Lesson plans secondary

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE:
Institución educativa: First English Institute
Año y sección: 5th Seniors
Nivel lingüístico del curso: intermediate
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: “Final Frontiers”
Clase Nº: 3
Duración de la clase: 80 minutos
Fecha de la clase: 2 de junio
Fecha de entrega de la planificación: 28 de mayo
Learning Aims
During this lesson, learners will be able to…
 use vocabulary related to the space.
 complete a quiz to test their space knowledge.
 develop listening and speaking skills through an extended
conversation they will listen.
 focus on an area of functional language: give warnings.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
astronaut- moon- planet- star-
etc.
idiomatic expressions: I don’t
think so! /Sorry to trouble you/
Don’t be silly/I’m a lost cause/
He can’t catch to save his life/
second conditional: I wouldn’t
do that if I were you.
N
E
W
Asteroid- astronomer-comet-
spacecraft- telescope- solar
system- Jupiter-Neptune- Mars-
Mercury- Venus- Uranus-
Saturn- Pluto-
Idiomatic expressions: chill out!
This is incredible!
Give warnings Make sure you don’t …..
Watch out for the………
Be careful not to ………..
I wouldn’t……………….if I were
you.

2. Materials
Word file:
https://drive.google.com/file/d/12VltyrCbONLMD1mkqZBzjSxGhsoiQpo5/view?usp=sharin
g
Quiz in Google Form:
https://forms.gle/9xzt6zt7jHzPmvHo9
Interactive image:
https://view.genial.ly/60ac378bf0b6a10d787b3f35/interactive-image-space
Slides to present while I give my class:
https://docs.google.com/presentation/d/e/2PACX-1vTa0NnOkmjAYO6IK6eKshpZLIK8-
A54WPhwSwJMn0bzMNZtSMba771EszvHJJRGBJvbTeJ4J5LS1lbl/pub?start=false&loop=false&dela
yms=3000
Video:
https://www.youtube.com/watch?v=BU9IOXjJogQ
Textbook: Move it 4 Pearson (see page at the end of the sequence of activities)
Procedures
I will greet students and engage in casual conversation. Then, I will
check attendance.
(5 minutes)
As a warm-up, I will ask these questions:
 Are you interested in learning about the space?
 What have you studied about the planets at school?
 Can you name the planets? How many planets are there?
 Is there any interesting fact you would like to share?
Transition: “Now, let’s watch a video that shows basic but interesting
facts about our solar system”
(10 minutes)
Students will watch a video about our solar system and complete the
followingchart while they do so. (I will send the copy the previousday)

3. Word file available on:
https://drive.google.com/file/d/12VltyrCbONLMD1mkqZBzjSxGhsoiQpo5/view?usp=sharin
g
In the chart, they will have to complete the names of the planets and
any information they find relevant. Asthis is just an introductory video,
they will listen to it once and we will discuss the content as a group
completing the chart in a collaborative manner; each will provide the
info s/he got.
Transition: “Very good, now let’s see some specific vocabulary related
to this topic. So, open your books at page 81”
Activity 1 (10 minutes)
I will ask studentsto complete the first vocabulary exercise in which
they have to match the wordsto the items in the picture. (See picture
at the end of the lesson plan)
They will have to use a dictionary if necessary. Then, I ‘ll send them a
link to an interactive image so that they can check their answerson
their phone:
https://view.genial.ly/60ac378bf0b6a10d787b3f35/interactive-
image-space
Then, they will have to usethese wordsto complete the sentences in
exercise 2. Wewill check answersas a class.
Transition: “Well, now let’s see how good your memory is”
Activity 2 (5 minutes)

4. I will show studentsthe followingslide and I will tell them they have
one minute to memorizewhat they see.
Then, they will have to name the items they can remember.
Transition: “Well done!Now let’s do a quiz to test your space
knowledge”
Activity 3 (5 minutes)
I will give studentsa google form to test their space knowledge. Ihave
basically adapted the “space quiz” they have in the textbook to a digital
format, and I added a coupleof morequestions whose answerswerein
the video.
https://forms.gle/9xzt6zt7jHzPmvHo9
Then, we’ll check their answersas a class and talk about their results
and points.
Transition: “Well done!I can see some of you know a lot about the
topic. Now, I have a question to ask you”
Activity 4 (5 minutes)
I will ask students: “If you werean astronautand you could visit any
planet in our solar system, what planet would you go. Why?” I’ll pair
them up and they will have to agree on a planetto go and give a reason
for their choice.
Transition: “Good!Now, let’s have a break”
___________________break_____________________________
(5 minutes)

5. Iwill drawstudents’attention thebook pictureand ask them to describe
it. I will ask them the following questions to help them:
Where are Yasmin, Fraser, and Archie? What is Yazmin doing? What do
you think she can see? Why are Fraser and Archie laughing?
Transition: “Well now, we’re a going to listen to their conversation and
see what is really going on”
(5 minutes)
I will play the recordingfor them to listen to the conversation and check
their answers.
Transition: “Now, let’s read and listen to the conversation in more
detail.”
Activity 1 (5 minutes)
Then, I will ask a studentto read aloud the questionson exercise 3 and
I will play the recordingagain. The studentswill have to answer them
while they listen and read the text at the same time. I willcheck
answersas a class.
Transition: “Great! Now, let’s practice this conversation”
Activity 2 (10 minutes)
I will dividethe class into groupsof three (and put them into breakout
roomsif the class is online)I will ask the studentsto act out the
conversation. If there is a group with two members, oneof them will
have to play the role of two characters. I will enter each break-out
room to monitor and correct students’pronunciation asappropriate.
Then, I will call on one group to perform the conversation for the class.
Transition: “Great! Now, I want you to pay special attention to some
expressions.”
Activity 3 (5 minutes)

6. I will show the followingphrases on a slide.
Studentswill work in pairs, and I will tell the studentsthat the phrases
in each group havegotten mixed up. They will have to break each
phrase into two pieces and reorganizethe pieces to make the correct
expressions. Then, I will ask them to say these expressionsin Spanish.
If studentsfind the activity difficult, I will show them where the break
is in each sentence. They have seen these expressions in previous
units, and I have included the idiomatic languageincluded in this
conversation.
Transition: “OK, now let’s go back to the conversation”
Activity 3 (10 minutes)
Then, I will ask studentsto reread the conversation and find the
phrases Fraser used for giving warnings. Then, I will show them this
slide:
I will ask them to complete with typical warningsparentsgive to them.

7. Transition: “Good, now it’s time you makeyour own conversations”
Then, I will show them the followingslide:
Stronger studentswill usetheir own ideas. Weaker students can use
the followingideas. (This slide is partof the google presentation)
Studentswill practice the conversation in pairs in break-out rooms(5
minutes)Then, I will ask one or two pairs to act out the conversation
in frontof the class.
Transition: “Well done, now it’s time to finish our class”
Closure
As homework, I will ask them to complete their workbook pages 63
and 64. (I don’thave to explain the activities as they are used to
completing these kindsof activities)

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
Excellent lesson!
Just consider my suggestions as regards the activity based on the video.
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