1. INSTITUTO SUPERIOR DE FORMACIÓN CONTINUA ‘LENGUAS VIVAS BARILOCHE (A-052)’
PROFESORADO DE INGLÉS –OPCIÓN PEDAGÓGICA A DISTANCIA
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN Nº 1
Tutor: Aurelia Velázquez
Trainee: Paula Ezpeleta
Thematic Unit: ‘HOME SWEET HOME’
(Winnie the Witch’s house)
2. 1
DIDACTIC UNIT Nº 1
Linguistic level: Elementary
Number of students: 26. One student suffers from dyslexia.
Planning type: 4 set of activities + ZOOM lesson plan
Schedule: September-October 2020
Week 1 –Activities-Online
worksheet.
Monday 28th September
Week 2 –Activities- WORD doc
to be completed.
Monday 5h October
Week 2 – ZOOM CLASS Friday 9th October
Week 3 –Activities- PDF to be
printed.
Monday 12th October
Week 4 –Activities- WORD doc
to be completed.
Monday 19th October
Learning Aims [UdW1]
During this didactic unit, learners will be able to:
SOURCES:
1. WINNIE THE WITCH - STORY BOOK (WITH ACTIVITY BOOk by Korky
Paul and Valerie Thomas, with adapted text and activities by Jane
Cadwallader. Editorial OXFORD UNIVERSITY PRESS. Ed. 1999
2. Winnie the Witch DVD. Editorial OXFORD UNIVERSITY PRESS. Ed.
1999. Comentado [A1]: Check how to cite books.
3. 2
Develop their listening skills by watching and listening to the story
‘Winnie the Witch’ and doing different listening activities.
Develop their reading skills related to houses, parts of the house
and furniture.
Develop their writing skills by describing the house made for
Winnie.
Develop ICT skills by using interactive worksheets, Google forms
(quiz), online games and Padlet.
Develop their creativity and imagination to make a house for
Winnie.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Clothes: shoes, dress, hat.
Parts of the body: eyes,
head, body, legs.
Animals: cat, frog, spider,
tail, whiskers.
Emotions: happy, sad,
angry, bored, tired.
Colours, numbers and toys.
Describing people
and animals.
Describing
people’s clothes.
Describing
feelings.
Have/has got: He’s got
green eyes.
She’s wearing a blue dress.
I’m happy/sad
Can/can’t: I can see you.
N
E
W
Parts of the house: roof, doors,
bath, living room, kitchen,
bedroom, bathroom, garden.
Furniture: chairs, bed, carpet,
table, wardrobe.
Magic: witch, wand.
Nature: trees, grass, forest,
birds, day, night.
Prepositions of place: in, on,
under.
Emotions: miserable, furious.
1. Describing a
house.
Place /thing+ verb to be
+ adjective: The house is
black./The bed is pink.
How many?
There is/there are: there’s
a cat. /There are two
frogs.
Where’s Wilbur? It’s in the
kitchen.
There’s a black cat under
the bed / There are two
black cats in the
4. 3
wardrobe. / There’s a
purple frog on the bed.
WEEK Nº 1
Aure, please look at the ONLINE worksheet:
https://es.liveworksheets.com/1-oo1259068if
1. WATCH MY VIDEO!
HELLO KIDS! HOW ARE YOU? THIS WEEK WE ARE GOING TO START
WORKING WITH THE STORY ‘WINNIE THE WITCH’.
LET’S HAVE FUN WITH WINNIE AND HER CAT WILBUR!
MEET WINNIE AND WILBUR:
https://drive.google.com/file/d/1ygSbr6Z5LSEusoS-
R904TbYtioMAWld5/view?usp=sharing
5. 4
2. LOOK AT THE FLASHCARDS AND FIND EIGHT (8) WORDS!
FLASHCARDS:
https://drive.google.com/drive/folders/1jkwrReE4DIZyzjizamhfhiK6U
WUdaH6W?usp=sharing
Comentado [A2]: Check spelling of WARDROBE.
6. 5
3. LOOKT AT ‘WINNIE’S HOUSE’.
‘WINNIE’S HOUSE’ PRESENTATION:
https://drive.google.com/file/d/1DF4RG1C-
xf1Oj1fEF5QGgcdsxNPfjp64/view?usp=sharing
CATCHAI
R
EYES
BATH
BED
HOUSE
WITCH
DOOR
Con formato: Sangría: Izquierda: 0 cm
Con formato: Fuente: Century Gothic, 16 pto, Negrita
Con formato: Normal
Con formato: Fuente: Century Gothic, 16 pto, Negrita
Con formato: Normal
7. 6
A) WRITE THE WORD AND THE CORRECT NUMBER.
*Source: Kids Box 1- Teacher’s resource pack. Cambridge University. Activity adapted for this
didactic unit.
B) WHICH PART OF WINNIE’S HOUSE IS MISSING IN EXERCISE
A? CLICK THE CORRECT ANSWER.
a) HALL
b) GARDEN
c) STAIRS
8. 7
END OF ACTIVITIES FOR WEEK 1
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
THAT’S ALL FOR THIS WEEK!
ENJOY AND PLAY!
KISSES!
MISS PAULA
10. 9
9.1. WATCH AND LISTEN TO ‘WINNIE THE WITCH’ STORY BY
MISS PAULA.
STORY VIDEO:
https://drive.google.com/file/d/1VDKzDVLo6DQNmNuuZhA9bEFjkXGHoXt
e/view?usp=sharing
11. 10
10.2. CHOOSE ‘TRUE’ OR ‘FALSE’. This activity is for all students
but it has been especially designed for my dyslexic
student.
11.3. WRITE THE SENTENCES IN THE BLUE BOXES.
GOOGLE QUIZ:
https://docs.google.com/forms/d/e/1FAIpQLSfMGTbLaYgwmMak2Aw9sWFx
Us205lMO3nFbaQKbS7To_NPoJQ/viewform?usp=sf_link
DO YOU LIKE
QUIZZES?
HOUSE
IS
THE
YELLOW
FLOORS
ARE
GREEN
THE
THE HOUSE IS YELLOW.
Con formato: Fuente: Century Gothic, 14 pto, Negrita, Color
de fuente: Naranja
Con formato: Normal, Sangría: Izquierda: 0 cm
Con formato: Normal
Con formato: Normal, Sangría: Izquierda: 0 cm
Con formato: Párrafo de lista
13. 12
END OF ACTIVITIES FOR WEEK 2
TRY THIS ONLINE GAME!!!
https://learnenglishkids.britishcouncil.org/es/node/18081
I HOPE YOU ENJOYED THE STORY! I’LL SEE YOU
THIS FRIDAY AT 4pm ON ZOOM! I’M SO HAPPY
TO MEET YOU!!!
KISSES, MISS PAULA
Código de campo cambiado
15. 14
WEEK Nº 2: ZOOM CLASS (Lesson Plan)
Materials [UdW3]
1. Emojis’ puppets.
2. Power points: Intro Prepositions and Prepositions game T or F.
3. Picture of Winnie’s house.
4. Listening from Storyline Starter B- Pupils’ Book. Track 27.
Procedures
16. 15
ROUTINE
GREETINGS AND SETTING THE ONLINE CLASSROOM (4 minutes)
● Greet ss as they enter the ZOOM meeting. T: Hi Uma/Romeo/Rafaela!
How are you today? happy? bored?, sad? and show the emojis’
puppets as you mention each emotion. Ss answered: happy, sad, etc.
Once all Ss are in the meeting T says: I missed you very much! I’m so
happy to see you all!
● T asks: What day is it today? and enables the mic of the first Ss who raises
his hand. Ss: It’s Friday! Teacher praises Ss and writes the date October
9th on the ZOOM whiteboard. T asks Ss to write down the date oin their
notebooks.
