Trainee Teacher: Jenny Pinto Date: Oct 30th

Paula Aguirre

Class: 8th. Grade Time: 90’

Lesson Plan Title: Going places!

Main Aim: Students will be better able to use adjectives to describe

places that they know.

Subsidiary Aims

Grammar: Present Simple

E.E: Santiago is a cosmopolitan place

Spelling : Correct spelling of new words

E.E. isolated- industrialized – Cosmopolitan

Pronunciation: ?

Personal Aims:

Give students clear instructions and definitions for their correct

understanding

Procedure Interaction Materials

Patterns
TIME
Warm up/Lead in: 5 WG Pictures
The teacher starts the lesson showing the students pictures of 5 whiteboard
different places and asks them if they know or have heard about the Projector
places and what they know about them.
15
Explanation:
Using the same 5 pictures, the teacher asks the students what word
they think that perfectly describes each picture.

Teacher repeats the words that were guessed by the students which WG
belong to the vocabulary of the lesson and then provides the ones that Whiteboard
were not guessed, connecting them with the pictures. Projector
Pictures
Teacher asks the students CCQ. For example:
“Is Santiago isolated?”
“Is Miami touristic?”

Teacher writes down the written form of the words next to each
picture on the board and asks the students to copy them in their
copybooks. Teacher asks the students to repeat each word after her.

1
Consolidation: Worksheet
Whiteboard

Controlled practice (drilling): Teacher gives the students a worksheet

with definitions and sentences that they have to complete using the
vocabulary words in the box.

Isolated

Cosmopolitan

Industrialized IW

Touristic

Religious

Activity N°1: Complete the definitions below using the words in the 10
box.

a) If a place is far away, it is __________.

b) If a city has many industries, it is ___________.
c) Place visited by many people ___________.
d) Place compoust of people from different
countries___________.
e) Place connected with people’s beliefs.________.

Activity N°2 : Complete the sentences using the vocabulary in the box.

a) I want to visit Paris, because it is a ___________ place. 10

b) He visited the Vatican because it is a ________ place.

c) New York is considered a ______________ city, because there live

people from many countries.

d) Japan is a good place to find a job because it is ____________.

e) In the South of Chile there are many _________ islands, where you
WG
can get just using an aeroplane.

Teacher checks the answer on the board and then asks the students
to repeat the words after her.
Projector
Meaningful practice:
Video
Copybook
Whiteboard
Teacher shows to students a video in which children around the world
give characteristics about the places where they live using the
20 IW
vocabulary of this lesson.

“Hello! my Name is Lo, I´m from Japan. It's

a cosmopolitan place because there are a
lot of people, so we have many problems
when we want to cross the street.”

2
After watching the video, the teacher asks the students to choose a
place and create sentences following the pattern above in order to
describe it in a similar way as the video, using at least 1 vocabulary
word.

I´m ______. I´m from _____. It´s ________ place because …

Teacher suggests to students use the definitions used in the activity Flashcards
before or in their own terms. copybook

GW
Communicative practice:
20
Teacher makes groups of 4 and gives each student a flashcard with a
picture of a place in it. Students will play a guessing game where they
must describe the picture they received to their group.

Before starting the activity, the teacher suggests to students to use at

least one vocabulary of the lesson.

Teacher monitors each group while they are working and provides WG Projector
feedback when necessary. Interactive
board
Wrap up: Picture

In order to practice spelling, teacher shows students on an interactive 10

board a picture with scrambled letters which correspond to the letters
of the lexical item of the lesson and asks them to assemble the word
again.

3
 Total points S'S points
Identification of the lesson 1 1
Aim components (language, function/purpose, context) 6 6
Relevance of subsidiary aims 3 3
Example exponents (examples of key vocabulary or grammar) 2 2
Lead in/warm up to activate previous knowledge and engage ss. In the topic of the lesson 3 3
Description of how each activity will be developed in the lesson
Explanation (meaning and form, CCQ) 10 10
Consolidation (mechanical, meaningful, communicative practice) 10 10
Interaction patterns 3 2
Distribution of time. 3 3
Resources or materials to support learning 3 2
44 42
6,7