This document provides a lesson plan for teaching intercultural reflection to third year secondary students in Argentina. The plan aims to raise students' awareness of intercultural diversity and the influence of Guaraní language on Argentinian Spanish and English. Key activities include listening to audio on Guaraní words used in different regions of Argentina, reading texts on Guaraní influence, and discussing vocabulary. The plan scaffolds support for students and accommodates possible needs of students with dyslexia by limiting new vocabulary.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Iannaci, Mariela; Schneider, Vanesa and Laurens, Paula.
TUTOR: Aurelia Velázquez
Institución Educativa: Escuela Secundaria N° 6
Año y sección: Third Year.
Nivel lingüístico del curso: Pre- intermediate
Cantidad de alumnos: 24
Tipo de Planificación: Clase
Unidad Temática: Intercultural reflection
Clase Nº: 2
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: May 26th
Teaching point: Intercultural reflection

2. Learning Aims:
● To raise students´ awareness of intercultural diversity;
● To help students compare vocabulary items in Guaraní, Spanish and English;
● To foster students´ working collaboratively;
● To foster students’ development of their listening skill by asking students to listen to
an audio and their classmates’ thoughts;
● To foster students´ development of their reading skill by reading two texts related to
the influence of Guaraní language on Argentinian Spanish and English;
● To foster students’ development of their oral skill by asking students to share their
answers and opinions;
● To foster students’ development of their writing skill by asking students to write the
meaning of specific Guaraní words in their notebooks.
Teaching point: Intercultural reflection
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Appreciating the influence
of different cultures like
Guaraní on Argentinian
Spanish and English.
Present Simple tense.
N
E
W
-Guaraní words: Pororo,
angau, katinga, tepoti,
allaite,Chipa, mbeyú,
tereré, che, mandioca,
piranha and jaguar.
Getting to know and
describing the influence of
Guaraní on Argentinian
Spanish and English.
Comentado [A1]: Is it a language function?

3. -Possible new English
words taht students will
encounter in their research
Materials :
● Lyrics of The National Anthem in Guaraní
● National Anthem in guaraní https://www.youtube.com/watch?v=VDSF4vqLaMo
● Audio “Guaraní words used in North-East Argentina”
Guarani words used
in North-East Argentina.mp3
● Reading texts “Guarani words used in all Argentina” and “Guarani words in English”
taken from https://en-ingles.com.ar/blog/2019/07/11/the-influence-of-guarani-on-
argentinian-spanish-and-english/
● Personal computers or cell-phones
● Access to internet
● Worksheets
● Blackboard, chalk, markers
Procedures
ROUTINE: (2 minutes)
We will greet students and ask them how they are. Then, we will ask them what date it is and
write it on the blackboard.
WARM- UP: (15 minutes)
We will start the lesson by asking students if they remember the names of the seven
communities they learnt in the previous lesson. While students say the names orally, we will
write each of them on the board. After that, we will give them a stanza of the Argentinian
National Anthem written in Guaraní language.
This is the link to the Lyrics:

4. https://docs.google.com/document/d/11Z5OLkVUULuWQ8gzU6zmHshAFNwt51V349l9cMKkQ-
U/edit?usp=sharing
We will ask students the following questions to discuss orally:
- Can you say which language this text is written in?
- Do you know what this text is about? What do you think it is about?
We expect that students won´t know the correct answers, so we will explain to them that this
text is a stanza of the The Argentinian National Anthem in Guarani. As we learnt in the
previous lesson, the Guarani community has its own language.
After that, we will ask students to guess which stanza of the Anthem it is. We will listen to
their predictions and then we will invite them to listen to the Anthem in Guaraní to check their
predictions.
https://www.youtube.com/watch?v=VDSF4vqLaMo
Once students have finished listening to the Anthem, we will ask them “Did you guess the
correct stanza?” and we will encourage them to discuss this orally.
Scaffolding strategies:
- Explain what they have to do;
- Provide them with the necessary help if they don't know how to express themselves
● Transition comments to link each stage of the lesson with the next one:
“Good job! Now, let´s learn more about Guaraní vocabualry!
PRESENTATION : (8 minutes)
At this stage, we will say to students “continuing with the Guaraní vocabulary and language,
we will learn if this language has influenced our language.” To do so, we will ask students
different questions to discuss orally:
- Do you think that we use Guaraní words in Argentinian Spanish? If so, do you know
any word?
After students have shared their ideas, we will write some Guaraní words on the blackboard
and we will ask them if they can guess what they mean.
We will write the following words:
Pororo katinga tepoti kate
We will listen to their ideas and write them on the blackboard. After that, we will invite students
to listen to an audio in order to check if their predictions were correct.

5. Scaffolding strategies:
- Explain what they have to do;
- Ask them to give their opinions;
- Provide them with the necessary help if they don't know how to express themselves.
● Transition comments to link each stage of the lesson with the next one:
“Fantastic! Now, we are going to listen to the audio and discover the answers”
DEVELOPMENT (PRACTICE and PRODUCTION):
Activity 1: LISTENING ACTIVITY ( 15 minutes)
We will ask students to listen to an audio to learn if the Guaraní language has influenced our
language and what the previous words mean. In addition, we will give students the following
chart for them to complete while listening to the audio. They will do this activity individually.
We will explain to them that they have to listen to the audio and complete the chart with the
equivalent to the Guaraní words in Spanish and English.
This is the audio which is found on the following link: https://en-
ingles.com.ar/blog/2019/07/11/the-influence-of-guarani-on-argentinian-spanish-and-english/
Students will listen to the text called “Guaraní words used in North-east Argentina”
This is the chart we will give students to complete:
Guaraní Spanish English
Pororo
Angau
Katinga
Tepoti
Allaite
Comentado [A2]: How interesting! 

6. Once students have finished listening to the audio, we will check if their predictions about the
meanings of the words introduced in the presentation were correct and also if they could
complete the table. We will do it orally.
Scaffolding strategies:
- Explain what they have to do;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Excellent! Now, we are going to continue working.”
Activity 2: READING ACTIVITY ( 15 minutes)
Pre- reading
As a pre- reading activity, we will invite students to form small groups and think if the Guarani
language has also influenced the English language. As they have just learnt that Guaraní
language has influenced Argentinian Spanish, we will ask them “Do you think there are any
Guaraní words used in the English language?” “What about Spanish?” “Do you think there
are other Guaraní words that we use?”
We will help them to notice that the previous listening was about North-East Argentina. So,
we will ask them “What about the rest of the country?” “Do we use Guaraní words?”
Reading activity:
Once we have discussed the previous questions orally, we will ask them to remain in the same
groups and read the following texts and find out the answers. We will ask students to read the
texts found on the following link under the titles “ Guarani words used in all Argentina” and
“Guarani words in English” to check their predictions.
https://en-ingles.com.ar/blog/2019/07/11/the-influence-of-guarani-on-argentinian-spanish-
and-english/
We will give them the texts in paper format.
After reading:
At this stage, we will first invite students to rethink the questions that we have asked them in
the pre-reading activity. Then, we will encourage them to discuss their answers orally in order
to promote their speaking skill.
Secondly, we will ask students the following question:

7. - What do the words Chipa, mbeyú, tereré, che, mandioca, piranha and jaguar mean?
After asking this question, we will give students one example by saying “The word “piranha”
means dangerous fish”. We will encourage them to answer the question aloud first. We will
then ask them to write about the meanings of the rest of the words in their notebooks.
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Ask them to write their answers in their noteboks;
- Provide them with the necessary help.
● Transition comments to link each stage of the lesson with the next one:
“Great Job! Now, we are going to do our last activity. Are you ready?”
CLOSURE: (5 minutes)
To end this lesson, we will invite students to record themselves singing the national Anthem
in the three languages: Guaraní, English and Spanish. To do so, we will ask them to do this
activity individually at home. We will suggest they should use this online recorder:
https://vocaroo.com/. We will listen to their versions of the National Anthem the following
class for students to say which of the three languages was easier for them to sing the Anthem.
★ In order to cater for possible SpLD students, we have planned the following
in case we have a student with DYSLEXIA.
We have thought of the possibility of having a student with dyslexia. In this case, we know that
acquiring new vocabulary can be truly difficult for students with dyslexia. For this reason, it is
recommendable to teach only fewer words. Due to the fact that this lesson provides lots of new
vocabulary items, we will teach the student with dyslexia only 4 words,i.e: “Pororo” and
“Katinga” in the listening activity, and “Tereré” and “Jaguar” in the reading one.
In addition, before doing the listening activity, we will give him/her the opportunity to listen
to it once before doing the activity. It will help him/her to know what the text is about without
the necessity of doing any task. Then, we will ask him/her if he/she remembers what the words
“Pororo” and “Katinga” mean. Probably he/she won't remember, so, we will let him/her listen
to the audio a second time for him/her to discover the meaning of these words. We won´t ask
him/her to listen and write at the same time since it is difficult for dyslexic students. For this
reason, we will pause the listening when the answer appears and we will ask him/her to say the

8. answer orally. Then, we will provide a visual aid and we will write the word on the blackboard
for him/her to learn how to spell it.
Moreover, we will implement the use of multi-sensory methods by using the auditory, visual
and kinaesthetic learning styles to help him/her understand the meaning of new words. This
will be helpful not only for the student with special needs but also for all the students in the
classroom. To teach the student with dyslexia the meaning of “Tereré” , “Pororo”, “Katinga”
and “Jaguar”,we will repeat these words many times using flashcards to help him/her identify
which word we are repeating (with the words written on them). At the same time, we will make
gestures and facial expressions to foster his/her understanding. In this way, the learner will be
able to learn and understand the new vocabulary in a better way.
To be completed by your tutor:
Lesson plan
component
Excellent
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Very
Good
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Good
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Acceptable
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Needs
improvement
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Visual
organization
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Coherence
and
sequencing
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Variety of
resources
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Stages and
activities
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Scaffolding
strategies
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9. Language
accuracy
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Observations
Excellent job! Wonderful resources and activities. The final outcome
can be part of a cross-curricular project with the Music teacher.
Congrats!