1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: E.E.S N°1
Año y sección: 1° II
Nivel lingüístico del curso: Beginers
Cantidad de alumnos: 21
Tipo de Planificación: Clase
Unidad Temática: Traveling abroad
Clase Nº: 19/20
Duración de la clase: 105’
Fecha de la clase: 12/09
Fecha de entrega de la planificación: 05/09
Learning Aims
During this lesson, learners will be able to…
Identify cities and countries around the world
Foster their speaking and listening skills by exchanging information about foreign
cities they would like to visit.
Develop their listening and writing skills by listening to Aidan’s Story “The city I want
to visit” and answering questions
Develop their digital skills by surfing through the web to find specific information and
by creating a travel flier.
Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to food:
- Croissant
- Sushi
- Feijoada
- Paella
Talking about foods
What is your favorite food?
2. - Bulgogi
- Rice
Vocabulary related to
nationalities:
- Korean
- Chinese
N
E
W
Cities:
Rome, Beijing, New York,
Paris, Sydney, Tokyo, Los
Angeles.
Iconic Places:
The Colosseum, The Eiffel
Tower, The Great Wall, The
Statue of Liberty, The Sydney
Opera House, Tokyo Tower,
Disneyland.
Describing where you want
to visit
Would like to
Possessive determiners: its
Materials
- Photocopies
- Audio
- Cell phones
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
In order to introduce students to the topic, and to activate their previous knowledge, I will write
the following words on the central part of the board “TRAVELING ABROAD” with 8 arrows to
be completed by them.
Then, I will show them a picture with 8 cities and its iconic places, for 30 seconds. So I will
tell them “Look and complete an arrow with the name of the city you read”
Once the 8 arrows have been completed, I will show them the picture one more time, but this
time I will ask them to identify and write on the board the iconic place of each city.
I will repeat if necessary.
3. After that, I will ask them
- “Have travelled abroad?”
- Which foreign cities would you like to visit?
Transition: You have done a great job! Now you are going to listen to a story called “The city
I want to visit”
Scaffolding strategies: showing, pointing, and giving them time to think and write.
Before listening: 10
4. I will ask students to open their English folders, I will give them a photocopy to help them with
the audio vocabulary.
While listening: 10 min
I will play the audio of Aidan’s story The City I want to visit.
I will play it as many times as students need to answer orally the following questions:
1)- Where would Aidan like to go?
2)- What is Paris famous for?
After listening: 20
I will give a photocopy
Activity 1
5. Complete the following sentences with information from the audio
1. I would like to go to ________
2. Paris is s city in ___________.
3. I want to visit the ______ _______ the most
Focus on grammar
I will encourage students to come up with the rule for the use of the expression WOULD
LIKE
I will ask them to read the text and find the three expressions for “I WOULD LIKE TO….” (2
of them are highlighted)
After that, I will give students a photocopy and I’ll ask them to complete the sentences using
the phrases in the box to develop awareness in the use of the expression I WOULD LIKE:
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images, audio, text to develop students’ multiliteraricies.
Transitions comments: Great job! Now, let’s practice our writing skills.
6. Pre-writing activity 15’
Activity 1
I will ask students to look at the pictures and identify the which is the city.
I will ask the following questions:
- In which city are the Colosseum and the Pantheon?
- In which city are the Statue of Liberty and the Empire State building?
I will ask for volunteers to identify, read and complete the information.
For example: Disneyland and Hollywood are in New York.
7. Writing activity: 20 min
I will stick the image (printed in big) on the board and I will ask students to look at the
images again and complete the following sentences.
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice and improve their speaking and writing skills with a meaningful purpose.
Transitions comments: Great job! Now, imagine you have a travel agency, so you have to create a
traveling flier promoting cities to visit around the world.
After writing activity: 30 min
I will ask students to work in pairs or group of three, and I will tell them they have to choose
the city they would like to visit and design a digital travel flier to promote its iconic places.
I will show them the following images as examples to guide their works.
8.
9. I’ll ask students to socialize their productions by telling the class about the chosen city and
its iconic places to visit.
I will tell them their productions will be uploaded to the school IG.
10. Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and
recasting to English when necessary. Giving them the opportunity to use the target language with a
meaningful and communicative purpose. Giving them the chance to work with a classmate.
Transition comments: Great job! You have discovered a lot about cities around the world!.
It’s time to say goodbye! See you next Tuesday!
Each activity must be described in terms of the following components:
Timing
Activity description 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
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Good job!
11. Make sure their productions are varied. If the school policy allows them
to do so, they could use apps to design some digital posters to post
online, too.
Remember to submit a video from one of your first 12 lessons.
