This document is a lesson plan for an English class focusing on unusual jobs and circuses. The 80-minute lesson involves a warm-up activity reviewing jobs vocabulary, presenting a reading on a flea circus manager, developing speaking and writing skills through discussion and answering questions about the reading, listening to descriptions of unusual jobs, and completing a homework assignment. The plan demonstrates integration of skills, includes aims, procedures, materials, potential issues and their solutions, and assessment. It received a high score of 8.5 out of 10 for its organization, coherence, learning aims, activities, teaching strategies and classroom management. The supervisor notes it is similar to previous plans and recommends more innovative activities.

1. .F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Tercer período, nivel secundario.
Institución Educativa: Colegio Castex
Dirección: Brown 99, Bariloche.
Grado sección: 4° y 5° años
Cantidad de alumnos: 13
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: “Talented people”
Clase Nº: 6
Fecha: 23/10/15
Hora: 7:45 - 9:05am
Duración de la clase: 80 minutos
Fecha de primera entrega: 21/ 10 /15
Teaching points:
 Revision of Present Simple tense (He teaches them to…)
 Revision of vocabulary related to jobs and occupations.
 Revision of their spelling ability.
 Revision of the modal verbs “should/ shouldn’t”
Aims or goals: During this lesson, learners will be able to:
 Develop their speaking skills by talking about unusual jobs and circuses.
 Develop their listening and speaking skills by interacting with the
teacher and peers.
 Develop their writing skills by answering some questions about a written
text.
Language focus:
Functions Lexis Structures Pronunciation
Revision Talk about
different jobs.
Accountant-
journalist-
shop
manager-
Present
Simple (He
teaches them
to do tricks)
Journalist
/ ˈdʒɜːn əl ɪst/
Accountant
/ ə ˈkaʊnt ənt/

2. Firefighter- Modal verbs
(should-
shouldn’t)
Manager
/ ˈmæn ɪdʒ ə/
New Talking about
circuses and
odd jobs.
Chariot
Cannon
Fleas
Blood
Circus
Scratch
Air courier
Dog walker
Window
cleaner
Chariot
/ˈtʃær i‿|ət/
Cannon
/ˈkæn ən/
Fleas
/ fliːz/
Blood
/ blʌd/
Courier
/ ˈkʊr i‿ə/
Teaching approach: Communicative Approach and PPP method.
Integration of skills: I will integrate listening and speaking skills through peer
and group discussion about circuses. There will also be an audio to listen to
people talking about unusual jobs. As regards reading and writing, there will be
a text to read and answer some comprehension questions.
Materials and resources: board, marker, computer, candies, music, masking
tape, CD, CD player, copies, and online dictionaries.
Pedagogical use of ICT in the class: There will be a written task to do on their
computers.
Seating arrangement: Students will be sitting down facing the board; they will
work at the tables situated in rows.
Cooperative work: Students will interact with peers to exchange ideas and
retrieve previous lexis.
Possible problems / difficulties and their possible solutions during the class:
 Their online dictionaries may not work, so I’ll provide them with
traditional dictionaries.
 Some activities may take longer, so I’ll check the time in order to run out
of time for the production stage.

3. Potential problems students may have with the language:
Some students may find it difficult to produce full sentences to express their
ideas; I will provide them with the necessary vocabulary to produce their
sentences.
Assessment:
I will assess the pronunciation of the new target words by making questions,
such as “Is Adam the Manager of a circus? Do you know the meaning of the
word fleas?” There will also be oral correction for learners so I get to know if
they understand the usage of the new vocabulary in a meaningful context. I will
also assess their comprehension of new items through the correction of the
written activities.
Procedure:
 Routine (2’ minutes)
I’ll get into the class, and I’ll say “Hello, how are you today? I need some help
to write the date on the board” Please Juan, Can you help me?” I will
encourage students to spell the date to help him to copy it. As this class
starts very early in the morning I will give students some candies, and I’ll
wait for them playing some music.
 Warm-up (8’ minutes)

4. We will play “Hangman game” to scaffold vocabulary related to jobs and
occupations, and at the same time to revise their spelling ability. I will draw on
the board the lines and I’ll encourage students to take turns and say a letter to
complete the word. If they know the word, they’ll have to define it in order to
get the point.
Words: Accountant- journalist- shop manager- Firefighter-
 Presentation (15’ minutes)
I’ll ask students “Do you like circuses? Why? Why not? I like circuses but I
don’t like the circuses that have animals in captivity, I think that it’s not
funny”. I will ask one of the students to hand out the copies. I’ll write the
word “miniature circus” on the board and I will tell students that “I found an
article about an old man called Adam, he’s got an unusual job. He is manager
of the Acme Miniature Circus. Look at the pictures, who are Midge and
Marge? Are they insects? Yes, they are fleas, a very small jumping insect that
bites animals to feed on their blood. Let’s read the article”. “Great! Now I
would like you to work in pairs to find these words in the text and match
them to their definitions. (Definitions taken from www.wordreference.com )
Match the words to their definitions.
Blood - Chariot– Cannon- Scratch
a- A horse-drawn vehicle usually used in battle, races, etc. …………… (chariot)
b- To damage or mark the surface of by scraping……………. (scratch)
c- The red fluid that flows through the heart throughout the body……………(blood)
d- A gun for firing heavy projectiles…………….(cannon)

