The document contains a lesson plan for an English class at the Charles Dickens Institute. The lesson is focused on selfies - taking pictures of oneself. The plan outlines the objectives, language focus, materials, procedures and activities for the 90 minute class. The activities include a warm-up discussion about selfies, watching a video on reasons why people take selfies, a reading comprehension activity from the student book, and a group debate about whether selfies are an important new art form. The plan provides detailed instructions and timing for each stage to help the teacher lead the full lesson.

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: In the Picture
Clase Nº: 5
Duración de la clase: 90 minutos
Fecha de la clase: Tuesday, August 17th
Fecha de entrega de la planificación: July 19th
Learning Aims
During this lesson, learners will be able to…
→ Talk about and show their understanding on „selfies‟ as a culture and a new art form.
→ Demonstrate listening and reading comprehension.
→ Express agreement or disagreement regarding selfies as a new art form.
→ Work collaboratively while deciding on how to present ideas and sharing information
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Talk about events and
people from the past
Describe what was
happening when a
photo was taken
Past Simple
Past Continuous
N
E
W
Blurred
Easel
Effect
Quality
Self-portrait
Selfie
Materials
→ “Why do people take selfies” video - available at https://youtu.be/Bn33gc5gxug
→ Listening comprehension task, True or False? - 8 copies.
→ Student‟s Book, page 107.
→ Spidergram: reading comprehension task - 8 copies.
→ Coloured sheets of paper with key phrases and questions to make a large poster.

2. 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 they 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:
“Do you know what the term „selfie‟ means? Can you tell me what it is? Or can you show
me?”
WARM-UP
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
The teacher will introduce the topic of the lesson by asking “How often do you take selfies?
Why/When do you do that? What do you publish them on social media? Why/Why not?
What do you think of people that post a lot of selfies every day?”. As students reply, the
teacher will write key concepts and ideas on the board and organise them on a spider
gram (see illustrative example below).
→ Transition comment to link each stage of the lesson with the next one:
selfies
Definition
Why do we
take selfies?
Why do we
post selfies on
social media?
Opinion on
people who
post a lot of
selfies
Comentario [A1]: Good!
Comentario [A2]: I´m afraid the
question would be Do you publish
them on social media?

3. “Great ideas! Let‟s listen now to some young people being interviewed on this topic”
PRESENTATION
→ Timing: 15 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
The teacher will ask students to open their notebooks/folders and say “You‟re about to
watch and listen to some young people who were interviewed on the topic of selfies. I want
you to pay close attention and write down some notes on how often they take selfies and
what reasons they give for taking them. Okay? Are you ready?”. The video will be played
once for students to get the general information.
Regina Khabibullina. Why do people take selfies? Available at https://youtu.be/Bn33gc5gxug
Students will be then asked by the teacher to share their notes with the class, “Okay my
students, can you tell me how often they take selfies? What reasons do they give for taking
them? What reasons did you hear? Do you agree with them? Are these reasons similar to the
ones we wrote on the board?” so to encourage them to briefly discuss the topic. After that,
the video will be played again, but this time, to do complete the following task:
Watch the video and write T (true) or F (False).
1.A selfie is a picture of yourself. It is usually taken in front of a mirror with
your back camera and posted on social media.
2.When you take a selfie, saying that you‟re going to do it is a must.
3.People take selfies only on special occasions.
4.If they see a person who posts a lot of selfies, they think that person has
a very interesting life.
5.Whenever they post selfies or pictures, they receive positive
comments.
6.If you look good, you can become famous.
7.They think people post a lot of photos because they like it.
8.By posting selfies, they show people that they look good. That
increases their self-confidence and self-esteem.
Answers: 1. False: usually taken with your mobile‟s front camera – 2. True – 3. False: They take pictures of
themselves at random dates/places doing random stuff – 4. False: they think they have NO life/ are obsessed
with themselves/ want attention – 5. False: people comment their photos negatively or judgmentally. – 6. True -
7. To receive likes and attention. – 8. True

4. The teacher will say “I‟ll play the video again. This time, you‟ll write down some notes on key
words or phrases that correct the false information in the sentences. Here it goes!”. Once
everybody is ready, the task will be checked with the whole class. To do so, the teacher
might read the sentences one by one and ask “According to the video, is it true or false?
Why/Why not? What do they say in the video that madke you think that?”.
→ Transition comment to link each stage of the lesson with the next one:
“We‟ve talked a lot about selfies. Definitely, it‟s a culture. But… do you consider it an art
form?”
DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
Students will be asked to open their Student‟s Book at page 107. The teacher may say “There
we have a text which tries to answer the question I asked you. Are the selfies a new art form?
As you can see, some of the words have been removed. They are all below exercise 1. What
you‟ll first do is to look up their meanings on your dictionaries. Then, you‟ll read the whole text
and quickly complete the gaps with the words. Understood? Let‟s get started!”. The timer will
be set on 6 minutes and put on the desk for everyone to see it. When time is up, the teacher
will ask for some students to read the text aloud so to check that everybody‟s answers are
right. After each gap, the teacher will ask the student who reads to stop and ask the rest of
the class if they agree on the answer. If they do, the answer will be written on the board.

