1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Muller Lilia
Institución educativa: CPEM N° 14
Año y sección: 2° D
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Lesson - Face to face
Unidad Temática: Sports
Clase Nº: 7
Duración de la clase: 70 minutos
Fecha de la clase: 05/08/2021
Fecha de entrega de la planificación: 31/07/2021
Learning Aims
During this lesson, learners will be able to:
- To develop their listening, writing, speaking and reading skills.
- To foster their interpersonal skills by working in group.
- To know what the Olympic Games are about.
- To relate the Olympic Games with some sports and some athletes.
- To express what they can and can´t do.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
I, she, he, It, they, we, you
Argentina, Germany, Colombia
Numbers
Long hair,
Son, daughter
Replace the noun in a
sentence
Tell where a person is from
Tell their age
Describing the face
Telling family members
Belen = She
Subj. + To be + From + place
They are from Argentina
Subj. + To be (am, are, is) +
Age
He is 10 years’ old
Positive form:
Subj. + have/has got +
adjective + noun
She has got long hair
2. T-shirt, Jeans Personal belongings
Subj. + have/has got +
adjective + noun
She has got a daughter
Subj. + have/has got +
adjective + noun
She has got a pink t-Shirt
N
E
W
Sports:
Swimming, running, high jump,
basketball, volleyball,
swimming, cycling.
Ride a bike, ride a horse, swim,
run, jump, play volleyball, play
basketball
Say what a person can and
can’t do.
Positive form:
Sub + Can+ sport/ ability
I can ride a bike
Negative form:
Subj.+ Can´t (can not) +
Sport/ability
I can´t ride a bike
Questions:
Can + subj.+ sport/ability
Can you ride a bike?
Materials
- Worksheet: Worksheet 1 - Lesson 7
- Slide: Warm up and Presentation - Lesson 7
- Computer
- Speaker
- Sheet of paper /notebook
- Pencil / pen
- Blackboard
- Marker/ chalk
Procedures
5 minutes
Aims:
. To welcome the students
. To write the attendance
Procedure:
I will welcome the students as they enter the classroom. ‘How are you? How is your day going?” I
will write the presences and absences in the book.
Transition comment
It’s nice to see that you’re all right! Now I will show you a slide with some famous artists. Let´s see if
you remember them!
10 minutes
3. Aims:
. To review some vocabulary about family members, belongings, items of clothing and people´s
appearance.
. To prepare students for the new topic
. To develop students listening and speaking skills
Procedure:
I will show them from my computer the following slide: Warm up and Presentation - Lesson 6 with
images of famous singers seen in previous lessons. I will ask them: Do you remember them? Who
are they? I will also ask the questions present in the slides: Have they got any daughters or sons?
Have they got long hair? Students are supposed to answer: yes, they have or no, they haven’t. In one
of the slides I will ask them “what do they all have in common?” Pointing to the singers in the slide
and the previous singers seen. I will listen to the students and then change to the following slide which
say that they are all singers and they can sing. I will congratulate them in case their guesses were
right or I will say that they were really close. I will show them the last slide with famous singers playing
sports and I will say: Justin Bieber can ... And I will expect students to say: play football and then the
same with Britney. I will say that they can sing and play sports.
Scaffolding strategies:
. Eliciting the answers to the questions.
. Saying the first part of the answer and letting them continue.
. Encouraging them to talk
. Congratulating them each time they give an answer.
Transition comment:
Excellent! You did it great! Have you seen a symbol in the last slide? I will point at the symbol.
Students are expected to say that the symbol is of the Olympic Games. Great! Let´s see more about
it!
15 minutes
Aims:
. To present the new vocabulary in context
. To develop students´ listening and speaking skills
. To deepen in what they know about the Olympic Games.