● Transition comment. T asks about the story ‘Winnie the Witch’: Did you
like the story? Did you know Winnie and her cat Wilbur? What about the
activities? Did you have fun? Ss: Yes! I like it! Wilbur is cute! Winnie is
funny/crazy! T says: Fantastic! I really love this story! Maybe we all have
surprise…
WARM-UP [UdW4]
GAME: Where’s Winnie/Wilbur? (8 minutes)
T says: All right, let’s play and have fun. T adds: I’d like to know which is
your favourite house, the black house or the colours’ colourful house? Ss:
the black/colours’ colourful house. My favourite is Winnie’s colour’s
colourful house.
17. 16
T shares the screen of Winnie’s colourful house and says: Now we’re
going to find out where Winnie, Wilbur and a frog that lives neaby are. I
want to know if you can find them! Raise your hands as soon you see
them!
T begins asking: Where’s Wilbur, the black cat? Ss answered. It’s in the
bedroom, Miss! Repeat the same questions with the rest of the
characters. T zooms the image to check ss’ answers by showing the right
place.
In this playful way, ss revise the target language. T praises ss WELL DONE!
*Original activity made by pasting the characters over the house.
● Transition comment: Well children, you know that Wilbur is a bit naughty;
he loves to sleep on Winnie’s house but Winnie doesn’t’ like it! Besides,
Wilbur enjoys exploring his big house with some friends. I’ll show
something…
PRESENTATION [UdW5]
18. 17
Where’s is Wilbur and his friend? -Introducing prepositions of place-
(8 minutes)
T shares screen the PP to introduce the new structure in a meaningful
and contextualized way focusing on where Wilbur and the frog are
placed.
LINK TO POWER POINT:
https://drive.google.com/file/d/1UC4S2c2CPNQgrVd4OLKsed_BE7hH9vW9/vi
ew?usp=sharing
While sharing the screen T says: Look, Wilbur is ON the chair, Wilbur is
UNDER the table and Wilbur is IN a box!
T says Now, pay attention to the frog, her name’s Millie. Where’s Millie?
Prompt ss answers by reading the first line (The frog is under the bath)
and invite them to tell you the 2nd and 3rd lines.
● Scaffolding strategies. By showing a presentation using the target
language next to the picture students’ learning is scaffolded. Moreover,
I will prompt and elicit answers by modelling one example.
● Transition comment. Now, I want to play with you a TRUE or FALSE to see
if you can discover Wilbur and Millie. We are going to play in two teams.
Are you ready?
DEVELOPMENT (PRACTICE and PRODUCTION
[UdW6]
ACTIVITY- GAME N°1: THERE'S A BLACK CAT UNDER THE CHAIR. TRUE
OR FALSE? COLLABORATIVE ACTIVITY (15 minutes)
19. 18
T divides the class into two teams and names the member of each
group. T shows one slide and team 1 must decide if it’s T or F. Team 2 will
be muted while team 1 decides. Then, ss swipe roles. Ss will get instant
feedback with funny sounds as explosions and applauses.
LINK TO POWER POINT:
https://drive.google.com/file/d/1dbA5bpmaaJTPMjkfnsqWlaTvMtO11X
_r/view?usp=sharing
T reads the first sentence and asks: Is it T or F? Ss discuss, reach an
agreement and answer. The same procedure is repeated till the end of
the PP.
T counts one point for each right answer and says which team the winner
is, focusing on the importance of having fun. T says... And the winner is
TEAM1! CONGRATULATIONS!!!
● Scaffolding strategies. The strategies used in this activity-game are similar
to the previous activity with the plus that ss will group in teams facilitating
their classmates’ learning. In this way, the ZPD is activated since a more
20. 19
knowledgeable learner is able to push his/her peer cognitive
development.
● Transition comment. Wow, it was very funny this game! Now, let me tell
something that Winnie won’t like. Wilbur loves to escape from Winnie’s
house and visit his friend Millie, the frog. Would you like to meet Millie’s
house?
CLOSURE [UdW7]
WILBUR VISITS MILLIE’S HOUSE. LISTEN AND MATCH (5 minutes)
T says Wilbur and Millie, the frog, are best friends. Wilbur went to Millie’s
house and played with Millie’s brother toys.
T says But we have a problem! Wilbur and Millie made a mess! Now they
can’t find Millie’s brother’s toys.
T says Millie’s brother is very angry when he finds all their toys around the
house. Listen! Can you help me to match the toys with the part of house!
Are you ready? Ss say YES!!!
T shares the screen and allows the pencil tool to match the rooms with
the toys.
*Storyline Starter B- Pupils’ Book, page 32.
27-Pista 27.mp3
Comentado [A3]: This game was great fun/very funny
21. 20
T says Listen! Where are the toys? T plays the recording once and mutes
ss. Once the recoding has finished, T checks ss’ listening comprehension
by asking: Where’s Millie’s brother soft toy? Ss: In the kitchen! Then, T asks
different ss the rest of the questions and matches accordingly.
● Scaffolding strategies. I will guide the listening activity by asking
questions and revising toys’ vocabulary before playing the recording. I
will point to each toy and ask What’s it? A ball? A train? In case some ss
don’t remember all the words.
● T says Oh my God! We’re running out of time but before saying goodbye
I want to tell you that it’s very nice to see you! I really miss our classes at
school and I know that soon we’re going to meet again.
● T praises ss and says Next week you will learn Winnie’s house chant. A
very spooky chant! Winnie has told me that she would like to meet you.
What about you?
● T smiles and says A big hug! Kisses!
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
Comentado [A4]: Exactly!
23. 22
1. WATCH THE VIDEO AND COMPLETE THE CHANT. SING!
2. CLASSIFY WORDS AND COLOUR!
VIDEO CHANT:
https://www.youtube.com/watch?v=kxzQoJu29c0
Con formato: Normal
24. 23
TRY THIS ONLINE GAME AND LEARN NEW
WORDS!!
https://learnenglishkids.britishcouncil.org/word-
games/parts-building
Con formato: Fuente: Century Gothic, 16 pto, Negrita, Color
de fuente: Naranja
Con formato: Normal, Sangría: Izquierda: 0 cm
Con formato: Punto de tabulación: No en 3,77 cm
Con formato: Normal, Sangría: Izquierda: 0 cm, Espacio
Antes: 0 pto, Después: 0 pto
Comentado [A5]: As this game introduces new words, it
would be great if they could systematize them somehow. They
may write them down on their copybooks and draw a picture
next to them, and then send you a picture.
25. 24
END OF ACTIVITIES FOR WEEK 3
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
THAT’S ALL FOR THIS WEEK!
ENJOY AND PLAY!
KISSES AND HUGS!
MISS PAULA
27. 26
3.
Con formato: Numerado + Nivel: 1 + Estilo de numeración:
1, 2, 3, … + Iniciar en: 1 + Alineación: Izquierda + Alineación:
0,63 cm + Sangría: 1,27 cm
Con formato: Fuente: 11 pto, Color de fuente: Automático
Con formato: Párrafo de lista
Con formato: Párrafo de lista, Numerado + Nivel: 1 + Estilo
de numeración: 1, 2, 3, … + Iniciar en: 1 + Alineación:
Izquierda + Alineación: 0,63 cm + Sangría: 1,27 cm
28. 27
1. THERE ARE WITCHES.
2. THERE ARE CATS.
3. THERE ARE CUPBOARDS.
4. THERE ARE BEDS.
5. THERE ARE BATHS.
6. THERE ARE DOORS.
7. THERE ARE CHAIRS.
8. THERE ARE FROGS.
4. LOOK AT THISE HOUSE FOR WINNIE. READ THE DESCRIPTION.
Comentado [A6]: You should provide one example, so as to
demonstrate what they are expected to do. Shall they write the
word or the number?
