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 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Family
Clase Nº: 9 y 10
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 25 de julio
Fecha de entrega de la planificación: 19 de julio
LEARNING AIMS
During this lesson, learners will be able to…
 Review previous vocabulary (colors, numbers, family members, adjectives to
describe people).
 Review and apply grammar structures (verb to be, possessive ‘s) in oral and
written activities.
 Infer interrogative form of Verb TO BE.
 Practice their reading skills.
 Expand their learning skills through the use of ICTs.
 Become aware of differences between people (CSE).
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Colors
- Numbers (0-100)
- Countries
- Continents
- Family members
- Adjectives to describe
people
Description of family
members.
Show the relationship
between people
- Verb “to be”
This is my sister. She is 18
years old.
- Possessive ‘s
Silvio is Madonna’s wife.

2. Description of people’s
appearance
- My father is tall
N
E
W
Ask and answer about family
members
- To be (interrogative
and negative)
Is Jessica Anna’s sister?
Yes, she is.
No, she isn’t.
MATERIALS
 Board and markers
 Ball and basket
 Picture of Anna’s family
 Worksheet

3. 1. Read the chat between Maria and Anna and complete with is/isn’t, are/ aren’t.
Hello dear friend! 👋 How are you?
Hi Maria. I’m at home now. My family is at work.
Oh, great! 1
___ your sister a shop assistant?
No, she 2
___. She 3
___ a secretary in an
office.
Ah, interesting. 4
___ your parents in the
office too?
No, they 5
___. My mother 6
___ a
photographer and my father 7
___ a teacher.
They 8
___ great professional! 💪
Fantastic! I see. 9
___ you and Tom students in
the same school?
Yeah, but we 10
___ at home because we are
ill.
Oh, poor things!
Yep, but we are playing with Archie right now. 😝
Anna 🌸

4. 2. Order the words to make questions
a. Anna / Is / student? / a
…………………………………………………………………………………………
b. Anna’s father / Is / secretary? / a
…………………………………………………………………………………………
c. a / Anna’s mother / Is / teacher?
…………………………………………………………………………………………
d. Anna’s parents / Are / professional?
…………………………………………………………………………………………
e. Are / at / Anna and her brother / school?
…………………………………………………………………………………………
3. Match the answers with the questions in 2.
___ yes, she is.
___ yes, they are.
___ no, she isn’t.
___ no, they aren’t.
___ no, he isn’t.
PROCEDURES
ROUTINE
 Greet students and take attendance
“Welcome everybody to the last term! Are you happy? Last lesson you worked
with digital games and activities in the WhatsApp group, and you did it really
good! Congratulations! Today we will continue working with Anna’s family.
Let’s make a revision and 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)

5. Basketball
Classroom arrangement: semi-circle with a basket in the middle of it.
The teacher shows a photo of Anna’s family and pointing to two
members of this family encourages students to say the relationship
between them using possessive ‘s. The first group to clap has the
possibility to answer. So, the teacher gives them a ball, if the answer is
correct they have to score a basket to win a point, if they do not score
the other group has the possibility to answer, throw the ball and win
the point instead.
 Picture of Anna’s family
“Today we’ll play basketball in two groups. I’ll ask a question about Anna and her
family, and you have to make complete answer. For example, Who’s Jennifer?
She’s Anna’s sister! Perfect! To win the point you have to score the basket! Are you
ready to play?”
o Scaffolding strategies
 Body language.
 Pointing to the photo.
o Transition comment to link each stage of the lesson with the next one
“Congrats to today’s champions! Now, let’s look at Anna’s family
again”
PRESENTATION

