educativa: Fundación Educativa Esquel – Escuela 1030
Dirección: 25 de Mayo 283
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 20
Nivel lingüístico del curso: Elementary
Tipo de Planificación: clase
Unidad Temática: Professions
Clase Nº: 1
Fecha: 11/06/18
Hora: 14 a 16 hs
Duración de la clase: 120’
Fecha de primera entrega: 07/06/18

• Teaching points: Professions (He is a TV presenter. He reads and presents

programmes on TV.)

• Aims or goals:

During this lesson, learners will be able to…

• name and describe professions

• say and ask what they want to be in the future

• Ask and answer about different people’s professions

• Language focus:

FUNCTION LEXIS STRUCTURES PRONUNCIATION

REVISION Giving Professions: She/ He’s a… Doctor /ˈdɒk.tər/
commands doctor, Do you…? Yes, I Teacher /ˈtiː.tʃər/
or teacher, do/ No, I don’t Artist /ˈɑː.tɪst/
instructions. artist, pilot, Pilot /ˈpaɪ.lət/
Describing football Football player
people. player /ˈfʊt.bɔːlˈpleɪ.ər/
Asking and
answering
 about
people.
NEW Describing Professions: Do you…? Yes, basketball player,
people and basketball I do. It’s my /ˈbɑː.skɪt.bɔːl
new player, dream! / I’m not ˈpleɪ.ər/
professions. builder, sure. Maybe./ builder
Asking and chef, film No, I definitely /ˈbɪl.dər/
answering star, don’t. chef /ʃef/,
about the inventor, film star
future. journalist, /ˈfɪlm ˌstɑːr/,
musician, inventor
politician, /ɪnˈven.tər/,
scientist, journalist
TV /ˈdʒɜː.nə.lɪst/,
presenter. musician
/mjuːˈzɪʃ.ən/,
politician
/ˌpɒl.ɪˈtɪʃ.ən/,
scientist
/ˈsaɪən.tɪst/
TV presenter
/ˌtiːˈviː prɪˈzen.tər/

Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP procedure.
Integration of skills: listening (the teacher will model the sounds, and there are also audios
from the book), speaking (repeating, answering and asking questions, describing), reading
(reading descriptions and sentences) and writing (writing sentences)

Materials and resources: flashcards (jobs, words and descriptions), worksheets (20
copies), books, game, CD, CD player, board and markers.

Seating arrangement:
Students will be sitting in their usual seats by their desks. There are two rows, and each
row has ten students, sitting in pairs.

Assessment:
The teacher will check that students comprehend and identify the different pieces of
vocabulary by listening to them in all the activities and checking their notebooks and
books if necessary.

Stages in the lesson

Purpose: to greet the students, to check who is absent and to start the lesson.
Timing: 5’

Activity description and instructions as they will be said to students:

The teacher gets into the classroom and greets students.
⎯ Good afternoon, everyone.

⎯ Good afternoon!

⎯ How are you today?

⎯ Fine, and you?

⎯ Great, thanks!

After that, the teacher checks who is absent for class. Finally, she writes the date on the
board.
⎯ What’s the date today?

⎯ It’s Monday! …11th…

⎯ Thanks. Monday 11th June. Let’s read it together.

⎯ Monday 11th June.

⎯ Fanstastic!

Now the teacher checks the poster to see who is the helper today.
⎯ Let’s see… Who is the helper today? Felipe! You are the helper today!

Transition: Great! Now, look at this! (the teacher shows them a flashcard, but students
only see the head of the character – the rest is covered)

Purpose: Warm-up. To introduce the topic and teaching points

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher stands in front of the class and starts describing the person in the picture.
 ⎯ Look at him. He works with children. He works at school. He doesn’t work in a
hospital. He works with children. What’s his job? What does he do?

⎯ … teacher…

⎯ It’s a teacher! Very good.

The teacher does the same with other four flashcards, encouraging students to guess the
people’s jobs. They are all professions they already know (doctor, teacher, artist, pilot,
football player)

Transition: T: Well Done! Today we are going to learn new professions.

Presentation
Purpose: to introduce the new vocabulary
Timing: 10’

Activity description and instructions as they will be said to students:

The teacher sticks some flashcards of the new vocabulary and gives 10 students the word
card. Each student has to stand up and place the name of the profession next to the correct
flashcard.
⎯ Look at the board. There are some flashcards. Take the words and match them.
Who wants to be the first one? Valentina… Come here and match your card with
the correct flashcard, please!

