- The document contains a lesson plan for an English class focused on the history of Pedro Luro, Argentina. - Students will read a newspaper article about Pedro Luro's origins and complete a true/false activity to check comprehension. - In pairs, students will create a timeline summarizing key events from Pedro Luro's history based on information in the article. - The lesson also includes activities where students will brainstorm local places of interest like restaurants, hotels, and tourist attractions to include in a promotional campaign for Pedro Luro.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTE: Valeria Zentner
Institución educativa: Charles Dickens Institute
Año y sección: Second Juniors - Única Sección
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 8
Tipo de Planificación: Clase
Unidad Temática: The Past
Clase Nº: 5
Duración de la clase: 90 minutos
Fecha de la clase: Tuesday, June 29th
Fecha de entrega de la planificación: May 31st
Learning Aims
During this lesson, learners will be able to…
→ Get to know the history of their town while working on their reading comprehension
skills.
→ Reflect on how to attract tourists.
→ Express their opinion of the places in town.
→ Use the grammatical and lexical aspects learned up to the point in a project.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
To talk about past
events and actions.
Simple Past structures
“I went back to the
17th century”
“I visited William
Shakespeare”
“The river was…”
“People were…”
N
E
W
Descriptive Adjectives
ancient – beautiful –
boring –– charming –
contemporary ––
cosmopolitan –
crowded – exciting –
expensive – fascinating
– lively – popular –
touristy
To express opinion on
places and describe
places

2. Materials
→ Eight copies of a news article on the story of Pedro Luro.
→ Eight copies of a True or False activity.
→ Timeline with some important dates written on it.
→ Eight copies of descriptive adjectives and their possible definitions.
→ Sixteen blank sheets of paper.
→ Eight copies of Information cards.
→ Online poster - Padlet
Procedures
NOTE: All of the activities are described as suggested by the tutor, in
terms of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each
activity.
ROUTINE
→ Timing: 5/8 minutes
→ Activity description and instructions as thor ey will be said to students (direct
speech and scaffolding strategies are included):
Students will be received in the institute’s door. As always, the teacher will check their
temperature and sterilize their hands, feet and school objects, and then let them in (It usually
takes a while). Once in the classroom, they will be greeted by the teacher. She will say
"Good afternoon, my dear students! How are you today? How was your afternoon so far?"
As a next step, she will ask "What day of the week is today? And what date? Of what
month?" and then copy the date on the board.
→ Transition comment to link each stage of the lesson with the next one:
“If you wanted foreign people to know Pedro Luro, what kind of information would you give
them to attract them here?”
WARM-UP
→ Timing: 5 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
The teacher is going to start the activity by suggesting the following situation: "Imagine that
we are a group of important people and we want our town to be visited by more tourists.
For this, we should create a kind of advertising campaign to publish, right? In that
advertising, what information would you publish about Pedro Luro?" To guide the discussion,
the teacher will draw pictures to illustrate the topics to the students:
Illustrative pictures of the drawings to be done on the board. In order: restaurants, hotels, festivals, touristic
places, history.
Comentario [A1]: Do they know
the meaning?
Comentario [A2]: What will you do
with their answers?
Will you write them down on the
board in a mind map?
Will you prompt their suggestions?
If so, how?
Comentario [A3]: Or that you are
members of the local government
Comentario [A4]: You may take
these visual aids, so as to save
time.

