The two-part lesson aims to help students identify gender stereotypes, exercise critical thinking, and work collaboratively. In the first lesson, students watch videos about strong female role models, discuss gender roles, and learn new vocabulary related to empowerment. They then write paragraphs comparing initial ideas to ideas in the video. The second lesson reviews the topic through pictures and a listening activity about stereotypes. Students complete a comprehension activity and conduct a survey about interests.

1. Práctica Docente III
2020
Tutora: Prof. Aurelia Velázquez
Assignment: Mock Lesson Plan - Diagnosis
Deadline: March 26
Please submit your file with the following name: Surname – PDIII – Mock
lesson plans
You can fulfil this task in pairs. Working with others is really
enriching! Make sure you upload the assignment individually.
In Didactics, you´ve been reading about Special Needs, Interculturality and
Comprehensive Sexual Education in ELT. Thus, in this assignment, I want you to put
into practice what you´ve learnt. This is just a warm-up activity, so as to get ready for
your practicum period.
You must plan two lessons taking into account the following:
- Teaching point: CSE – skills integration
- Approach: CLIL
- Students’ level: elementary
- Age: 14 years old

2. - Number of students: 28
- Duration of each lesson: 60 minutes
Learning aims:
During this lesson, students will be able to
· Identify gender stereotypes represented in the media and their social environment
· Exercise critical judgements
· Work collaboratively
- You must include use of ICT in this lesson.
- Make sure you use the lesson plan template.
- Revisit your Didactics materials, and bibliography on how teenagers
learn and behave.
- Include the materials you are planning to use.
- You must achieve skill integration.
- In order to cater for possible SEN students, think of some
differentiation that might be planned.
Goodwyn, A., & Branson, J. (2013). Teaching English: A handbook for primary and secondary
school teachers. Routledge. p. 131

3. LESSON 1
ALUMNO PRACTICANTE: Aromando Milagros - Redondo Luis
Institución educativa:
Año y sección: 2do sección A
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 28 Students
Tipo de Planificación: Clase
Unidad Temática: CSE
Clase Nº: 1
Duración de la clase: 60 minutes
Fecha de la clase: -
Fecha de entrega de la planificación: 26th
March
LEARNING AIMS
During this lesson, learners will be able to…
❏ Identify gender stereotypes represented in the media and their social environment
❏ Exercise critical judgements
❏ Work collaboratively

4. LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
Learned vocabulary related
to personal experiences or
feelings.
Answering questions Present Simple
Do you think that…?
What do you think…?
N
E
W
Striving, self-dedication,
grace, bruises, punches,
clenched fist, achievements,
skill, accomplishments.
Giving opinions
Expressing different points
of view
In my opinion…., From my
point of view…, I think, I
don’t think so.
MATERIALS (Everything showed and specified above)
❏ Video with subtitle: https://www.youtube.com/watch?v=Y_iCIISngdI
❏ Video: https://www.youtube.com/watch?v=Ulh0DnFUGsk
❏ Paula Pareto´s poster
❏ Tigresa Acuña´s poster
❏ Photocopy (list of words)
PROCEDURES
ROUTINE (5 minutes)
*Note: As students come from the break I tell them to sit on the chairs that will be previously re - arranged
in a semi circle around the projector.
Código de campo cambiado

5. *Illustrated picture taken from internet
❏ Greet students, elicit date and write it on the board.
Transition comment: Great! Now, look at these pictures on the board
WARM- UP (7 minutes)
Purpose: to activate students’ prior knowledge of gender equality and to engage them affectively in the
topic of the lesson.
❏ I will ask students: Do you know who are the girls on the pictures are? I expect my students
recognize at least one of them.
❏ I will ask them “what do they have in common?” “Do you know what they can do?” “What do
you think about them?” “Can you do the same they do?” “Can boys do the same they do?”
❏ I’ll copy their answers on the board.
Scaffolding strategies: Miming the action, repeating the phrases and pointing at the pictures
Transition comment: Let's work a little more on this topic
Comentado [A1]: All of them?

