Lesson template 1 Unidad temática: Unit 5 - Possessions / Computer technology

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Dumrauf Johanna
Institución educativa: Nuestra Señora de Pompeya
Año y sección: 4 año Naturales
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 25 alumnos
Tipo de Planificación: Clase
Unidad Temática: Possessions – Computer Technology
Clase Nº: 1
Duración de la clase: 1 hora
Fecha de la clase: 14 de junio
Fecha de entrega de la planificación: 7 de junio
Learning Aims
During this lesson, learners will be able to…
 Acquire new vocabulary related to computer technology;
 Develop speaking skills;
 Develop reading and writing skills;
 Develop interpersonal skills;
 To foster students’ individual and collaborative work when expressing their views
on technology;
 To practice using new vocabulary of computer technology;
 Revise the present simple by reading the different sentences that appear in the
activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Adjectives
 Verbs (do, put, save,
lend)
 Expressing their
opinion;
 Recognize verbs
and adjectives;
 Present simple

2. N
E
W
 Vocabulary related to
computer
technology: Desktop,
flash drive, keyboard,
laptop, memory card,
mouse, printer,
scanner, screen,
speakers, webcam
 Recognize different
devices/ new
vocabulary;
 Expressing their
opinion;
 Present simple:
“A laptop is a small
computer you can
carry.”
Materials
 Phases 2 student’s book – Macmillan
 Phases 2 workbook – Macmillan

3.  Blackboard
 Pictures
Procedures
(2 minutes):
I’ll say “good morning, everyone” to the students and ask them how they are.”
Scaffolding strategies: asking
Transition comment: Are you ready? Great! Let’s start!
(10 minutes):

4. I will start by writing the words: “education, health, homes, shopping, transport” and I will
paste some pictures on the board to brainstorm some ideas of what they think about
technology.
Pictures:

5. I will ask them “How did technology change our lives? or how will technology change our
lives? Think of these ideas on the board”
The idea is that they share their thoughts on this matter. I will give them an example, I will
say “Luckily, computers allowed us to continue studying in the pandemic”.
I will give students some minutes to think of the area and take notes about how computers
change our live in these areas. Then we will exchange views.
Scaffolding strategies:asking, modelling, explaining
Transition comment: “Good job everyone! As you can see technology is constantly
changing and it changes our day to day as well. Now, we will learn more about this. Let’s
go to the student’s book and open on page number 58.”
(8 minutes)
We will work on the first exercise on page 58. I will tell my students "Look at the images of
the first exercise on page 58. As you can see, we have different technological devices,
most of them are used every day. Do you know what are they called in English? "
Then I will explain "we are going to work in pairs. Let's guess! We are going to match the
words in orange with the objects in the photo. Try to guess the words with your partner and
then we will check the answers together.”
Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Well done! Now we are going to do some exercises to practice the
new vocabulary.”

6. (10 minutes)
We will work on page 58, exercise 3. I will explain the activity and give them the first
sentence as an example. I will say “In this exercise, we have to complete the sentences or
definition below with a word that we learned earlier in exercise 1. For example: A laptop is
a small computer that you can carry. Any question?"
While the students carry out the activity, I monitor each one of them in case they need
assistance. Then we share the activity.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great! We continue practicing the new vocabulary, let’s go to the
workbook, page 48.”
(15 minutes)
We will work on page 48, exercise 1. I will explain the activity. I will say “In this activity, we
have to make up words and write them in the list. Then you have to match the words with
the devices that you have in the picture. For example: 1- webcam, letter c. Any question?"
While the students carry out the activity, I monitor each one of them in case they need
assistance. I will check students’ answers by inviting them to the blackboard to write the

7. words they formed along with the letters corresponding to the photo.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “In the last activity of our class today, I need some volunteers. Let's
do this activity together.”
(10 minutes):
I explain that we continue on the same sheet of the activity book, but now we will do
exercise 2. I will say “for this activity, I will need some volunteers to read aloud the text
messages that appear on the cell phones. We are going to complete these phone
messages with some of the words from the previous activity.”

8. Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Well done everyone! I hope you have enjoyed today’s lesson.
That’s all for today.”
(5 minutes) :
Students prepare to put away their supplies. I tell them "Very good job everyone. Before
we leave class, please help tidy up the classroom”; “Thank you very much”; “See you on
Thursday. Bye"
To be completed by your tutor:

9. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations