Bravo Gutierrez - PII - Assignment 1 - pass

1. Práctica II
AssignmentI:Teachinginthe Time of Covid19
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ASSIGNMENT I: ONLINE TEACHING
Collaborative Work
DEADLINE: August 21, 2020
Here are the instructions:
This assignment is about designing activities to be shared with students in this peculiar
context. You should include all resources you are planning to use (visual aids, audiovisual
materials, etc), just as you´ve seen in the examples above.
You should create two sets of activities (week 3 and week 4), so as to finish this
Didactic Unit on Describing People. As well as this, you are asked to outline a synchronous
lesson of about 40 minutes, describing the different stages of such a meeting. This would be
closer to our regular lesson plans…
As regards CONTENT, you are expected to keep on working on PHYSICAL
DESCRIPTION. So far, they´ve worked with hairstyles. Students must learn adjectives, such
as strong / tall / short / fat / slim. Make sure you teach appropriate grammar structures, too.
Last but not least, try to achieve skill integration and do foster communication.
The task should be carried out in pairs, so as to exchange different experiences and
points of view.
Hands on!!

2. Práctica II
AssignmentI:Teachinginthe Time of Covid19
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I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
WEEK 3
ALUMNOS PRACTICANTES:
Bravo, Débora.
Gutierrez, Estefania.
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Tipo de Planificación: Clase online
Unidad Temática: Describing People
Learning Aims
During this lesson, learners will be able to
● talk about physical characteristics of people.
● Identify new vocabulary related to physical appearance (tall, short, fat, slim, strong,
weak, old, young).
● Develop self-confidence and describe people using the chunk “(S)He is tall”, as well as
using recycled rich and meaningful language.

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AssignmentI:Teachinginthe Time of Covid19
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● Improve the use of the second language and develop social skills through work with
peers and the teacher.
● Develop and enrich their imagination and explore a different world setting in context.
● Develop effective engagement.
LEXIS FUNCTIONS STRUCTURE
R
E
V
Hair Styles (curly, straight,
blond, moustache, beard,
ponytail)
Describing people Has got
(S)He’s got curly hair.
N
E
W
Physical Description (tall,
short, fat, slim,strong, weak,
old, young)
Describing people Verb to be
(S)He is tall
What does (s)he look like?
Materials
● Flashcards related to feelings.
● Flashcards related to the weather.
● Picture of people for the warm up activity.
● Pictures related to physical appearance for the presentation activity.
● Picture of the short story for the development activity.
https://es.liveworksheets.com/ol291786dp

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AssignmentI:Teachinginthe Time of Covid19
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● Memory game: https://es.educaplay.com/recursos-educativos/6611663-
physical_appearance.html
● Notebook and/or cell phone.
Procedures
ROUTINE ACTIVITIES
● Say hello and ask how students are today.
● Talk about the weather.
● Take attendance.
● Timing: 5 minutes
● Activity description and instructions as they will be said to students
“Hello dear! how are you today? Are you happy/sad/bored?”
“Now, let’s stand up and look through the window... what’s the weather like? Is it
sunny/rainy/cloudy, etc?”

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● Scaffolding strategies
Show feelings pictures while asking how they are today.
Show weather flashcards and let them choose the correct one.
● Transition comment to link each stage of the lesson with the next one
“Let’s play a game. Please, look at the picture and answer as quickly as possible”.
WARM- UP
I spy with my little eye.
Individually, students look at the picture and find the person mentioned by the teacher.

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▪ Timing: 5 minutes
▪ Activity description and instructions as they will be said to students (include direct
speech)
“Look at the picture… I spy with my little eye a woman/man/boy/girl. (S)he’s got
curly/straight/blond hair. //moustache/beard/ponytail. Can you tell me the
number, please? ”
▪ Scaffolding strategies
Adequate the language speed.

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Transition comment to link each stage of the lesson with the next one
“Now, let’s learn new expressions…”
PRESENTATION
1. Listen and repeat.
Show the following flashcards:
● Timing: 5 minutes
● Activity description and instructions as they will be said to students (include direct
speech)
“Look at the pictures, listen and repeat after me”
● Scaffolding strategies
Adequate the speed.
● Transition comment to link each stage of the lesson with the next one
“Now, listen to me again and let´s play another game.”
2. Sequence game
The teacher prepares a sequence of words and says it out loud two and three times. The last time,
she omits one word. The students have to complete the sequence all together.
For example:
T: “Old - young - tall; Old - young - tall; Old - young - tall; Old - young - (tiiiinnnnn)”
Ss: “tall!”

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● Timing: 10 minutes
● Activity description and instructions as they will be said to students (include direct
speech)
“Listen carefully and say the missing word.”
● Scaffolding strategies
Adequate the speed.
Give examples.
Encourage learners to create their own sequence, pattern.
● Transition comment to link each stage of the lesson with the next one
“Now, pay attention, we’ll use these words in the following activity”
DEVELOPMENT (PRACTICE and PRODUCTION)
1. CIRCUS
https://es.liveworksheets.com/ol291786dp
● Read, look and number
Students work individually.

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▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students (include direct
speech)
“Look at the picture, where are they? are they at home, in a park?
Do you like the circus? What’s your favourite artist? Has (s)he got brown hair? What
does (s)he look like?
Let’s read and check all together orally.”
▪ Scaffolding strategies
Read out loud and check students’ understanding.

