assig 1

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
PRÀCTICA DOCENTE II
Tutor’s name: Aurelia Velázquez
Student’s name: Dumrauf, Johanna; Nisca, Abril
Assignment
Deadline: August 21st

2. ASSIGNMENT I: ONLINE TEACHING
Collaborative Work
DEADLINE: August 21, 2020
Here are the instructions:
This assignment is about designing activities to be shared with students in this
peculiar context. You should include all resources you are planning to use (visual aids,
audiovisual materials, etc), just as you´ve seen in the examples above.
You should create two sets of activities (week 3 and week 4), so as to finish this
Didactic Unit on Describing People. As well as this, you are asked to outline a synchronous
lesson of about 40 minutes, describing the different stages of such a meeting. This would be
closer to our regular lesson plans…
As regards CONTENT, you are expected to keep on working on PHYSICAL
DESCRIPTION. So far, they´ve worked with hairstyles. Students must learn adjectives, such
as strong / tall / short / fat / slim. Make sure you teach appropriate grammar structures, too.
Last but not least, try to achieve skill integration and do foster communication.
The task should be carried out in pairs, so as to exchange different experiences and
points of view.
Hands on!!

3. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Dumrauf, Johanna; Nisca, Abril
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Describing People
Semana N°: 3
Learning Aims
During this lesson, learners will be able to…
● Acquire new vocabulary related to physical appearance
● Revisit grammar structures from previous lessons
● Watch an interactive power point presentation
● Develop listening and visual skills

4. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
PHYSICAL
DESCRIPTION
To distinguish between
male and female
She’s… / He’s…
She’s got / He’s got
N
E
W
PHYSICAL
DESCRIPTION
To describe physical
appearance
She’s (tall)
He’s (short)
Activities
Week 3
Hello again! How are you?
Activity 1: Describing people
Watch the video and follow the instructions

5. Click on the link to start learning:
https://drive.google.com/file/d/18pjQKNMeCTAupkSsaCjmY460Zj9V_WOJ/
view?usp=sharing
Activity 2: Read and circle
See you next week!

6. ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Dumrauf, Johanna; Nisca, abril
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Describing People
Semana N°: 4
Learning Aims
During this lesson, learners will be able to…
● Acquire new vocabulary related to physical appearance.
● Revisit grammar structures from previous lessons.
● Develop writing and visual skills.

7. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
physical description To distinguish between
male and female
She’s… / He’s…
She’s got / He’s got
N
E
W
physical description To describe physical
appearance
She’s (short)
He’s (strong)

8. Activities
WEEK 4
Hello everybody! Hope you are fine!
Activities for this week!

9. Activity 1: Look and write.
He is …………………………… She is ………………………….
He isn’t ………………………… She isn’t …………………….

10. Activity 2: Let's create your own GIF
1. We open
2.
3. We record a video by holding down the red button.

11. 4. Just below the edit line we have a button to convert the video into a
GIF and vice versa. We just have to press to switch between video
and GIF.
5. We leave it in GIF and send it.

12. Example:
WhatsApp Video 2020-08-21 at 21.40.27.mp4
We are going to use these productions in our LIVE LESSON next class!

13. Synchronous lesson
ALUMNOS PRACTICANTES: Dumrauf, Johanna; Nisca, Abril
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Duración: 40 minutes
Tipo de Planificación: Clase
Unidad Temática: Describing People
Learning Aims
During this lesson, learners will be able to…
● Revisit vocabulary and grammar structures from previous lessons
● Make a meaningful connection between word and action
● Play meaningful games
● Sing a song
● Share their creations
● Develop speaking and listening skills
● Develop interpersonal skills

14. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
PHYSICAL
DESCRIPTION
To distinguish between male
and female
To describe hairstyles
She’s… / He’s...
She’s got (pink) hair
N
E
W
PHYSICAL DESCRIPTION To describe physical
appearance
He’s (strong)
Materials
● Day and weather flashcards
● Two on-screen pictures
● A game on Kahoot
● An audiofile
● The Gifs from the previous lesson
●

