1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundario
Nivel lingüístico del curso: B1 B2 CEFR based
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Favourite things
Clase Nº: 8
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 19/6/19
Fecha de entrega de la planificación: 14/6/19
Learning Aims
During this lesson, learners will be able to talk about their favourite things
(writing and speaking skills), and to make sense of the differences and
similarities they can find between them and their classmates as regards likes
and dislikes (listening skill).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Hobbies (playing the guitar,
dancing)
-Food (chicken parmesan, pasta,
vegetables)
-Likes and dislikes.
-To describe hobbies that they
like or dislike.
-To say names of food they like
or dislike.
-I love dancing.I hate singing.
-I hate eggplants,but I like
broccoli.
N
E
W
-Comparing (in contrast,
differently than him/her, just like
him/her, etc)
-To compare likes and dislikes. -Same as Justina, I love hanging
out with my friends. But,
differently than her, I don't like
eating at McDonalds.
2. Materials
-Student's book (PET checkpoints by Cambridge)
-Folders.
-Dice with numbers.
Procedures
ROUTINE (3 minutes)
I would greet students and ask them how they are today.
-Good morning everybody. How are you today?
-I am glad to hear that. I am fine too, thanks.
WARM- UP (15 minutes)
Students will share a dice with numbers. Each number corresponds to a particular thing they have
to answer (all references will be written on the whiteboard)
1- What is your favourite food?
2- What is your favourite music?
3-What is your favourite movie?
4- What is your favourite activity (hobby)?
5- What is your favourite subject at school?
6- Who is your favourite person?
I will give an example by myself.
-Look. As you can see, here I have a dice. We are going to play like this: you are going to throw the
dice and you have to answer the question to the number where it lands.
(Now I will throw the dice to the floor and see the number. And then I will say)
-See? It is number 1. My favourite food is chicken parmesan or pizza. Do you get the idea of this
game?
I will wait for answers, and if the students present any doubt, I will answer it (or them).
Each student will play this game.
Transition:
-Excellent. Now, can you tell me...how are these words related?
PRESENTATION (10 minutes)
I would wait for possible answers. Then, I will say:
-Why do you think that it is important to know what we like or to learn what other people like and
dislike?
3. I would wait for answers.
-Good. These things are part of us, of our identity as unique people, with different likes and dislikes,
ideas, beliefs, among other things. Right? And this is related to what we studied last Friday about
diversity. Can you tell me why?
I would wait for answers.
Transition
-Good. Because it is about accepting that even if we have a lot of differences we always get to have
similarities, or even if we don't have things in common we learn to be respectful. We learn to
respect other ideas, points of view, even if we don't agree.
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
Timing: 25 minutes
Scaffolding is marked with italics.
4. -Please open your books in unit 3. Can you see the key point text?
Wait for answers.
-Good. Who wants to read it aloud?
5. Student reads aloud.
-Thank you. So, you know how to make notes but it is always useful to revise the main idea. And
now, look at the task number one. Who wants to read it?
Student reads aloud.
-Great! So, please, in pairs of two write down some notes about each other's likes and dislikes
related to hobbies, movies, food, etc. You have 15 minutes to talk and make notes. Ok?
Wait for possible doubts and solve them. Also, I will go around the class listening to students'
conversations and trying to provide more information for them to write down as much as they can.
When the time is up, they are going to share their findings. Each pair will be asked: "Did you find
more differences or similarities?" or "Did you learn something new about your classmate?"
Transition:
-It is always good to keep on learning things about people around us. But, what about ourselves?
Activity 2
Timing: 17 minutes
Scaffolding is marked with italics.
-Look at the next task. Who wants to read it aloud?
Student reads aloud.
-Good, thank you. So, first you create a list with your favourite things. Then, you choose the most
important one and you describe it as much as you can. Finally, you explain why this object is so
important for you. OK? I will provide an example: I choose my babies' first clothes. They are white,
tiny, and soft. They are very small because when he was born he weighed 1 kilo and 600 grams.
Also, I love them because as my baby was a premature one, his clothes remind me of the time he
spent in neo. Do you get the idea of the task?
Wait for answers.
-Also, one comment: please, follow the steps one by one. First you design the list. Then, you
choose just one of those things. Finally, you describe it and write a short text explaining why you
find that thing so relevant. Do not do all at the same time, you must follow the steps. Ok?
Wait for answers and if any doubt arises, solve them. Moreover, I will monitor students' work and
help them when they need help.
Transition:
-Now that the time is almost over, I want you to share some of your writings...
CLOSURE (10 minutes)
Volunteers will share their writings reading them aloud. Then, they will have to hand in their sheets
with the writings on it.
Each activity must be described in terms of the following components:
▪ Timing
6. ▪ 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
improvemen
t
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Well done!
Is there any language structure you expect your students to use? What
about suggesting some useful phrases?