3. → Transition comment to link each stage of the lesson with the next one:
“If we wanted to advertise our town, it would be good to start with our history. How much do
you know about the history of Pedro Luro? How old is it?”
PRESENTATION
→ Timing: 20 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
Each student will be given a copy of a newspaper article from La Nueva, 2013. The teacher
will say "Well, let's start with the history. Let's read this article where you will find information
about the origins of our town. Pay attention to the title and images. Where do you think our
story began?" Once that question is answered, students who want to read will be asked to
raise their hands. In this way, everyone can follow the reading.
CENTENARY OF PEDRO LURO
A story by the river
11/20/2013 | 09:00 | The history of Pedro Luro began many years ago with the
Tehuelches, who found abundant animals, firewood and the water of the Colorado
River. Then, it continues with Don Francisco de Viedma (commander of the Patagones
fort) and the pilot Basilio Villarino who wanted to prevent the English empire from taking
over Patagonia.
Villarino explored the Colorado and Viedma built a fort in Fortín Mercedes. Later, in 1830
Juan Manuel de Rosas arrived. He founded Fortín Colorado on 1833, from where he
directed the entire military campaign. In 1858, Fortín Colorado was moved because of a
flood. In 1860, Don José Arnold and his friend Pedro Luro arrived and colonised the lands.
A lot of people started their lives there.
In 1883, the telegraph and later the mail were installed in Fortín Mercedes. The Salesian
missionaries arrived and wanted to install a church and a school. In 1895, Father Pedro
Bonacina founded the first school between Bahía Blanca and Carmen de Patagones. It
was a school, but also a hospital, and a home for orphans and old people.
In 1912, the railroad arrived, with the possibility of transporting passengers, food and
other things. In addition, Adolfo and Rufino Luro donated the land to build the station and
a town. Both places were named as their father, Pedro Luro. On November 20th of 1913,
the town was founded.
People arrived from all over the world: France, Spain, Italy, Hungary, Germany,
Czechoslovak, Syria and other countries.
In 1982, there was a flood and a lot of people lost their homes. In 1989, Casa de Piedra
regulated the river and made reserves that could be used in case of necessity.
Nowadays, the Colorado River has not got its red colour, but its waters still flow gently in
search of the sea.
Taken and adapted from La Nueva, 2013 - https://www.lanueva.com/nota/2013-11-20-9-0-0-una-historia-a-
orillas-del-rio

4. After reading the text, a comprehension check activity will be carried on. The teacher will
give a copy of a True or False activity to each student. They will be asked to read the
sentences aloud so to discuss one by one with the whole class. To guide the activity, the
teacher might say "Well, is this sentence true or false? What piece of information from the
text can help us decide?"
1. Villarino and Viedma were the first ones to arrive at the
lands.
2. Viedma built a fort called Fortín Mercedes in 1833.
3. The lands were colonised by the Luro family.
4. The Salesian missionaries arrived and created a hospital. It
was the first one between Bahía Blanca and Carmen de
Patagones.
5. The place installed by the missionaries was a school and a
church, but also a hospital and a home for orphans and old
people.
6. In 1912, a new means of transport arrived. A year later, the
town was named Pedro Luro.
7. There were two floods near Pedro Luro.
8. The town is now 109 years old.
→ Transition comment to link each stage of the lesson with the next one:
“Did you know all this? Our small town has a very interesting history, don’t you think? Now,
we can make something for other people to learn about it as well!”
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
→ Timing: 15 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
To do this activity, learners will be asked to work in pairs. Each pair of students will be given
several blank sheets of paper. Besides, a large time line will be displayed on the board. The
task will be explained as follows: "So that people can get to know our story more easily, we
can simplify it and summarize it in a time line. Pair A will work with paragraphs 1 and 2, pair B
with paragraph 3, pair C with paragraph 4, pair D with paragraphs 5 and 6. You'll pay
attention to the years in the time line and you are going to write in a short and simple way
the most important events of those years! Use the text to find and write that information!"
Timeline to be displayed on the board
Comentario [A5]: Encourage them
to highlight/underline the fragments
in the text that support their
choices. It is a useful reading
strategy.
Comentario [A6]: What if you
worked with paragraph 1 as a
whole group?