After students finish matching the cards, the teacher asks them to listen and repeat the
new vocabulary.
⎯ Now, listen and repeat. The teacher point at the first one. Musician!

⎯ Musician!

⎯ Scientist!

⎯ Scientist!

Students listen and repeat all the new words. After that, the teacher starts asking questions
about the people on the flashcards.
⎯ Amy… Is he a builder?

⎯ No, he isn’t

⎯ What’s his job?

⎯ He’s a film star.

⎯ Excellent, Amy. Thanks!

Development
Activity 1
Purpose: To practise the vocabulary

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher gives 10 different students a flashcard that describes the people’s profession.
Students have to stand up and match their flashcard with the others on the board.
⎯ Take the descriptions and match them with the professions. Who wants to be the
first one? Violeta… Come here and match your card with the correct flashcard,
please!

After students finish matching the cards, the teacher asks students to read the descriptions
with her.
 ⎯ Very good, children. Now, let’s read everything. A musician sings and plays an
instrument. A scientist works in science. A journalist writes the news. (the teacher
and learners continue with all the flashcards)

Activity 2
Purpose: to practise the vocabulary.

Timing: 15’

Activity description and instructions as they will be said to students:

The teacher gives students a worksheet, where they are going to practise the vocabulary.
⎯ Ok. Who is today´s helper? Felipe, you are!
 ⎯ Could you please give each student a copy, please? (The teacher gives the student
helper the copies to hand out)

⎯ Thanks, Felipe! You have to do exercises 1 and 2. In exercise 1, you have to

complete the crossword with the name of the profession. And in exercise 2, you
have to write the words in order to make sentences about the people. You have 10
minutes. Then, we check.

Students work on their worksheets while the teacher goes round the class monitoring and
helping when necessary. The teacher corrects exercise 1, the crossword, individually,
leaving exercise 2 to do it all together.
⎯ Times up! Now, let’s correct exercise 2. Take a colour pencil and pay attention.
Juana… Can you read sentence 1, please?

⎯ A TV presenter presents programmes on TV.

⎯ Very Good, Juana! Mateo, could you read sentence 2, please?

⎯ A chef cooks in a restaurant.

⎯ Excellent!

The teacher asks different students to read, so everybody can check their answers.
Activity 3
Purpose: to introduce the unit of the book.

Timing: 10’
Activity description and instructions as they will be said to students:

The teacher asks students about the books characters and where they are from. In every
unit, they learn about a new one.
⎯ Your teacher told me that Rosa, Steve and Sita are characters in the book. Is it
ok? Where is Rosa from?

⎯ She is from England.

⎯ Wonderful. What about Steve? Where is he from?

⎯ He is from Australia.

⎯ Perfect. And where is Sita from?

⎯ She is from India.

⎯ Good. Today we are going to meet Lisa. Where do you think she is from? Guess!

⎯ Italy… France… Mexico…

⎯ I don’t know. Let’s open the book and find out! Please, open your books on page
34. What’s this country? Look at the flag and the map!

⎯ It’s the USA.

⎯ Very good, class. Now let’s listen to Lisa. The teacher points at the girl in exercise
one. And plays the audio, track 25.

Transcript:
Lisa: Hi everyone. My name’s Lisa. I’m from the USA. In my country, there are many
people with different professions. Can you guess what I want to be? Can you
name any other professions? 1 musican 2 scientist 3 inventor 4 politician 5
builder 6 TV presenter 7 film star 8 journalist 9 basketball player 10 chef

⎯ Look at Lisa. What do you think she wants to be?

⎯ Students guess. …a film star… a journalist… a basketball player…

⎯ Ok. Let’s listen to Lisa. Pay attention.

The teacher plays the CD (track 26) and students find out what she wants to be when she
grows up.
Transcript:
1
Sita: Do you want to be a politician?
Lisa: No, I definitely don’t.
2
Steve: Do you want to be a film star?
Lisa: I’m not sure. Maybe.
3
Rosa: Do you want to be a journalist?
Lisa: I’m not sure. Maybe
4
Joseph: Do you want to be a TV presenter?
Lisa: I’m not sure. Maybe
5
Duncan: Do you want to be a basketball player?
Lisa: No, I definitely don’t
6
Sita: Do you want to be a musician?
Lisa: I’m not sure. Maybe
7
Steve: Do you want to be a builder?
Lisa: I’m not sure. Maybe
8
Rosa: Do you want to be an inventor?
Lisa: No, I definitely don’t
9
Joseph: Do you want to be a scientist?
Lisa: No, I definitely don’t
10
Duncan: Do you want to be a chef?
Lisa: Yes, I do. It’s my dream! I love cooking and I want to be a world-famous chef!

