1. I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA
DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Grado y sección: 4to Grado Nivel Primario
Nivel lingüístico del curso: Pre intermedio
Cantidad de alumnos: 29
Tipo de Planificación: Clase 2
Unidad Temática: Holidays (Will, be going to)
Clase Nº: 2
Duración de la clase: 2 horas
Fecha de la clase: 15 noviembre 2018
Fecha de entrega de la planificación: 10 noviembre 2018
Learning Aims
During this lesson, learners will be able to…revise the use of future and simple
past tenses and to learn the difference between the use of will and going to.
Also, they will be able to revise their knowledge about similes, from the
previous lesson.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Vocabulary related to holidays
(activities, places)
-Tenses about past (simple
past)
-Tenses about future (will and
going to)
-Similes
-To describe their plans for
holidays.
-To be able to describe past
events and future events that
may happen.
-To compare two different
things for their similarities.
-“I am going to spend
Christmas with my
grandparents”
-“Last Christmas, I stayed
at home with my family”
“As big as an elephant”
N
E
W
-Simple (not so deep) focus on
the difference of the use of will
(may happen or may not) and
going to (it is going to happen
for sure)
-To be able to identify and
differentiate the use of will
(predictions that cannot be
taken for granted) and going
to (it is a fact that this is
happening)
“I will be in Bariloche on
2019’s Christmas Eve”
“I am going to spend
Christmas Eve with my
grandparents this year”
2. Materials
-Worksheets (one per student)
-Board Game photocopy (one per group)
-Dice (one per group)
-Posters (to be completed from the previous lesson)
Procedures
(5 minutes)
I would wait for the teacher to get up to date with the students that arrive from gym.
Then, I would greet students and ask them to sit down.
-Hello, good morning everyone. How are you today?
I would hear their answers. Then, I would say.
-I am glad to hear that. Let’s try to make this morning even more interesting, then!
-So, today we are going to talk about something that is very close… It is related to the end of the
year; can you imagine what it is about?
I would wait for answers. Then, I would say:
-Excellent! It is about something we are all looking forward to happening: holidays!
I would continue:
-Well. As we know, it is not holidays yet, and so we are not talking about the present. Can any of
you tell me what tense we are going to talk about? For example: I am going to stay in Bariloche.
(10 minutes)
-Very good! We are going to talk about future tense. I know that you can mention two different uses
of future tense. What are those two different ways to refer about future tense? Remember the
previous example: I am going to stay in Bariloche. What else? What if I said: I will stay in
Bariloche… Any volunteer?
I would wait for volunteers, and if they don’t show up, I would elicit answers:
- When I talk about predictions, I say for example (writing on the whiteboard) “In the future, cars
_____ fly”
I would now hear the answers and then continue:
-Very good. And another use of future? I already mentioned it during this lesson. (Writing on the
whiteboard) “Today after this lesson I am ______ to go back home”
Again, I would hear answers. Then I would explain:
-Ok. So, we have….(writing will and going to in separate parts of the whiteboard)
3. WILL: to predict things that I am not sure that will happen.
Example: “In the future, cars will fly”
BE GOING TO: to say things that I am sure that are going to happen.
Example: “Today after this lesson I am going to go back home”
-As you can see, we use “will” to predict things that we are not sure that will happen as we think.
They may happen, they may not happen. And we use “be going to” to say things that we know that
are going to happen like that because we have planned to do it, or because it is something we
always do.
-So, going back to the topic of this lesson, we will focus on holidays because we are almost
finishing the year! Can someone tell me an example of what you are going to do on holidays?
Come on, raise your hands!
Activity 1
Timing: 20 minutes
Materials: whiteboard, worksheets.
Scaffolding instances highlighted with blue
I would write on the whiteboard the example provided by the student.
-Alright, good example! And now, can someone tell me an example of what you will do on
christmas?
I would wait for the example, also write it on the whiteboard, and then revise again what students
told me.
-So, (students’ name) said this example (pointing to the example on the whiteboard). She/he is
going to (…) (I would put emphasis, underlining the “going to”). So, she/he knows that this is going
to happen on holidays.
Now, pointing to the “will” example:
-But, (students’ name) said that (example provided by student) …
I would underline the “will” and say:
-So, she/he thinks this will happen, but she/he is not sure that it is going to happen. Do you get the
meaning?
I would wait for their answers, and then say:
-Very good. You have the explanation for will and going to on your worksheets. Now, look at the
task.
I would take a photocopy and say:
EXAMPLE OF TASK ON THE PHOTOCOPY.
4. On holidays, I…
I WILL …(this holiday) I AM GOING TO …(2020’s holiday)
1 1
2 2
3 3
4 4
5 5
-As you can see, there are two different columns. One is for WILL and the other is for GOING TO.