29. 28
5. MAKE A HOUSE FOR WINNIE! USE MATERIALS YOU HAVE AT
HOME.
MY HOUSE FOR WINNIE AND WILBUR
THE HOUSE IS PINK, GREEN AND BLUE. THE ROOF IS BLUE
AND BROWN. THE DOOR IS ORANGE. THE WINDOWS ARE
YELLOW. THERE IS A LIVING ROOM, A KITCHEN, TWO
BATHROOMS, AND TWO BEDROOMS. THE GARDEN HAS
GOT TREES AND FLOWERS.
30. 29
6. DESCRIBE YOUR HOUSE FOR WINNIE. COLORS? ROOMS?
GARDEN? PETS?
PADLET:
https://padlet.com/paula_bahia81/ujz7qrflpc8kkbku
Con formato: Izquierda
Comentado [A7]: I think you should first check their
productions and then invite them to share them on padlet.
As well as this, I´d suggest their reacting – positively, of course
– to their classmates´ creations. You may provide them with a
list of useful phrases to use in the “commentary” section. For
instance, I really like this house! I love it! It´s so cute! and so
on. This way, you can foster some interaction.
31. 30
GOOD BYE KIDS FROM
PEHUEN-CO!!! IT WAS VERY
NICE TO MEET YOU!
WE LOVE YOU ALL!
WINNIE AND WILBUR
32. 31
END OF ACTIVITIES FOR WEEK 4
THE END OF THE ADVENTURE
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
33. 32
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvemen
t
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
https://talkandcomment.com/p/6bc616e1f27be8abee48a8c9 (voice
note)
Con formato: Inglés (Estados Unidos)
Código de campo cambiado
Con formato: Hipervínculo, Fuente: Arial, Inglés (Estados
Unidos)
Con formato: Inglés (Estados Unidos)
34. 33
DOC COMMENTS:
[UdW1]Your aims should be achieved throughout the activities. You need to have
your aims clear before anything else because they will guide you through your own
planning. I will particularly look at to what extent you cover these aims by the time
the Didactic Unit finishes.
[A2]Here you will include the activities, the way you will share them with students.
[UdW3]This should serve as a checklist in order to get everything ready for the lesson.
[UdW4]Here you’ll sort of introduce the topic, create the context of your lesson. It’s
like a bridge between the activities you have designed for them to do on their own
and this lesson. You revise those aspects which help you scaffold new teaching.
[UdW5]Transitions become of paramount importance!
[UdW6]For each activity you need to explain whether students will work individually,
in pairs or as a whole group and what exactly you want them to do. What’s your role
too? If you develop activities, you need to provide a sample of it. Remember to
include transitions and be coherent from one activity to the next. It doesn’t have to
be a collection of activities. You need to include your sources and materials.
[UdW7]This is after the production stage (free activity, final task, game, song, etc).
Here you wrap up the whole lesson. This time, you won´t give homework.
![1
DIDACTIC UNIT Nº 1
Linguistic level: Elementary
Number of students: 26. One student suffers from dyslexia.
Planning type: 4 set of activities + ZOOM lesson plan
Schedule: September-October 2020
Week 1 –Activities-Online
worksheet.
Monday 28th September
Week 2 –Activities- WORD doc
to be completed.
Monday 5h October
Week 2 – ZOOM CLASS Friday 9th October
Week 3 –Activities- PDF to be
printed.
Monday 12th October
Week 4 –Activities- WORD doc
to be completed.
Monday 19th October
Learning Aims [UdW1]
During this didactic unit, learners will be able to:
SOURCES:
1. WINNIE THE WITCH - STORY BOOK (WITH ACTIVITY BOOk by Korky
Paul and Valerie Thomas, with adapted text and activities by Jane
Cadwallader. Editorial OXFORD UNIVERSITY PRESS. Ed. 1999
2. Winnie the Witch DVD. Editorial OXFORD UNIVERSITY PRESS. Ed.
1999. Comentado [A1]: Check how to cite books.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)