Universidad Catlica de la Santsima Concepcin

English Pedagogy
Teaching Practice

School
UCSC

Class:
N of SS: 5

Date:
November 18th

Time:
4:20 pm

Aim: By the end of the lesson, students will be able to identify and

recognize occupations in English, connecting them to images.

Length:
60 minutes

Pre service Teacher:

Claudia Millafilo

Assumed knowledge:
Structure verb to be.

REF to Planes y Programas

Exponent: Hes police officer
Target Language:
Use: the contracted form of the verb to be is used orally.
To share information about occupations in a conversation.
Meaning: to talk about occupations in English.
Form:Nouns (ocuppations) , contracted form of the verb to be.
Pronunciation of the contracted form of the verb to be.
Anticipated problems

Students barely know occupations in English

..and Solutions

The teacher will introduce occupations by

relating them to images. For example: A
constructor is a man who builds something.

Aids:

- White board
- Markers
- Projector

Stages

Procedure

LEAD-IN:

Description:

Occupations

T introduces the topic asking questions related

to the activities that the members of their
families do daily.

PRESENTATION:

The teacher through a powerpoint presentation

shows pictures which have different
occupations and what they do in their daily
routine. Besides, he asks students to repeat
after him.

Interactio
n
t-s; s-s;
etc

T-S

T-S

Time
(Min)

5 mins.

5 mins.

Instructions
(CCQs) Reasons

Skills

T asks questions such as:

What does your father do
every day? And your
mother? What about your
brother or sister?

Listening
and
Speaking

The teacher goes slide by

slide showing pictures of
different occupations and
explaining with only Oral
input and then Written
input what they are and
what they do. Firstly, the
teacher says what they are
(occupation, e.g. He is a
Constructor) and then asks
the class to repeat what
they have just heard.
Secondly, he does the
same with what the person
does (activity, e.g. He
builds Houses). Finally, he
shows in the same slide
the written input with what
they have just said out
loud (He is a Constructor,
he builds houses) and ask
them to repeat again after
him. The teacher does the
same slide by slide.

Listening
,
Speaking
and
Reading.

PRACTICE:

The teacher asks students to play Dominoes.

Students will match pictures and vocabulary
using the vocabulary they have just learned.
T-S

PRODUCTION:

Students will practice the topic of the lesson by

doing a "Guess-who" game in groups. One
student performs, the other members of the
group guess. At the end, one member of each
group perform the occupation in front of the
class, now it is the turn of the entire class to
guess.

S-S

15
mins.

20
mins.

The Teacher asks the

students to get in groups of
five and gives each group
a Domino-like cards. The
Speaking
Teacher says that they
and
have to match the Picture
Listening
of the occupation with the
name of the occupation
and the activity that the
person does.

The teacher asks the

students to stay in the
same groups but now he
explains another activity.
He hands out different
cards to each member of
the group, with the picture
of different occupations.
Each student has to guess
the occupation in the
picture and afterwards,
performs the activity that
the person with that
occupation does saying it
out loud. The other
members of the group
have to guess the
occupation of the
classmate who performed.

Speaking
and
Listening

The teacher shows an

example.
"I am Claudia and I teach
students" (moving his
hands and pretending to be
writing on the whiteboard)
The students are meant to
say "You are a teacher".
While they are working on
this, the teacher goes
group by group monitoring
their work.
Finally, the teacher asks
one member of each group
to come forward and
perform the occupation
that he or she
The class has to guess and
say out loud what the
occupation of his/her
classmate is. The only
ones who can't answer
what occupation is are the
ones who were in the
group of the classmate
performing.