15. Procedures
ROUTINE (3 minutes): We’ll say ‘hello’ to the children and ask them how they are.
We will then show them the day and weather flashcards we commonly use with the
questions: What day is it today? What’s the weather like?
Scaffolding strategies: modelling, using visual content, asking
Transition comment: You’ve done an amazing job with the gifs. They are lovely!
Have you seen mine? They are something like this (miming the gifs, making
exaggerated gestures)
WARM- UP (7 minutes): We will encourage the children to recreate their own gifs.
As they do so, we’ll tell them to say the adjective they are gesturing. Then, we will
refer to one of them and help the rest of the children to make a sentence (we should
start first): “Look at Ema. He’s strong”. We can repeat that with some more students.
Scaffolding strategies: modelling, describing and acting.
Transition comment: Now, stand up if you want to play a game.
PRESENTATION (7 minutes): We’ll ask the children to copy us while we keep on
miming the adjectives we have learnt, putting the attention on the connection
between the gesture and the word. Then, we’ll make them choose only three
gestures. After that, we’ll ask them if they know how to play “rock, scissors, paper”
but we’ll tell them it is a different version. We’ll mime the game’s movement but
instead of saying “rock, scissors, paper”, we’ll say the three adjectives they’ve
chosen. For instance, we’ll say: “tall, short, strong”, and after that we’ll pick one and
make the gesture. If a child does the same gesture, we will congrat her/him: “Well
done (Lucía)! You and I picked tall. You’ve got one point” (We write the points with
zoom’s tools on a blank sheet of Word or PowerPoint). “Now let’s try to pick the
same again: tall, short, long”.
Scaffolding strategies: asking, explaining, modelling, acting.
Transition comment: Great job! Now, please sit down if you want to play another
game.

16. DEVELOPMENT (PRACTICE and PRODUCTION) (around 10 and 8 minutes
each):
● Activity 1 - We’ll send a link through the message box and ask the children to
click on it. The link will open the Kahoot main page in which they have to enter
a code we will also provide them. We’ll explain that it is a game in which they
have to look at our screen (we’ll share screen with them), read both
sentences and click on the right one (they are distinguished by colour) to
match the image. We’ll read the first pair of sentences so as to guide them.
For instance, we will say: “Look at the girl, which one is correct: She’s got
blonde hair or she’s got brown hair?”. We will let them complete the task.
Scaffolding strategies: explaining, reading out loud, showing visual content.
Transition comment: I see you are good with pictures. Let’s have a look at this
one. (sharing a picture on screen).
● Activity 2 - We’ll show them a picture like the following one1 and ask them to
“find someone who…”. We’ll say: “Look at the picture. Can you see someone
old?” (Putting our hand on our forehead to pretend we are looking and
pretending that we are old if they need it). When the children have picked one
of the characters in the picture, we will encourage them to talk about it or even
ask a question to a classmate. We should make the questions first so they
understand what they have to do. We’ll repeat this with the different
characters.
1
Lambert, V., Worral, A. (2015). New English Adventure: Level 1. Pupil’s Book. p.22. Edinburgh:
Pearson

17. Scaffolding strategies: modelling, explaining, acting.
Transition comment: We’ve almost finished, but before we go, we’ll sing a
song!
CLOSURE (about 5 minutes): We’ll share the lyrics to the song and we will play the
recording. We will start singing and pointing to the image, giving them time to start
singing. We will then play the song again but this time modelling it. Finally, we’ll say
goodbye: “Thanks for singing! You can sing the song later if you want” (we’ll share
the file) “but now it’s time to go. Goodbye, see you soon!”

18. Link to the song2:
https://drive.google.com/file/d/1zRQCWdaZwJF5ic8t7_0Z4cGfaMeOdEOB/view?usp
=sharing
Scaffolding strategies: singing, modelling, acting.
2
Maidment, S. & Roberts, L. (2009). Happy Street 1: New Edition. Class book, p.50. Oxford: Oxford
University Press