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 (clase sincrónica por Meet)
Unidad Temática: “Industries”
Clase Nº: 7 y 8
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 28/05/21
2. Fecha de entrega de la planificación: 22/05/21
Learning Aims
During this lesson, learners will be able to…
Revisit vocabulary and structures from the previous lessons;
Acquire new vocabulary related to linkers (first of all, in addition, although,
however, to sum up);
Develop writing skills by organising and writing an opinion essay;
Develop reading and speaking skills by exercising and brainstorming;
Use their spatial intelligence to put a text in order;
Use their linguistic intelligence to read, write and speak;
Use their interpersonal intelligence to debate with their classmates and
teacher.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
VEGETARIANISM AND
HEALTH
To describe positive and
negative points about a topic.
To express opinion.
Many people think eating
meat can do harm.
N
E
W
LINKERS To sequence ideas. First of all, meat is a great
source of iron.
To sum up, I think being a
veggie is good for your body.
3. Lessons 7 and 8
Materials
- A presentation to introduce the topic and to present the text:
https://docs.google.com/presentation/d/1_LkPDDhmFK9z17WZBlIl
LHdJIIzH9AwiXJKdJQveg7c/edit?usp=sharing
- A jamboard document to do a puzzle:
https://jamboard.google.com/d/1YqLcQ_pAmugOe1BTxNTvIn1GgGt
9oAENlNsAy9VarWg/edit?usp=sharing
- A google document for the students to work during class:
https://docs.google.com/document/d/15-
Ne5qa36eIVTqE_omIPIp5Ce8GgSgzvmRh4bJFuf_M/edit?usp=sharing
Procedures
Timing: 5 minutes
Activity description and instructions: 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; I also tell
them that this time they need to keep classroom open to do the
activities. 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 learn how to write an opinion essay.
This will be a process and it will be part of “assignment 1B”.
Scaffolding strategies: modelling, asking, explaining
4. Transition comment: Let’s start with a game to break the ice!
Timing: 10 minutes
Activity description and instructions: I will tell my students that
they are going to build up a puzzle: Please, open the Jamboard
document on Classroom and look at the text. It doesn’t make any sense,
does it? You need to put it in order. Look at the title first; what do you
think the text is about? I’ll give them some time to think on their own
and after that, I will share screen with the text in the right order (the
parts of the text will appear slowly as students speak). Then, I’ll ask
them: How do you realise which part goes first? What phrases make you
think so?
Scaffolding strategies: asking, modelling, presenting, eliciting.
Transition comment: Well done! Now, let’s scan the text a little bit
more.
Activity 1: identifying
Timing: 15 minutes.
Activity description and instructions: While I the text on screen I will
highlight the linking words and I’ll ask them to complete the following
chart with those words (while they answer, they will be able to
complete the same chart in the google document):
Find in the text… Highlighted phrases here
A phrase that means “in first
place”
5. Two phrases that express contrast
A phrase that means “also”
A phrase that means “in
conclusion”
After this, I’ll remind them that, as this is an opinion essay, there are
many phrases there that show the writers opinion. I’ll say: Now, I
want you to identify and highlight/underline those phrases we use to
give our opinion.
Scaffolding strategies: asking, modelling, eliciting
Transition comment: Excellent! You have identified very important
phrases that give the text sense. Now, you’ll have to find meaning on
your own.
Activity 2: debate
Timing: 20 minutes.
Activity description and instructions: I will tell the students that
they will work in smaller groups (breakout rooms): With your group,
you have to find the answers to questions you have in activity 2 in the
document. These are the questions that they have to ask and answer
and then write in the document:
Look at the opinion essay and answer…
1) How many paragraphs are there? Which one is: (a) the
introduction, (b) first reason, (c) second reason and (d) the
conclusion? (Write a letter at the end of each paragraph)
2) Each of the paragraphs has an opening sentence. This sentence has
to catch the reader’s attention. Underline them.
3) Do we know the writer’s opinion toward the topic? If yes, is the
writer for or against?
4) Before starting with the opinion essay, the writer wrote down
some ideas. Look at the sentences in the chart:
- Which of these ideas are included in the text? Highlight them with
green.
6. - Which of these ideas have nothing to do with the text? Cross them
out.
We need to eat meat in the right proportions.
People need to exercise every day to be healthy.
Vegetables are delicious.
Our bodies are prepared to eat meat.
Being a vegetarian helps stopping animal cruelty.
Meat provides iron.
While students work on this I will monitor them.
Scaffolding strategies: explaining, modelling, monitoring
Transition comment: Great job, groups! Now let’s share your answers.
Activity 3: The first scratch
Timing: about 25 minutes.
Activity description and instructions: I will ask one member of
each group to share the answers while we discuss them. For example:
Good! There are four paragraphs and the first one is the introduction.
Here, the writer presents the topic and states his/her opinion towards it
(while I say this, I’ll share screen with the answers, so they can keep
the presentation in case they need to refresh their minds). Once we
finish discussing the answers, I’ll tell them that they are going to write
a similar essay. I’ll give them 2 title options and ask them to
brainstorm some ideas related to both of them. After that, I’ll tell
them: Now, choose one title to write about it, think if you are for or
against that topic and write down some ideas you want to include.
Then, I’ll tell them to think on an opening sentence for each
paragraph. Once they’ve done this, they can start developing the first
scratch of their essay (to me, it is really important for my students to
start writing “during class” because sometimes they use a machine
translator for entire phrases when they do writings on their own and I
am trying to avoid that).
7. Scaffolding strategies: explaining, monitoring, asking and
answering, eliciting.
Transition comment: Ok, everyone. We are almost finishing but,
before you go, let me tell you what you’ll do next.
Timing: about 5 minutes.
Before I say goodbye to the students, I’ll explain them how this goes on
while I show it on screen: Once you finish this first scratch, submit it for
correction to classroom (I’ll give them a deadline). Once you get my correction,
you may have to work on it a little bit more or even maybe rewrite something.
After that, you’ll have to submit it one more time but to Padlet. You can add
pictures and even comment on your classmates essays, saying whether you
agree or not (I’ll include the link to Padlet in the following lesson plan with a
detailed explanation of this).
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