You will see five items on each one and I want you to write there what you will do on holidays, and
what you are going to do on holidays. Remember! Will is for … (I would wait for answers)
-Excellent. And going to is for…(I would wait for answers)
-Well done!! Now, start working. I will be there for you. Is it OK? Do you understand?
I would wait for possible doubts, but at this point I consider they will all get the difference.
Nevertheless, I am going to monitor students process of task development, helping them with their
possible doubts, or grammar questions. As this was very common on the first lesson, I decided to
write on the board the words that they didn’t know how to spell and leave them there just in case.
After some minutes, I would stop them and say:
-Alright, everyone. You did amazing. But, now I want volunteers to tell me examples for WILL you
put as an example for the task you did. Please, raise your hands.
I would hear 5 examples of WILL, and then say:
-Excellent, I loved all your answers. Now, I want volunteers for examples of GOING TO. Come on!
I would hear 5 examples of GOING TO, and then say:
-Very good. This is great!! Well, now I want you to listen to me very carefully. I want you to sit in
groups of 4. One group will be of 5, but don’t worry. When you finish, I am going to explain you the
activity. Come on…
Activity 2
Timing: 40 minutes
Materials: Board game, dice
Scaffolding instances highlighted with blue
When students get to their groups and are ready to listen to the task, I will proceed:
-Now, I will give each group this board game with a dice:
5. Template of the board game to be filled with Will/Going to questions about holidays.
Update:
6. -As you see, this is a game. You will have to answer the questions IN ENGLISH and speaking, not
writing. The number you get when you roll the dice is the number of places you are going to move.
For example, if I throw the dice and I get a 1, I will move one place. If the place has a question, I will
say an answer. But, if the place I got says “go back one place” or “move 1 more place”, I will do so.
7. I will give the example and throw the dice and move until the place I got. Then, I will answer the
question. As an example:
-I got the question: “Will you visit a new place on holidays?”. I think that this is possible, but I am not
sure. So, “yes, I will visit a new place on holidays”. Do you get it?
I will hear students doubts (if any) and clarify them. Moreover, I will explain:
-There is one more thing: you are going to find past questions about your winter holidays or about
last Christmas, so remember the use of the past! You know it very well but remember to use the
past tense. For example: I don’t say “I go to Buenos Aires last holidays”, I say “I went to Buenos
Aires last holidays”. Is it clear?
I would wait for possible doubts, again, and clarify them (if any). Then, I would say:
-Ok, now, I am going to hand in the games and you may start.
I will go group by group to hand in the games and dices, and then I will monitor the games. I would
praise students’ answers and help them when necessary, paying especial attention to their needs
and doubts.
After some minutes, I would provide time for their flexible break (10 minutes)
-Ok everyone!! It is time for you short break. Wait for Emma to let you go out some minutes and
then you will come back and finish the game. Alright?
When they come back, I would ask them to resume the game and again I would monitor their work.
After some minutes, I would say:
-Very good, everyone!! I loved your answers, and you all did amazing.
-Now, do you remember that there was an unfinished task from the previous lesson? I want you to
complete it.
Activity 3
Timing: 15 minutes
Materials: Poster from previous lesson.
Scaffolding instances highlighted with blue
As one group already finished the poster, I will ask them to jump to the next activity, that is also a
short game that was meant to be done the previous lesson, about similes (I will develop the
explanation again on “Activity 4”)
I will hand in the posters and ask students to finish it:
-For the ones that have not finished the monster yet, please do so and add the similes. You already
know how to do it: look at your monster and provide five similes. For example: “My monster is as big
as an elephant”
I would go group by group monitoring their work and making sure that if they finish, I hand them in
the similes game and explain the procedure.
-Do you know the game “Pictionary”? We are going to play something similar.
8. Activity 4
Timing: 20 minutes
Materials: Cards with similes.
Scaffolding instances highlighted with blue
If nobody knows the game, I would explain the activity.
-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?
-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?
Here you have the rules, so you just need to check them.
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.
9. After some minutes, I would say:
-Alright, everyone. It is almost time to leave. So, please, lets stop here and I want to ask you
something…
(5 minutes)
-Did you enjoy this lesson? Raise your hands to answer, please.
I would hear the answers and ask:
-What did you like the most? Why?
Finally, after hearing answers, I would thank students and say goodbye.
-Ok, students. I am happy to tell you that I enjoyed this lesson with you! You are amazing and very
intelligent. Keep working like that. Now, please, put everything away and wait for Emma to give you
permission to go and have lunch.
Each activity must be described in terms of the following components:
Timing
Activitydescription and instructions as they will be said to students
10. (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
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Lovely lesson!
Go over comments. Keep an eye on timing, so that you can accomplish
your goals.
