Lesson plan

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° -
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Physical appearance
Clase Nº: 2
Duración de la clase: 80 minutos
Fecha de la clase: 30/06/2021
Fecha de entrega de la planificación: 25/06/2021
Learning Aims
During this lesson, learners will be able to:
- To recap previous vocabulary related to family and family type
- To develop their listening, writing, speaking and reading skills
- To develop interpersonal skill
- To describe physical appearance
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
I, she, he, It, they, we, you
Mother, father, brother, sister,
grandmother, grandfather,
aunt, uncle, cousin, twin
brother.
Family tree
One, two, three....
Nuclear family, traditional
Personal pronouns
Present simple
Say their age
Quantity
Describing family members
Subj. + To be. + Family
member
She is my mother
Subj. + To be (am, are, is) +
Age
He is 10 years’ old
Positive form:

2. Families
Extended family
granddaughter, grandson,
Sister in law, brother in law,
Colours: red, blue, violet, black,
white, green
Adjectives: Short, long, big,
small
Professions: singer.
Parts of the body: Head, face,
eyes, nose, mouth.
Description of the body
Say an
occupation/profession
Subj. + have/has got + family
member
I have got a sister
Negative form:
Subj. + Haven´t got (have not
got)/ hasn’t got (has not got)
+ family member
She hasn’t got a brother
Question:
Have/has + subj. + got +
family member
Have you got an uncle?
He has got green eyes.
Sub. + To be + Profession
She is a singer.
N
E
W
Parts of the body:
ears, moustache, beard.
Hairstyles:
Curly, straight, blonde, long,
short hair.
Accessories: Nose ring,
glasses
Describing people´s faces
Asking for descriptions
Positive form:
Subj. + have/has got +
adjective + noun
She has got long hair
Negative form:
Subj. + haven´t got (have not
got)/hasn´t got + adj. + noun
She hasn´t got long hair
Question:
Have/has + subj. + got +
family member
Have you got long hair?
Wh. + Aux. (do/does) + Subj.
+ phrase?
What does he look like?
Materials
- Warm up slides: Warm up - Lesson 2
- Presentation Video: Presentation - Lesson 2
- Worksheet: Worksheet - Lesson 2
- Computer
- Microphone

3. - Internet connection
- Sheet of paper /notebook
- Pencil / pen
Procedures
5 minutes
Aims:
. To welcome the students
. To write the attendance
Procedure:
I will greet the students as they enter the Zoom meeting and ask them: ‘Are you all fine? How is
your day going? Do you want to share something with us?’ I will write the presences and absences
in the book.
Transition comment
It’s nice to know that you´re all right and see you again! Now I will show you a presentation which
will help you to remember what we have seen. Let´s see!
10 minutes
Aims:
. To review some vocabulary about family members and family types
. To prepare students for the new topic
. To develop students listening and reading skills
Procedure:
I will share my screen with the students and show them the following presentation: Warm up -
Lesson 2. Iwill show slide 1 and ask: who is he? I will expect students to say: He´s Homer Simpson.
I will go to slide two and ask: what is this? Students can say or write in the chat: It’s a family tree. I
will continue showing the slides with the characters, I will read the first part of the sentences and let
the students finish them. I will wait until they give a complete answer to see the different options they
can give, once they finish I will show them the complete sentences on the presentation.
Scaffolding strategies:
. Eliciting the answers to the questions by saying the first letters of the words
. Encouraging them to talk
. Congratulating them each time they give a new sentence related to the images.
Transition comment:
Great job! You have a great memory! Now, have seen something different in the characters that I
show you? On slide 5? I will expect students to say that their faces are different from the original
character or something related to the instruments or singing. I will say: That´s right! Their physical
appearance is different and they are related to music. Let´s see a little bit more about it!
15 minutes
Aims:
. To present the new vocabulary in context
. To develop students´ listening and reading skills
Procedure:

4. I will share my screen with them and show them the following video: Presentation - Lesson 2 . I
will show them the first seconds of the video and ask: What is a sing er? I will listen to their
answers. “Great! Now, we are going to continue seeing the video!” I will be reading the
sentences that appears in the video and stopping it to ask if they have doubts.
Scaffolding strategy:
. Ask if they have any question during the presentation.
. Go back to the previous seconds in case they need it.
. Doing mimics/ pointing to what is being described.
Transition comment
Now that we have new words, we are going to use them in the following activities! Are you ready?
Great!
Aims:
. To foster group work
. To develop their reading, speaking and writing skills
. To describe famous singer´s faces
. To develop their interpersonal skills
ACTIVITY 1: 15 minutes
Procedure:
Now, I will share my screen with some activities that they have to do. I will ask: “Do you know these
singers?” Students are expected to say yes. “Who is he/she?” I will ask pointing one singer at a time
and say the name of the ones that they have doubts or don’t know. I will ask if somebody wants to
read the instructions. Once they read it I will ask if they have any doubts, I will give them 5 minutes
to do this activity alone. If they have any doubts they can ask, I will be monitoring the activity.
Once they finish, in group we will correct the activity. I will ask if somebody wants to read the first
sentence in case they don’t want to I will read it. They will have to say the name of the singer that is
being described.

5. Scaffolding:
. I will ask if the instruction is clear, I will explain it again in case they need it.
. I will read all the sentences and ask if they have doubts about a word.
. I will do mimics/ point so they can guess the meaning of the word/sentence.
. I will encourage them to read the sentence by reading the first words and letting them finish.
. In case they don’t know a singer, I will make them listen a little part of that singer´s song.
Transition comment
Great job! You did it great! Now, there is another activity about two singers that I know you love!
This zoom is about to end; I need you to enter again with the same link so we can continue working!
ACTIVITY 2: 15 minutes
Procedure:

6. Once they are all in the zoom again, I will share my screen with them to do the second activity. I will
ask if they know those singers on the screen. Students are supposed to say yes. I will ask if there´s
a volunteer who wants to read the instructions, in case they don’t want to I will read it. They have to
complete the text with the words given. They will do this activity alone; I will be monitoring the class
in case they need help or have doubts. We will correct the activity together.
Scaffolding:
. I will help them in case they have doubts with a sentence/word.
. I will encourage them to read one sentence each.
. I will ask if they all have written the same word, if someone wrote a different one I will read the
complete sentence, show the picture to help him make the correction.

7. Transition comment:
You did a great job!! Excellent! Now we are going to play a game! Are you ready?
15 minutes
Aims:
. To round up the lesson
. To develop their speaking, writing and listening skills.
Procedure:
We are going to play a game. I will say the instructions: “Ok, for this game I will divide you in pairs
and send you to a different room. You will have 5- 7 minutes to choose a famous singer and make
sentences about him/her. There’s an example done for you. Then, we will return to the main class
and see if the others groups can figure out your singer.” I will be entering the different rooms in case
they need help. Once they finish, in the main room each pair will read their sentences and the rest of
the class will say who they think he/she is. If the class don’t figure it out they can say the name of the
artist.
Scaffolding:
. I will encourage them to speak.
. In case they don’t want to speak they can write their answer in the chat.
. I will encourage them, if they want to sing or make the rhythm of one song of their singer.
Homework: 5 minutes
Before finishing the lesson, I will say what the homework is and that it will be uploaded in the
“Classroom too” with the link of the presentations used in class in case they want to see them again.
In case they have doubts they can communicate with me. I will also say that they can hand in the
homework until the 29Th of June.

8. Transition comment:
It was a wonderful lesson! See you next class!! If you have doubts don’t hesitate to contact me!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

9. Observations