This lesson plan summarizes a lesson about positive and negative thinking that focuses on making predictions about the world using modal verbs like will, may and might. Students will play a prediction game in groups and discuss predictions made by scientists about the future. They will then learn about the Happy Planet Index and compare rankings and statistics between Argentina and South Korea to develop intercultural awareness. The lesson aims to practice English skills while learning about different cultures.

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: 26
Tipo de Planificación: Clase presencial
Unidad Temática: Think positive - or negative?
Clase Nº: 3 (Lessons 5, 6 and 7)
Duración de la clase: 2 horas
Fecha de la clase: 20-09-21
Fecha de entrega de la planificación: 15-09-21
LESSON PLAN DESCRIPTION: In my 1st F2F lesson I could only covered
activities 1 and 2. The idea of this lesson is to continue workingon my thematic
unit ‘Positive and Negative thinking’ with the uncovered activities but
reordering them in a cohesive fashion. We were working on making
predictions with will, may & might at a personal level while regarding
optimistic, realistic and pessimistic outlooks.
In this lesson, I have created a new presentation about World’s predictions to
connect the topic with the Happy Planet Index. This lends itself to develop the
intercultural competence by making comparison between Argentina and
South Korea. Then, ss will watch a video about Asian stereotypes where
Korean people react about common stereotypes. I will encouragea 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, students will complete and sing the
world hit ‘Dynamite’ by the Korean band BTS.
I was very careful when choosing the different videos since my students have
a low-level of English and haven’t been in touch with the oral language during
the pandemic and lockdown. Each activity has been developed with a PPT to
be displayed on a smart TV.

2. 2
Learning Aims
During this lesson, learners will be able to:
 Revise and practice the use of will, may & might for predictions about the
world.
 Practise new ways of talking about probabilities in the future by using may
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.
 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.
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?

3. 3
Is SK happier than
Argentina?
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.
Reflecting about Asian
stereotypes as well as
on the differences and
similarities between
Arg. and S. Korea.
Use of will, might & may
for predictions current
affairs:
Argentina will win the
World Cup 2022.
Use of comparative forms:
SK has a higher life
expectancy than
Argentina.
Materials
-Power Point presentations (4 POWER POINTS).
-Power Point game (Spin Roulette).
-YouTube videos incrusted in the PPTs.
-Students’ worksheets. Link:
https://drive.google.com/file/d/1bkPni_qry_JVI8TEBtSTCKLrPBwFwSOE/view?usp=s
haring
The activities of this lesson have been designed by myself using a wide variety of
multimedia resources.
Procedures
GREETINGS (5 minutes)

4. 4
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 ask ‘What day is it, today?’ and write it on the
board.
- I will ask ‘How are you today?’. Then, I will add ‘Today we’re going to play the
roulette game I promised last class and discuss some optimistic and
pessimistic predictions about the world. Plus, we willdiscuss the Happy Planet
Index and how Argentina and some other countries are ranked’.
- I will add ‘Of course, at the end of lesson we’re going to celebrate the
‘Students’ Day’ by singing a BTS song and doING karaoke. I have a surprise
for the end.’ If there is some time I will play extra songs two suggested by
some of the boys (Mark Ronson - Uptown Funk ft. Bruno Mars & IBeggin’ by
Maneskin).
ROULETTE GAME (GROUP ACTIVITY): ‘Spin and guess’ (20 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.
- I will divide the class in groups of 5 students.
- I will say ‘Ok, let’s play the 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 winner group will get a prize!’
(one alfajor + bombom per student). They won’t know the prize in advance.
- I will share the game and explain that I will spin the roulette and they have to
shout ‘Stop’ and wait to see where the arrow lands.

