Lessons

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRACTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Luis Andrés Redondo
Grado y sección: 4° B
Nivel lingüístico del curso: Principiantes
Cantidad de alumnos: 35 Alumnos, 25 mujeres y 10 varones.
Tipo de Planificación: Clase
Unidad Temática: Ropa de verano
Clase Nº: 3
Duración de la clase: 105 minutos
Fecha de la clase: 22/11/2019
Fecha de entrega de la planificación: 18/11/2019

2. Lesson Plan 3
Lesson aims
 To develop listening, speaking, reading and writing skills.
 To introduce vocabulary related to summer clothes (shorts, skirt, swimsuit, cap, etc.)
Language focus
Lexis Function Structure
Rev Seasons Naming the seasons It is winter, it is autumn
New Summer clothes
(shorts, skirt,
swimsuit, etc.)
Recognizing some
summer clothes
It is a swimsuit, It is a skirt
List of Materials
 Board and markers of different colours.
 Flashcards
 Worksheets
 Handouts
 Audiofile
 Real summer clothes
Routine: (5 minutes)
 Greet students, elicit date and write it on the board.
 Ask them What’s the weather like today? and ask: Sunny? Windy? Cloudy? Rainy? And
write the answer on the board.
Transition comment: Very good! Do you like songs? I know you do! Great! We are going to sing
a song about summer. I will ask the students, what is your favourite season?, showing them
flashcards of the different seasons, Is your favourite season winter? etc. Well done! Repeat with
me My favourite season is….. I will elicit the answers.
Comentado [A1]: Which one?? It is not included in the
lesson plan!
Comentado [A2]: Which??
Comentado [A3]: You should start with this set of
questions, and then introduce the song.

3. Warm up: (10 minutes)
 I will show the students some real summer clothes.
 I will ask the students, What are these?, showing them a pair of sunglasses. They may
answer in L1 but then I will tell them Ok, very good! Repeat with me They are sunglasses!
Scaffolding strategies: Repeating the different chunks while showing them the different summer
clothes.
Transition Comment: Very good! Now, we are going to listen to an audiofile! Are you ready?
Presentation: (20 minutes)
 I will deliver to the students, handouts with summer clothes key words.
 I will ask the students to listen to an audio.
 The students will listen to the audio twice.
 I will ask them to listen and repeat the words and then to number them in the order they
are mentioned in the audiofile.
Comentado [A4]: Good!

4. Scaffolding strategies: I will help the students copying the words on the board while listening to
the audio.
Transition Comment: Well! Do you like them? Great! Now we are going to do some activities
about summer clothes.
Practice: (40 minutes)
Activity:
Time: 40 minutes

5.  I will deliver the students worksheets with the activities.
 I will explain them how to do it.
Scaffolding strategies: I will help the students repeating the words and pointing to the different
clothes pictures while they are working.
Transition Comment: Very good! Now we are going to play a game!
Closure (30 minutes)
 I will say: we are going to play a game!

6.  I will explain the students how to play. Each line will be a team; three teams in all.
 One student from each team will go to the front and will have to draw on the board any
summer cloth seen in the lesson.
 Their mates will try to guess what he or she is drawing in chunks. For example: It is a
swimsuit.
 Each student will have 3 minutes to draw and their team to guess. There will be 3 rounds
per team.
 The team that guesses more words wins.
Transition comment: Very good! Perfect! See you next Friday, have a nice weekend!
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 Nice ideas!
I´m dubious about the song. Are you planning to sing a song or have you
changed your mind while planning the lesson? Check!
Have a great time.
Comentado [A5]: They should write their answers down on
the board, too.