BREAK

Activity 4
Purpose: to revise vocabulary.

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher asks students to choose a profession without telling anyone. She asks
questions about it. she models the questions and answers with three or four students.
⎯ Margarita, choose a profession. But don’t tell me! Ready? Ok… do you want to
be a builder?

⎯ No, I don’t

⎯ Do you want to be a musician?

⎯ No, I don’t

⎯ Do you want to be a chef?

⎯ Yes, I do.

Now that students have seen what the exercise is about, the teacher asks them to work in
pairs and guess their partners job.
⎯ Now, work in pairs. Ask your partner questions and try to guess his/ her
profession.

Activity 5
Purpose: to revise vocabulary.

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher explains that they are going to play a game. The teacher divides the class in
four groups. They have to listen to the audio and answer the questions. The teacher pauses
the audio after each question to give students time to think and answer. Students take
turns to answer and the teacher keeps the score on the board.
⎯ We are going to play a game. We need four groups. The teacher points at some
students. You are team 1. The teacher points at some students. You are team 2.
The teacher points at some students. You are team 3. The teacher points at some
students. You are team 4. You have to listen to the audio and think the correct
answer. Then, in turns, you are going to answer. If it is correct, you get 1 point.

Transcript:
1
Adult: This person reads the news and presents programmes on TV. Who is it?
Child: It’s a TV presenter.
2
Adult: This person is a professional cook. Who is it?
Child: It’s a chef.
3
Adult: This person works in politics and government. Who is it?
Child: It’s a politician.
4
Adult: This person has original ideas and makes new things. Who is it?
Child: It’s an inventor.
5
Adult: This person sings, plays an instrument and writes music. Who is it?
Child: It’s a musician.
6
Adult: This person acts in films. Who is it?
Child: It’s a film star.
7
Adult: This person writes the news for newspapers and websites. Who is it?
Child: It’s a journalist.
8
Adult: This person works in science. Who is it?
Child: It’s a scientist.
9
Adult: This person builds houses and other buildings. Who is it?
Child: It’s a builder.
10
Adult: This person plays basketball. Who is it?
Child: It’s a basketball player.

Activity 6
Purpose: to check students’ understanding

Timing: 20’

Activity description and instructions as they will be said to students:

The teacher asks students to open their activity books and work on page 34.
⎯ Please, open your activity books on page 34. Look at exercise 1. You have to read
and write. In exercise 2 you have to write questions and answer them. They are
about you! And finally, in exercise 3, you have to write sentences about the
professions. You have 15 minutes to finish everything.

Students work on their activity books while the teacher goes round the class monitoring
and helping when necessary. When time finishes, or everybody has finished, they start
correcting the exercises.
⎯ Time’s up! Let’s check exercise 1. Take a colour pencil. Sentence 2: This person
works in politics and government. She’s a…

⎯ Politician!

⎯ Very good! Sentence 3: this person has original ideas and makes new things. He’s
an …

⎯ Inventor!

⎯ Excellent! Sentence 4… The teacher and students continue checking exercise 1.

The teacher writes the correct answers on the board, so students can check the
spelling.

⎯ Let’s continue with exercise 2. Do you want to be a teacher?

 ⎯ Yes, I do / No, I don’t.

⎯ Do you want to be a singer?

⎯ Yes, I do / No, I don’t.

⎯ Do you want to be a fire fighter?

⎯ Yes, I do / No, I don’t.

⎯ Do you want to be a taxi driver?

⎯ Yes, I do / No, I don’t.

Transition.
⎯ I’m going to check your activity books. Now, Felipe… Could you collect all the
activity books please? Leave them here, on my desk. Thanks. Felipe, who is the
helper takes all the activity books and places them on the teacher’s desk.

Closure
Purpose: to practise the vocabulary playing a game

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher sticks six cards on the board. She shows them how to play the ‘memory game’
with them.
⎯ Look at the cards. Let’s see… the teacher turns one. It’s a film star. Ok… the
teacher turns another. Oh… it says politician. The teacher turns all cards again.
Again… the teacher turns one card. It’s a politician…. Oh… where is the
politician’s card? The teacher points at some cards. This one! the teacher turns a
card. Yes! It’s correct!

⎯ Do you understand the game? Yes? Do you want to play it?