6. PRESENTATION (5 minutes)
❏ “What do you think women can do?” write down some ideas.
❏ Let's watch a video, pay special attention to the subtitles and to the images.
https://www.youtube.com/watch?v=Y_iCIISngdI
Scaffolding strategies: Showing the video more than once, pause the video.
Transition comment: Do you like the video? Now let's analyze the meaning of the words you don´t
know.
DEVELOPMENT
PRACTICE (10 minutes)
❏ The teacher would hand out a photocopy with a list of words
Flowers – Rings – Gossip – Marmalade – Iron – Striving - Self – dedication – Battles –
Perseverance – Grace – Bruises – Punches – Bravery - Clenched fists – Independence -
Skill- Dignity – Stone – Strength – Freedom – Accomplishments- Achievements
❏ Now, have a look at the paper you have, look at the words and write down the meaning of the
words you know.
❏ Great! Let’s share with your partners “do you know the meaning of the word flowers?” if any of
the students answer in a correct way, the teacher will ask a volunteer (especially a hyperactive
one) to copy the meaning of the word on the board.
❏ The teacher will repeat the procedure until she mentioned all the words.
❏ Once they finish with the words they are familiar to, the teacher will show the video again and
he/she will ask the students to try to infer the meaning of the words they don´t know according
to what they see in the video.
❏ The teacher will provide students with the definitions of the words they can't infer the meaning
and they don´t know.
Scaffolding strategies: Repeating the video, miming, sharing knowledge.
Transition comment: Do you like the video? Now you are going to work in groups of 4 students.
* The teacher would organize the groups by her/himself in order to promote integration.
PRODUCTION (20 minutes)
Activity 1 - Writing (15 minutes)
❏ Now you are going to read the answers you wrote down at the beginning of the class to the rest
of the group.
Comentado [A2]: There´s plenty of new vocabulary. I
wouldn´t ask them to focus on that first.
Código de campo cambiado
Comentado [A3]: Definitions in English?
No Spanish, please!
Comentado [A4]: This activity should be more
contextualized.
Students should see the words in context, not in isolation.
You may provide the lyrics to the song and leave blanks for
this words, for instance. Then, while completing, you may
encourage students to infer meaning through context.
Adding some visual aids to convey meaning of some words,
such as flowers, rings, marmalade, iron, bruises, punches,
clenched fists, stone, would be a suitable idea, too.
Take it into account for future occasions.
Comentado [A5]: Some miming might be useful, too.

7. ❏ “Do they show the same ideas of the video?
❏ Once you compare your answers, write down a short paragraph comparing your ideas with the
ideas of the video, you have to use at least six words of the new vocabulary.
❏ Once the all groups finish, one student from each group will read the paragraphs they wrote.
Scaffolding strategies: Walking around the classroom, listening to what they are doing, assisting in
case they need.
Transition comment: Very Good! Now, let's see if your opinions have changed since we beganin the
lesson
Activity 2 - Debate (5 minutes)
❏ Now the teacher will ask the students if their ideas have changed and will ask pupils to share
their opinions.
❏ “Do you think now that girls can do or be the same as boys?” “How?”
Scaffolding strategies: Asking questions, eliciting words.
Transition comment: Well, up to here we have been spoken about the role of women, but what
about the role of men in our society nowadays?
CLOSURE (13 minutes)
* The teacher will hang out papers of 4 different colours to form 4 groups; pupils will work with different
partners now to help to promote inclusion and integration.
❏ Now you have to create and write a short lyrics of to a song that speak in this case about men's
role in our society...
❏ Let's watch the following video so you can feel inspired and take notes of some ideas:
https://www.youtube.com/watch?v=Ulh0DnFUGsk
❏ The teacher will check the lyrics in class in order to correct mistakes or to make suggestions.
Homework: Students should record a commercial like one they have seen at the beginning of the class
using their lyrics and send it to the teacher by e-mail when it is ready. (they have one week to do it).
Transition comment: The teacher will greet students saying “Goodbye everyone, see you next class”
NOTE: In case there is any special need student the teacher would bear in mind different strategies
depending on the kind of the special need, for example the teacher would choose a tutor for a SEN student
to help him/her to participate and to facilitate the understanding. Also the teacher would include some visual
aids or to enlarge the font size.
Each activity must be described in terms of the following components:
Comentado [A6]: You should always provide an example,
especially when working with elementary students. They need
a model.
Comentado [A7]: A stanza, maybe?
Código de campo cambiado
Comentado [A8]: First, Watch the video. Comment on the
ideas it presents.
Then explain the task. And finally, make the groups
Comentado [A9]: It is truly challenging!
Comentado [A10]: We must use visual aids, whether we
have a SEN student in our class or not.

