The document provides a lesson plan for a 2-hour English class focused on positive and negative thinking for 6th year students. The lesson includes activities like discussing quotes about optimism, watching prediction videos, a quiz on mindsets, listening to a radio program on positive thinking, comparing happiness levels of countries, watching videos about Korean culture, and singing a BTS song. The goal is to practice future predictions, develop intercultural awareness, and foster speaking skills through interactive games and discussions.

1. 1
I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: PAULA EZPELETA
Institución educativa: EESA N°1
Año y sección: 6to año (división única)
Nivel lingüístico del curso: pre-intermediate
Cantidad de alumnos: 24
Tipo de Planificación: Clase presencial
Unidad Temática: Think positive - or negative?
Clase Nº: 2 (Lessons 2, 3 and 4)
Duración de la clase: 2 horas
Fecha de la clase: 13-09-21
Fecha de entrega de la planificación: 08-09-21
LESSON PLAN DESCRIPTION: The idea of this lesson is to recap my first
Zoom lesson for my new students and develop an interwoven thematic unit
focused on Positive and Negative thinking. Then, I will link these concepts
with ss’ goals and the Happy Planet Index. This lends itself to develop the
intercultural competence by making comparison between Argentina and SK.
Then, ss will watch a video about Asian stereotypes where Korean people
react about common stereotypes. I will encourage a discussion about the
way Western cultures portray Asian cultures. After this, I will introduce a
video about the world phenomenon BTS where ss have to guess favorite
meal, dessert, song, etc. Finally, ss will sing ‘Dynamite’ by BTS and play an
interactive roulette game to make predictions about Messi, L-Gante, I-Bay,
Veganism, Netflix, etc. Each activity has been developed with a PPT to be
displayed in a smart TV. I was very careful when choosing the different
videos since my ss have a low-level of English and have been in touch with
the oral language during the pandemic and lockdown.
Learning Aims
During this lesson, learners will be able to:
 Revise and practice the use of will for predictions.
 Practise new ways of talking about probabilities in the future by using may

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and might. (scale of probabilities)
 Develop intercultural awareness of culture by reading and learning funny facts
about Korea’s lifestyle and finding similarities and differences with our own
culture.
 Develop listening skills by listening to a radio programme about ‘Positive
thinking’
 Foster speaking skills and collaboration by playing an interactive roulette
game where each group has to predict something randomly. person/football
match/Netflix series/etc.
 Writing? Future goals?
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Action and state verbs
Basic adjectives
Basic adverbs
Opposite verbs:
Win – lose
Lend – borrow
Sell – buy
Pass – fail
Optimist/pessimist
Think positive/negative
Reading a text and
choosing personal
choices.
Making predictions
with will and won’t.
Tenses (present simple,
present continuous, past
simple, future simple,
going to)
Use of will for predictions
I will pass the exam…
I won’t win…
I think…
I don’t think…
I hope…
Are you a positive thinker?
Yes, I am /No, I’m not.
Comparatives/Superlatives
Which is the happiest
country?
Is SK happier than
Argentina?

3. 3
Argentina has a lower life
expectancy than SK.
N
E
W
healthier, longer
ill, wealthy,
sustainable, realist
quickly, definitely, certainly
wellbeing, average,
expectancy, footprint
achieve, enjoy, lead
Making predictions
with will/won’t, may
and might about
popular topics for
teenagers.
Singing a song.
Writing and sharing
life’s goals.
Completing a quiz
about personality
traits.
Reflecting about Asian
stereotypes as well as
on the differences and
similarities between
Arg. and S. Korea.
Completing a chart
with specific
information from a
video.
Use of will, might & may
for predictions about life’s
goals.
Perhaps/Maybe I will learn
to drive. I might/may buy a
car, too.
I definitely/certainly won’t
get married or have children.
I will definitely/certainly
learn another language.
Materials
-Quotes and memes
-Power Point presentations (7 POWER POINTS)

