Lesson 4 - Secondary Practicum Period

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Viñolo, Bárbara
Institución educativa: ISG St George Institute
Año y sección: Teens 4
Nivel lingüístico del curso: Intermediate
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Future
Clase Nº: 4
Duración de la clase: 90 minutos
Fecha de la clase: 26th August
Fecha de entrega de la planificación: 19th August
Learning Aims
During this lesson, learners will be able to…
 Revise and use the structures learned regarding Future
 Learn new vocabulary to talk about predictions in a near future.
 To develop language skills through collaborative work and interactive tasks.
 To develop speaking skills through interaction between the peers as well as their
teacher through a game.
 To develop writing skills through production tasks (prepare an invention).
 To develop reading skills by looking for information in texts and choose the correct
grammar structure to fill the blanks.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Future time markers: be
likely / unlikely to, may /
Making predictions about
the future.
We may be able to communicate in any
language we choose

2. might, could, I think, I hope,
perhaps, probably, etc. This is likely to save millions of lives.
Smartphones will organize our lives.
E-readers are probably going to
become cheaper.
Global warming could destroy large
parts of the Earth field.
Regina is likely to be late because she
works until seven.
Will you start at 5.00? It´s unlikely.
N
E
W
Vocabulary to talk about the
future of communication,
technology, food, work
habits, cities and the
environment: green energy,
solar /wind power, no coal /
nuclear plants, hurricanes,
droughts, electric cars, self-
driving cars, The Moon, etc.
____________________
Materials
Computer and projector (in the classroom).
Speakers.
Student´s computer (as half of the group will attend to the lesson online)
Student´s academic material: Speak Out Intermediate.
Multimedia resource used: The World In 2050 - YouTube
Power Point Presentation: https://docs.google.com/presentation/d/1V-
DRHlAzTUBZo2rDMlw4Phb8LtlA0ci/edit?usp=sharing&ouid=113818880257213899
214&rtpof=true&sd=true

3. Procedures
For the English lessons, students receive and send activities through a Whatsapp group. I will
send them the link for the videocall meeting through a private Whatsapp group the institution
shares with the students as well as with their parents. Moreover, the lesson plan will be
uploaded to a webpage called “Educabot” which the institution chose as a campus for their
students.
ROUTINE (5 minutes)
Purpose: To get students be ready to start the lesson.
I will greet students and ask them how they are today. While the teacher listens to students´
comments, she will ask each of them to take a seat. As the teacher listens to them, she will
prepare her computer to connect online with the other half of students.
Transition comment to link each stage of the lessonwith the next one: Hello everybody!
Let´s start the lesson by talking about how will be the Earth in 2050… Are you ready?
Warm – up (10 - 15 minutes)
Purpose: To encourage students to revise their previous knowledge and build a bridge
between the previous and new knowledge.
For this stage of the lesson, I would present a Power point presentation (the one I used in the
previous lesson) to help students to revise the main features of each future time structure
they´ve seen. Then, I will help students to check their understanding about the new
grammatical structure learned in previous lessons to talk about future predictions by seeing
a video. In this sense, students will be checking their understanding about how to use the
different grammar future structures learned by reflecting on what they see in the video and
making predictions about it. Also, they will have to think of the images or concepts they´ve
learned previously.

4. During this activity, I will observe and guide students, helping them to recognize and correct
their mistakes by themselves letting them be active learners on their own learning process.
Video used: The World In 2050 - YouTube
Transition comment to link each stage of the lesson with the next one: You are full of
ideas about the future now! Now…. How would you predict your future life? Let´s make
predictions about how will be The Earth in 2050!
Presentation (15 – 20 minutes)
Purpose: To encourage students to make use of future time makers and future structures to
learn how to make predictions regarding a near future.
I will introduce the topic by showing some pictures related to technology and reality and ask them to
think of the first thing that comes to their mind when they see the pictures.