The teacher gives each pair of students some cards. They have to place them upside down
on their desks and guess/ match the picture with the word.
⎯ Here you have. You are going to play in pairs.
While students play, the teacher corrects the activity books.
When time’s up, she asks them to put their things away and get ready to go home.
The teacher says goodbye to the group.
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
Class 2
Fecha: 12/06/18

Hora: 14.00 a 16.00

• Teaching points: Professions and people they admire

• Aims or goals:

During this lesson, learners will be able to…

• name and describe professions

• ask and say who they admire and why

• Ask and answer about different people’s professions

• Language focus:

FUNCTION LEXIS STRUCTURES PRONUNCIATION

REVISION Giving Professions: She/ He’s a… Doctor /ˈdɒk.tər/
commands doctor, Do you…? Yes, I Teacher /ˈtiː.tʃər/
or teacher, do/ No, I don’t Artist /ˈɑː.tɪst/
instructions. artist, pilot, Do you…? Yes, Pilot /ˈpaɪ.lət/
Describing football I do. It’s my Football player
people. player dream! / I’m not /ˈfʊt.bɔːlˈpleɪ.ər/
Asking and basketball sure. Maybe./ basketball player,
answering player, No, I definitely /ˈbɑː.skɪt.bɔːl
about builder, don’t. ˈpleɪ.ər/
people. chef, film Who is it? It’s… builder
star, He/ She’s got… /ˈbɪl.dər/
inventor, chef /ʃef/,
journalist, film star
musician, /ˈfɪlm ˌstɑːr/,
politician, inventor
scientist, /ɪnˈven.tər/,
TV journalist
presenter. /ˈdʒɜː.nə.lɪst/,
musician
/mjuːˈzɪʃ.ən/,
politician
/ˌpɒl.ɪˈtɪʃ.ən/,
scientist
/ˈsaɪən.tɪst/
TV presenter
/ˌtiːˈviː prɪˈzen.tər/
 NEW Describing Admire
people and /ədˈmaɪər/
saying why News
people /njuːz/
admire them Social media
/ˌsəʊ.ʃəl ˈmiː.di.ə/
Businessman
/ˈbɪz.nɪs.mən/
Fan
/fæn/
Lawyer
/ˈlɔɪ.ər/

Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP procedure.
Integration of skills: listening (the teacher will model the sounds, and there are also audios
from the book and a song in a video), speaking (repeating, answering and asking
questions, describing), reading (reading descriptions and sentences) and writing (writing
sentences)

Materials and resources: flashcards (jobs and words), video worksheets (20 copies),
books, game, CD, CD player, projector, computer, video file, board and markers.

Seating arrangement:
Students will be sitting in their usual seats by their desks. There are two rows, and each
row has ten students, sitting in pairs.

Assessment:
The teacher will check that students comprehend and identify the different pieces of
vocabulary by listening to them in all the activities and checking their notebooks and
books if necessary.

Stages in the lesson

Purpose: to greet the students, to check who is absent and to start the lesson.
Timing: 5’

Activity description and instructions as they will be said to students:

The teacher gets into the classroom and greets students.
 ⎯ Good afternoon, everyone.

⎯ Good afternoon!

⎯ How are you today?

⎯ Fine, and you?

⎯ Great, thanks!

After that, the teacher checks who is absent for class. Finally, she writes the date on the
board.
⎯ What’s the date today?

⎯ It’s Tuesday! …12th…

⎯ Thanks. Tuesday 12th June. Let’s read it together.

⎯ Tuesday 12th June.

⎯ Fantastic!

Now the teacher checks the poster to see who is the helper today.
⎯ Let’s see… Who is the helper today? Laura! You are the helper today!

Transition: Great! Now, look at this! The teacher stands in front of the class and shows
them some flashcards.

Purpose: Warm-up. To revise vocabulary from the previous class

Timing: 5’

Activity description and instructions as they will be said to students:

The teacher shows students a flashcard and asks questions about it.
⎯ Martina… Is he a chef?

⎯ No, he isn’t

⎯ Thanks. Santiago… Is he a politician?

⎯ No, he isn’t

⎯ Thanks. Jazmin… Is he a basketball player?

 ⎯ Yes, he is

⎯ Excellent!

The teacher shows all the flashcards and asks questions about them.

Transition: the teacher turns the projector on and asks students to look at the board.

Presentation
Purpose: to introduce the new vocabulary

Timing: 25’

Activity description and instructions as they will be said to students:

The teacher asks students to watch a short video.