4. 4
-Power Point game (Spin Roulette)
-YouTube videos incrusted in the PPTs
-Listening recordings
-Students’ worksheets. Link:
https://drive.google.com/file/d/1lKNRnQz0xLuF_mHliS53GnbDeWSwQy8N/view?us
p=sharing
-Some activities have been adapted from the following coursebooks. The rest of the
activities are my own creation by using a wide variety of resources.
Bibliography:
English File ‘Pre-intermediate’ (2019)- Fourth edition. OUP (Listening)
Summit 1 (2017) -3rd
edition. Pearson (Quiz)
Procedures
GREETING AND MEETING STUDENTS F2F (5 minutes)
Before students get into the classroom, I will connect my netbook to the smart
TV to get the slides readyfor the 1st
activity and check that everythingis working
well.
- I will first greet my students and call the roll.
- In this first f2f lesson, I will devote some minutes to introduce myself to those
students who I don’t know since I was working with just one bubble and this
is my first lesson with the whole class.
- I will ask ‘How are you feeling coming back to school all together?’ I’m sure
you’re very happy to be finally together at school.’
POSITIVE AND NEGATIVE QUOTES (5 minutes) LINK:
https://docs.google.com/presentation/d/1sHFnYFPGCy3KYGk849yP1UrRKvfJr
BGi/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true

5. 5
- I will say ‘Ok, in our first Zoom lesson two weeks ago we were discussing a bit
about thinking positive or negative. As most of you didn’t attend that
meeting, we’re going to revise a bit what we had started discussing that day.
- I will ask ‘Those who weren’t present on Zoom, are you optimist? Pessimist?
Or maybe just realist? Students answer,
- Then, I will say ‘Well, lets’ have a look at some popular quotes about optimism
and pessimism (and some memes).
- I will share the power point and show the first quote and tell me what you
think about these popular and not so popular quotes.
Transition comment: All right, let’s watch a video watch a video about sports and
you have to predict what will happen to these sportspeople… You’ll like it!
SPORTS’ VIDEO GAME: Stop and predict (10 minutes). Link:
https://docs.google.com/presentation/d/1IzU4-
ytnOWutdK856mpMlMcefYgaDNn4/edit?usp=sharing&ouid=1068417639696
26939066&rtpof=true&sd=true
- I will say ‘Ok, I think we should revise a little bit the use of will for predictions
for the ones who didn’t attend our first meeting.’
- I will ask my former bubble ‘Do you remember when we use will for
predictions? Students answer. If they can’t remember I will try to elicit their
answers ‘Is it when we are certain that something will happen? And also for
things we feel won’t happen right?’. ‘For example, You will finish secondary
school next year or I won’t travel to Europe soon’.
- Then, I will say ‘We’re going to watch a YouTube video with some clips videos
that went viral some time ago’. ‘You will watch the first part and have to guess
what will happen in the second part… ready?’.
- I will play the first part of the 1st
clip and pause. ‘Ok, what do you think? What
will happen next? Who boxer will knock his opponent? ¿The short-haired or
the red-headed?’ Students guess. I will praise those ss who make the right
guess ‘Excellent’ ’Bravo! ‘Super!

6. 6
- I will repeat the same procedure with the next 5 clips.
- Once the activity is finished, I will focus on language for expressing
probabilities. I will use the slides from our first lesson to activate schemata.
- I will share the first example ‘What will she be when she finishes university?
Can you remember how we predict about the future?
- Then, I will focus on the scale of probabilities in the slide 7. I will point out we
use will when we completely sure something will happen. Then, I will go on
with the rest of the scale.
- Briefly, I will revise the use of will, may and might (slides 8 &9).
- Finally, I will ask ss to think of at 3 life’s goals they think they will achieve and
1 they won’t.
- I will ask some students to share their life’s goals with the class, share opinions
and check comprehension.
Transition comment: Ok, some of you told me in our first class that you were very
optimistic people. I’d like to know what is the trend in 6th
year… Do you think 6th
year
is mostly optimistic as you said? Let’s see…
ACTIVITY 1: QUIZ: Optimist, realist or pessimist? (10-15 minutes). Link:
https://docs.google.com/presentation/d/1Oy5Ig-
qPS2rbHQHSqLMLmyTmm_IZQ88V/edit?usp=sharing&ouid=1068417639696
26939066&rtpof=true&sd=true
- I will share the power point so that students can see the quiz.
- I will read aloud each question to check comprehension.
- Students complete the quiz on their own, then compare with a partner their
scores.
- Then, I will draw a chart on the board and ask students to raise their hands if
their score was optimistic, and then I will do the same with the rest.
- I will tick under the correct heading for each student to see which was the
trend in 6th
year.