5. As students complete the papers with relevant information from each year, they will be
pasted on the timeline. It will be discussed and checked with the whole class.
→ Transition comment to link each stage of the lesson with the next one:
“Well done, my students! Now, what other information should we add to our advertisement?
What about the touristic places?”
Activity 2
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
The purpose of this activity is, in pairs, to collect as many place names as possible. The
teacher will say "I'm going to put my timer on the table so you can see it. Will you have 1, 15
minutes to write as many names of places to eat in Pedro Luro as possible. Take into
account restaurants, cafés, and food trucks. Ready? Steady? Go!" while putting the timer on
the table. Once this is done, it will be discussed with the whole class what names have been
written. The process will be repeated until the other two categories are also done: places to
sleep (hotels, hostels, etc.) and places to visit (touristic ones).
→ Transition comment to link each stage of the lesson with the next one:
“Excellent! Now tell me… Which of the places you’ve written is your favourite? And your least
favourite? Why?”
Activity 3
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
Each student will be given a list of adjectives and their possible definitions. In pairs, students
must match the words with their respective definitions. It will be checked and discussed with
the whole class to ensure that everyone agrees with your answers. In case they do not
remember each of the words, the teacher will advise the use of English-English dictionaries.
She will then ask them to think again about the places they wrote in the previous activity.
She will say "Well now... can you describe those places with just one word from this list? Can
you think of another word to describe these places? Why do you describe them this way?"
Popular – fascinating – ancient - touristy - charming - contemporary -
crowded - exciting - lively - picturesque – beautiful – expensive - boring
1. A place that has a long history. Synonym: historic______________
2. Very pleasing on the eye. Synonym: attractive,
lovely______________
3. Not very interesting. Synonym: uninteresting ______________
4. Nice, very pleasing. Synonym: delightful ______________
5. Modern ______________
6. Very full of people. Synonym: busy ______________
7. Fun, with lots of enjoyable things to do. Synonym: lively
______________
8. Costing a lot of money. Synonym: pricey ______________
9. Very interesting. Synonym: captivating. ______________
10. A place with a lot of things going on. ______________
11. Liked by a lot of people. ________________
Comentario [A7]: set

6. 12. Charming or interesting in an unusual way. ________________
13.Visited by a lot of tourists. ________________
Vocabulary taken and adapted from
https://www.esolcourses.com/content/exercises/grammar/adjectives/places/words-for-describing-places.html
→ Transition comment to link each stage of the lesson with the next one:
“Great job! Now, one last thing. What important dates or festivals do we celebrate here?”
Activity 4
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
To do this activity, the pairs will be united into two large groups: pairs A and B will work
together, like pairs C and D. Each student will be given a copy of an information gap card.
The teacher will say "I want you to discuss with your group which festival or important event
you like the most. Then, you will agree to complete the information card. Discuss each point
well so that everyone can fill in the necessary information!" It will be explained that it is not
necessary to write much, only the most relevant information with keywords.
My favourite festival/event in Pedro Luro
Event: ________________________________________________
Date: ________________________________________________
What is celebrated? ________________________________________________
Where is it celebrated? ________________________________________________
What activities are regularly done? _____________________________________
Who comes to the event? _____________________________________________
What do you think of it? ________________________________________________
Once this is done, the groups will share their responses, also stating why they chose these
events.
→ Transition comment to link each stage of the lesson with the next one:
“You’ve done amazingly! Now, it’s time to join in all the information about our time in our
own online poster!”
CLOSURE
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct
speech and scaffolding strategies are included):
In this last activity, students will be explained how to put together all the information
collected about Pedro Luro during class. To do this, they will work with a tool with which they
are already familiar: Padlet. The teacher will project Padlet's wall on the whiteboard for
everyone to see. The teacher will say "Here we have the wall divided into different sections:
history, restaurants, hotels, touristic places and festivals. They will return to work on the
couples that we formed at the beginning of the class to post all the info in the Padlet. Pair A
will work in History, Pair B in restaurants and hotels, Pair C in places to visit and Pair D will work
in festivals" It will be explained that in order to do the task satisfactorily, the information
Comentario [A8]: Similar to
previous class.
I´d include prompts and encourage
students to produce complete
questions.

7. collected will have to be shared among them, which could be done through the WhatsApp
group. Besides, in case they do not remember, it will be explained how to post new
messages on the Padlet, as well as photos or videos, whatever they find necessary to
complete and embellish the digital poster.
Link of the Padlet: https://padlet.com/zentnervaleria/tzy98yyhsgb3870i
→ Transition comment to link each stage of the lesson with the next one:
“Hope you can do it at home! I’m really looking forward to seeing the final result! See you
next time, bye bye!”
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
Getting to know more about their own place in the English lesson
sounds motivating! They will surely feel like sharing their insights.
By the time this lesson takes place, I hope I have already seen a
recording of one of your lessons.