Lesson template 22 Unidad temática: Unit 7 - Health problems and first aid

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: Health problems and first aid
Clase Nº: 22
Duración de la clase: 1 hora
Fecha de la clase: 13 de septiembre
Fecha de entrega de la planificación: 6 de septiembre
Learning Aims
During this lesson, learners will be able to…
 To use ‘could’/ ‘couldn’t’ to talk about ability in the past.
 To use ‘could’/ ‘couldn’t’ to ask about ability in the past.
 Develop speaking skills by expressing opinion;
 Develop writing skills by completing activities related to the new grammar;
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Vocabulary
related to
health
problems;
 Verbs
 Expressing their
opinion;
 Talking about and
describing ability in
the past;
 Present simple
 Past simple
 Can / can’t
 Could/ couldn’t
affirmative and
negative form

2. N
E
W
 Vocabulary related to
medicine and health
problems.
 Verbs
 Expressing their
opinion;
 Asking about and
describing ability in
the past
 Present simple
 Past simple
 Can / can’t
 Could/ couldn’t
interrogative form
Materials
 Phases 2 student’s book – Macmillan

3.  Phases 2 workbook – Macmillan

4.  Blackboard
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! Please, let’s go to the student’s
book and open it at page 79.”

5. (15 minutes):
To introduce today's topic, I'm going to reuse History of medicine’s text (page 79). I will
write a big question mark on the board. I will explain to the students that today we will
learn the interrogative form of "could". Next to the question mark, I will draw two arrows,
one with the title "Yes/No questions" and the other with "Wh-" question. Then, next to the
title "Yes/No questions", I will write, as an example, two questions, "Could the Ancient
Egyptians go to the chemist’s? Could the Ancient Egyptians perform surgery?” I will ask
students to search for the answers to both questions in the text, obtaining as a result, "No,
they couldn’t / Yes, they could." Then, I will explain the other question. I will write an
example question on the board next to "Wh-" question. I will write "What could the Ancient
Egyptians use when they had a cold?" I will encourage them to look for the answer in the
text (herbal medicine.). I will explain that in this type of question we use the sentences
learned from "Could" in the previous lesson.

6. Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Well done! Let’s practise.”
(10 minutes)

7. I will explain the activity. I will say “Now we are going to do exercise 3 on page 80. In this
activity we have to complete the sentences and questions with can, can’t, could or
couldn’t. Let's do the first question together "……. (pipi) you play any musical
instruments?". As you can see we don’t have any time expressions, so we can think this
question in present tense. So what is the correct option in this case? That's right! “Can” is
the correct word. Then we will check the answer together.”
While the students carry out the activity, I monitor each one of them in case they need
assistance.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great! Let’s keep practicing.”
(15 minutes)
I will explain the activity. I will say “Let’s move to exercise 4. Here, we have a text. We
have to complete this text with can, can’t, could or couldn’t and the verbs in orange. Any
doubts?”
I will ask if they recognize the verbs and if necessary we will analyse their meanings. We
will do the first sentence of the text together as a guide.
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.

8. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Now we are going to do activity number 5.”
(10 minutes):
I will say “In this case we have to order the words to make questions. You can do it!”

9. Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Let’s go to the workbook, page 66!”
(5 minutes):
In order to reinforce the new grammar learned today, I will give the student an activity for
homework. I will explain the activity. “For homework you are going to do exercise 5. In this
activity you have to complete the interview with some of the questions that you have above
the text. Any doubt?”

10. 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:

11. 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