7. 7
Optimist Realist Pessimist
- After checking the results, I will say 6th
year is mostly…. ‘Good for you! You’re
very positive people! Otherwise, I will cheer them up. 
Transition comment: Good, tell me something ‘Do you listen to the radio? Or just
music? Or when look for advice do you follow influencers? Sort of, Ivana Nadal? All
right, now we’re going to listen to a radio programme to learn why positive thinking
is good for you.
ACTIVITY 2 LISTENING (IN PAIRS): RADIO PROGRAMME: ‘Why positive
thinking is good for you?’ (10 minutes). Link:
https://docs.google.com/presentation/d/1F0PptQpjscFs4G7kkTZnkhYWipgW

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QeYW/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=tr
ue
This listening contains two parts. I will organize the activity for the 1st
and 2nd
part of
the listening as one activity.
1ST
PART OF LISTENING:
Pre-listening
- I will ask students ‘Why do you think that positive thinking is good for you?’
to activate schemata and write their ideas on the board.
- I’ll say ‘Now, you’re going to listen to a radio programme where one of the
guests is an expert on positive thinking.
- I will share the slides and pre-teach/revise some words ss may find difficult
such as healthier, quickly, ill, longer, average, enjoy.
- I will ask ‘Which picture matches the word ill? (slide 3), and so on until I cover
the six words.
While-listening
- I will play the 1st
part of the radio programme for ss to check their guesses
- I will tick the correct guesses on the board. I will add ‘Good, you were quite
right!
After-listening
- I will ask ‘Can you think of another benefit of thinking positive?
2nd
PART OF LISTENING:
Pre-listening
- I will say, ‘Ok, now you’re going to listen to the second part of the
programme’.
- I will ask students to work in pairs and say ‘Can you guess the missing words
in the callers’ tips?’

9. 9
While-listening
- I will play the 2st
part of the radio programme for ss to check their guesses on
the missing words.
After-listening
- I will ask ss to listen a second time. Ss keep working in pairs and write down
any extra information they can hear for each tip.
- Then, I will ask 2 or 3 groups ‘Which tips do you think are the most useful? Do
you have any tips of your own?’
Transition comment: Well, now I’d like to have a look at how happy are countries
in general… What do you think are the happiest countries? Why? And the less happy
countries? Why?
ACTIVITY 3: HAPPY PLANET INDEX (10 minutes). Link:
https://docs.google.com/presentation/d/1ES5VUJV_EYXO2u3HvOnaVgmxr5WdRfJ-
/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
- I will share the Power Point and ask ‘Do you know what’s the Happy Planet
Index? Students answer: No!!!

10. 10
- Then, I will read aloud a brief text (slide 2) about the HPI checking general
comprehension and asking a few questions such as ‘What does the HPI
measure? Which are happiest countries? Which are the less happy countries?
Did you think so before? Is it a surprise for you or not? I will say ‘Have a look
at how the HPI is calculated?
- Then, I will ask ‘Which are variables taken into account? Profit? Success?
Wellbeing? Life expectancy? (slide 4).
- I will say ‘Now you’re going to have a look at the top 10 of happiest countries.
I will do the same with the less happy. Plus, I will ask ‘What do you think than
Western countries doesn’t rank high in the HPI?
- Instead, Latin American countries and Asian Pacific countries are within the
highest ranked happy countries. Students answers.
- I will say, well I ‘d like to have at how Argentina is ranked by this index and
compare it with another country that are supposed to lead the way as the
happiest countries, South Korea.
- I will ask ss to work on their worksheets while we are watching the slides. For
example, complete the variables of the HPI, exercise e) and so on.
- There’s a correspondence 1:1 between the slides and students’ worksheet.

