The document is a lesson plan for a class about final frontiers such as space, the ocean, and the poles. It includes 5 learning objectives, focuses on vocabulary for describing places, and involves students in several interactive activities like a word matching game and picture description game. The plan includes introducing the topic with pictures, reviewing new vocabulary, reading about explorers, and discussing future discoveries. The class aims to improve speaking, reading, and engagement with the topic through group work and speculating about exploration.

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: A2 plus
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: “Final Frontiers”
Clase Nº: 1
Duración de la clase: 80 minutos
Fecha de la clase: 26 de mayo
Fecha de entrega de la planificación: 21 de mayo
Learning Aims
During this lesson, learners will be able
 to improve their speaking skills by engaging in picture description.
 to incorporate new vocabulary to talk about unexplored places.
 to delve into topics such as the space, the ocean, the poles etc.
 to identify and use antonyms to describe places.
 To improve their reading skills by skimming and scanning through the
text.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Light-dark- strange- ordinary-
modern- heavy- powerful-
strong
Describing pictures and
speculating about them.
I can see…..
The …..in photo 4 is………
In the background, in the
foreground, etc.

2. N
E
W
Deep-shallow- -narrow-wide-
weak- permanent- temporary-
ancient- low- high
Materials
Slides: https://docs.google.com/presentation/d/e/2PACX-1vSkV8_ryu-
VRFphqOkyNm2G1umWFTFRxicvg2ZwTqvLeILs_OOx6vULp4LerKbu2OpT9lRyJ-
XOJcrT/pub?start=false&loop=false&delayms=3000
Wordwall: https://wordwall.net/play/16266/144/152
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)
I will show the students a picture and a phrase to introduce the topic and create
context. (Slides 1 and 2) I’ll ask the following questions: (Slide 1)
What can you see in this picture? What shape is it? What is the shape made of?
(Interstellar dust, stars, clouds, planets, asteroids-I will help them with the new
words) What message do you think this image wants to convey? What do you
know about space?Have you ever been interested in spaceordoneany research

3. or schoolproject aboutit? Would you like to travel around space?Do you think
we could live in another planet one day? (Slide 2)
Then, Iwill ask onestudent to read the quotealoud and Iwill ask them to reflect:
How does this text relate to the image? What does it mean? What is the shape
of the universe?
(5 minutes)
Then, I will show them slides 3-5. I’ll ask them to look at the pictures and tell
me what these pictures have in common.
If necessary, I’ll ask questions to make them think: How much do we know
about the ocean? Do you know any person who has explored the sea? How
about the space? Who were the first people to walk on the moon? What about
the poles?Have youheard orread aboutany theories about these places? Which

4. exploration requires more courage? More training? More knowledge? Finally,
I will show them the title of the booknew unit: “Final Frontiers” and tell them
we will studysome ofthese “unexplored places” and look into some facts about
these places.
Activity 1 (5 minutes)
I will display the activity on a TV screen to explain and make instructions
clear; the activity on the TV screen will allow them to see the images and
words clearly. Then, I will send the link of the activity to the WhatsApp group
so that they can work individually on their cellphones. (All of them have
phones and can connect using the institute’s Wi-Fi) Instructions: “Lookat the
words in the colorful boxes!You will have 2 minutes to drag them to match
their oppositemeanings in the correct box.” I will demonstrate how to do it
myself. As there are only 8 pairs of words and students know most of the
words, I will ask them to do the activity and try to infer the meaning of the
new words by looking at the pictures.
https://wordwall.net/play/16266/144/152
The activity provides the feedback so they can check the answers on their
own. Then, I will check if they really got the meaning of all the new words by
giving them sentences for them to complete: (oral activity)
In winter, Río Colorado’s river is ____________.(If they can’t provide the
word, I will give them options: deep or shallow while I mime the words.)
San Martín street in Río Colorado is______________.(Narrow or wide)
“El Viñedo” in Río Colorado is a/an _______________(Modern or ancient)
construction.
“Harvest jobs in Río Colorado are _____________.(Temporary or permanent)
Transition: “Now, open your books to page 78. Let’s use all these new
words”
Activity 2 (10 minutes)
Book Activity: Students will complete activity 2 and I will ask them to check
it in pairs.