5. 5
- I will add ‘If you land on Holidays, for example you have to make a prediction
about that topic.’ And if you land on the same topic you must make a different
prediction and use a different modal (will, may/might or won’t).
- 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.
- I will set up a timer on my mobile for students to listen to the ringtone when
time’s up. This is make it more exciting, of course.
- Once the game is finished, I will say ‘And the winner is GROUP X’. I will hand
out the prize and congratulate them ‘Champs!’
Transition comment: Now, I want to share with you some predictions made by
scientists about our world. I’d like to know what do you think of them.
WORLD’S PREDICTIONS: Happy future world – or unhappy? (15 minutes).
Link:
https://docs.google.com/presentation/d/11BTSs76pDV85ybM06CVnRG5JWG
U-

6. 6
5tKo/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=tru
e
- I will share the PPT and say ‘Well, lets’ have a look at some predictions about
the world made by prestigious scientists retrieved from:
https://bestlifeonline.com/crazy-future-predictions/
- I will read aloud the first prediction and ask ss ‘How do you feel about this
prediction: You will probably communicate with dead relatives via virtual
reality? Do you think it will happen? Or not?’
- Then, I will continue with the rest of 5 predictions and ask ‘Do you think that
the future looks positive/negative? Do you think the predictions are realistic?
- I will repeat the same procedure with the next 5 clips.
- I will revise briefly the scale of probabilities (slide 9)
- Once I finished discussing all the predictions, I will focus on language for
expressing probabilities by asking students to place the predictions correctly
on the scale of probabilities (slide 10)

7. 7
- I will follow students’ suggestions trying to elicit right answers. I will drag the
predictions’ boxes in the correct order and praise students. ‘Good for you!
Well done, guys!
Transition comment: Ok, last class we made a quiz and concluded that the trend in
6th
year is neither optimistic nor pessimistic. In fact, you turn to be mostly realistic
people. Well, now I’d like to have a look at how happy are countries in general…
’
Transition comment: What do you think are the happiest countries? Why? And the
unhappiest countries? Why?

8. 8
ACTIVITY 1: HAPPY PLANET INDEX (30 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 the Happy Planet
Index is? Students answer: No!!!
- 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?
- I will add ‘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 they watch 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.

9. 9
Figure 1 Worksheet - Page 6
- 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.
- I will write an example in the board ‘SK has a highER life expectancy than
Argentina. I will highlight the comparative adjective and the key word ‘than’
to raise language awareness.
- I will ask students to complete the following 3 sentences by working in pairs
in their worksheets. ‘Look at L-Gante’s chart, please!

10. 10
Figure 2 Worksheet -Page 7
- Then, I will check the sentences with the whole class.
- 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.’
- I will play the video twice for ss to check and discuss in groups which is the
correct option or answer.

11. 11
Transition comment:
Well, I have a special video for the girls from my first bubble, I think they deserve it!
ACTIVITY 2 WATCH THE VIDEO AND CHOOSE: ‘Which will be the
snack/song/etc. chosen by most BTS members? (25 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.
- Then, I will pause and ask ‘What do you think will be the favorite 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.
Figure 3 Worksheet -Page 8

12. 12
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!
SONG ‘DYNAMITE’ BY BTS (25 minutes). Link:
https://docs.google.com/presentation/d/1sWBLfb_6eTz8lt4WKgabZ_Aa68ar_
uSl/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true

13. 13
- 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.

14. 14
- I will say C’mon! Don’t be shy!
Figure 4 Worksheet - Page 9
- I will add ‘Ok, as I told you at the beginning of the lesson we’re going to
celebrate the ‘Students’ Day’. I have a surprise for you I’ve brought those
songs some of you suggested last class! (Mark Ronson - Uptown Funk ft.
Bruno Mars & IBeggin’ by Maneskin).
- Students sing and do karaoke as they wish
- Finally, I will say ‘it’s almost time.’ ‘It was a wonderful class’ ‘Happy Student’s
Day for tomorrow, enjoy your day!’ ‘See you next Monday!

15. 15
End
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
Scaffolding
strategies
X
Language
accuracy
x
Observations
You´ve developed lots of appealing resources, taking students´
interests into account. Well done!