11. 11

12. 12
- I will add compare both countries, which is the happiest? And go on with the
rest of questions (slide 9). I will focus on the structure for making comparisons
and encourage ss to try to make comparisons.
- Then, I will ask ss questions about Asian stereotypes (slide 11).
- Finally, I will say ‘Now, you’ll watch about Korean people reacting about the
most common stereotypes. Pay attention because you have to complete a
chart in your worksheet.
Transition comment: Well, I have a special video for the girls from my first bubble,
I think they deserve it!
ACTIVITY 4 WATCH THE VIDEO AND CHOOSE: ‘Which will be the
snack/song/etc. chosen by most BTS members? (10 minutes). Link:
https://docs.google.com/presentation/d/1JKQzqV75HWluriYpnbQfx0gppyOQ
A3HV/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=tr
ue
- I will share the video and play the first seconds until the 1st
question pops up.
For example, choose a meal.

13. 13
- Then, I will pause and ask ‘What do you think will be the favourite meal for
most BTS members?’ ‘Nirvana, what’s your guess? You can’t fail.’
- I will continue with the rest of the questions in the same way.
Transition comment: Well, well, how do you feel about dancing? Mmm… I don’t
think we can’t dance due to COVID protocols, but we can sing!
ACTIVITY 5: SONG BTS ‘DYNAMITE’ (15-20 minutes). Link:
https://docs.google.com/presentation/d/1sWBLfb_6eTz8lt4WKgabZ_Aa68ar_
uSl/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true

14. 14
- I will share the power point for students and play the video song (BBC Radio1)
for the 1st
time.
- Then, I will play a video a video with the lyrics for students to check their
worksheet.
- Finally, I will pick up a karaoke mic and encourage Nirvana (the number 1
BTS’s fan) to sing Dynamite karaoke version using the face mask, of course.
In case she doesn’t feel like singing I will try with another ss.

15. 15
- I will say C’mon! Don’t be shy!
Transition comment: Ok, it’s time to finish our lesson with a game!
ROULETTE GAME (GROUP ACTIVITY): ‘Spin and guess’ (10 minutes). Link:
https://docs.google.com/presentation/d/1OZnfYHk4lB72fs9TUSaQihy2aTcvhIeT/edit
?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true
Aure: to check the interactive features of this game you need to download the file.

16. 16
- I will divide the class in groups of 5 students.
- I will say ‘Before finishing this lesson, I’d like you to play a roulette game that
I’ve created especially for you.’ ‘You can’t play it on the PlayStation but… wait
to see it…’ (LOL)
- Then, I will add ’And do you know what? The group winner will get a prize!’
(one alfajor per student). They won’t the prize in advance.
- Now, I will share the game and I will spin the roulette, you have to shout ‘Stop’
and wait where the arrow lands.
- I will add ‘If you land on Holidays, for example you have to make a prediction
about that topic.’
- I willdraw a board with five columns to write 1 point for each correct sentence.
- Finally, I will say ‘Mind! If you make mistakes the point doesn’t count’. Pay
attention and focus. You have 40 seconds to make your prediction.
- Once the game is finished, I will say ‘And the winner is GROUP X’. I will hand
out the alfajores and congratulate them ‘Champs!’
- Finally, I will say ‘it’s almost time.’ ‘It was a wonderful class’ ‘I’m happy I finally
could meet you all.’ ‘See you next Monday!
End
Each activity must be described in terms of the following components:

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 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
Observations Great lesson, Pau!
You´ve developed wonderful resources, following a clear thread.
Keep an eye on timing and make sure you encourage everyone to
participate actively.