8. § 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
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

9. Observations Go over comments.
LESSON 2
ALUMNO PRACTICANTE: Aromando Milagros - Redondo Luis
Institución educativa:
Año y sección: 2do sección A
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 28 Students
Tipo de Planificación: Clase
Unidad Temática: CSE
Clase Nº: 2
Duración de la clase: 60 minutes
Fecha de la clase: -
Fecha de entrega de la planificación: 26th
March
LEARNING AIMS
During this lesson, learners will be able to…
❏ Identify gender stereotypes represented in the media and their social environment
❏ Exercise critical judgements
❏ Work collaboratively

10. LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
Gender roles. Making descriptions,
reflections and comparisons
Women can do….and men
can….
N
E
W
Social environment: Home,
school and work.
Recognizing and relating.
At home women do…
At work men’s role ….
MATERIALS (Everything showed and specified above)
❏ 3 big pictures
❏ photocopy
❏ board and chalk
❏ Poster with a story printed on it
❏ Speaker
PROCEDURES
ROUTINE (5 minutes)
❏ Greet students, elicit date and write it on the board.
Transition comment: Well! I had a great idea while watching your commercials! Do you want to know
it?
WARM- UP (5 minutes)
Purpose: to help students to remember the topic of the last class and to engage them affectively in this
lesson motivating them giving a short feedback of their videos.

11. ❏ The teacher will congratulate their students for the great work they did with the videos. She will
invite pupils' families to share the videos the following week, as well as the rest of the classes
and teachers, not only to get everyone involved in the activity but also to raise awareness of
these topics and to involve families in the learning process of the students. The students will
prepare an open class to receive the guests. If some groups want they can perform their clips
or the can project them.
❏ The teacher will ask students what they remember about the previous class. “What was last
class about? “Do you remember?” “What was our conclusion at the end of the class?
Scaffolding strategies: Saying some words to help them remember what we did last lesson.
Transition comment: Let's work a little more on this topic.
PRESENTATION (5 minutes)
❏ The teacher will ask “What about social environments? Do you know them? Which ones?”
❏ Let's see these pictures on the board. “What social environments are they?” The teacher will
expect the students to mention home, school, work and she will copy the answers on the board.
Scaffolding strategies: The teacher will point at the pictures while the students mention them.
Transition comment: Well done! Now let's work with a listening activity. activity.
DEVELOPMENT
PRACTICE (15 minutes)
Listening: Can you dance, Charlie?
Before you listen
❏ The teacher will ask to the students “Do you know what a stereotype is?” There are stereotypes
about what boys do and don't do. “What are they?” “What do you think about these
stereotypes?”
❏ Now, we are going to listen to Charlie´s and Yasmin’s. Please pay attention to the dialogue.
Comentado [A11]: You may also share them online.
Institutions usually have a Facebook or Instagram account,
and you may upload commercials there.
Comentado [A12]: Are they acquainted with the word?
Comentado [A13]: Last class, they watched a video on
stereotypes.
Comentado [A14]: You should pose a general question,
something to do while listening for the first time. This would
foster real comprehension.