Procedure:
I will show them slide N°12 Warm up and Presentation - Lesson 6 and ask: Have you heard about
the Olympic games? Have you seen them? Do you like it? Do you know why the Olympic Games are
play this year? Do you know what the symbol of the Olympic games represent? Which is your favorite
sport? I will listen to the answer of the students. I will say: “Great! The symbol of the Olympic games
represents the continents: yellow is Asia, blue is Europe, black is Africa, green is Australia and red is
America. They are played this year because of the pandemic situation.” I will continue showing the
slides, I will also draw on the board the symbol for “basquetball”. I will ask: Which sport does this
symbol represents? Students are supposed to say basquetball as they can also read it from the slide.
I will ask: Do you like basquetball? I will listen to their answers. I will show them the following slide
with a famous person competing in the Olympic games. I will read the name of the person and I will
ask: Do you know him/her? I will listen to their answers. I will read the following sentence: He is Luis
Scola. He can play basketball. I will write it on the blackboard too highlighting the CAN in the sentence.
I will do the same with the rest of the slides. Once all the slides are shown I will say that these are
some of the sports that are played in the Olympic Games and I will ask: So, can you swim? I will
expect students to say: Yes, I can. yes, we can or no, I can’t, no, we can´t.
Scaffolding strategy:
. Ask if they have any question during the presentation.
. Eliciting their answers saying the first letters of the sport.
. Doing mime, acting as if I were playing that sport.
4. . Asking questions.
. Writing the name of the sports on the blackboard and what the person can do.
Transition comment
Now that we know a little bit more about the Olympic Games let´s do some activities! Are you
ready?
Aims:
. To develop their reading, writing, listening and speaking skills.
.
ACTIVITY 1: 10 minutes
Procedure:
For this activity students can have the copies of the worksheet: Worksheet 1 - Lesson 7 or they can
have their phones with the PDF during the activity, in case they don’t have the copies or the phone I
will show them the activity from my computer on the desk. Individually they have to read the following
text. While reading they have to mark the phrases where Can and Can’t are being used and then they
have to answer the questions. I will be monitoring the activity in case they don’t understand a word.
5. Scaffolding:
. I will ask if the instruction is clear, I will explain it again in case they need it.
. I will mime/ point so they can guess the meaning of sport in case they don’t remember.
. I will ask them questions to elicit their answers.
Transition comment
You did it awesome!! Excellent! Now you have to match and writhe a short text about which of
these sports you can and can´t do. Let´s do it!
ACTIVITY 2: 15 minutes
Procedure:
For this activity, students have to match the pictogram of the sport with its name. They can do it alone
or in pairs. I will be monitoring the activity in case they need help. Once they finish, they have to write
a sentence about themselves with what they can and can´t do. I will read the example given. When
the activity is ready each one will read for the rest of the class their short text. I will write on the board
what each student can and can´t do to read the results: for example: 6 students can play volley ball,
13 students can swim, 4 students can´t ride a horse or a bike.
6. Scaffolding:
. I will help them in case they have doubts with a word.
. I will mime the sport.
. I will encourage them to read their productions.
. I will ask questions.
Transition comment:
You did a great job!! Excellent! Now we are going to play a game! Are you ready?
15 minutes
Aims:
. To round up the lesson
. To develop their speaking and listening skills.
. To develop their artistic side by drawing on the blackboard.
7. . To develop their interpersonal skill.
Procedure:
I will divide the class in 3 groups. Each group will choose a member to do the drawings. The will tell
to this member a sport and he/she have to draw it on the board and his/her team have to figure out
which sport is it. When they discover with sport the member of their team IS drawing they have to say
a complete sentence related to that sport. For example: -equestrian jumping- they have to say:
I/she/he/they can ride a horse. The team that say the sentence in the shortest time is the winner.
Scaffolding:
. I will encourage them to speak.
. I will ask questions in case they can´t understand the drawing
. I will start the sentence in case they don’t remember.
Homework:
I will say to the students that at the end of the Guide uploaded to Classroom, there is a short activity
to do at home. I will say again that they have my phone number in case they have a doubt.
Transition comment:
You did it great! I have so much fun! Do you like it? Awesome!! See you next week!
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
Several spelling and grammar mistakes. Check them out!!
I hope you can record and share on of this week´s lessons!
