Lesson 2 - CSE

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Iannaci, Mariela and Schneider, Vanesa.
TUTOR: Aurelia Velázquez
Institución educativa: Escuela Secundaria N° 6
Año y sección: Year 2. Secondary School.
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 28
Tipo de Planificación: Clase
Unidad Temática: Gender stereotypes
Clase Nº: 2
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: March 26th
Learning Aims:
● To help students identify gender stereotypes represented in the media and their
social environment;
● To raise students´ awareness of gender stereotypes;
● To promote critical judgements;
● To promote working collaboratively;
● To encourage appropriate use of the internet,
● To foster students´ development of their listening skill by watching and listening to
the video;
● To foster students´ development of their oral skill by speaking about themselves;
● To foster students´ development of their reading skill by reading their reflections;
● To foster students´ development of their writing skill by writing their own reflections;
● To help students acquire new regular and irregular verbs in the past simple tense.

2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
❖ Vocabulary related
to gender
stereotypes:
Pink, beautiful,
dogs, sports, music,
cooking, cleaning,
watching series,
shopping, babies,
firefighter, teacher,
money, long hair,
play football, play
with dolls,Strong,
tough, athletic,
optimistic,
confident, make
up,sensitive, cry,
political.
❖ Verbs “have got”,
“like” and “to be”;
❖ Simple present
❖ Past tense of the
verb to be:
was/were
❖ Regular and
irregular verbs in
the past tense.
N
E
W
❖ The Past form of
the following verbs:
run, fight, throw, hit,
swim, wake up,
kick, affect and say.
❖ Understanding and
using new
structures.
❖ They ran
yesterday.
Comentado [A1]: No language function?
What will they do with the language?
Comentado [A2]: This is not a language function.
I´ll open a Forum on this issue.

3. Materials:
● Whiteboard
● The song´s audio:
https://www.youtube.com/watch?v=3Vzrr64ZrVU&list=RD3Vzrr64ZrVU&start_radio=
1
● Students´ cellphones and internet access
● Worksheets
● Video: https://www.youtube.com/watch?v=XjJQBjWYDTs
● Pictures
● Laptop
Procedures
ROUTINE (2 minutes)
We will greet students and ask them how they are. Then, we will ask them what date it is
and write it on the blackboard.
WARM-UP (10 minutes)
To revise the contents learnt in the previous lesson, we will start this lesson with a listening
activity based on the song “ Born this way” which we worked with before. To do so, we will
divide students into seven groups of four students each one and we will split the song up
into short stanzas and mix them. Then, we will give the students the stanzas and we will ask
them to listen to the song and put them in order. In this way, students will be able to revise
both, vocabulary and grammar.
Scaffolding strategies:
- Explain to students what they have to do by demonstrating the activity;
- Provide them with the necessary help;
- Encourage them.
Comentado [A3]: Not exactly…
In fact, they will concentrate on their listening skills.

4. PRESENTATION (10 minutes)
In order to reflect on gender stereotypes, we will ask students “How are you supposed to
behave in your society – to act like a girl or like a boy?”. Students will be expected to give
their own opinions. After that, we will say “It doesn't matter if you are a girl or a boy, it is
important to consider that girls as well as boys can do the same activities, and have the
same jobs and professions.” After having said this, we will invite students to watch the
following video:
https://www.youtube.com/watch?v=XjJQBjWYDTs
After watching the video, we will focus on the verbs which are included in the video. We will
teach them the meaning of those which are new for them through flashcards and gestures
and also the past form of all of them. To do so, we will write all the verbs on the blackboard
“RUN, FIGHT, THROW, HIT, SWIM, WAKE UP, KICK, AFFECT and SAY”. Then, we will
ask them if they remember the difference between regular and irregular verbs we taught in
the previous lesson. We expect them to answer that regular verbs ends in -ed and irregular
verbs change forms. If they don´t remember, we will explain it again. After that, we will teach
students the past forms of the verbs in the video. To do so, we will stick a picture with the
verb “run”, for example, on the blackboard. Then, we will write the following sentence on the
blackboard “They run every day”. We will ask students “Do you know what tense is used in
this sentence?”. The students are expected to answer that the present tense is used. Then,
we will say to them that the verb “Run” is an irregular verb and its past form is “Ran”. We will
exemplify it by writing the following sentence on the blackboard “They ran yesterday”. We
will explain that each verb has its past forms Fight - Fought, Hit - Hit, Swim - Swam, Wake -
Woke, Kick - Kicked, Throw - Threw, Affect - Affected and Say - Said.
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Provide students with the necessary help.
● Transition comments to link each stage of the lesson with the next one: “Now, we are
going to put these verbs and their past forms into practice”.
Con formato: Inglés (Estados Unidos)
Comentado [A4]: Before watching, you should assign a
purpose for watching. Do so explicitly.
Comentado [A5]: After watching the video, you must
work on MEANING. What was the message? Comment
on the ideas.
Then, you can move on to FORM (verbs, in this case).
Comentado [A6]: No context…
You should provide examples of past forms in context.

