First lesson plan

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Mariela Gisela Iannaci
TUTOR: Aurelia Velázquez
Grado y sección: Mixed-age class (5th and 6th)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 7
Tipo de Planificación: Clase
Unidad Temática:
 Students ´giving personal information: name, country of origin, and age.
Clase Nº: 1
Duración de la clase: 45 minutes
Fecha de la clase: September 19th
Fecha de entrega de la planificación: September 15th

2. Learning Aims
 To introduce vocabulary related to personal information;
 To introduce numbers (1-22) in order for students to say their ages;
 To introduce names of different countries for students to say where they are from;
 To promote students´ development of all language skills, namely speaking,
listening, reading and writing;
 To foster students ´peer work and collaborative learning.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
It will be the first contact
with the foreign language.
N
E
W
 Greetings: Hello
 Pronouns: I
 The verb to be: Am
(´M)
 Numbers (1-2)
 Names of countries:
Argentina, Pakistan,
Sweden, England and
 Introducing
themselves: saying
their names, age
and where they are
from.
 Understanding and
using new
vocabulary
 I´m (Ignacio)
 I´m from
(Argentina)
 I´m (14)

3. The USA.
Materials
 Blackboard
 Chalk
 Flashcards
 Notebook
 Projector
 Video:
https://www.youtube.com/watch?v=mQwoRQ1r47E
 A powerpoint presentation ( It will be uploaded to the campus)
 Bingo board
Procedures
ROUTINE (3 minutes)
I will greet students. Then, I will ask them what date it is and I will write it on the
blackboard. I will ask them to copy it oin their notebooks. After that, I will invite students
to look at the sky through the windows and I will ask them what the weather is like today.
In this way, they will revise the vocabulary already learnt during one of my interventions.
If students don´t know the answer in English, I will provide them with the correct answer
and I will encourage them to repeat after me.
Comentado [AV1]: You should have some visual aids
as prompts.

4. WARM- UP (5 minutes)
-I will introduce myself by saying “I´m Mariela, and you? What´s your
name?” to elicit their responses. This will be done with each student.
-After that, I will show students a big map of the world. I will hang the map
on the blackboard. I will point to Argentina and I will say “I´m from
Argentina, and you? Where are you from?”. I will elicit each students´s
answer.
PRESENTATION (5 minutes)
-To introduce the topic, I will say to students “four adolescents from other
countries are coming to our school to give a talk”. I will add that “They are
important teens since they are changing the world.” I will tell students
that when they meet these 4 adolescents, they will have to introduce
themselves by saying their names, age and where they are from.
DEVELOPMENT (PRACTICE and PRODUCTION):
Activity 1: (5 minutes)
This is the link to the video:
https://www.youtube.com/watch?v=mQwoRQ1r47E
- I will tell students “It´s necessary to learn English numbers to be able to say
our age.” I will invite them to watch a video to learn some numbers (1-22).
Comentado [AV2]: Why would you say that?
Comentado [AV3]: I don´t find this video really
appealing. You could do that yourself. Which would
students´ role be?

5. - I will play the video again and encourage students to repeat each number.
- After that, I will show them a flashcard with my age on it and I will say “I´m
36, and you?” to elicit their ages. I will do this with each student.
Scaffolding strategies:
-Ask students to repeat numbers 1-22;
-Provide help if they don´t remember the numbers when they say their ages.
 Transition comments to link each stage of the lesson with the next
one:
“Good job! Now, we are going to learn the names of the countries where
these adolescents are from.”
Activity 2: (5 minutes)
- I will point to Argentina on the map that is on the blackboard and I
will say it aloud. I will encourage students to pronounce “Argentina”
after me. Then, I will stick a card with the name of this country on
the map. I will point to England and say it aloud. I will ask students
to repeat the word “England” after me. Then, I will stick the flashcard
with the word “England”on it on the map. It will follow the same
procedure with Sweden, The USA and Pakistan.
- After that, I will take all the flashcards off the map and I will shuffle
them and lay them on the desk, face down. I will then invite one
student to select one flashcard. I will encourage him/her (and all the
other students) to say the name of the selected country aloud and I
will ask her/him to stick the flashcard on the correct country.

6. Then, I will ask his/her classmates if they think it is correct. To do
so, I will ask students “Is it right or wrong”” to elicit the answers
“yes” or “no”. This will be done with each country.
Scaffolding strategies:
-Explain what they have to do and demonstrate it;
-Ask students to repeat the name of the countries;
-Provide students with the necessary help.
 Transition comments to link each stage of the lesson with the next
one:
“Excellent! Now, I will introduce the adolescents who are changing
the world”
Activity 3: (2 minutes)
- I will show a picture of one of the adolescents and I will say the
adolescent´s name. Then, I will encourage students to repeat the
name after me. It will be done with each adolescent.
These are the pictures:

7. MALALA
GRETA

8. AMIKA
RISHAH

9. Scaffolding strategies:
-Ask students to repeat the adolescents´ names.
 Transition comments to link each stage of the lesson with the next
one:
“Great job! Now, we are going to see a powerpoint presentation to
learn more about these adolescents” ”
Activity 4: (5 minutes)
-I will invite students to watch a powerpoint presentation . Before
watching the video, I will tell students “Try to remember as much
information as possible, so you can play a fun game later.”
Scaffolding strategies:
-Ask students to remember as much information as possible.
 Transition comments to link each stage of the lesson with the next
one:
“Now, how do you think they are helping the world?”.
I will give students an example. I will say while gesturing: “Malala fights
for education”. At this point, students are not expected to learn this,
but it is important to set the context. When they say a word in Spanish,
I will say it in English and encourage them to repea t it. For instance:
Education, Contamination,Cancer and Poverty.
Comentado [AV4]: You may encourage students to
guess how old those teenagers are.

10.  Transition comments to link each stage of the lesson with the next
one:
“Very good! Now, let´s see how much you remember about each
adolescent.”
Activity 5: (2 minutes)
-I will ask students to come to the front, pick the photo of one
adolescent, and stick it on the correct country.
 Transition comments to link each stage of the lesson with the next
one:
“Fantastic! Now, are you ready to play a game?”.
Activity 6: (Speaking) (7 minutes)
- I will take all the photos of the adolescents off the map and I will
shuffle them and lay them on the desk, face down. I will then invite
one student to select one and play her/his role. I will give them an
example: “I´m Amika. I´m from England. I´m 19.” All students will do
this activity. The winner will be the student who remembers the
most about the adolescent chosen.
Scaffolding strategies:
-Explain to students what they have to do and demonstrate it.
-Provide students with the necessary help.

11. Closure: (writing) (6 minutes)
- As a final task, I will ask students to write all their personal
information oin their notebooks. They will have to write their names,
age and country of origin. Before starting the task, I will
demonstrate it by giving information about myself. Then, I will write
it on the blackboard. I will guide students in the process of writing
and provide them with the necessary help. Finally, I will encourage
them to read what they have written aloud.
- I will say to students “Great job! See you next week. Goodbye”.
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

12. 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 I think you should change the activity used to introduce numbers. You may play a
memo game, so that students match numbers to their written words.
As well as this, you may design a simple worksheet so that students systematize the
information from the four teenagers, completing their name, age and country.
I wouldn´t say they are coming to school. Just say you want them to meet important
teenagers in the world.
Con formato: Inglés (Estados Unidos)