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: If I had a lot of money
Clase Nº: 20/21
Duración de la clase: 105’
Fecha de la clase: 19/09
Fecha de entrega de la planificación: 12/09
Learning Aims
During this lesson, learners will be able to…
Acquire new words and expressions related to the topic
Foster their speaking and listening skills by exchanging information about what they
would do if they had a lot money
Develop their reading skills by reading to Nathan’s Story “If I had 300 Dollars” and
answering questions
Develop their writing skills by writing a creative essay with a model
Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Cities:
Rome, Beijing, New York,
Paris, Sydney, Tokyo, Los
Angeles.
Iconic Places:
Describing the city they
would like to visit
Would like to
Possessive determiners: its
2. The Colosseum, The Eiffel
Tower, The Great Wall, The
Statue of Liberty, The Sydney
Opera House, Tokyo Tower,
Disneyland.
N
E
W
- Buy a present for my
mum/dad
- Have a meal at a fancy
restaurant
- Share the money with
my sister/brother
- Treat my friends to a
lunch
- Go to a
baseball/football game
with my family
- Donate the money
-
Talking about: What they
would do if they had 300
Dollars
Unreal facts - Conditional
tense in the past
If I had a lot of money, I
would buy a present for my
mum
Materials
- Photocopies
- A wheel of questions
- A4 sheets of white paper
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 and
interest, I will write the following words on the central part of the board “If I had a lot money I
would…”
Then, I will ask them to spin a wheel of questions to randomly choose from these options:
- Buy a present for my mum/dad
- Have a meal at a fancy restaurant
- Share the money with my sister/brother
- Treat my friends to a lunch
- Go to a baseball/football game with my family
- Donate the money
3. I will encourage them to make full sentences by reading the sentence written on the board
and asking them to read the sentence from the wheel, after that I will say: “Ok, now it’s your
turn to read the whole sentence”
4. (Phrases and images for the wheel)
Transition: You have done a great job! Now you are going to read to a story called “If I had
300 Dollars”
Scaffolding strategies: showing, pointing, and giving them time to think and structures to
organize the sentences to be practice orally.
Before reading: 10
I will ask students to open their English folders, I will give them a photocopy to help them with
the text vocabulary.
5. Rading: 10 min
I will start reading the text, and I will stop after the second sentence “With the first 100 Dollars,
I would buy a nice present for my mum”.
And I will make personalised questions, for example: Tomas, What would Nathan do with the
first 100 Dollars?
Then, I will continue, and stop again, to make another question, in order to keep them
attending the reading.
6. After reading: 20
I will give them a photocopy
Look at the pictures. Write the sentences using the phrases from the box
- SHARE THE MONEY WITH MY SISTER
- HAVE A MEAL AT A FANCY RESTAURANT
- OPEN UP A BANK ACCOUNT
- TREAT MY FRIENDS TO LUNCH
7. Focus on grammar
I will encourage students to come up with the rule for the use of the expression I WOULD
I will ask them to read the text and find the three expressions for “I WOULD…”
I will ask them to complete the following sentences on the board to develop awareness in
the use of the expression I WOULD:
- IF I HAD 300 DOLLARS, I _________ SPEND 200 DOLLARS ON ACCESSORIES
- IF I HAD 300 DOLLARS, I __________ _________ ALL THE MONEY ON MYSELF
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images, texts and models to develop students’ awareness and
autonomy.
Transitions comments: Great job! Now, let’s practice our writing skills.
8. Pre-writing activity 15’
I will have the following model printed in big to help students with their writings
I will provide them with some extra vocabulary
Writing activity: 20 min
I will ask students to work individually on their writings
I will give them the following photocopy
9. After writing activity: 15 min
I will give students A4 sheets of paper and I will ask them to make drawings and/or decorate
their productions.
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice their creative skills.
Transitions comments: Great job! Now, let’s socialize your productions with the whole class.
I will ask students to socialize their productions by reading aloud.
For those who are reluctant to read, I will ask them to read in pairs.
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.
Transition comments: Great job! You have discovered a lot of things you can do if you had a lot of
money!.
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
Great job!
Check a few comments.
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.