We are going to watch a video about jobs and professions. Pay attention to it, please!
After the video the teacher asks questions.
⎯ What professions can you remember from the video?

⎯ …Teacher! … doctor!...

⎯ Great!

The teacher asks the helper to give each student a photocopy.

⎯ Laura. Could you give each student a copy, please? Thanks.

⎯ Look at the photocopy. Let’s do exercise 1. We have to write the name of the
professions. Do you remember the names?

After a few minutes, the teacher stops students and asks them to correct the exercise. She
asks different students the same question.
⎯ Juana, what’s this? The teacher points at a profession.

⎯ It’s a farmer.

⎯ Very Good!

After that, the teacher draws their attention to exercise 2.

⎯ Now, let’s do exercise 2. We have to put the jobs in order… in the order they
appear in the video. Do you remember the first one? Who is the first in the video?
Let’s watch it again and write numbers next to the picture. Are you ready?
The teacher plays the video and students label the pictures. When the video finishes, they
check the exercise together.
⎯ Ok. Let’s check the order. Take a colour pencil, please. Number one is…

⎯ The tailor!

⎯ Excellent. One is the tailor.

The teacher writes the answer on the board, so all students can see, and everything is
clear. The teacher will also take a copy of the worksheet to project it on the board to make
the corrections clearer, and it all depends on the place where the projector and computer
are in the classroom (which is small). The teacher and students continue checking the
exercise. When they finish, the teacher explains the following.
⎯ Look at exercise 3. Here you have to match the names with the descriptions. You
can do it in pairs.

After some minutes, the teacher plays the video again and stops after each description.
Students check their answers.
⎯ Let’s correct the exercise with the video. Pay attention and check if it is correct
or not!

When they finish with exercise 3, the teacher explains the last exercise.
⎯ In exercise 4, you have to read the sentences and choose the correct answer.
Circle the correct answer.

When students finish, the teacher asks different students to read the sentences to check.
⎯ Take a colour pencil and let’s check the exercise, please. Benjamin… read
sentence 1, please.

The teacher and students continue checking the exercise.

Transcript:

People Work

Nigel Naylor, he's a tailor

He makes trousers, suits and shirts
Penny Proctor, she's a doctor
Comes to see you when it hurts.

Peter Palmer, he's a farmer

He's got cows and pigs and sheep
Wendy Witter, babysitter
Minds the kids when they're asleep.
People work in the country
People work in the town
People work day and night
To make the world go round.

Mabel Meacher, language teacher

Teaches English, French and Greek
Gary Gummer, he's a plumber
Call him when you've got a leak.

Patty Prentice, she's a dentist

Keeps your teeth both clean and white
Ronnie Ryman, he's a fireman
Comes when there's a fire to fight.

People work in the country

People work in the town
People work day and night
To make the world go round.

People work in the country

People work in the town
People work day and night
To make the world go round.

Video link: https://learnenglishkids.britishcouncil.org/en/songs/people-work

Transition: the teacher asks students to stick the copies in their notebooks, while she
unplugs the projector and computer.

Development
Activity 1
Purpose: To practise the vocabulary

Timing: 20’

Activity description and instructions as they will be said to students:

The teacher gives each student a card with the name of a professions. Students take turns
to say a sentence about their profession. The rest of the students listen and guess.
⎯ Look. I’ve got a card. This person plays an instrument and writes music. What’s
the profession?

⎯ It’s a musician!

⎯ Well done! Now, here you have some cards. Don’t show them, nobody can see
your card. Think of a sentence about the profession. When you are ready, we’ll
play.

The teacher gives each student a card. After a minute, they start playing. Students may
ask for help with vocabulary they do not know, or check in their books/ notebooks.
⎯ Who wants to be first? Iona, say something about that person, please.

⎯ This person cooks in a restaurant.

 ⎯ Very good. Who knows the answer? Let’s see… Victoria, what’s the profession?

⎯ It’s a chef.

⎯ Excellent, Victoria!

They continue until all of them had the chance to speak.

BREAK

Activity 2
Purpose: to read and talk about famous people.

Timing: 20’

Activity description and instructions as they will be said to students:

The teacher asks students to look at the board and read the words/ phrases written: social
media, businessman, fan, lawyer and admire.
 ⎯ Look at the board. What is social media? Do you know? For example, facebook,
twitter, Instagram, they are all social media websites. What about businessman.
What does a businessman do? Some businessman work in an office.

The teacher clarifies and elicit the answer/ explanation of all the words on the board.
When all the words are clear, she explains the following task.
⎯ Today we’re going to read an e-zine about famous people in the USA today. So,
open your books on page 35, please.

