Lesson 9&10

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: 9-10.
Student name: Risso, Guillermina
Email: guilleminarisso2@gmail.com,

2. - ENTREGA DE PLANIFICACIÓN -
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: 9-10
Fecha: 22/10/21
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 using scanning techniques to identify some
adjectives related to personal appearance within a text.
- To develop their listening skills by paying attention to important information
- To develop their writing skills by describing 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-
Identifying different aspects
of personal appearance.
Verb to be.
Miley is tall and thin.
I am short and thin.

3. N
E
W
New words related to
physical appearance.
.Hair-blond-dark-
brown- bald- tattoo-
piercing- long- curly-
straight-
To describe people by
identifying some physical
aspects.
Have got/has got
L-gante has got short
hair.
He has got a lot of
tattoos.
Adjectives
Maria is short.
.
Materials and resources:
➔ Flashcards of famous people.
➔ 24 worksheets
➔ Short video about physical appearance available at:
https://www.youtube.com/watch?v=XGdKDemKF30&t=204s
➔ Short video about the physical appearance of famous people available at:
https://drive.google.com/file/d/1ky_BI4IE_ejRMSd6gtUWPc9mpl40kLqJ/view?
usp=sharing
➔ Computer
➔ Projector.
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.

4. 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 great’. ‘Ok, this time we are going to work with a new topic: Physical
appearance’. I will write on the board the date and the title “Physical
Appearance”.
● Transition comment to link each stage of the lesson with the next one:
‘Do you know how to describe a person by paying attention to his physical
appearance? Let me give you an example: I’m short and thin. I’ve got long
brown hair’.
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 will display on the board different flashcards which contain pictures of different
people, all of them are related to different physical appearance items. On the
other hand, there are some flashcards with the adjectives’ names displayed on
the board’s corner to be matched with their correct picture. After that, I will read
aloud different definitions and students have to guess which picture
corresponds to that one with the purpose that they can find the lexical item by
themselves. Meanwhile, I will ask: ‘What physical appearance do you think is
it? ’. I will do it the same with the
rest of the flashcards. If some
students don’t understand the
meaning of the definitions, I ‘ll
miming some key words.

5. OVERWEIGHT
OLD
THIN
SHORT
TALL

6. YOUNG
Definitions to be given to students:
Old: having lived for many years : not young.
Young: having lived or existed for only a short time and not old.
Overweight: A person weighing more than normal.
Thin: A thin person or animal has very little fat on their body.
Short: A short person is not as tall as most people.
Tall: being higher than most other people or things.
● Transition comment to link each stage of the lesson with the next one:
‘Okay everyone, we have seen different physical appearances, but this time we are
going to work with more physical aspects of people’.
Development
Activity 1
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
A short video called "Describe your appearance” will be introduced to the class. I will
explain that they will watch it once so as to answer the following question: "Do you
know some of these famous people? If so, can you mention some of them?". Once
this is done, the video will be watched a second time.But this time, I ‘ll draw on the
board a chart to be completed by students. The teacher will ask that to do that task,
sts have to take notes paying special attention to important information. After watching
the video, they will share their answers with the rest of the class. Before the activity,
I’ll explain that we don’t know some information, in that case they have to complete it
with an X
Name Hair Weight Height
Example, Maria
Becerra
She has got long
hair
x x

7. After that, the teacher will say ‘Well done!
● Transition comment to link each stage of the lesson with the next one:
‘Ok, we have discovered different physical appearances of famous people. Let’s
check how much you know about them.’
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:
The teacher will give students worksheets with information about famous people.
Then, I’ll say that they need to read this info carefully because sts have to think about
what is the correct option and circle it in the text. Once all students have finished their
work, the teacher will ask sts, randomly, which one wants to share their answers in
order to check the work altogether.
DESCRIBING PEOPLE
Look at the pictures
carefully. Choose and
circle the right
expressions in bold
Name: Maria Becerra.
Age: 21 years old.
Hair: Black
Height: 1, 65 cm
Weight: 55 kg
Maria is a singer/doctor.She is
young/old.She is short/tall and
she is slim/plump.She has got
short/long and brown/black hair.

8. Name: Duki
Age: 25 years old.
Hair: Black
Height: 1, 79 cm
Weight: 89 kg
Duki is a handsome/beautiful boy.He is
young/old.He is short/tall and he is
fat/of medium weight.He has got
short/long , brown/black hair and
green/black eyes.
Name: L-gante
Age: 21 years old.
Hair: Black and white
Height: 1, 76 cm
Weight: 68 kg
L-gante is a musician/police officer. He is tall/of medium
height and he is overweight/thin. He has got short/long
curly/ straight

9. hair.He's old/young.
Name: Dario Barassi
Age: 37 years old.
Hair: Brown
Height: 1, 77 cm
Weight: 100 kg
Dario is an actor/teacher. He is short/of medium height
and he is overweight/thin.He has got short/long ,
wavy/curly brown hair and a small/big nose.He is a
young/middle aged man
● Transition comment to link each stage of the lesson with the next one:
The teacher will congratulate them for their work, and say: “Excellent work”.
Activity 3
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
This activity will be developed individually. The teacher will write on the board the
words: “About me” in order that sts can describe themselves by using the target
language learnt in this class. I will say: “OK, as you can see, there are different people,
all of us are different. Now, it’s time to talk about you”. Then, the teacher will invite
some of them to share their opinions with the rest of the class. Meanwhile, I will write
on the board some questions, in order to lead them with this writing task.

10. About Me
Complete the following information. Then write about you and
draw yourself.
Name:
Age:
Weight:
Height:
Hair:
Example: My name is Guillermina Risso and I’m 37 years old. I’m
middle aged. I have got long brown hair and I’m thin. My height is
1,60 cm.
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 a game named: Let’s face it in which students have to match
names to faces by giving and listening to descriptions of people’s body features and
hair. The teacher will display on board some flashcards with famous people. Then I
will invite some students randomly and ask them to choose a picture without saying to
the rest of the class, only the teacher. Once a student chooses the picture, she/he will
start to describe it without saying the name. Each description should talk about hair
colour, hair type, age, and so on. The rest of the class WILL have 2 minutes to guess.
This is a collaborative game and all sts can answer individually, for that reason, I’ll not
divide them in groups.

11. ● Transition comment to link each stage of the lesson with the next one:
The teacher will say: ‘ OK, I hope you enjoyed this lesson as much as
me, see you next class, bye bye’.
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

12. Observations Well done!
Encourage students to use the target language as much as possible.