Pedagogical Practice Plan

Institution: LICEO CON ORIENTACIÓN TECNOLÓGICA CEFR: A2.2

LA AMISTAD
Teacher: LIC. LUIS ANTONIO CASTRO OVARES Level: IX Time: 16 hours (MARCH APRIL)
Conversational English Curriculum Scenario: 1Animal Welfare; National and International Standards
Essential question: How do animals around us contribute to our social, Theme: 1.1 Obligations When You Own A Pet/ animal cruelty
economic and personal development?

Essential Competence: 17. Responsibility New Citizenship Axis:

Strengthening of Planetary Citizenship with Identity

Functions and Discourse Markers
Functions  Describing objects,
animals or people.  Understanding
information about the animals’
rights and animals’ duties.
Discourse Markers Time markers
Ex. My dog was a puppy when I
adopted him last year.
Learnings
Grammar Vocabulary
Simple Present  My dog needs to eat every day.  My cat gets a Animals Cat, dog, bird, pig,
shot every year.  I feed my rabbit with carrots every two days. goat, sheep, chicken, horse,
mouse, cow, rabbit, insect, bear,
Adverbs of frequency  I always remember to get my dog his yearly elephant.  Descriptive
shots.  Every Saturday I go to visit the animal shelter. adjectives Beautiful, pretty,
fluffy, hairy, big, small,
Conditional zero intelligent, smart, playful,
If I mistreat an animal, I have legal consequences.  If I don’t feed funny. The consequences of
my cat every day, it gets sick. animal rights Animal rights
teach us that certain things are
wrong as a matter of principle,
that there are some things that it
is morally wrong to do to
animals. For example: if animals
have a right not to be bred and
 killed
for food then animals must not
be bred and killed for food. It
makes no difference if the
animals are given 5-star
treatment throughout their lives
and then killed humanely
without any fear or pain - it's
just plain wrong in principle,
and nothing can make it right.
Accepting the doctrine of
animal rights means:  No
experiments on animals  No
breeding and killing animals for
food or clothes or medicine 
No use of animals for hard labor
 No selective breeding for any
reason other than the benefit of
the animal  No hunting  No
zoos or use of animals in
entertainment
Goals Task Mediation Activity Indicators

Listening and Reading

Comprehension Task-Building Process: Identifies assertively with
Pre-Task: his/her surroundings.
Listening: L/ Week 1:
Identify simple information in a Teacher introduces the class greeting and calling the role, signing Exercises his/her rights and
short video. student’s attendance. duties responsibly in a local,
Teacher introduces the essential question: national and global level.
Identify key information (e.g. How do animals around us contribute to our social, economic and
places, times) from short audio
recordings.
Reading: R/
Get the gist of short, simple
narratives, with visual support.
Identify key information in short,
simple factual texts from the
headings and pictures.
Oral and Written Comprehension
Spoken Interaction SI/
Express basic intentions with simple
time markers (e.g. 'tomorrow').
Spoken Production:
SP/
Talk about animals´ rights
Obligations When You Own A Pet
and avoid animal cruelty in Costa
Rica.
Distinguish unfamiliar sounds and
prosodic patterns.
Writing:
W/
Write short texts describing favorite
objects, possessions or household
pets.
personal development? Recognizes information in a
Teacher presents the following video: short video about animal rights
https://www.youtube.com/watch?v=uiSfFDGmW0s (0.39) and answer questions about it.
Students discuss the information from the video.
Identifies information from
Week 2: short audio tracks about animal
Teacher introduces the class greeting and calling the role, signing rights and animal cruelty.
student’s attendance.
Teacher presents the following video: Identifies information from a
https://www.youtube.com/watch?v=d18qhdSqPdI (0.36) text by participating in activities
Students discuss the information from the video. related to the material.
Week 3: Identifies important information
Teacher introduces the class greeting and calling the role, signing from a text about
student’s attendance. responsibilities of pet owners.
Students before reading the passages talk about the questions.
(special functions) Recognizes the different time
Teacher presents the grammar topics through the following video: markers by role-playing good
https://www.youtube.com/watch?v=nvVdIJ0las0&t=145s (4.49) and bad attitudes when owning a
https://www.youtube.com/watch?v=p8I5zw2Rels (6.08) pet.
https://www.youtube.com/watch?v=s59ygVYxpag (4.33)
Teacher explains the videos when presenting the topic. Talk about animals´ rights and
how to avoid animal in Costa
Rica.
Week 4:
Teacher introduces the class greeting and calling the role, signing Recognizes sounds and common
student’s attendance. prosodic features of the target
Teacher presents the pronunciation topics through the following language when communicating
video: in simple everyday situations.
https://www.youtube.com/watch?v=gme2kr9hhXg (12.52)
Shows comprehension of the
topic by writing a short text
 describing their own pet (or an
Task Rehearsal: animal they know) and the
Week 1: different activities they do with
1. Teacher presents the topic from the unit. it.
2. Teacher explains the content animal rights vs animal
welfare.
3. Students read the content animal rights vs animal welfare.
4. Students asks question about the content studied in the class.
5. Teacher clarifies doubts.

Week 2:
6. Teacher presents the topic from the unit.
7. Students do the exercise: audio animal rights read the
headline. Guess if a-h below are true (T) or false (F).
8. Students do the exercise: audio animal rights match the
following synonyms from the article.
9. Students do the exercise: audio animal rights Activity #1
(Audioscript)
10. Students do the exercise: audio animal rights Animal Rights
- The 20 Questions
11. Students do the exercise: audio animal rights Activity #3
12. Students do the exercise: audio animal rights Activity #4
13. Students do the exercise: audio animal rights Activity #5
14. Students asks question about the content studied in the class.
15. Teacher clarifies doubts.

Week 3:
16. Teacher presents the topic from the unit.
17. Students do the exercise owning a pet Activity #1
18. Students do the exercise owning a pet Activity #2
19. Students do the exercise owning a pet Activity #3
 20. Students do the exercise owning a pet Activity #4
21. Students asks question about the content studied in the class.
22. Students do the activity #1 from the audio animal rights.
23. Students do the activity #2 from the audio animal rights.
24. Students do the activity #3 from the audio animal rights.
25. Students do the activity #4 from the audio animal rights.
26. Students do the activity #5 from the audio animal rights.
27. Students do the activity #6 from the audio animal rights.
28. Students do the activity #7 from the audio animal rights.
29. Teacher clarifies doubts.
30. Teacher explains the grammatical topics.
31. Students solve the grammatical exercises.

Week 4:
32. Teacher presents the topic from the unit.
33. Students do the exercises from the material: Audio link:
https://englishlistenings.com/animal-rights-script Animal
Rights (PAU September 2005)
34. Students do exercise from the material: Audio link:
https://englishlistenings.com/hearing-dogs-script
35. Teacher explains the pronunciation topics.
36. Students solve the pronunciation exercises.

Post Task
Week 1:
1. Students discuss the questions list A and B.

Week 2:
2. Students do the exercise: audio animal rights Activity #6
Week 3:
 3. Students read the article the pet effect and discuss about the
main information.

Week 4:
4. Students share the main ideas they learned from the unit.
Assessment:
Project: Students make a presentation about the most relevant
aspects from the unit studied.

Integration of activities: it has to be done in class during the whole

period.

Resources: Internet Access and Material

Classroom: 16 Students, horizontal lines organization preferred
English Laboratory: required for presentations
Devices: Computer, headphones, speakers, video projector
Materials: Paper, pen, board, internet connection, markers, notepads, PowerPoint, word, apps.