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: 11-12
Duración de la clase: 105’
Fecha de la clase: 15/08
Fecha de entrega de la planificación: 07/08
Learning Aims
During this lesson, learners will be able to…
Identify and classify healthy and unhealthy habits
Foster their speaking and listening skills by exchanging information about routines,
likes and interests
Develop their reading and writing skills by reading facts about smoking and it effects.
Design a no smoking campaign
Improve their digital skills
Use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Good and bad habits.
eat fruit
Eat vegetables
do exercise
sleep 8 hours
Talking about good and bad
habits
Eating vegetables and fruits
is a good habit
Smoking is a bad habit
2. visit the doctor regularly
brush your teeth
Wash your hands
N
E
W
Smoke
Consume alcohol
Consume drugs
Depending on you cell phone
gluttonery
Eat sweets
Body system
Respiratory problems
Giving advice about good
and bad habits
Giving advice about no
smoking
Cause and effect transition
words: because, of
consequently, as a result
Present simple from plural
form to singular form
Materials
- Cards with different actions
- A bag
- Photocopies
- Cell phones/computers
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 statement on the board to be discussed.
“Eating fruits daily is a good habit”. Do you agree? Yes/No. Why?
After that, I will display a poster divided into two columns: Healthy/unhealthy habits. I will invite
a volunteer to go front and take a card from a bag that contains cards with different habits
(eat fruits, eat vegetables, do exercise, smoke, consume alcohol, visit the doctor regularly,
consume drugs, brush your teeth, wash your hands, etc). Students will take turns to pick a
card and classify them in the correct column.
So, if the student pick the “Eat vegetables” I will ask: “is eating vegetables a healthy or
unhealthy habit?”. Possible answer. Healthy. T: good!
3. I will repeat this action with all the cards.
Transition: Well done! So, now we are going to talk about an unhealthy habit: SMOKING.
Before reading: 10
I will show some images about people smoking in different places, and I will ask students the
following questions:
- What are they doing? “Yes…they are smoking”
- Do you consider smoking is a healthy or unhealthy habit?
- Dou you think smoking is an additive habit?
- Do you know any smoker person?
- Do you think it is legal or illegal?
I will personalize the questions naming different students.
4.
5.
6.
7. After all images were shown and discussed, I will say: “Smoking is a drug because you can
become addict to it!
However, as we have already mentioned cigarettes are a legal drug as anyone who is over
18 years old can buy them without problems.
Transition: Now, let’s talk about the damages smoking can cause to our health.
Then, I will give students the following texts
While reading 10’
8. After reading: 15
I will ask student to complete the following activities
Activity 1
Find the following words in the text and match them with their meaning
9. Activity 2
Read the text again and answer the following questions
1)- Where can’t smokers smoke?
2)- What causes most fires on the world?
3)- What should smokers do to stop smoking?
4)- Write 3 of the bad things that happen to smokers because of smoking
Focus on grammar
I will encourage students to come up with the rule for the simple present tense in the 3er
person of the singular.
I will ask them to underline and write on their folders at least 5 verbs in plural form and
transfer them to the singular form
For example:
- HAVE
- THINK
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’
I’ll stick the following example to help them organize their writing
10. I will encourage students to read and identify the images and damages that smoking can
cause to our body.
Writing activity: 30’min
I will ask students to make a NO SMOKING campaign. I will ask them to work in groups of
four and I will give each group a poster and markers.
After that, I will tell them they can include drawings (like the example) and tips to prevent
smoking telling about the damages it can cause to our health and giving advices of healthy
habits like doing exercises and visiting the doctor.
11. After writing: 15 min
I’ll ask students to stick their productions at the school corridors. Before that, they have to
take photos to their works, because they will be uploaded to the Instagram school page to
develop awareness on the community.
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.
Giving them the chance to be active participants in social issues related to the health care.
Transitions comments: Great job! Now, let’s upload the pictures to the IG.
I’ll ask students to choose the pictures and the music for the IG stories and posts.
Students will upload their works
12. 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! Remember SAY NO TO SMOKING. 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
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
