The document is a lesson plan for an English class focused on computer technology vocabulary. The plan includes: dividing students into teams for a Kahoot game to review vocabulary and grammar; reading activities from the textbook about two students' bedrooms; exercises to practice new vocabulary and grammar; and assigning a homework project describing students' own bedrooms using computer technology. The plan provides scaffolding such as modeling, explanations and monitoring throughout classroom activities.

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: 2
Duración de la clase: 1 hora
Fecha de la clase: 16 de junio
Fecha de entrega de la planificación: 9 de junio
Learning Aims
During this lesson, learners will be able to…
 Review vocabulary related to computer technology;
 Develop speaking and listening skills;
 Develop reading and writing skills;
 Develop interpersonal skills;
 To foster students’ individual and collaborative work through a game;
 To practice using new vocabulary of computer technology;
 Revise the present simple by reading.
 Revise the comparative and superlative through a game.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Adjectives
 Verbs
 Expressing their
opinion;
 Recognize verbs
and adjectives;
 Present simple
 Possessions
 Comparative
 Superlative

2. N
E
W
 Vocabulary related
to computer
technology: Desktop,
flash drive,
keyboard, laptop,
memory card,
mouse, printer,
scanner, screen,
speakers, webcam
 Nouns: money,
photo, window, food,
toys, mouse.
 Recognize different
devices/ new
vocabulary;
 Expressing their
opinion;
 Answer
comprehension
questions
 Present simple
 Possessions
 Comparative
 Superlative
Materials
 Phases 2 student’s book – Macmillan

4.  Phases 2 workbook – Macmillan

5.  Blackboard
 Laptop
 Cell phones
 Box
 Cards (A and B)
Procedures
(2 minutes):
I’ll say “good morning, everyone” to the students and ask them how they are.”
Scaffolding strategies: asking

6. Transition comment: Are you ready? Great! Let’s start!
(15 minutes):
I will say “We are going to start our class with a game. We are going to relate the new
vocabulary that we saw on Tuesday with the theory that we were practicing the previous
weeks, comparative and superlative. Do you know the Kahoot application? I'll explain how
it works.”. I show the students some images on my computer as an introduction to the
application and the game.
I will explain to the students that they are going to divide into two teams (A and B) and we
are going to compete one group against another. One member of each group will be

7. https://create.kahoot.it/details/29476d2e-3132-44b7-b561-
6515aab40e06
chosen to use the cell phone and select the answers, but all members of each group must
participate. The losing team must read aloud the readings of the following activity.
To divide the groups equally, the students will take out of a small box a piece of paper,
which contains the letters A and B. As they take the letters out of the box, they will be
divided in front of the desk where my computer will be located.
I will say: "In order to divide the groups, you are going to take a piece of paper out of this
box, which contains the letter A or B. Then, you will approach the desk. Group A will be
placed on the left side of the desk and group B on the right side. Are you ready? Let’s
start”
Game Link:
Scaffolding strategies:asking, modelling, explaining
Transition comment: “Well done everyone! I hope you have enjoyed the game. Go back
to your seats and let's go to the book. Please, open it on page number 58.”
(15 minutes)
We will work on the reading activity on page 58. I will say “Now we are going to work on
these two little texts. Look at the title, what does it mean?"

8. I will listen to their answers and help them to understand it. Then I'll explain "Time to read!
As I explained in the game, the team that lost is going to read. But first, as we can see in
the pictures we have two children, Martin and Sarah. Where are they?"
"Now let's read the words that appear in orange above, which of them do you expect to
find in the text? Please, underline the words.”
Then I ask them to read the texts.
At the end of the reading, I will ask comprehension questions orally. I will ask:
 What things does Martin/Sarah have in the bedroom?
 Is Sarah’s bedroom bigger than her brother’s bedroom?
 What things are important to Martin/Sarah?
Scaffolding strategies:modelling, asking, explaining.

9. Transition comment: “Great!! Now we are going to do a comprehension exercise.”
(10 minutes)
We will work on page 59, exercise 7. I will explain the activity “In this exercise, we have 6
statements. Are these statements true, false or are they not mentioned?". Then on the
board I clarify that we will write a "T" to the true sentences, an "F" to the false ones and an
"NM" if we do not have information about the sentence. In addition, I ask the students to
correct the false sentences.
While the students carry out the activity, I monitor each one of them in case they need
assistance. Finally, we will correct the answers together.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great! We continue practicing. Let’s go to the workbook, page 48.”
(5 minutes)
We will work on page 48, exercise 3. I will explain the activity. I will say “In this activity, we
have to correct the wrong information.” I will read the example that appear in the activity. I
will ask “Any question?"
While the students carry out the activity, I monitor each one of them in case they need
assistance. Then we will correct the answers together and I will clarify doubts, if there are
any.

10. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Let's keep practicing with the last activity.”
(5 minutes):
I explain that we continue on the same sheet of the activity book, but now we will do
exercise 4. I will say “For this activity, we will answer a few questions so that they are true
for you. You can work in pairs to help each other. I am here to help you with any
questions. You can use your digital dictionary in case you need to incorporate a new
technology, as for example in question 4, What technologies are in the school?”.
I will go around the classroom to assist students who have questions or need help.

11. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Well done everyone! Now I will explain our project for homework.”
(5 minutes) – For homework:
Before finishing the lesson, I will explain the homework. I will ask them to enter into
Classroom from their cell phones and I will also show them the activity on my computer. I
will tell them "You will do for homework a project that will consist of describing your
bedroom. You will do it taking into account the texts by Martin and Sarah that we read at
the beginning of the lesson. You will make use of the computer technology! Through a
word or PowerPoint document, you will make a description of your bedroom and the most
important things for you that are in it. You can add images if you wish. In your texts, in
addition to incorporating adjectives and colours, you must add at least one sentence in
comparative and another in superlative Then upload your project to the Classroom. Be
creative!”
(3 minutes):
I congratulate the students on how they worked in class and tell them, "I hope you enjoyed
the game. Remember to upload your project to Classroom. See you next Tuesday! Have a
nice weekend!"
To be completed by your tutor:
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

12. Observations