5. Taken from English Plus 2, Editorial Oxford. Student‟s Book, page 107.
→ Transition comment to link each stage of the lesson with the next one:
“Well done! Now, let‟s check the main ideas of the text!”
Activity 2
→ Timing: 10 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
Students will be given a copy of a reading comprehension activity. The teacher will say
“There you have some questions for you to answer about the text. In this way, we will
summarise the main aspects of the text we read. In pairs, discuss them and agree on the
answers. Once that is done, write complete sentences below each question. Let‟s do it!” Comentario [A3]: Similar to the
following comment – complete
sentences are not common in mind
maps.

6. Once everyone has finished, the teacher will ask question by question and say “Okay, X and
Y, what‟s your answer? Can you share it with us? What about you V and B? Why did you
write that? The rest of you, do you agree on their answer?” and so on to encourage each
pair to share their answers and briefly discuss them.
→ Transition comment to link each stage of the lesson with the next one:
“Good job, my students! I‟ll go back to the question from the text. Are selfies a new art form?
What do you think?”
Activity 3
→ Timing: 10
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
To do this task, the students will be divided into two large groups. The teacher will say “We‟re
going to debate the following topic: Selfies are an important new art form” as she writes it on
the board for everyone to see it. She might go ahead by saying “Group A, you agree with
this statement, you think selfies are a new art form. Group B, you DON‟T agree with this, you
think selfies AREN‟T a new art form. What you have to do is to discuss why you think that and
write down some ideas to say why you agree or disagree with the statement. Do it in bullet
points to better organise your ideas. Understood? Come on, you‟ve got 10 minutes to think
about it!”. Again, the timer will be set on 10 minutes and put on the desk for everyone to see
it.
→ Transition comment to link each stage of the lesson with the next one:
“Are you ready? Let‟s share our reasons for and against the statement”
Activity 4
→ Timing: 10
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
Both groups will take turns to present their reasons for and against the statement in
Selfies
What does the
term selfie
mean?
What did the
Oxford English
Dictionary do in
2013?
Where does the
word selfie
originate from?
Which famous
artist made a lot
of portraits?
Comentario [A4]: In mind maps,
we generally write key words, such
as meaning, definition, origin,
famous artist…
Comentario [A5]: You may have
to revisit useful phrases to express
their opinions.

7. discussion. Once this is done, Group A and B will be asked what they think about the other
group‟s reasons. The teacher will then say “Well, both groups have introduced many good
reasons for and against selfies as a new art form. BUT we have to agree on this: are selfies a
new art form or not? Think of your experience on taking selfies. I‟m sure you use different
filters and create designs, you choose what to photograph and how. By doing so, do you
think that you make art?”
→ Transition comment to link each stage of the lesson with the next one:
“We‟ve discussed many aspects of selfies today. It would be interesting to share it with
others. Don‟t you think?”
Activity 5
→ Timing: 18 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
Students will be encouraged to make a large poster all together. To do so, each group will
be given some sheets of paper with key phrases or questions for them to complete. The
teacher will say “We‟re going to make a large poster to be displayed on the main hall‟ walls
for everyone to see it. You‟ll be given some sheets of paper to write the key pieces of
information we discussed today. As it will be a poster, the idea is that your handwriting is big
enough to be easily read. Understood? You can use your notes from the video, the text we
read, and the notes from the debate to complete write on the sheets of paper. Discuss and
agree with your group on the information you‟re going to include in each one. You‟re going
to work by yourselves, but if you need me, I can help you. Okay? Get on with it!”
DID YOU
KNOW?
What’s a selfie? Where does the
term selfie come
from?
What did the Oxford
English Dictionary do
in 2013?
Which famous artist
painted a lot of
portraits?
Some people believe
that selfies are a
new art form
because…
Some people DON’T
believe that selfies
are a new art form
because…
What do you
think?: are
Are selfies a
new art
form? Leave
your
comment
here ↓
Illustrative examples of the sheets of paper to be given to the students. The ones in colour will be the title and
closure of the poster,
→ Transition comment to link each stage of the lesson with the next one:

8. “Excellent! It‟s time now to display our poster on the main hall‟s wall!”
CLOSURE
→ Timing: 2 minutes
→ Activity description and instructions as they will be said to students (direct speech and
scaffolding strategies are included):
In the last minutes of the class, students will be in charge of displaying the poster on the main
hall‟s wall. They will be asked to organise the sheets of paper in such a way that the other
students from the institute are able to understand the purpose of the poster and the
information in it. A small box will be put below the poster for those students who want to
leave their answers to the question from the last question in the poster: “What do you think?:
Aare selfies a new art form? Leave your comment here ↓”.
→ Transition comment to link each stage of the lesson with the next one:
“You have done an excellent job today! It‟s time to go home now, but we‟ll meet again next
class. 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
Great ideas!
Check my comments as regards mind maps and make sure
activities do not become too repetitive. They may write down
some notes first and then complete answers or even short
paragraphs for the final outcome. Encourage them to add some
illustrations, as well.