Lesson template 13 Unidad temática: Unit 6 - Make a difference

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: Make a difference
Clase Nº: 13
Duración de la clase: 1 hora
Fecha de la clase: 9 de agosto
Fecha de entrega de la planificación: 2 de agosto
Learning Aims
During this lesson, learners will be able to…
 To learn and use phrasal verbs;
 Develop speaking skills by expressing opinions;
 Develop writing skills by completing activities with phrasal verbs;
 Develop interpersonal skills through a game and in the search for meanings.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Prepositions
 Verbs
 Expressing their
opinion;
 Present simple
 Be going to

2. N
E
W
 Verbs
 Prepositions
 Phrasal verbs  Expressing their
opinion;
 Phrasal verbs: get
familiar with their
meanings;
 Learn to use
phrasal verbs
correctly to sound
natural in casual
conversation.
 Present simple
 Be going to
Materials
 Phases 2 student’s book – Macmillan
 Phases 2 workbook – Macmillan

3.  Blackboard
 Cards
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!

4. (15 minutes):
I will start by dividing the class into 3 groups (A, B and C). I will divide the board in 3 and
write some verbs and prepositions. Each group must search and write down on the board
the separate meanings of the words (verbs and prepositions) that appear in their column
on their cell phones, through the Wordreference.com application. Then I will encourage
them to combine the verbs with the prepositions and look up their meaning again. I will ask
"How many combinations could you find? Do they mean the same as before when we
looked for them separately?"
I will explain “As you can see a phrasal verb is a verb + a preposition. And we can’t
translate phrasal verbs word by word; we have to translate the whole phrase.”
Scaffolding strategies:asking, modelling, explaining
Transition comment: “Good job everyone! Now, we will learn more about this. Let’s go to
the student’s book and open on page number 68.”
(5 minutes)
We will work on the first exercise on page 68. I will tell my students "Look at the images of
the first exercise on page 68”. I will ask students to match pictures 1–4 with some of
the verbs in orange. I will explain "We are going to match the words in orange with the
pictures. Then we will check the answers together.”
Then, I will use definitions and gestures to reinforce the meaning of the phrasal verbs that
have no illustration. For example, ‘climb up’: ‘get on to a higher place’; ‘go back’: ‘return’;
‘grow up’: ‘become older’; ‘look for’: ‘try to find’; ‘take off’: ‘remove’.

5. Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Well done! Now we are going to do more exercises to practice
these phrasal verbs.”
(10 minutes)
We will work on page 68, exercise 3. I will explain the activity and give them the first part of
the sentence as an example. I will say “In this exercise, we have to complete the
sentences with phrasal verbs that we learned in exercise 1. For example, I can’t go out

6. with you. Which is the phrasal verb? Right! Go out. We have the verb, go, and the
preposition, out. Let’s start! You can do it!"
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. Let’s go to the workbook, page 58.”
(10 minutes)
We will work on page 58, exercise 12. I will explain the activity. I will say “In this activity,
we have to rewrite the sentences with the preposition in brackets in the correct place.
Any question?"
While the students carry out the activity, I monitor each one of them in case they need
assistance. Then, we will check the activity together.

7. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Now we are going to do one last activity, but this time with a
game.”
(15 minutes):
I will distribute some cards. I will distribute cards with verbs, prepositions and others with
images. Then, I will explain the following “Each of you will get a puzzle piece that contain
one part of a phrasal verb. Then, you have to circulate around the class to complete the
phrasal verb. Let's get started! Go around the classroom and find your pair!”

8. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Good job everyone! That’s all for today.”
(3 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:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

9. Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations