- The document is a lesson plan submitted by a student teacher for a virtual English lesson with 14 second year students focused on revising content from previous lessons. - The plan includes reviewing vocabulary related to the Simpsons characters through pictures, completing sentences about the family tree, and forming a rule for the have/has got form. - Scaffolding strategies like saying word initials, definitions, and examples are incorporated to support students. The plan aims to address learning objectives like evacuating doubts, revising forms and vocabulary, and developing language skills.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Muller Lilia
Institución educativa: CPEM N° 14
Año y sección: 2° D
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Virtual lesson
Unidad Temática: Clase de consulta
Clase Nº: 9
Duración de la clase: 70 minutos
Fecha de la clase: 20/08/2021
Fecha de entrega de la planificación: 19/08/2021
Learning Aims
During this lesson, learners will be able to:
- Evacuate their doubts about the homework (worksheets) they have to
hand in.
- Revise the different forms, vocabulary seen during the lessons
- Develop their interpersonal skills.
- Develop their listening, reading, writing and speaking skills.
- Express their feelings about the lesson
Materials
- Internet connection
- Presentation: Lesson 20/08
Procedures
(5 minutes)
Procedure:
I will welcome the students as they enter the zoom and write the attendance. I will ask them: How
are you? How is your day going?
Transition comment:
Ok, now I´m going to show you some pictures to see how much do you remember about previous
lessons.
(10 minutes)

2. Procedure:
I will share my screen with the class and I will show them the pictures of the Simpson´s family tree,
Bart and Milhouse Gun´s and Roses, Lisa with a different hair style and Homer wearing a dress. I
will ask: Do you remember them? Students are expected to say: yes, they are the Simpson’s family,
Bar, Lisa or something related to that. I will ask: What do you remember about them? Do you
remember the family types? Students are expected to say: nuclear family, extended family, father,
mother, daughter. I will write on the board the different words, sentences that they say. I will ask:
and what about their faces, hair? Students are expected to say some vocabulary related to their
hair: Bart has got blue hair; Homer has got a small nose. I will write what they say on the board too.
And finally I will ask: And what about their clothes? Has Homer got a dress? Students are expected
to say: Yes, he has. And what about Bart? I will write their answers on the board too.
Scaffolding strategies:
. Saying the first letters of the words
. Saying what the word means, its definition.
. Encouraging them to speak
. Saying some things that happened during the lesson for them to remember
Transition comment:
Great! You remember a lot! Now, I´m going to show you the pictures with some sentences to
complete. Are you ready?
(Approx. 15 minutes per slide)
Procedure:
I will show them slide number 3, with the picture of the Simpson´s family tree. I will ask: Who is the
father here? And the mother? And the cousin? Students are expected to say the name of the
characters to answer the questions. I will help them with the words they don´t remember. Then I will
read the sentences written on the slide. The first sentences are about the characters inside the red
square and the next ones are about the characters in the blue square. Students are expected to
complete the blank spaces and then each student will have to say a sentence like the one in the slide
or they can write it in the chat. We will do the same with the positive, negative and question form.
Then we will see the following slide and we will do the same. I will help them with the vocabulary they
don’t remember and I will ask if they have any doubt about the exercise, words. Each time I present
a new slide.
I will ask if they have any specific doubt about a particular exercise of the guides. I will explain it using
the examples seen in the slides to help them
Scaffolding:
. Pointing with the mouse to the item of clothing, part of the face, family member in the screen.
. Pointing to my face or thing that I have at hand
. Saying the first letters of the words
Transition:
You did it awesome! Very good job! Now, we are going to form the rule for the have/has got form.
Ready?
10 minutes)
Procedure:

3. To round up the lesson, as a class we will form the rule for the have/has got form. I will write on the
presentation/board what they say. Once we finish, I will ask: Was this class useful? Do you like it?
Have you noticed how much do you remember? Excellent!
Transition comment:
You did it awesome! See you next class!
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 It´s a great revision lesson!Youare stickingtocontextandfosteringlanguage
awareness.Ihope youcan put itintopractice!
You couldshare the presentationwithstudentssothattheykeepitas a studyguide.