The document is a lesson plan for a 4th year English class with 25 students. The plan is for a 1-hour lesson on heroes. It includes learning objectives, language focus, materials, procedures and assessments. The procedures involve listening activities about heroes, answering questions, writing about their own hero and recording an audio to share. Scaffolding strategies such as modelling, asking questions and explaining are used throughout.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Dumrauf Johanna
Institución educativa: Nuestra Señora de Pompeya
Año y sección: 4 año Naturales
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 25 alumnos
Tipo de Planificación: Clase
Unidad Temática: Make a difference
Clase Nº: 12
Duración de la clase: 1 hora
Fecha de la clase: 4 de agosto
Fecha de entrega de la planificación: 28 de julio
Learning Aims
During this lesson, learners will be able to…
 Talk about heroes;
 Develop speaking skills by expressing ideas and opinions;
 Develop writing skills by completing activities related to be going to, jobs and
heroes;
 Develop listening skills by listening audios related to heroes;
 Review vocabulary related to jobs with a listening.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Verbs: to be
 Vocabulary related to
jobs: scientist -
engineer
 Expressing their
opinion;
 Present simple
 Be going to

2. N
E
W
 Verbs
 Nouns: heroes –
diver - charity
 Vocabulary related to
jobs
 Expressing their
opinions;
 Talk about their
heores.
 Present simple:
Verb to be
 Be going to future
Materials
 Phases 2 student’s book – Macmillan
 Laptop

3. Procedures
(2 minutes):
I’ll say “good morning, everyone” to the students and ask them how they are.”
Scaffolding strategies: asking
Transition comment: Are you ready? Let’s start!
(10 minutes)
I ask the students to open the book to page 67. I will say "we are going to listen to Will,
Lou and Izzie talking about their heroes. But first pay attention to the pictures and tell me
what jobs can you see? and why do you think these people can be considered heroes?"
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Let’s continue.”
(20 minutes):

4. I will say "Let's go to exercise 7. Now we are going to listen three people. Listen carefully
and match their names with their heroes.”
Audio link:
https://drive.google.com/file/d/1rdSxGgUsJU82-2rrdfvFeKkPI0sZvLX4/view?usp=sharing
I will write some questions on the board; "Why does Will think Tom Daley is special? What
does aunt Chantal do? Where is she going to work? Why is she special? Who is Mr.
Benson? Why is he special?” I will say “Please write these questions in your folders”.
Then, I will say “Now we are going to hear the audio one more time and we are going to
answer the questions.”
Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Now, we are going to do another exercise.”
(10 minutes)
We will work on page 67, exercise 8. I will explain the activity. I will say “In this exercise,
we have to listen the audio again and we have to choose the correct words. Then, we will
check the answers together.”
Scaffolding strategies: modelling, asking, explaining.

5. Transition comment: “Now is your turn!”
(15 minutes):
I will say "Now it's your turn. You will write a short paragraph answering the following
questions that I leave here on the board: what is your hero? what is his/her profession?
why is he/she special? We are going to do this activity now in the classroom. Then, for
homework, you have to upload an audio to the classroom app where you are going to tell
about your hero, like the ones (Will, Lou and Izzie audios) we heard before in the
exercises. You can use some of the applications that I also leave you in the classroom
app, such as Vocaroo or some other application that you have to record in your cell
phones. I want to hear you! Any questions? Very good! You can do it!!
I will encourage and monitor each student with the activity.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Good job everyone! That’s all for today.”
(3 minutes) :
I will say "Good job everyone. See you next Tuesday! Have a nice weekend!"
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

6. Scaffolding
strategies
Language
accuracy
Observations