Lesson 1

1. I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA
DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Grado y sección: 4to grado- Primaria
Nivel lingüístico del curso: Pre-intermedio
Cantidad de alumnos: 29
Tipo de Planificación: Clase
Unidad Temática: Similes
Clase Nº: 1
Duración de la clase: 2 horas
Fecha de la clase: 8 de noviembre del 2018
Fecha de entrega de la planificación: 1 de noviembre del 2018
Learning Aims
During this lesson, learners will be able to learn more about similes, produce it
and mix known language with new language.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives, sentence formation. Describing things, people,
objects, providing more
information about them.
He is tall/ She is kind/ It is
yellow.
N
E
W
Similes, use of “as” and “like” Comparing two different
things that are similar in
some aspects (similes) to
give an example, or to
illustrate.
He is like a giraffe/ She is as
kind as my grandma/ It is as
yellow as the sun.
Materials
Worksheets (one per student)
Posters (one per group)

2. Cards with similes (ten per group)
Procedures
(5 minutes)
As this is the first lesson I will be developing, I will present myself again and ask students how they
are doing today.
-Hello everyone. As you know, my name is Keila. You can call me Kei. I will be your teacher for the
next three lessons on Thursdays.
Then, I would ask:
-How are you doing today? Do you have any doubt?
I would hear them and, after answering their doubts (if any) I would jump to the warm up.
-Today we are going to work with a topic you already know a little bit. Here is a hint: it is about
comparing two things that are similar but not identical. Any idea? Come on, brainstorm!
After hearing some answers, I would say:
Transition: -Thanks for your ideas. You did amazing. Today we are going to work with similes! Let’s
take a look at some examples…
(10 minutes)
(SCAFFOLDING INSTANCE HIGHLIGHTED WITH BLUE)
I would pass the students the worksheets I prepared, and while they are receiving the sheets I
would write the examples on the blackboard.
Worksheet:

3. -Look at the top of the worksheet. As I said before, similes are sentences that compare two different
things using their similarities. They are compared with the use of “as” and “like”.
I would write in the blackboard “similes subject+ am/is/are + like/as…”
-Now, look at the examples. The first one, what does it say? Who wants to read it out loud? Raise
your hands.
I would let the student read the first example.
-Right. So, what does that mean?
I would let students infer the meaning.
-Well done. It means that you are as tall AS a giraffe. It is not literal, but it is an exaggerated
example. Now, who wants to read the next one? Remember to raise your hand.
I would let the student read the second example.
-Very good, thanks. So, you tell me, what does this one mean?

4. Again, I would hear students’ answers.
-Thank you. The last one says: “he is as fast as a cheetah”. So, it means that…
I would choose one student to answer the question.
Transition: -Excellent. You did it amazing! Well, now I want you look at the task below.
Activity 1 and 2: Completing the Worksheet
Materials: Worksheets (one per student)
Timing: 25 minutes
(SCAFFOLDING INSTANCE HIGHLIGHTED WITH BLUE)
-There are five sentences to be completed with similes. Think about you in order to make the
similes. Are you ready? Do you have any doubt about the task?
I would wait for students to express their doubts (if any) and answer them. Then I would monitor
their works, walking around the classroom and helping them to solve the questions that they might
do. Also, I would try to make as much positive comments as possible because this would
encourage them.
After 10 minutes, I would ask:
-OK everybody! Let’s revise the activity!
I would choose a random student and ask:
-Sentence number one, (name of the student). What did you write? (I would listen to him/her and
then correct the mistake if any)
-Excellent! (I would choose another student) What about you, (name of the student)? Tell me what
you wrote in sentence number two, please.
I would hear the answer, (and correct the mistake if any) and praise the student.
-Very good. (I would choose the third student) Sentence number three: what did you write?
-Amazing! (another student) Tell me your answer for number four.
-Well done. (last student) Now, the last one: what is your answer for number five?
-Very good. You all did amazing. Now, pay attention and look at the next activity. What can you
see? Raise your hands.
I would let students say what they see (they must raise their hands) and hear their answers.
-That’s right. There are two pictures about two Disney movies. One is Moana and the other one
Coco. Did you watch those movies?

