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
Unidad Temática: “Industries”
Clase Nº: 3 y 4 (clase sincrónica por Meet + actividades para Classroom)
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 14/05/21
Fecha de entrega de la planificación: 06/05/21
2. Lesson 3 - Meet
Learning Aims
During this lesson, learners will be able to…
Acquire new vocabulary and structures used to give reasons (because, as,
for);
Work on the concept of coherence;
Revisit vocabulary from previous classes related to beef, swine and poultry
industries and vegetarianism;
Revisit grammatical structures to give an opinion and to agree or disagree
with an opinion;
Revisit the present simple structure
Develop speaking skills by giving opinions and reasons.
Develop listening skills by to their partners and teacher;
Develop reading skills by exercising;
Use their linguistic intelligence to read and speak;
Use their intrapersonal and naturalistic intelligences to reflect on different
opinions;
Use their interpersonal intelligence to exchange opinions, agree and/or
disagree.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
VEGETARIANISM
BEEF, SWINE AND POULTRY
INDUSTRIES
To express an opinion
To agree or disagree with an
opinion
To ask for an opinion
In my opinion, we need
meat to be healthy
I agree/disagree with you
I think farmers don’t treat
animals right
Do you think animal
industries contaminate the
environment?
3. N
E
W
REASONS To express reasons (justify
opinions)
I believe farmers need to
provide hogs social space
for they could get sick.
I don’t think animals are
mistreated because our
farmers are well-prepared.
Materials
- Presentation with statements, phrases and pictures:
https://docs.google.com/presentation/d/17wvTwNRhm9SnDfsasfSy
6nM3YWB-cvEggJHFUWr8Mrc/edit?usp=sharing
- Game on Genially to match:
https://view.genial.ly/60941e0c3a38110d93f101fd/interactive-
content-une-palabras
- Links to the breakout rooms:
https://docs.google.com/document/d/1dbIjJBuoYY-
GWYcZA2L3JfbKH4BJe598ahz8TwrKDV4/edit?usp=sharing
Procedures
Timing: about 5 minutes
Activity description and instructions as they will be said to students
(include direct speech): I will say ‘hello’ to my students as they join the
meeting and ask them how they are and how was their week. I will also
remind them to keep their cameras on and their microphones off
unless they need to say something. Then, I will ask: Do you have any
doubts regarding the classroom activities? (in order to check
understanding to the things they have done on their own). After that,
I’ll explain what we are going to do: Today we are going to exchange
points of view, so be ready to give your opinion!
4. Scaffolding strategies: modelling, asking
Transition comment to link each stage of the lesson with the next one:
Before we start, I want you to take a look to the following sentences and
to reflect on them. Are they facts or opinions? (as I show the presentation
on screen)
Timing: 10 minutes
Activity description and instructions: Students will be encouraged
to look at the presentation and to tell whether the phrases on screen
are facts or opinions. Once they have spotted the opinions, the facts will
disappear. After that, I’ll show them the phrases to express an opinion
presented to them on the previous lessons distinguishing them in two
columns (for/ against) and say: Well done! Now, I want you to express
your opinion. Are you for or against these statements? Please, use the
phrases on the columns to help you (I will call out some students to do
this, not all of them). I will encourage the rest of the students to pay a
lot of attention to what their partners say.
Scaffolding strategies: modelling, explaining, asking
Transition comment: Ok. Do you have a good memory? Let’s test it!
Activity 1: memory game
Timing: about 10 minutes
5. Activity description and instructions: in this opportunity, I’ll call out
the names of the students who haven’t participated yet and ask each of
them: Now, think about what (Pedro) said: what was his opinion toward
topic 1? (I’ll show on screen an example of what they have to do, in
order to help them be aware of the present simple structure for a third
person singular). Then, I’ll ask them to tell me whether they agree or
not: Do you agree with him/her?
