AMERICAN LANGUAGE HUB_Level2_Student'sBook_Answerkey.pdf
Risso piii- du2-lesson 13-14 - pass (1)
1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Práctica Docente III - Nivel Secundario
Plan 2015
Tutor’s name: Aurelia Velázquez
Lesson Plan: 13-14.
Student name: Risso, Guillermina
Email: guilleminarisso2@gmail.com,
- ENTREGA DE PLANIFICACIÓN -
2. Curso: 1° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 24 alumnos.
Tipo de Planificación: Clase.
Unidad Temática: Describing People (Physical appearance).
Clase: 13-14
Fecha: 5/11/21
Duración de la clase: 100 minutos. Face to Face.
Learning aims:
During this lesson, learners will be able to…
- To work with vocabulary related to personal appearance.
- To develop their reading skills by identifying some adjectives related to personal
appearance.
- To develop their writing skills by describing famous trap artists and their own
personal appearance using have got structure.
- Language focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
personal appearance.
tall-short-overweight-
thin- long-
Identifying different aspects
of personal appearance.
Verb to be.
Maria Becerra is short.
3. N
E
W
New words related to
physical appearance.
.Hair-blond-dark-
brown- bald- tattoo-
piercing- long- curly-
straight-short
To describe people by
identifying some physical
aspects.
Giving their opinion about
different trap artists’ styles.
Have got/has got
negative and question
form.
Has L-gante got short
hair?
Yes, he has.
No, he hasn’t.
Adjectives
.
Materials and resources:
➔ Famous people flashcards
➔ YouTube video named: “Top Tik Tok Rap Songs 2021-September” available
at:
➔ https://www.youtube.com/watch?v=UnsBrDquVBg
➔ Closure game available at:
https://quizizz.com/join?gc=08488705
➔ Computer
➔ Projector.
4. NOTE: All of the activities are described as suggested by the tutor, in terms
of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each activity.
Lesson stages:
Routine
● Timing: 5 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet the children by saying ‘Hello everyone, how are you today? I hope
you are fine. Who can tell me, what date is it today? and what's the weather
like?’. Then I will write on the board the date and the weather.
● Transition comment to link each stage of the lesson with the next one:
‘Do you remember how to describe a person by paying attention to his physical
appearance? Let’s work on that topic a little bit more.
Warm-up and Presentation
● Timing: 15 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I’ll write on the board the words: Physical Appearance and then I invite students
to review some lexical items and grammar structure worked in the previous
lesson by playing a true or false game. I’ll explain to sts that we are going to
play a game by saying: ‘Ok, now we are going to play a true or false game and
you have to pay special attention to some famous people physical appearance
and answer whether they are true or false’ I will show them different pictures of
famous people while I’ll say some physical characteristics of them. If some
statements are false, I’ll encourage students to say the correct description.
Once all the pictures are shown, I’ll display them on the board with the purpose
to reuse them for the next activity.
5. ● Transition comment to link each stage of the lesson with the next one:
‘Okay, as you can see there are different ways of describing a person by paying special
attention to his/her physical appearance. Let’s find out how we can be more specific
about these descriptions ’.
Development
Activity 1
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
For this activity, as a first stage, I’ll write on the board some physical adjectives next
to each picture such as: long hair, dark hair, short hair, brown eyes, straight hair. Then
I’ll say: ‘As you can see, all of them are different and have specific physical
appearance. Now you have to look, read and choose the correct option for each one’.
I‘ll write on the board some sentences to be completed by students. After doing the
activity, some sts have to pass to the board in order to complete the sentences while
the rest of the class check their answers. Meanwhile, I’ll invite students to share aloud
their choices by asking: ‘Ok, is the first sentence correct? What do you think? Can you
student X read it, please? Thank you.
Examples,
Dario has got…………………………. eyes.
Maria has got…………………………….. hair.
L-gante has got……………………….. hair.
Lali has got………………………… hair.
Then, as a second stage, I’ll write on the board some questions with the purpose that
sts can find the negative and question form of this new grammar structure by selecting
some lexical items to complete the questions and the answers. The first sentence is
an example and I’ll highlight some key concepts to make it clear for students. I’ll read
it aloud and I’ll emphasize the structures.
Example:
Select the words to make questions for the answers.
6. 1. Has Dario got short hair? Yes, he has.
2. Has Maria got…………………? No, she hasn’t.
3. Has L-gante got………………? Yes, he has
4. Has Lali got……………………? No, she hasn’t.
5. Duki has got…………………..? Yes, he has.
After that, the teacher will say ‘Great work!
● Transition comment to link each stage of the lesson with the next one:
‘Ok, we have discovered different physical appearances of famous people. Now we
are going to identify different styles of some international trap artists’
Activity 2
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
For this activity, I’ll explain to students that they are going to see a video with
different trap artists and they have to pay special attention to their physical
aspect or style. I’ll say: ‘As you know, there are a lot of famous trap artists and
all of them have different styles, let’s watch this video and pay special attention
to their styles’. The video will be played twice. The first time with the purpose
that sts can identify different physical aspects. Once the video is finished, the
teacher will ask: ‘Ok, do you know some of them? Can you tell me which trap
artist has short hair?’. After this brief discussion, I’ll invite learners to watch the
video again, but this time I’m going to stop the video in order to find some styles
and invite students to describe them orally by asking different questions such
as, type of body, type of hair and different characteristics. At the same time,
students can identify the interrogative form of has got/have got grammar
structure and the negative one by using them according to the questions given
by the teacher. If some students can’t identify them, I’ll emphasize them with
different examples.
This activity was designed with the purpose to develop their speaking skills and
at the same time to develop their thinking skills by giving their opinions fostering
visual intelligence.
Top TikTok Rap Songs 2021 - September
7. Transition comment to link each stage of the lesson with the next one:
The teacher will congratulate them for their work, and say: ``I'm so proud of you,
excellent work”.
Activity 3
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
This activity was designed with the purpose that students can describe people
by writing some specific words in relation to physical aspects of some famous
rappers from the previous video. The teacher will give them different
worksheets in which they will find some dialogues to be completed. I’ll explain
to students that they have to complete this task, imagining that they are chatting
with a friend. This activity will be done individually and then we are going to
check the answers orally.
DESCRIBING PEOPLE
Write the words in the correct spaces
DIALOGUE 1
You: What does Ludacris ______________, my friend?
Friend 1: He has dark _____________ and wears
glasses.
You: How old is he?
Friend 1: He’s ______________, I think.
hair 44 years old look like
DIALOGUE 2
You: What does Savage ______________,
my friend?
Friend 2: He has _____________ hair and
he…………………… a lot of tattoos.
You: Is he slim or overweight?
Friend 2: He’s ______________, I think.
look like long black has got overweight
8. DIALOGUE 3
You: What does Cardi B
______________, my friend?
Friend 3: She has _____________ hair
and she is………………….
You: Is she…………….. for you?
Friend 3: Yes, she is so ______________.
look like attractive long pink beautiful slim
Closure
● Timing: 10 minutos.
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
At this point of the lesson, students may have discovered some physical appearance
items to describe people or themselves. The teacher will explain to students that
they’re going to play an online game named: Who am I?. In this game students have
to select a special character according to his/her physical appearance by reading
some descriptions given. In this case, the teacher will connect her internet data to her
computer with the purpose to play online and she will choose the students options on
the computer which will be connected to a projector. Then sts can see their scores. As
in the previous lesson, this is a collaborative game and all sts can participate by giving
their opinion. If the score is not so good, we could try to play more than once and have
more chances to have a good score.
● Transition comment to link each stage of the lesson with the next one:
The teacher will say: ‘ OK, you did an excellent work today, see you
next class, and enjoy your weekend, bye bye’.
