1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundaria
Nivel lingüístico del curso: B1 B2 CEFR based
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Short Stories
Clase Nº: 6
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 12/06/19
Fecha de entrega de la planificación: 7/06/19
Learning Aims
During this lesson, learners will be able to round up the story they finished
reading on Friday (7th June) through the acting (drama), oral skills,
communicative skills, and to work out their writing and oral skills again
through the development of a cube (as a final assessment, presented as a
game).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Intonation of words.
-Story information.
-To accurately pronounce the
words regarding the context
when talking.
(SURPRISED) The house is
empty!
N
E
W
-Summarizing the ideas in less
than 6 lines (in the beginning,
in the middle, in the end).
-To provide just relevant
information.
From: First, Anders found the
house empty and he didn’t
know what to do (…)
To: In the beginning, Anders
has to search for his mom
because someone kidnapped
her.
2. Materials
-Worksheet to design a cube.
-Whiteboard.
-Scripts already written by the students.
Procedures
ROUTINE (3 minutes)
I would let students finish putting their things on their lockers. Then I would greet students and ask
them how they feel today.
-Hello everybody. How are you feeling today?
-I am glad to know that. I am fine, thank you.
Then, I would continue to the warm up stage.
WARM- UP (15 minutes)
I would explain students that we are going to “play” a short game. I w ould explain
the activity:
-As for setting the proper context before the acting, we are going to play
something. The rules are the following: I will select any of you and I will tell you
a random affirmat ion and you must react to it saying something credible, and
gesturing the emotion it provok es to you. For example, if I tell Naty “Naty, the
students are misbehaving! ” (she will react surprised or angry)
-Do you get the idea? (I would wait for some doubts to arise and to answer them
if necessary)
-So, the first time I will select any of you and tell you something. You react to it,
and then you say something else to another classmate and s(he) has to react to
it. For example, if I start with Franco, Franco will react and then tell something to
Manuela, and Manuela will react and tell something else to Juani (and so on and
so forth until the last student). OK?
I would wait for possible doubts and explain again if necessary. Then, students
will develop the exercise and then I would say:
Transition:
-Nice! That was fun! Now, how can you relate this activity to your scripts?
PRESENT ATI ON (3 minutes)
I would wait for possible answers and then say:
-Right. As we said on Friday, after watching the video, the communication of
proper gesturing and intonation of the words is of utmost importance. Remember
that the man from the video explained that the professional actors don’t
3. memorize their lines? The said that professional actors focus their energy on
making the audience believe that the acting is just a s real as can be.
-So, now, I want you to bear that in mind while acting out your scene. Try to
make the rest of us believe that you are actually angry, or sad or happy...OK? Any
doubt so far?
I would wait for possible questions and then say:
Transition:
-OK. As all your doubts have been answered, we will now start the acting stage!
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity 1: Acting out
Timing: 40 minutes (3 minutes for each group)
Scaffolding highlighted.
When students volunteer themselves (because they always do), I would choose one pair and then,
as they get ready, I would say:
-When you get to act out, please take into account that you have 3 minutes to do so. Remember:
you are presenting a final work. It is great that you have fun, but please avoid wasting your time.
You must act out when you feel ready to do so. Ok?
I would wait for students to say if they understood the instruction. Then, every group will pass on to
the front of the class to act out. Every pair will be praised and I would write down some comments
(not specific but general as for revising later if necessary).
After every pair acted out, I would say:
-Did you like acting out the scenes?
I would wait for answers.
- I am glad. I enjoyed watching you play the scenes.
Transition:
-All right. Now, let’s move to the last activity related to this story.
Activity 2: Cube
Timing: 12 minutes
Scaffolding strategie s highlighted.
-Look at the templates I gave you. What do you think the cubes are for?
4. The cubes would be already cut and ready to complete and paste the sides
as for avoiding wasting time. Source: Pinterest.
I would wait for answers and as the students will find this task easy but
entertaini ng, I would just say:
-Right. They are for you t o complete them with the required informati on. You all
know this: setting, title of the story, the characters, the author’s name, what
happened in the beginning, in the middle and in the end. Also, as you can see,
the space is small, so avoid writing a lot . OK? Any doubt?
5. After waiting for some questions to arise, which I don’t really think that will
happen due to the low difficulty of the task, I would say:
-You may start working now. You have 10 minutes to complete it and paste the
sides of the cube. So...do not waste time going around!
Transition:
-OK. Time is up! We are going to play something with the cubes.
CLOSURE (7 minutes)
This is a continuation to the previous task.
Students will throw the cubes as a dice and will share the answers they wrote on the side where the
dice landed.
-Throw your cubes and share the answer you got on that side of the cube. We are just going to
share one answer per side, and if you want to add something to what you classmate said, you just
raise your hand and say what else you wrote. For example: Martina, throw your dice (she does it).
What does it say? (she reads aloud her answers). Good! Anyone has something to add that Martina
didn’t write?
I would wait for answers and then continue with the other 5 sides. When all is completed, I would
say:
-Thank you for sharing your answers. Now, wait for Naty to let you go out to the break. See you on
Friday!
Each activity must be described in terms of the following components:
Timing
Activitydescription and instructions as they will be said to students
(include direct speech)
Scaffolding strategies
Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