12. ❏ Great! Now the teacher will copy the dialogue on the board and he/she will ask the students to
copy it on their folders.
❏ Now, try to remember the dialogue and complete the missing word.
❏ Great! “Can you write down all the words?” Let's listen again so you can check them or complete
them.
*The missing words are: bag, rugby, play, team, sports, free time, dance, boys, class, one.
Yasmin Don’t forget your ___________ Charlie.
Charlie Thanks, Yasmin. They’re my _____________ things. We’ve got a match at 5 o’clock.
Yasmin Where?
Charlie On the Heath near the church.
Yasmin Oh, yes, I know. How often do you___________?
Charlie Twice a month. Sam’s in the__________, too. What about you?
Yasmin I don’t play any____________.
Charlie What do you do in your _________ __________?.
Yasmin I like reading and dancing. Can you _________?
Charlie No, I can’t. I hate dancing. Anyway, it isn’t really for _________.
Yasmin What do you mean? Boys dance in High School Musical.
Charlie How many boys are there in your dancing __________ ?
Yasmin Eh… Well, actually… there’s only _______ at the moment.
Scaffolding strategies: The teacher will pause the audio if necessary and repeat it.
Transition comment: Well done! Now let's see if you understand everything
PRODUCTION (23 minutes)
Activity 1: Comprehension (7 minutes)
❏ The teacher will handg out a photocopy with the following sentences.
❏ Great! Now you have to reread the dialogue. Complete the box with a (T) if the sentence is true
or a (F) if it is false. If it is false, write it in a correct way.
Comentado [A15]: Or the main ideas…

13. T F
1. The bag belongs to Yasmin.
2. The match starts at five o’clock.
3. Sam doesn’t play rugby.
4. Yasmin doesn’t play any sport.
5. She likes reading.
6. There are a lot of boys in the dancing class.
Scaffolding strategies: Eliciting, asking questions, checking with them.
Transition comment: Great! Now we are going to see what are the thoughts of your partners.
Activity 2: Survey (16 minutes)
❏ The teacher would ask the students to prepare 7 questions about: free time activities, music,
reading, sports, cooking, pets, and social networks on internet. For example? Do you prefer
romantic films or action films? Do you like playing football? Do you like dancing?
❏ Once they finish their questions with the help and support of the teacher, students are going to
survey 5 classmates (boys and girls) to find what they like and what they don´t like.
❏ When they finish they should prepare a chart to show to the rest of the class the results.
Scaffolding strategies: walking and listening, helping in case they need.
Transition comment: Great! Now we know a little more each other! Let’s finish the class having some
fun.
CLOSURE (7 minutes)
❏ The teacher will stick a poster on the board with the following story:
One day, a father was driving his son to school when they were both badly injured in an accident
and had to go to hospital. The doctors at the hospital decided that the boy needed to have an
operation at once, so the surgeon was called. A few minutes later, the surgeon arrived, looked
at the boy and said, “I can’t operate on this boy – he’s my son!”
❏ Please, read the story on your own.
❏ The teacher will wait 2 minutes until everyone read
❏ Now, think and answer this question: “Who is the surgeon?”
❏ If you think you know it raise your hand to answer.
❏ The teacher will repeat the procedure until they discover the answer.
Homework: The teacher will ask to students to reflect on the following statement for the following class:
Men make houses, women make homes.
Comentado [A16]: What your partners think.
Comentado [A17]: Some reflection upon Jobs and Gender is
needed.
Comentado [A18]: How? What are they expected to do??

14. Transition comment: The teacher will greet students saying “Goodbye everyone, see you next class”
NOTE: In case there is any special need student the teacher would bear in mind different strategies
depending on the kind of the special need, for example the teacher would choose a tutor for a SEN student
to help him/her to participate and to facilitate the understanding. Also the teacher would include some visual
aids or to enlarge the font size.
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
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

15. Scaffolding
strategies
X
Language
accuracy
X
Observations Good job!
Pay attention to comments. I hope they are useful and clear. Bear them in mind
for future lesson plans.
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Con formato: Inglés (Estados Unidos)