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▪ Transition comment to link each stage of the lesson with the next one
“Before saying goodbye, I have a surprise for you. Let’s play a memory game!”.
CLOSURE
1. Memory game.
https://es.educaplay.com/recursos-educativos/6611663-physical_appearance.html
▪ Timing : 5 minutes
▪ Activity description and instructions as they will be said to students (include direct
speech)
“Click on the link and have fun! Let me know when you are ready, so you can go…
good luck!”
▪ Scaffolding strategies
Encourage learners to have fun.
“That’s all for this week! Remember to wash our hands! Goodbye!”

11. Práctica II
AssignmentI:Teachinginthe Time of Covid19
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I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
WEEK 4
ALUMNOS PRACTICANTES:
Bravo, Débora.
Gutierrez, Estefania.
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Tipo de Planificación: Clase online
Unidad Temática: Describing People
Learning Aims
During this lesson, learners will be able to
● talk about physical characteristics of people.
● Identify new vocabulary related to physical appearance (tall, short, fat, slim, strong,
weak, old, young).
● Develop self-confidence and describe people using the chunk “(S)He is tall”, as well as
using recycled rich and meaningful language.

12. Práctica II
AssignmentI:Teachinginthe Time of Covid19
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● Improve their use of the second language and develop social skills through work with
peers and the teacher.
● Develop and Enrich their imagination, and explore a different world setting in context.
● Develop effective engagement.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Hair Styles (curly, straight,
blond, moustache, beard,
ponytail)
Describing people Has got
(S)He has got long hair.
N
E
W
Physical Description (tall,
short, fat, slim,strong, weak,
old, young
Describing people Verb to be
(S)He is tall
What does (s)he look like?
Materials
● Flashcards related to feelings.
● Flashcards related to the weather
● Video for the Presentation

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https://www.youtube.com/watch?v=wmiIUN-7qhE
● Pictures of the characters from Toy Story 4 for the Presentation.
● Practice: https://es.liveworksheets.com/ft1062605si
● Bingo: https://wheelofnames.com/es/qtf-scj
● Notebook and/or cell phone.
Procedures
ROUTINE ACTIVITIES
● Say hello and ask how students are today.
● Talk about the weather.
● Take attendance.
● Timing: 5 minutes
● Activity description and instructions as they will be said to students
“Hello dear! how are you today? Are you happy/sad/bored?”
“Now, let’s stand up and look through the window... what’s the weather like? Is it
sunny/rainy/cloudy, etc?”

14. Práctica II
AssignmentI:Teachinginthe Time of Covid19
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● Scaffolding strategies
Show feelings pictures while asking how they are today.
Show weather flashcards and let them choose the correct one.
● Transition comment to link each stage of the lesson with the next one
“Are you ready to play? please leave your things away, and listen carefully”.
WARM- UP
Stand up if...
▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students (include direct
speech)
“Please stand up if you have got curly hair/if you are tall…” etc.
▪ Scaffolding strategies
Telling them to have fun.
Check students’ understanding.
▪ Transition comment to link each stage of the lesson with the next one
“Now, we’ll watch a video. Pay attention to the character’s appearance”
PRESENTATION
1. Watch the video and describe the characters using the words from the box:
https://www.youtube.com/watch?v=wmiIUN-7qhE

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STRONG - WEAK - TALL - SHORT - OLD - YOUNG - FAT - SLIM -
CURLY - STRAIGHT - BLOND - MOUSTACHE - BEARD - PONYTAIL
Example:
Woody has got straight hair. He is tall.
Forky
Dolly

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Betty
Bonnie

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Mr. Potato Head
● Timing: 5 minutes
● Activity description and instructions as they will be said to students (include direct
speech)
“Look at the pictures and describe the characters using the words from the box”.
● Scaffolding strategies
Adequate the language speed.
Read the example.
Check student’s understanding.
● Transition comment to link each stage of the lesson with the next one
“Now, in the following activity, circle the correct word”
DEVELOPMENT (PRACTICE and PRODUCTION)
1. Look at the picture, read and choose.
https://es.liveworksheets.com/ft1062605si

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▪ Timing: 5 minutes
▪ Scaffolding strategies
Read at loud and check students’ understanding.
▪ Transition comment to link each stage of the lesson with the next one
“Let’s look at the following picture and in two big groups we will play a guessing
game”.
2. Guess who am I
Students are divided into two big teams.
● Timing: 5 minutes
● Activity description and instructions as they will be said to students (include direct
speech)
“Group 1, close your eyes. I’m going to show a number to Group 2. Then you can start
asking: “Am I fat?” Please don’t cheat.”
“Now, it is Group 2 turn”
● Scaffolding strategies
Check students’ understanding.

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Give as many examples as necessary.
▪ Transition comment to link each stage of the lesson with the next one
“Now remember the circus characters: the singer, the trapeze, the juggler, the ringmaster
and some characteristics such as old, young, fat, thin, tall, short, strong and weak. Choose
four of these words and draw them in a Bingo card, like this one...”
CLOSURE
Bingo: https://wheelofnames.com/es/qtf-scj
● Timing: 10 minutes
● Activity description and instructions as they will be said to students (include direct
speech)
“Are you ready? Identify your pictures on your bingo card, when you cover the four
spaces say BINGO!… good luck!”
● Scaffolding strategies
Encourage learners to have fun.
Encourage children to say the words each time the wheel stops.
Use corporal gestures.
“Let’s call it a day! See you next week! Take care, stay home”.

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AssignmentI:Teachinginthe Time of Covid19
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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 ideas!Lovelyresources!
You plannedto synchronouslessons.Good!Goovercomments,anddo take into
account that timinggoesbysuuuuperquicklywhenteachingonline.