Scaffolding strategies: modelling, asking, exemplifying,
explaining
Transition comment: Fantastic job!As you see, it isok not to agree with
someone. However, we should always give a reason to justify our
opinions. Let’s see how to do that.
Activity 2: giving reasons
Timing: about 10 minutes
Activity description and instructions: I will show the same opinions
but, this time, on Genially.I will also show them some reasons and I will
ask them to match them. I’llinclude this explanation: Please, click on the
pencil at the top right of your screen to match. I’llask them to pay special
attention to the linking words, putting the emphasis on them when
reading the links. Once students match them all, I’ll show them some
more opinions and ask them to think of possible reasons.
Scaffolding strategies: modelling, asking, exemplifying,
explaining, emphasizing
Transition comment: Well done! Now let’s exchange opinions with a
partner.
Activity 3: role-play
Timing: about 20 minutes
6. Activity description and instructions: I will show the students three
pictures and ask them to write three opinions towards them on a sheet
of paper/the computer: Please write three opinions (for or against)
related to the pictures you see. Remember to explain your reasons. After
they finish writing, I’ll tell them they are going to work on breakout
rooms in groups of three and that they have to find out what their
partners’ opinion is. I will also show an example: I think being a
vegetarian is great because it is good for your health. Do you agree?
The other student have to answer back and make another question. All
the students must participate. I will also add: Please, remember not to
use “I think” all the time; try to use different phrases. While they
exchange opinions, I’ll monitor them.
Scaffolding strategies: asking, exemplifying, explaining,
monitoring.
Transition comment: Great reasoning everyone! We are almost
finishing but, before you go, pay attention to your homework.
Timing: about 5 minutes
Before students leave, I’ll tell them what the next lesson is about
(classroom activity): We have already learnt about different industries
and discussed about them. In the next lesson, you are going to deal with
one more industry: “the dairy industry”. I suggest you do some research
on this industry before you solve the activities. Finally, I’ll encourage
them to ask if they have any doubts and say good-bye.
Lesson 4 (classroom activities)
7. Learning Aims
During this lesson, learners will be able to…
Acquire new vocabulary related to dairy industries
Revisit vocabulary from previous classes related to industries;
Revisit the present simple structure
Develop speaking skills by giving opinions and reasons.
Develop listening, reading and writing skills by exercising;
Use their linguistic intelligence to read and write;
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
INDUSTRIES To identify and describe
industries
In our country, the beef
industry is huge because we
eat a lot of meet.
N
E
W
DIARY INDUSTRY To recognize the parts of a
dairy farm, and vocabulary
related to the dairy
production process and
cows.
A milking parlor is a place
where cows are milked.
A calf is a baby cow.
Activities
Hello everyone! Hope you are doing great. Here are some more
activities to keep on learning about industries.
8. DAIRY INDUSTRY
Pre-reading
1) Watch the following video and answer:
Do you recognize this place? Could you name it?
What dairy products are popular in your country? Which ones
do you consume the most?
How has technology changed dairy production?
Click to watch: https://www.youtube.com/watch?v=q-
EYh4pc9X4&t=21s
2) Look at the picturesinthetext. Can you identifythose termsin the
text?
While-reading
Read the text below and solve the activities. You can also listen to it
here: https://drive.google.com/file/d/1g-
27wUIFL5Ftg5sqFx5NCAxBoMfj4K1m/view?usp=sharing
9. STUDY TIP: Bear inmind the“reading strategies” we’vediscussed
on previous lessons. Remember to skim the text first to get a
general idea about it and then read it again to solve the activities.
10. 1) Choose the best option.
The text is…
a. Advising farmers how to breed cows
b. Advertising a farm
c. Describing the dairy production process
11. After-reading
Answer: Do you think the Colchester farm take good care of
their cows? Why/why not? Give reasons
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Source: O’Sullivan, N. Libbin, J. D. (2011). Agriculture: Book 2 (pp. 10). Career
Paths. Express Publishing, Berkshire.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
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Good
3
Acceptable
2
Needs
improvement
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Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations
