The lesson plan aims to teach beginner level English students about routines at home and jobs. It includes reviewing family vocabulary and grammar structures. Students will practice listening skills through an audio activity about jobs and describe a picture. Pairs will take turns guessing each other's jobs. The 80-minute lesson incorporates group work, individual activities, and a presentation to engage students through different mediums.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Routines at home and at work
Clase Nº: 13 y 14
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 8 de agosto
Fecha de entrega de la planificación: 2 de agosto
LEARNING AIMS
During this lesson, learners will be able to…
✔ Review previous vocabulary
✔ Review and apply grammar structures (verb to be, possessive ‘s) in oral
activities.
✔ Practice their listening skills by selecting information.
✔ Expand their learning skills through the use of ICTs.
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Family members
- Adjectives to describe
people
To describe family members.
To show the relationship
between people
To describe people’s
appearance
To ask and answer about
family members
- Verb “to be”
This is my sister. She is 18
years old.
- Possessive ‘s
Silvio is Madonna’s wife.
- My father is tall
- To be (interrogative
and negative)
Is Jessica Anna’s sister?

2. Yes, she is.
No, she isn’t.
N
E
W
Jobs - To describe where
people work
- Present Simple
Doctors work in hospitals
MATERIALS
✔ Board and markers
✔ Booklet pages 9 and 10
✔ Picture of Anna’s family
✔ Notebook and speakers
✔ Listening – Life Beginner – CD2, Track 15
15 u8 15.mp3
✔ Presentation: Jobs

3. https://docs.google.com/presentation/d/19cMnkFJwNd3iE0qy6RcBVAdMc9LspO5_RMy1
-WIP6-A/edit?usp=sharing
✔ Booklet, page 17
✔ Worksheet
Listen and choose.
1. He’s a doctor / farmer.
2. His job is in an office / outside.
3. He is from the United States / Canada.
4. They work with animals / their family.
5. They use tractors / helicopters.
PROCEDURES
ROUTINE
o Timing: 15’
✔ Greet students and take attendance
“Welcome everybody! Last lesson you did he test, and in general you did it
great! Today, I’ll ask some students some questions about the test and we’ll
work with a new topic. Jobs.”
As some students have difficulties to solve some activities in the test, they’ll have
the chance to correct the exercises in a short oral presentation.
The teacher will ask to see the test again and focus on the mistakes.
“Can you correct this part, please?”

4. The rest of the class will work on page 9 (activities 1 and 2), and page 10 (activity
1) in their booklets.
“The rest of you, please open your booklets at page 9 and let’s complete
activities one and two”
WARM UP
o Timing: 15’
o Activity description and instructions as they will be said to students
(include direct speech)
Tic-tac-toe
This activity was planned in a previous lesson, but students didn’t have
time to do it.
The teacher sticks Anna’s family photo and draws a tic tac toe chart on
board. She writes Anna’s family’s names in each space. In two teams,
students have to make a sentence using possessive ‘s and the verb “to be”
to gain the space.
“Listen carefully. To win the game you have to make a line of three
noughts or crosses horizontally, vertically or diagonally. You have to tell
me a number and you have 30 seconds to make an affirmative, negative
or interrogative sentence with the names in the box to win the space. For
example: Archie isn’t Ana’s cat.”.
1
Archie
2
Tom
3
Patrick / teacher
4
Lis / photographer
5
Lis and Patrick
6
Jessica / shop
assistant
7
Tom / secretary
8
Jessica
9
Anna / student
o Scaffolding strategies
✔ Body language.
✔ Demonstration
✔ Pointing to the photo.
o Transition comment to link each stage of the lesson with the next one
“Congrats to today’s champions! Now, let’s look at the board
again”
PRESENTATION
o Timing: 10 minutes
o Activity description and instructions as they will be said to
students (include direct speech)
Activity 1:
Class activity. With the tic- tac – toe on board, the teacher points to the
jobs and asks: “Is it a color? A number or a job? Great! “photographer” is

5. a job. Can you see any other job on the board? Perfect! Now, pay
attention to the presentation and tell me: “Who is this?””
The teacher shows distorted images of people at work and encourages
them to answer her question. In the case students don’t know how to say
jobs in English, the teacher helps them and writes the words on the board
for them to read, listen to the teacher and repeat.
https://docs.google.com/presentation/d/19cMnkFJwNd3iE0qy6RcBV
AdMc9LspO5_RMy1-WIP6-A/edit?usp=sharing
o Scaffolding strategies
✔ Pointing at the names of the professions.
✔ Modeling the answers.
✔ Helping with pronunciation.
o Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Thank you. Now let’s analyze a picture”
DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 5 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 2
The teacher tells students to open their booklets at page 17, and look
at the picture. As they have photocopies, the teacher projects the photo in
color so as students can describe it easily.
“Look at the photo. Where is he? Is he in his house? (no, on a farm) Is he
an artist? What is his job? (farmer) Excellent! And what’s the
photographer’s name? (Melissa Farlow)”
o Scaffolding strategies
✔ Pointing at the photo
✔ Modeling the answers.
✔ Monitoring students.

6. o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s listen to an audio.”
Activity 3
o Timing 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Individual activity. The teacher tells learners to listen and complete
the worksheet.
“Let’s read the sentences and the options you have to select. Do you
understand? Any new word? Ok, now pay attention to the audio
and circle the correct option. Keep calm. You’ll listen to it two times
if necessary.”
Listen and choose.
1. He’s a vet / farmer.
2. His job is in an office / outside.
3. He is from the United States / Canada.
4. They work with animals / their family.
5. They use tractors / helicopters.
Activity 4
o Timing 10 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher writes on board:
LABORATORIES PEOPLE
OFFICES CHILDREN
SCHOOLS ANIMALS
STUDIOS MODERN TECHNOLOGY
And encourages students to answer her questions.
“I work with animals. Who am I? You’ve got three chances.”
She tells students they only have three opportunities to guess. She
does it several times.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, it’s your time.”
CLOSURE
o Timing 10 minutes
IN WITH

7. o Activity description and instructions as they will be said to students
(include direct speech)
The teacher hands out sheets of paper with jobs written on them,
and in pairs students have to guess their mates’ job as the teacher
did in the previous activity.
o Transition comment to link each stage of the lesson with the next one
“Congratulations! You made a great job. See you next Monday and have a great
week!”
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvemen
t
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Well done!