1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: E.E.S N°1
Año y sección: 1° II
Nivel lingüístico del curso: Beginers
Cantidad de alumnos: 21
Tipo de Planificación: Clase
Unidad Temática: My friends
Clase Nº: 7-8
Duración de la clase: 105’
Fecha de la clase: 11/07
Fecha de entrega de la planificación: 04/07
Learning Aims
During this lesson, learners will be able to…
develop speaking skills by introducing and describing their friends
develop their listening and visual skills by listening to and watching a video
develop their reading skills by reading a text to find specific information
develop their writing skills by writing a descriptive text.
acquire new vocabulary related to descriptions of friends
use English creatively and with a communicative purpose
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Family members: mother,
father, sister, brother,
grandma, grandpa
Introduce and describe
family members
“This is me, I’m … years old,
and this is my family.
My parents/grandparents
are….., who’s …. And
……who’s…….
I love my family.
2. N
E
W
Long wavy hair,
Long curly hair
Short straight hair
blue eyes,
dark brown eyes
green eyes
oval face
round face
thin face
Introduce and describe
friends
Talk about their friends’ likes
and personalities
Talk about what their friends
want to be in the future
3rd person of the singular
Simple present
Have got/Has got
WH questions: WHO and
WHAT
Materials
- downloaded video about friends
- worksheets
- markers
- Folders
-
Procedures
- Ask them how they are and take attendance. Then, ask them what date it is and write it on
the blackboard.
Before introducing the new topic, I will ask students what they remember about our previous
class, and name the family members they learned. To activate their previous knowledge, I
will ask them the following type of questions.
Tomas, can you tell us your parents’ names
Bauti, can you tell us your sister’ name
Danei, can you tell us your mum’s age
After that, I will ask students to discuss the statement Friends are part of our family. Do you
agree or disagree?
Scaffolding strategies: activate prior knowledge and asking and personalising questions.
Transition comments: Great contributions! So now that we have discussed a little on the topic, we are
going to begin our lesson which is based on “FRIENDS”. But what is a friend?” let´s see!
3. Before watching activity
I will ask students to work in pairs. Then, I will hand in some worksheets with the
following activity on them:
Use the words from the box to complete the sentences.
In this activity, students have to interpret, deduce and chose the correct option.
While watching
https://www.youtube.com/watch?v=QC9A6D-2YBQ
As they watch the video, I will ask them to jot down some qualities for a good friend on their
folders.
After watching
I will ask them to share their notes as a whole class
After that, I will write the following sentence from the video on board:
“_____________ are the ____________ that you get to choose to be in your life”
FAVOURITE – JOKES – LIES – HOMEWORK.
4. I’ll ask them to complete the sentence with the missing words.
Scaffolding strategies: working in pairs and giving them time to think and discuss with the whole class.
Transition comments: Great jobs! So now that we have learned on the topic, we are going to learn how
to describe our friends!
Before reading activity 10’
I’ll stick the following image on the board and I´ll ask them to look at these children and their
descriptions.
I’ll ask them questions such as:
- Who has long wavy hair?
- Who has dark brown eyes?
I’ll encourage them to make similar questions.
5. Then, I’ll give each student a worksheet to
1- Read and match,
2- Make a drawing and a description of themselves.
8. After reading: 5’
I´ll ask them to answer the following questions
I’ll encourage students to complete the grammar rules of the verb HAVE/HAS GOT
Scaffolding strategies: checking and guiding students on their progress, pointing, asking and
personalising questions. Using images and students’ previous knowledge.
Transitions comments: Great job! Now, let’s practice our writing skills.
Pre-writing activity 10’
9. 1. Complete the sentences using the words in the box. There are 2 extra words
2. Look at the pictures and complete the sentences like the example.
Writing activity: 20’min
I’ll stick the following example to help them organize their writing
10.
11. After writing: 10min
I’ll ask students to read aloud their writings
Scaffolding strategies: providing texts and formats as a model to create their own writings, providing
opportunities to practice and improve their reading and writing skills with a meaningful purpose.
Transitions comments: Great job! Now, let’s listen to some of your mates’ writings.
I’ll ask some volunteers to read aloud their writings.
After that, I’ll get students productions to create “My best friend book”
12. (Image taken from internet, I’ll print this image to be the cover of the book)
Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and
recasting to English when necessary. Giving them the opportunity to use the target language with a
meaningful and communicative purpose
Transition comments: Great job! Friends are crucial part of our lives, and they are also part of our
identity. Thanks a lot for tell us about them.
It’s time to say goodbye! See you next Tuesday!
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)
13. 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
Fine!
I hope you find comments and suggestions useful.
Do check AIMS and LANGUAGE FOCUS chart!