5. I would let them answer.
-OK. They are very good movies, I liked both. Well, now, who wants to read the task? (if nobody
wants to do so, I would choose someone who hasn’t participated yet)
-So, you have to observe the images, choose one and make five similes about one character or
two. For example: Coco is as old as Argentina. You can choose any of them, but specify the
character you are referring to, please. Did you understand what you have to do? Do you have any
doubts?
I would wait for their answers and after that, I would answer doubts (if any). Then, I would monitor
their work and help students when necessary.
After 15 minutes, I would say:
-OK, everyone! Let’s take a look at the exercise. Who wants to share a simile? (I would wait for
students to participate)
I would hear five contributions and then I would jump to the next activity.
Transition: -Do you remember the groups from the previous two weeks? You were sitting in groups
of five. Please, find your classmates and sit down in groups again because you are going to make
an activity together.
Activity 3: Making a monster
Materials: Poster (one per group)
Timing: 25 minutes
(SCAFFOLDING INSTANCE HIGHLIGHTED WITH BLUE)
For this activity, students will work in groups of five. The groups are previously established
from other English lessons.
After students get to sit on their places, I would proceed to explain the task.
-Do you see these big posters? I will give each group one poster. This is what you are going to do:
you will think about a monster and draw it. You can use colors, pencils or markers, anything you
have. Please, first start drawing the monster.
I would give students time to draw, and after 15 minutes, I would give students their time for their
mandatory flexible break (15 minutes).
After coming back from the recess, I would say:
-Alright, everybody. Pay attention, please! This is what you have to do now! Look at your monster.
Can you think about a simile to describe it? I will give you an example: “My monster is as green as
grass” Does anybody want to say an example? (I would wait for some examples)
- Excellent! Now, I want you to think at least 5 similes for your monster. Do you understand? Do you
have any doubt?
I would listen to them and answer their doubts (if any). I would then monitor their work and help
them to get ideas for each monster. I would also praise their work and correct the mistakes (if any)
but I would also focus on meaning rather than on accuracy.

6. After 15 minutes, I would say:
-Alright, kids. You did amazing. You may now put your names on the poster and stick it on the
English corner wall. After you do so, come back to your groups.
When students are back to their seats, I would say:
Transition: -Have you ever played Pictionary? (I would wait for their answers) Can someone tell me
what is it about?
Activity 4: Similes Pictionary
Materials: Pictionary Cards with similes (7 cards per group)
Timing: 15 minutes
(SCAFFOLDING INSTANCE HIGHLIGHTED WITH BLUE)
After hearing the explanation (if nobody knows the game, I would explain it directly) I would explain
the activity.
-Very good, thanks. So, we are going to play something similar to Pictionary. Pay attention, please!
I will give you a set of 7 cards with similes. But you don’t have to see them! I will place them so you
can’t see what it says. Do you understand the game so far?

7. -Ok. Then, you will decide your team: three of you are one team and two of you are another team.
One of you will start the game: the one who gets the card, will be the only one that reads it. Do you
get it?
-Alright. So, what you are going to do when you read the card? You will take a piece of paper and,
by DRAWING, will try to explain the simile. The first team to guess the simile, wins 1 point. Then,
you change the person in charge of the drawing. But, there are rules! Listen carefully: RULE
NUMBER ONE- you CAN’T write, you just can DRAW. RULE NUMBER TWO: NOBODY can see
the card, except for the one who draws. THREE: the card CAN’T be repeated. Do you understand?
I will write the rules on the blackboard.
I would wait for students to express their doubts and answer them. After that, I would hand in the
cards and let them start playing. I would monitor the game process and play with them, helping the
one who is in charge to draw.
After 15 minutes, I would stop the game and ask:
Transition: -Ok, everybody! Let’s stop here! It is almost time to lunch.
Timing: 10 minutes
I would ask students now:
-Did you enjoy the game? (I would wait for their answers)
-What did you learn today? What was the most interesting activity for you?
I would wait for students’ participation and ask them some questions about the activities. For
example:
-And, why was that activity so interesting for you? / Would you change anything from that activity?
What?
Then, after talking about the lesson, I would proceed to say goodbye.
-I enjoyed the lesson with you, thank you! Very good, everyone. Now, please put your desks in
order and then wait for Emma to allow you to have a break. I will see you next lesson.
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:

8. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
It would be great if you could find a clear thread other than the teaching
point itself. Which is the context? It may be comparing characters, in
case you want to give your lesson(s) such a twist.
What about possible answers? Will you be able to check all students´
answers?
Go over comments. I hope you find them useful.