5. DEVELOPMENT (PRACTICE and PRODUCTION):
Activity 1: (10 minutes)
In order to practise the past tense, we will give students the following worksheet and we will
ask them to rewrite each sentence using the past simple. Comentado [A7]: Are they expected to provide the
same sentence but in the past form? How meaningful is
that?
Comentado [A8]: I cannot find a clear connection
between this activity and the previous and following
ones.

6. Rewrite each sentence using the Past Simple.
Example:
They run every day. (Present tense) Every day, she fights because she is
angry.
They ran yesterday. (Past tense) Yesterday, ……………………………………
Every day, her sister hits her on her arm. Every day, he throws a disc.
Yesterday, ……………………………….. Yesterday, …………………………………...
Every day, she swims. Every day, he wakes up early.
She is a good athleteic. Yesterday, ................................................
Yesterday, ………………………………

7. Every day, she kicks the ball. Every day, the fight affects her feelings..
She is a good player. Yesterday,……………………………………
Yesterday, ………………………………….
………………………………………………...
He says to his friends that he is very happy.
Yesterday,…………………………………………
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.

8. ● Transition comments to link each stage of the lesson with the next one:
“Excellent job! Now we are going to do a writing activity”.
Activity 2: WRITING (15 minutes)
To reinforce and practices everything learnt in these two lessons, we will ask students to do
a writing activity individually in which they have to write about themselves. We will ask them
to use the vocabulary learnt to write their reflections. To do so, we will give students the
following worksheet for them to complete. Before starting the task, we will ask students to
read the worksheet. After that, as a model for them to understand better, we will show them
our own worksheets, which were completed previously, and we will read them aloud. Then,
we will encourage/invite students to discuss their answers orally so as to promote their
speaking skill. After this discussion, we will ask them to complete the writing activity.
You were born this way!
How many ways can you think of to answer the following three questions
about yourself can you think of?
I have………………………………………………………………………………………
……………………………………………………………………………………………..
I like ……………………………………………………………………………………….
……………………………………………………………………………………………..
I am…………………………………………………………………………………………..
………………………………………………………………………………………………..
After students have finished the task, we will invite them to read it aloud in order to share
their reflections with their classmates.
Scaffolding strategies:
- Explain what they have to do and demonstrate it by showing them our own
descriptions;
- Provide students with different questions to elicit their answers;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.

9. ● Transition comments to link each stage of the lesson with the next one: “Fantastic!
Now, we are going to post our wonderful job on our own instagram accounts.”
CLOSURE: (13 minutes)
To round up this lesson, we will ask students to post the following on their own instagram
Instagram accounts: the images they searched in the previous lesson, the writing they did in
activity two in this lesson and one photo or selfie of their own. In addition, we will ask them to
add the hashtag #againstgenderstereotypes to their publication. In this way, all their
contacts and classmates will appreciate their final work.
Scaffolding strategies:
- Explaining the activity;
- Monitor students while they are working;
- Provide the necessary help.
When the activity is finished, we will say
“It was a wonderful class. You did very well. Congratulations! ”
★ In order to cater for possible SpLD students, we have planned the following in
case we have a student with DYSLEXIA
In order to help the student with dyslexia solve the listening activity properly, we will play the
video of the song not only the audio, so that the images in the video can help him/her
understand the text. In addition, we will split the song into 3 parts only for the student to put
in order. We will also play the video many times, pausing when necessary.
In Activity 1, where students have to rewrite sentences in past simple, we have included the
pictures in the worksheet in order to help the student with dyslexia make connections
between the pictures and the meaning of the sentences. Moreover, in his/her worksheet, we
will also highlight the verbs so that it is easier for him/her to find the verb he/she has to write
in past simple. In addition, we will point to the past form of the verb previously written on the
blackboard.
As regards the writing activity, we will ask him/her to use his/her cellphone to do it (we will let
him/her choose the app he/she likes most) since handwriting may be a difficult task for
him/her. However, we will scaffold his/her writing and help him/her overcome difficulties. We
will also ask him/her to write shorter texts than the rest of the class.
Comentado [A9]: This may take place if students agree
on posting all this.
Their Instagram account, in case they do have one, is
theirs. They might not feel like sharing this school work
on it.
Which plan B may you have?
Comentado [A10]: This might be useful for everyone!
Comentado [A11]: Great!!

10. 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 Interesting ideas!
Please, revise my comments. I hope they are clear. Con formato: Inglés (Estados Unidos)
Con formato: Inglés (Estados Unidos)