When all students are ready, they continue.

⎯ Look at Lisa. What is she saying? Can you read Lisa’s post, Paloma? Thanks.

After a student reads, the teacher draws attention to the pictures.

⎯ Who is she? Do you know her?

⎯ She’s Selena Gomez…

⎯ Excellent. And who is he?

⎯ He’s Mark…

The teacher asks students to listen to the CD, track 28, and read the paragraphs.
⎯ Well Done! Let’s listen and read about these people.

After listening to the audio, the teacher asks some questions about the famous people.
⎯ What does Michelle Obama do?

⎯ Is she married?

⎯ What is her husband’s name?

⎯ Is she a taxi driver?

⎯ Is she a lawyer?

The teacher asks similar questions about Kobe Bryant, Selena Gomez and Mark
Zuckerberg. The teacher also asks the questions students have in exercise 5. Students
answer the questions orally.
When they finish answering questions about them, the teacher asks students to write the
answers to the questions they’ve got in the book (exercise 5).
⎯ Open your notebooks and write this:

Board:
Exercise 5, page 35.
1
2
3
4
⎯ Answer the questions about these famous people. Let’s do number 1 together.

The teacher reads question 1 and students answer it. Then she writes the answer on the
board.
Board:
1. Kobe has got thousands of fans.

⎯ Write the other answers. You have five minutes!

The teacher monitors the activity and helps when necessary.

Activity 3
Purpose: to talk about the people they admire.

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher draws attention to exercise 7 and asks a student to read the paragraph.
⎯ Look at exercise 7. Here! The teacher points at it in her book. Martin, can you
read this paragraph, please?

After reading about Kobe, the teacher asks students to think about the other people.
⎯ Let’s think about Selena. Why do we admire her?

⎯ Because she’s a good singer. Because she is beautiful. Because she likes dogs.

The teacher writes all the possible answers on the board. And encourages learners to think
why they admire Mark, Michelle and Kobe. She writes the sentences on the board. When
they finish, the teacher asks students to choose two or three sentences about each person
and write them on their notebooks.
 ⎯ Now, we’re going to write about these people in our notebooks. You have to
choose two or three sentences about each person and write them down. Copy this,
please.

Board:
The people I admire
I admire Selena because…
I admire Kobe because…
I admire Mark because…
I admire Michelle because…

The teacher monitors and helps when necessary. She also checks the students’ progress.

Transition: the teacher cleans the board and draws a chart.

Activity 4
Purpose: to listen and write about famous people.

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher asks students to open their activity books on page 35. She draws their
attention to exercise 6.
⎯ Open your activity books on page 35, please. We are not going to do exercises 4
and 5 now. We’ll do them later. Now, we are going to do exercise 6. Look at the
chart. I have a similar one on the board. The teacher point at the board and
completes the chart. Here we have the children: Rosa, Sita, Duncan and Joseph.
Here it says: who they admire. And here it says: reason. We’re going to listen to
the children and we’re going to complete who they admire and why. So, take a
pencil. Are you ready?

The teacher plays the audio and lets students complete the task. After that, she plays the
audio again but pausing after every answer, in this way students will have the chance to
listen twice before answering.
 ⎯ OK. Let’s check the exercise. Take a colour pencil please. The teacher plays part
of the audio file. Who does Rosa admire?

⎯ Michele Obama!

⎯ Very good! Why does she admire her?

⎯ because she promotes healthy eating!

The teacher continues with all the people in the chart. After every answer, she writes the
sentence on the board.

Transcript:

Sita: Who do you admire, Rosa?

Rosa: I admire Michele Obama because she promotes healthy eating. What
about, Sita?
Sita: I admire Mark Zuckerberg because I think he’s a good businessman. And
you, Duncan?
Duncan: I admire Koby Bryant. Because I think he’s a brilliant basketball player.
Sita: Who do you admire, Joseph?
Joseph: I admire Selena Gomez because I think her music is cool.

Closure
Purpose: to practise the vocabulary playing a game

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher asks students to put their things away. Then she asks them to change seats
with another student. After that, she gives each pair a copy of the ‘memory game’ to play.
⎯ Please, put your things away. Put your books and pencil-cases in your bags. Now,
change seats with another student.

When they finish moving, the teacher gives each pair a copy of the game.
 ⎯ Here you have. You are going to play in pairs.

When time’s up, students go home. The teacher says goodbye to the group.

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