Practicum III

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 052 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Family
Clase Nº: 5 y 6
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 13 de junio
Fecha de entrega de la planificación: 7 de junio
LEARNING AIMS
During this lesson, learners will be able to…
 Review previous vocabulary (continents, numbers and family members)
 Focus on spelling
 Review grammar structures (verb to be, possessive ‘s)
 Learn vocabulary related to people description when listening to the teacher
in the warm up activity.
 Expand their learning skills through the use of ICTs.
 Become aware of families from other countries when reading a text.
 Talk about their own families and describe people in them.
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Continents
- Numbers (0-100)
- Family members
- Continents
Show the relationship
between people
- Verb “to be”
This is my sister. She is 18
years old.
Anna is from Oxford. Oxford
is in Europe.

2. N
E
W
- Adjectives to describe
people (young-old, rich-
poor, slim-plump, tall-
short)
Description of people. - To be
My father is old.
MATERIALS
 Board
 Markers
 Booklet
 Flashcards
 Wordcards
 Chant
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PROCEDURES
ROUTINE
 Greet students and take attendance
“Welcome everybody! How are you today? Are you happy/tired/sad? Ok, let’s
start. In the lasts lessons we met Madonna’s family, do you remember?
Where’s Madonna from? Is she from Europe or America? (Michigan – America).
What about Anna’s family, where are they from? (Oxford - Europe).
Today we’ll work with other families around the world. But first, let’s play a
game!”
WARM UP
o Timing: 15’
o Activity description and instructions as they will be said to students
(include direct speech)
Magic eyes

3. Flashcards
Wordcards
SHORT TALL
RICH POOR
OLD YOUNG
SLIM PLUMP
a) Class activity. The teacher sticks flashcards horizontally on board and
pointing at them she tells students to listen to her and repeat. She repeats this
action two or three times. Then she faces down the first card and encourages
students to mention the adjective on it and continue with the rest of them.
Then, she faces down the second card, and so on.
“Listen and repeat. Please, first me and then you.”
“Nice! Now, let’s work in two groups, please”,
b) Once all the flashcards are faced down, the teacher divides students into two
groups and writes numbers (at random) on the cards. The teacher makes a
question and the first group to clap their hands has the opportunity to say the
adjective under the number.

4. “Listen carefully and clap to say the word. If it’s correct you win a point for
your group. What’s number 7? You’re right! Point for your group!”
“No, sorry! Let’s see the other group. What’s number 7?”
c) Class activity. When all the flashcards are visible again, the teacher shows a
word card and reads it. Students have to say the number to match it with the
picture.
“Look, “old”! Tell me the number. Yes! It’s seven! Congrats!”
o Scaffolding strategies
 Pointing at the cards on board.
 Body language.
o Transition comment to link each stage of the lesson with the next one
“Congrats to today’s champions! Now, let’s concentrate on new
continents.”
PRESENTATION
o Timing: 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 1:
The teacher writes on the board the continents mentioned in the previous lessons
(America and Europe), and asks students if they remember the people who live
there (Madonna and Anna). Then she writes the countries Uganda and Japan
and asks about their continents. If they don’t know, they can use their mobile
phone to check the information. Once, they have the continents the teacher
writes Africa next to Uganda and Asia next to Japan.
“Do you remember where’s Anna from? And where is Oxford? Is it in Asia?
What about Japan? In which continent is it?
And do you know Uganda? Where is it? You can google the information.”
o Scaffolding strategies
 Body language
 Monitor students while surfing on the net and clarify their
doubts.
o Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Let’s continue working with families around the world. Let’s
travel to Africa and Asia? Do you like the idea? So open your booklets at
page 5, please.”

5. DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 30 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Text
Activity 2 – Pre reading
a) The teacher tells students to skim the text individually and
underline the name of two different countries on the text.
“Please, with a pencil underline two countries. In which continents
are they?”
b) Then, she points to the diagrams and asks what they are showing.
She writes on board: ages / size. And encourages a student to circle
the correct option once they all reach into an agreement.
“Look carefully at the diagrams on the right. What are they about?

6. Ages? For example, I’m 38 years old, how old are you?
Or size, are these families big or small?”
o Scaffolding strategies
 Body language
 Monitor students while skimming the text.
Activity 3 – While reading
The teacher tells students to read the article and answer the questions
she writes on board.
1. Where are families big?
2. Where are people old?
3. Is Mulogo’s family big or small?
4. How old are Mulogo’s brothers and sisters?
5. Is Japan a rich or a poor country?
6. Are people from Japan young or old?
“Please, look at the board and read with me. Is it clear? Ok, individually read
the text and answer the questions on your copybooks.”
o Scaffolding strategies
 Body language
 Monitor students while reading the text and answer on their
own.
 Clarify doubts.
Activity 4 – Post reading
In pairs, teacher tells students to talk about their country and families.
“In pairs please. Let’s talk about Argentina and our families. For example:
I’m from Argentina. In my country families are big. In my family, my father
is young, etc.”
o Scaffolding strategies
 Body language
 Help students with vocabulary and pronunciation
o Transition comment to link each stage of the lesson with the next one
“Great job! For the last activity, I challenge you.”
CLOSURE
o Timing
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher sends to the What’s app group the flyer. First, the teacher reads

7. the chant and students listen. Then, the teacher reads one stanza and students
repeat after her. Next, the teacher reads two stanzas and students repeat, and
so on.
Finally, the teacher challenge students to say the chant as fast as they can, and
encourages them to record an audio and send it to the WhatsApp group.
“Mobile phones again, please. Open our What’sapp group. There is a
challenge for you.
Listen and read.
Listen and repeat. First me and then you.
Can you do it individually?
Faster? Faster? Faster?”
“Excellent! I challenge you to record an audio and send it to the group”
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o Scaffolding strategies
 Body language
 Rhythm
o Transition comment to link each stage of the lesson with the next one
“Ok, let’s finish here. I’ll be waiting for your audios! See you next week.”

8. 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
Please, work on coherence. Try to find a clear thread to connect
activities. You can do way better!