5. Text adapted from the book “Energy 2 by Jenny Parsons. Pearson”

6.  Development
 Activity 1 (13’ minutes)
“Way to go! I couldn’t understand some parts of the text, so I wrote some
questions. Can you help me to answer them?” I will hand out the copies, I
will ask some confident students to read the questions aloud. Then, I will
provide them with time to answer them in pairs.
(Answers in purple)
1- Who are Midge and Marge? (The stars of the show/fleas)
2- When did Mr Gertsacov decide to become a flea circus manager? (When
he was studying at drama school)
3- How does he teach the fleas? (He teaches them to do things they already
know)
4- What does he give the fleas to drink? (A small drink of human blood)
5- What tricks do the fleas do? (Pull chariots, carry chairs, they’re shot from
a cannon)
6- What advice does the writer give to the reader? (You shouldn’t scratch
when you watch the show)
7- When were there a lot of circuses? (Two hundred years ago)
 Activity 2 (7’ minutes)
“Talking about unusual jobs I met three people that have unusual jobs too…
I brought you their pictures. Can you imagine their jobs? What do you
think?” I will encourage students to listen to them talking about their jobs to
check their answers. “Great! Let’s see if your predictions were right!”
(air courier-dog walker- window cleaner)

7. Script: (Audio taken from the book Energy 2 by Jenny Parsons. Pearson)
Speaker 1: In my job I travel all over the world by airplane. I take a tiny bag with me and i read a lot of
books. To do this job you must be ready to travel at any time, night or day. You must have a passport and
the most important thing is - you mustn´t lose the parcel. You see I´m an air courier - I carry parcels and
documents around the world - usually it´s things that are very expensive. The worst thing is waiting for the
next job. It’s really boring. Speaker 2: Yes, I love it. I´m outside and it’s always exciting. Actually I earn a
lot of money so I can go walking in the mountains for three months a year. What do I do? I´m a window
cleaner - I clean windows. I climb very tall buildings in London … and I clean the windows. This job can be
very dangerous - you must work really carefully and can´t make a mistake. Oh, and you mustn´t drop
anything! Sometimes it´s very cold but it´s interesting - you see some very strange things up here! Speaker
3: Well, yes, my job us unusual. When people are at work I take their dogs for a walk - every morning and
every evening too. To do this job you must understand dogs and like dogs of course. You see, you mustn´t
lose a dog! (Laughs) but I did lose a dog one time! The worst thing about my job is - uuurgghh, you must
pick up the, you know, the doggie stuff. Oh, what is my job? I’m a dog walker in Los Angeles.
 Activity 3 (8’ minutes)
“Well done! I wrote some parts of the conversation, but the computer was
not working properly so it’s incomplete. I will play it again and you’ll have to
help me to complete it.” I will play it twice for them to complete. Then, we’ll
check their answers orally.
 Activity 4 (15’ minutes)
“While you were working with the previous activity I thought that a lot of
people think that we shouldn’t use animals in circuses. What do you think?
Is it a good idea to use animals in circuses? I’ll give you five minutes to
discuss in pairs and take notes”. I will write the question on the board to
help them, and I’ll also display two posters with some key words.
Posters:
Listenand complete the sentences.
1) In myjob I travel all overthe ……………..(world) by…………………..(airplane)Itake a tinybag withme and I
reada lotof …………………. (books)Todothisjobyoumustbe readyto ……………..(travel) atanytime,
nightor ………….(day)
2) I’m…………………. (outside) andit’salwaysexciting.ActuallyIearnalot of …………..(money) soIcan go
walkinginthe mountainsfor………..monthsayear.What do I do? I’ma …………………… (windowcleaner)
3) Whenpeople are at …………..(work) Itake their…………..(dogs) fora walk,every……………..(morning)and
every……………….(evening) too.I’ma………………….(dog walker) inLosAngeles.
It’s a goodidea because…
…it’sfun.
…people like seeingthe animals.
…animalslike performing.
…it doesn’thurtthem.
It’s a badidea because…
…it’sdangerous.
…it’sboringfor the animals.
…theyare notfree.
….animalsare not playthings.

8. After five minutes I’ll ask them to share their
opinions with the class. I will say “Great! I
would like you to participate in a competition,
I read in a magazine about one writing
competition. So, you’ll have to work in pairs to
write an essay about Animals in Circuses.
You’ll write it on your computers. I brought
you some copies for you to use them as a guide
for you to help you to write the essay. Please
Meli can you read it aloud?” I will hand out the
copies, and then I will provide them with time
to write their essays. I will walk around the
class to monitor them; I provide them with
help and vocabulary.
(Writing guide taken from the book Energy 2.
Pearson).
 Homework and closure (2’ minutes)
“Wow! Look at the time! It’s almost time. I brought you a photocopy to
complete as homework. Please, stick it on your copybooks! See you next class,
enjoy your weekend!” I will explain activities the homework, and I’ll collect last
class homework to correct.
Activity taken from “The Teacher’s magazine” EDIBA n°157”

9. Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization 
Coherence and
sequencing

Learning aims 
Stages 
Activities 
Teaching strategies 
Class. management
strategies

Language accuracy 
Observations Minimumscore:20 / 32
Score: 27/32= 8.5
Dear Pía,
Thislessonplanincludesverygoodideasforintegration of skills,however,it
isprettysimilartopreviouslessonplans.Make sure youthinkof innovative
and variedactivitiessothat the lessonsdonotbecome ‘predictable’.
Congratulationson work!!
It has beenapleasure toaccompanyyou duringthese laststagesof your
initial training.
Cecilia