lessons 13 and 14

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Práctica Docente III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Nisca, María Abril
Institución educativa: Escuela Nº 719 “Peñi hué”
Año y sección: 7º (única división; burbuja 1)
Nivel lingüístico del curso: Pre-intermediate
Cantidad de alumnos: 11
Tipo de Planificación: Clase (presencial)
Unidad Temática: “Genetics”
Clase Nº: 13 y 14
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 25/06/21
Fecha de entrega de la planificación: 20/06/21

2. Lessons 13 and 14
Learning Aims
During this lesson, learners will be able to…
 Acquire new vocabulary related to GMOs and sustainability;
 Revisit vocabulary from previous classes;
 Revisit the present simple and simple future structures;
 Develop reading skills by reading different advertisements;
 Develop speaking and listening skills by discussing with their
classmates and teacher;
 Develop writing skills by creating a poster;
 Use their intrapersonal and naturalistic intelligence to reflect on
sustainability;
 Use their interpersonal intelligence by working collaboratively.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
BIOENGINEERING AND
NATURE
To recognize technological
and farming techniques.
To recognize basic
agriculture vocabulary (soil,
water, crops).
Bioengineering works with
genes.
Modified crops can be
harmful.

3. N
E
W
GMOs AND SUSTAINABILITY To explain what a GMO is;
To discuss how GMOs help
the environment.
GMOs help reduce water
use
Materials
- Pictures and phrases for the blackboard and for students:
https://drive.google.com/file/d/13fVQykYIJw7v3hW1gJsnO39VuB-
BNyy8/view?usp=sharing
https://drive.google.com/file/d/1Yl1KY4dZe8vxSMUg8011PQ0q41c
O3dpx/view?usp=sharing
- Photocopies for each student:
https://drive.google.com/file/d/1Bmwqno3ASt-Au7P62LGZ6-
lEy6LT0S7R/view?usp=sharing
- Paper tape.
Procedures
 Timing: about 5 minutes
 Activity description and instructions: Iwill say ‘hello’ to my students
as they get in the classroom and ask them how they are and how was
their week. Then, I will tell them that today they are going to work in
groups of three students (or two) and tell them to place their desks to
do the activities, always respecting protocol. After that, I’ll explain
what we are going to do: Last class we have seen how scientists can
modify genes in animals. What other living things can we modify?
 Scaffolding strategies: asking, explaining, modelling

4.  Transition comment: Good guesses. Now look at the following
acronym, what does it stand for? (Pointing to ‘GMOs’ on the board)
 Timing: 15 minutes
 Activity description and instructions: After writing the acronym
‘GMOs’ in the board and pointing at it, I will paste the following picture
on the board:
Next to the picture I’ll paste the following phrases:
- Gain More Organisms
- Genetically Modified Organisms
- Good Modified Organisms
Then I’ll ask one more time: What does the acronym “GMOs” stand for? Choose
between these options (pointing at the phases). If they have trouble finding the
correct one, I’llelicitthe answer (‘genetically modified organisms’). After that,
I’ll give each group some sentences about GMOs and explain: Among the

5. sentences I’ ve just given toyou, there are some advantages and some concerns
of GMOs (while writing the words ‘advantages’ and ‘concerns’ on the board).
Classify them into the right column (pointing to the board). I’ll also remind
them: Remember that only one of you can touch the pieces of paper. While
students do this, I’ll monitor each group. After the groups have discussed and
classify the phrases, we’ll share the results (I’ll classify them on the board too,
so they can see the results). These are the phrases we are going to use:
- GMOs reduce pollution
- Scientists test on animals
- Modified seeds are more resistant than conventional seeds
- Modified food can be harmful
- Soil rests more with modified plants
(These activities also work as a pre-reading section).
 Scaffolding strategies: explaining, modelling, pointing, asking,
showing, eliciting, monitoring.
 Transition comment: You are about to read a text about GMOs, which
of those advantages and/or concerns do you think will be mentioned in
the text? (while handing in the copies to each student).
Activity 1: Reading comprehension
 Timing: 20 minutes
 Activity description and instructions: I will ask my students to skim

6. the text to see if their guesses are right. Then, we will go over the true
or false exercise and I’ll ask them to read the text again to find the
answers as a group: Remember to correct the false ones. While students
do this, I’ll monitor each group. After that I’ll say: In the text, there is
new vocabulary related to GMOs. Can you see it? (encouraging them to
say the words and phrases out loud). Look at this example (pasting a
word on the board). While mention the vocabulary they found, I’llpaste
the words/phrases on the board. After that, I’ll explain that, in the
photocopy, they have some definitions and that they have to write one
word/phrase from the board next to the correct definition. After a
quick check, we’ll go over the ‘after reading’ section inthe copies orally:
How do you feel about the testing of products on animals?
According to the text, how are these modified seeds sustainable?
 Scaffolding strategies: eliciting, asking, showing, monitoring,
explaining
 Transition comment: Well done! Now tell me, how can you, as future
technicians, help the environment?
Activity 2: sustainable practices
 Timing: 15 minutes
Activity description and instructions: To begin with, I will paste the following
pictures on the board:

8. I’ll explain: All of these are sustainable practices in agriculture, that is that
they help the environment. Which of them do you consider the most
important ones? (while they answer I’ll place the pictures in a descendant
order on the board). Then, I paste the following pictures of environmental
problems next to them:

9. I will ask students to tell me which of those problems will the practices solve.
While they answer, I’ll match them on the board.
 Scaffolding strategies: eliciting, asking, explaining
 Transition comment: Great job! All these practices are important, but
did you know GMOs have a lot to do about that?
Activity 3: creating a poster
 Timing: 15 minutes
 Activity description and instructions: I’ll give each group on of the
following posters and tell them to analyse it carefully:

11. Then, I tell them that they are going to work on the “part 2: writing” section
in the photocopy. Discuss with your partner and answer the following
questions:
a. Is the poster referring to an advantage or a concern?
b. Which advantage(s) / concern(s) is it referring to? Explain.
After that, I’ll encourage them to imagine that they are scientists who have
developed a new seed. I’ll ask them to name the seed and to think of one
advantage (something good the seed can do to the environment) and create a
poster like the one I gave them, taking into account the problems and
vocabulary we have seen. They are supposed to create an outline of the poster
in class and then, at home, create a real one using a digital tool like canva or
google slides. I’ll monitor each group while they work.
 Scaffolding strategies: explaining, modelling and monitoring.
 Transition comment: Awesome! Now, you are going to advertise your
seeds with your classmates.
 Timing: 10 minutes
As a closure, each group will explain briefly what their seed can do with the
rest of the class. After that, I ask them if they had heard about these benefits
of GMOs and what they think about that. I’ll also tell them that we are going
to keep working on this as sustainability in agriculture is really important.
Finally, I’ll ask them if they have any doubts and say good-bye.

12. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations