Plan 5

1. TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 14 de agosto al 12 de septiembre
Institución Educativa: Colegio Provincial J. M. Sobral
Dirección: Indios Yámanas 1572
Sala / Grado / Año – sección: 3er año “A”
Cantidad de alumnos: 20
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: “Dogs sweet dogs”: (Unit6- Sign Up-Starter)
Clase Nº: 5
Fecha: 04/09/18
Hora: 7,50 a 8,30.
Duración de la clase: 40 minutos
Fecha de primera entrega: 31/08/18
Teaching points: Dogs sweet dogs.
Aims or goals:
During this lesson, learners will be able to…
-Learn about important things dogs can offer people.
-Identify or learn the vocabulary they will find in the reading activity.
-Develop speaking skills while providing personal answers during the
routine and, also in the warm-up period, I´ll check learners´
understanding of the vocabulary/expressions by asking them some
questions.
-Develop reading and comprehension skills during the presentation and
practice periods.
-To deepen their understanding of the text by working cooperatively.
Language focus:
Functions Lexis Structures Pronunciation
Revision -Greetings:
A: Hello, how
are you?
B: Fine.
-Identifying
and describing
routines.
-Following
instructions.
-Daily routine
actions.
-Frequency
adverbs.
-Lexis
contained in
the text:
a) food
b) attention
c) loyalty
-Do/does…?
Yes, I do.
No, I don´t.
-How often…?
Always,
Never, etc.
-Wh-questions
+do/does?
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/fuːd/
/əˈtɛnʃən/
/ˈlɔɪəltɪ/

2. Functions Lexis Structures Pronunciation
New -Indentifying
the new
vocabulary
contained in
the text.
-Understanding
the context of
the text.
-Expressing
personal
opinion about
what dogs can
offer people.
veterinary care
offer
return
responsibility
sharing
unconditional
farmers
keep
rescue
disaster
assistance
serve
mentally
physically
impaired
/ˈvɛtərɪnərɪ/ /kɛə/
/ˈɒfə/
/rɪˈtɜːn/
/rɪˌspɒnsəˈbɪlɪtɪ/
/ˌʌnkənˈdɪʃənə
l/
/ˈfɑːmə/
/kiːp/
/ˈrɛskjuː/
/dɪˈzɑːstə/
/əˈsɪstəns/
/sɜːv/
/ˈmentəlɪ/
/ˈfɪzɪkəlɪ/ /ɪmˈpɛəd/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Reading, speaking and writing will be integrated in the present class
through:
- Making oral questions about learners´ lives during the routine and
warm up stages.
- Developing a reading activity presented in the presentation and
practice periods in order to aid learners improve their comprehension.
-Writing expression or short ideas of how dogs offer their help to
human beings.
Materials and resources:
-Flashcards: (Actions: to help learners understand the instructions)
-Books: Pages 79 (Copies)
-Pieces of papers to prepare posters (Presentation period)
-Pieces of paper (Closure stage)
Pedagogical use of ICT in class or at home:
ICT won´t be used during the lesson.
Seating arrangement:
-Students will organize themselves in small groups of 4 in order to
work cooperatively.
Assessment: what will be assessed and how:
1) I´ll assess learners´ previous knowledge and understanding of
the simple present by making the personal questions during the
routine period.
2) In addition, I´ll assess learners´ comprehension by asking them
questions containing the vocabulary that appears in the text
introduction.

3. 3) I´ll check learners´ comprehension of the context of the text
through asking them to identify which picture should be match
with each paragraph
Potential problems students may have with the language:
-In case students don´t understand some lexis or instructions, I will
use pictures, gestures, miming, pointing to aid comprehension.
-I´ll ask other students to explain what was said in order to help every
student understand what to do.
-I´ll ask guys who are talkative to film the lesson, take photos of the
activities while they move around the class and answer me some
questions.
Routine: (4´)
Oral questions about learners´ daily routines.
Transition: Ok, today we are going to continue talking about dogs and their
importance for people.
Warm- up: (7´)
I´ll take some of the vocabulary contained in the introduction of the text:
“Dog sweet dog” that appears on page 79 of the learners´ book, like:
Some food.
A home.
Veterinary care
Our attention.
Pet.
I´ll prepare a spinner containing the following information: draw it, say a
synonym, act it out, use it in a sentence.
So, I´ll write words one by one and I´ll invite different students to roll the
spinner. Then, I´ll use the information of the spinner to explain students the
vocabulary in order to help them understand the introduction of the text. In
case some of the vocabulary is not understood by learners, I´ll ask somebody
to roll the spinner again and try to explain it in a different way.
Then, I´ll ask them some questions to check understanding, like:
a) Do you have a pet?
b) How often does your pet have veterinary care?
c) Do you pay attention in class?
d) How often do you go home after school?

4. e) What is your favorite food?
Transition: Now, let´s imagine what the text we are going to read is about
by paying attention to these words we´ve checked before. (I´ll point to the
words and listen to students´ ideas. I´ll help them to say them in English. )
Presentation: (10´)
I´ll invite students to work in groups of 4 students. As many learners don´t
have the book/booklet, I´ll prepare a poster with the following information:
“Dog sweet dog”
“Many people like the company of a pet. These animals don´t ask for
much -just some food, a home, veterinary care and, most
importantly, our attention. But they can offer us a lot in return.”
Then, I´ll read the paragraph and ask students to repeat after me. Next, I´ll
ask learners to prepare posters containing sentences or drawings ideas
expressing what they think “Dogs can offer in return.” (Ss will be allowed to
use their phones in order to search for words/expressions.)
After students finish the activity, we will check the ideas provided by each
group.
Transition: You have great ideas about what our pets can do for us! Congrats!
Practice: (13´)
a)First, each group will read the following paragraphs of the text. (I´ll provide
them copies)

5. Then, they will write down in a chart in their folders:
VOCABULARY I KNOW VOCABULARY I DON´T KNOW
Finally, a group will start saying the words they know and explain their
partners their meaning. Next, they will read the words they don´t know and
I´ll ask if somebody knows these words. (I´ll repeat the sequence with all
the groups.)
b)After groups understand the vocabulary, I´ll ask learners to read the three
sections and decide which picture corresponds to each section. Then, we will
check all together.
Transition: You have worked very well in groups! Excellent job!
Closure: (6´)
I´ll invite students to play a snowstorm game. Students will write down on a
paper what they learned during this lesson on a piece of paper (a word, a
phrase, an idea, etc). Then, they will wad it up. Given a signal, they will throw
their paper snowballs in the air. Finally, each learner picks up a nearby
response and reads it aloud. (I´ll help students in case they can´t read the
information alone.)
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X

6. Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:__26__ /30
I hope mycommentsare useful,Celes!