6. o Timing: 5 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 1:
Class activity. With the photo of Anna’s family on the board, the teacher asks
students questions as regards the relationship between the members. She
encourages students to use yes/no answers.
So, she writes on board Is Anna’s father’s name Eric? Students are expected
to answer “no”. The teacher writes the complete form (No, he isn’t.) Then, she
makes another question with an affirmative answer, and writes the answer as
well (‘Is Anna’s sister Jennifer’ ‘Yes, she is.’). With examples on board, the
teacher asks other questions regarding Anna’s family.
“Let’s look at Anna’s family. Is Anna’s father’s name’ Eric?” “No. Perfect” (on
board teacher writes: no, he isn’t) “Is Anna’s sister Jennifer?” “Yes. Well done!”
(on board teacher writes: yes, she is). Look at the answers carefully and
answer:
- Is Tom Anna’s father?
- Is Liz Anna’s mother?
- Is Archie Anna’s brother?
- Is Tom Jennifer’s brother?
 Picture of Anna’s family
o Scaffolding strategies

7.  Pointing at the members of Anna’s family.
 Modeling the answers.
 Helping with pronunciation.
o Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Thank you. Now let’s work individually and read a chat
between Maria and Anna”
DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 20 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 2
The teacher spreads a copy of the chat between Maria and Anna in
which students have to complete with verb to be (negative and interrogative)
individually. Then, as a class, the teacher nominates some students to write
the correct answers on board.
“Do you remember Maria? Anna’s friend? Where is she from? Segovia,
great. Let’s read a conversation between them and complete with is/isn’t,
are/ aren’t.”

8. o Scaffolding strategies
 Modeling the answers.
 Monitoring students.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s concentrate on the questions in the chat.”
Activity 3
o Timing 20 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher tells learners to find examples of interrogative sentences
in the previous chat.
“Can you find a question in the chat? What is the word order? What
do we write first?” “Am, is or are! Perfect!”.
Pair activity. Then, she hands in a copy with words to unscramble to
make interrogative sentences using the verb “to be”. All the questions
are about Anna’s family. S0, if necessary, students use the visual aid
on board (Anna’s family) and the chat in the previous activity to help
them.
“Remember what we said, to make questions we first write…(the verb
“to be”)… ! Good. Now in pairs lets order the questions.”
2. Order the words to make questions
a. Anna / Is / student? / a
…………………………………………………………………………………………
b. Anna’s father / Is / secretary? / a
…………………………………………………………………………………………
c. a / Anna’s mother / Is / teacher?
…………………………………………………………………………………………
d. Anna’s parents / Are / professional?
…………………………………………………………………………………………
e. Are / at / Anna and her brother / school?

9. …………………………………………………………………………………………
Class activity. Once the students have finished, they are asked to match the
questions with the corresponding answer. The teacher asks for a volunteer to
read the question and the rest of the class look for the answer in activity 3.
“Excellent! We have the questions, now let’s answer them. In activity 3 you
have the answer to the questions in activity 2. You can read the chat again
if necessary. The answers are mixed, so be careful!”
3. Match the answers with the questions in 2.
___ yes, she is.
___ yes, they are.
___ no, she isn’t.
___ no, they aren’t.
___ no, he isn’t.
o Transition comment to link each stage of the lesson with the next one
“Thank you very much! Now, it’s time to play again. Look at the board and tell
me what’s this?”
CLOSURE
o Timing 10 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher draws a tic tac toe chart on board and writes Anna’s family’s
names in each space. In two teams, students have to make a sentence using
possessive ‘s and the verb “to be” to gain the space.
“Listen carefully. To win the game you have to make a line of three noughts
or crosses horizontally, vertically or diagonally. You have to tell me a
number and you have 30 seconds to make a sentence with the names in the
box to win the space”.
1
Archie
2
Tom
3
Patrick / teacher
4
Lis / photographer
5
Lis and Patrick
6
Jessica / shop
assistant

10. 7
Tom / secretary
8
Jessica
9
Anna / student
o Scaffolding strategies
 Body language.
 Demonstration
o Transition comment to link each stage of the lesson with the next one
“Congratulations to the champions! You made a great job. See you next Monday and
have a great week!”
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
Nice ideas! I really liked the activities for the warm-up and closure
stages. Well done!
I wonder how much reading they will truly develop. There is a strong
grammar focus on that activity. You might include some reading
comprehension activities in a future lesson plan. The same applies to
the other skills.