5. Transition: “Good,now let’s look at the pictures you have in the book”
Activity 3 (5 minutes)
Exercise 3 in the student’s bookasks students to describe some pictures using
the vocabulary presented in ex.1. I will change this activity a bit. Students will
work with the images the textbook has but instead of describing them I will
describe the images myself and ask them to tell me which picture I am
describing.
 It’s a very powerful rocket, and it can probably fly very high. (3)
 It’s a strange type of balloon. It’s very light, and I think it’s used for
predicting the weather. (6)
 It’s very narrow; there are high cliffs and a shallow stream. It can’t
be deep because someone is walking in it. (1)
 The cave is dark, deep, and narrow. (4)
 The skyscraperis very high and modern, but the building in front of
it is ancient. The old building is low, but wide. (2)
 There’s a tent, which is a type of temporary home. The green light in
the sky is very strange. (5)
Transition: “Good,now let’s play a game to go on practicing”
Activity 4 (8 minutes)
I will suggest playing a short memory game using the vocabulary presented:
The first student says a sentence beginning with If you look outside tonight,
you’ll see ... and they have to say a noun phrase using the adjectives practiced.
The next student does the same but must add his/her own noun phrase. Each

6. student says all the words already used and adds a new word of his/her own.
For example:
A: If you look outside tonight, you’ll see a modern building,
B: If you look outside tonight, you’ll see a modern building and a heavy box.
C: If you look outside tonight, you’ll see a modern building, a heavy box, and
a strange animal.
A: If I could buy anything, I would buy an ancient vase.
B: If I could buy anything, I would buy an ancient vase and a modern house.
C: If I could buy anything, I would buy an ancient vase, a modern house, and
a strange dog.
Transition: “Well done! Now, let’s copythe new vocabulary on your
notebooks”
(2 minutes)
I will write the date and the new lexical items on the board. Students will copy
them, and I will ask them to pick the three more difficult words to remember
and write a sentence. Then, I will tell them we have a ten-minute break before
we continue.
_________________________break_________________________________
(5 minutes)
I will ask: “Open your books to page 79. Look at the pictures. Write next to
each picture the new vocabulary items that can help you describe the picture”
Transition: “Now that you have the vocabulary, let’s describe the pictures”
Pre-reading (5 minutes): Students will describe the pictures in pairs. I will
monitor the activity and check they are using the new vocabulary correctly.

7. Then, I will ask one of the students to read the title of text: “Explorers: Where
next? And I will ask them to think about what the people of tomorrow can
discover. “What do you think human beings will be able to discover in the
future?” I will write their answers on the board and tell them I will be back to
their answers at the end of the class.
Reading:
Activity 1 (5 minutes)
Students will have to read the text quickly and match the headings (1-3) to the
corresponding paragraph. Then, I will ask them to match each paragraph to the
correct picture. I will make sure the students understand they should not read
in detail at this point.
Transition: “Now, let’s listen and read the text at the same time and check
your answers”
Activity 2 (10 minutes)
Students will listen to the recording to check their answers and then, I will ask
them to read the article again and answer the questions in point 3. Students
will write the answers on their books and check them in pairs before checking
as a class.
Activity 3 (5 minutes)
Then, I will ask students to underline the new words. Do these words hinder
comprehension? Can you infer the meaning of these words if you consider the
context? What are these new words? I will explain them myself. For example:
spelunking: exploring natural caves.
Transition: “Good!Did you find the text interesting? Would you like to
research or explore any of these places? Let’s talk about it!”
Post-reading activity: What about you? (9 minutes)
I will ask students to read the questions on task 4. Then, I will ask them to pair
up and discuss each of the questions. I will include one variant. They will have
to ask and answer one question and then change pairs. They will have 2

8. minutes for each question. I will monitor and help with vocabulary, but I
won’t interrupt fluency.
Transition: “Great, now, tell me about your answers”
(2 minutes)
I will ask students to tell me about their answers. Then, I will draw their
attention to the responses they gave in the pre-reading task that I wrote on the
whiteboard (these were mere speculations about future discoveries) I will say
“Now, after reading the text, can you add any other possible discovery?” I will
copyanswers on the board.
After that, I will say: “Time’s up” and I will give them homework: I will write
on board: “Homework: workbookpages 60 and 61” Students can either write
it on their notebooks or take a picture of the board. If we don´t have time, I
will text them in our WhatsApp group. I will check the activities while they
have a break the following class.

9. 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
Great start!

10. If you have to teach this lesson online, just make the necessary
adjustments and then reflect upon them on the Journal. I mean, you
don´t have to resubmit the plan.
Each activity must be described in terms of the following components:
 Timing
 Activitydescription 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