5. With this activity, I will encourage students to use the future structures as well as future time makers
they´ve already learned to make predictions about the future.
I will give this example to my students:
In 2050, pets will be robots. In twenty years´ time, we will see 3D images through our cellphones.
Transition comment to link each stage of the lessonwith the next one: Well done! Now
we are ready to check our understanding about making predictions by checking homework...
but you will work in groups this time... Are you ready?
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity 1: (5 minutes)
Purpose: To encourage students to check their understanding about Future forms by
checking homework though collaborative work.
Snake Race. I will ask students to play in groups (the online group vs face-to-face group)
and I will explain what the game will be about. Before the lesson takes part, I will prepare a
chart with the amount of numbers as there is in the homework exercise randomly. Then, I
will explain the game to the students when we meet.
I will show this diagram to the students:

6. Then, I will introduce the mechanism of the game to my students. The game consists on:
each number will correspond to one of the sentences from the exercises given as homework.
The goal of the game is to have the longest ‘ snake’. So, for example in the first round a team
answers number 1 correctly. In the next round, if they answered number 2 or 6 or 7 correctly
(the snake can only move 1 space vertically or diagonally) then these two numbers would be
connected. But if one of the teams answers wrong, the opposite group would have the chance
to answer the sentence correctly and block the other team´s direction.
Activity 2: (5 minutes)
Purpose: To encourage students to check their understanding about Future forms by
checking homework though collaborative work.
Hold off on confirming if an answer is correct or incorrect. I will ask students to work
collaboratively once again to check the other exercise which belong to homework exercises.
In this game, one group will have to discuss which sentence they think is correct and share
their answer orally, or one of the students from the groups can nominate another students
from the opposite group and ask ‘Do you agree or disagree?’ and explain why.
Scaffolding strategies:Visual aids (charts / rules presentation), encourage students to reflect
on their own learning process / knowledge through collaborative games.

7. Transition comment to link each stage of the lessonwith the next one: Well done! Let´s
read about what would happen in the future according to Michio Kaku…. Do you have the
same opinion? Let´s read and find it out!
Activity 1 & 2 Resource: 15 ideas for checking answers | Teflnet
This is a copy of the exercise I will use to develop Activities 1 and 2.
Activity 3: (15 - 20 minutes)
First, I will ask students to read the text and think of which grammar structure can be placed
in the blank space to complete the idea that shares the sentence. Then, I will give them some
time to read and complete the text individually.

8. After that, I will ask students to work in pairs or small groups in order to reflect on the ideas
shared in the text as well as the ideas shown in the following video: by answering the
following questions:
 What ideas are shared between the author of the text and the video?
 Which predictions, if they come true, will be good / bad for the world? Why?
Here is a copy of the text students will use to complete the task:
Scaffolding strategies: Visual support (video and text shared in Student´s academic
resource), reflective questioning to encourage students to think on what they saw on the
resources given and share their knowledge in a meaningful way, directing students to the
important aspects of the task such as making predictions about the future.
Video students will use to complete the task:
The World In 2050 - YouTube

9. Transition comment to link each stage of the lessonwith the next one: Well done! Now,
do you imagine how would be our world in 2040? Let´s reflect on the images offered in the
book…
Activity 4: (15 - 20 minutes)
In this activity, students will be able to actively use the knowledge they´ve acquired by
developing a speaking activity. In this occasion, I will let students take responsibility in the
exercise´s development. I will be as a guider during their learning process and I will help
them if they needed to.
Here is a copy of the activity:
Scaffolding strategies: Visual aids to introduce the activities students will develop,
examples of how to develop the speaking exercise (C) (Example: Energy: I believe we will

10. probably use green energy dominates in our houses to have electricity every day. There
probably won´t be nuclear plants that contaminate our planet).
Transition comment to link each stage of the lesson with the next one: Great work
everybody! Now, it´s time for a last activity in which you have to use all that you´ve learned
so far… This is our last step of the lesson.
CLOSURE (5- 10 minutes)
Purpose: Final task in which students will have to use all their knowledge to prepare a
writing task. With this activity, I will acquire knowledge of students´ understanding of the
grammar structures and vocabulary tough.
Imagine you live in 2050, make an article sharing how life is in that moment. Talk about:
communication, people, transportation, learning, pets and an invention that you would create
for make people´s lives better.
I will share students these articles as example:
Resource: A magazine article | LearnEnglish Teens -
British Council

11. Transition comment to link each stage of the lessonwith the next one: Wow! You work
very hard today… great job! We come to the end of this lesson! Remember homework! See
you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
x
Variety of
resources
X
Stages and
activities
x
Scaffolding
strategies
X
Language
accuracy
X
Observations
Good! Check comments, please. Make sure you stick to the SAME
CONTEXT throughout the whole lesson.
Resource: Generation Z _Google Classroom_ Marketing
Trends (netboard.me)