Lesson 9-10

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: My friends
Clase Nº: 9-10
Duración de la clase: 105’
Fecha de la clase: 15/08
Fecha de entrega de la planificación: 01/08
Learning Aims
During this lesson, learners will be able to…
 develop speaking skills by introducing and describing their friends
 develop their listening and visual skills by listening to and watching a video
 develop their reading skills by reading a text to find specific information
 develop their writing skills by writing a descriptive text.
 acquire new vocabulary related to descriptions of friends
 use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Family members: mother,
father, sister, brother,
grandma, grandpa
Introduce and describe
family members
“This is me, I’m … years old,
and this is my family.
My parents/grandparents
are….., who’s …. And
……who’s…….
I love my family.

2. N
E
W
Long wavy hair,
Long curly hair
Short straight hair
blue eyes,
dark brown eyes
green eyes
oval face
round face
thin face
Introduce and describe
friends
Talk about their friends’ likes
and personalities
Talk about what their friends
want to be in the future
3rd person of the singular
Simple present
Have got/Has got
WH questions: WHO and
WHAT
Materials
- images from the video about friends
- worksheets
- markers
- Folders
- A dice
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
As to continue with the topic of the class “My friends”, and to activate their previous
knowledge, I will encourage them to play with a dice to get the following type of information.
- Parents’ names
- Sister’s name
- Mum’s age
- Brother’s age
- Grandma’s name/age
- Grandpa’s name/age
Before reading:
I will invite students to have a look at the images and ask:

3. 1)
2)

4. 3)
4)
I’ll ask them to work on their folders

5. - What can you see in the pictures? Describe at least 2 of them
I will provide the following tips as a guide:
- In the picture number 1 I can see ...
- There’s / There are….
After that, I’ll encourage them to say what is happening with the present continuous
I’ll provide the following tips as a guide
- In picture 1 the girls are ...ing / (crying/looking at their cell phones)
- In picture 2 the boys are ...ing / (swimming/having fun)
- In picture number 3 children are ….ing (dancing/ laughing)
Finally, I’ll ask them to decide what the text will be about
While reading 15’
I’ll give each student the following text to read

6. After reading: 5’
I´ll ask them to answer the following questions

7. I’ll encourage students to complete the grammar rules of the verb HAVE/HAS GOT
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images and students’ previous knowledge.
Transitions comments: Great job! Now, let’s practice our writing skills.
Pre-writing activity 10’
1. Complete the sentences using the words in the box. There are 2 extra words

8. 2. Look at the pictures and complete the sentences like the example.
Writing activity: 20’min
I’ll stick the following example to help them organize their writing

10. After writing: 10min
I’ll ask students to decorate the pages and include a picture of their friend, too.
Finally, they can read aloud their writings
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice and improve their reading and writing skills with a meaningful purpose.
Transitions comments: Great job! Now, let’s listen to some of your mates’ writings.
I’ll ask some volunteers to read aloud their writings.

11. After that, I’ll get students productions to create “My best friend book”
(Image taken from internet, I’ll print this image to be the cover of the book)
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! Friends are crucial part of our lives, and they are also part of our
identity. Thanks a lot for tell us about them.
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

12. 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
Fine!
I hope you find comments and suggestions useful.
Do check AIMS and LANGUAGE FOCUS chart!