Lesson template 23 Unidad temática: Unit 7 - Health problems and first aid

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: Health problems and first aid
Clase Nº: 23
Duración de la clase: 1 hora
Fecha de la clase: 15 de septiembre
Fecha de entrega de la planificación: 8 de septiembre
Learning Aims
During this lesson, learners will be able to…
 To use ‘could’/ ‘couldn’t’ to talk about ability in the past.
 To use ‘could’/ ‘couldn’t’ to ask about ability in the past.
 Develop speaking skills by expressing opinion;
 Develop writing skills by completing activities;
 Develop listening skills by watching a video;
 To foster students’ individual and collaborative work with a game.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Verbs
 Expressing their
opinion;
 Talking about and
describing ability in
the past;
 Present simple
 Past simple
 Can / can’t
 Could/ couldn’t
affirmative and
negative form

2. N
E
W
 Verbs  Expressing their
opinion;
 Asking about and
describing ability in
the past
 Talking about and
describing ability in
the past;
 Present simple
 Past simple
 Can / can’t
 Could/ couldn’t
interrogative form
Materials
 Laptop
 Cards
 Photocopies: https://drive.google.com/file/d/1UPLvKNnK0GbuLYZ-bw-
KAV493zgt0WzZ/view?usp=sharing
https://drive.google.com/file/d/1kFrItW_ut4tK2-
6G2RgFbtph0QmmRtLk/view?usp=sharing
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? Great! Let’s start!”
(5 minutes):
I will explain that today we are going to continue practicing the grammar learned in
previous classes. I will give each of them a photocopy. I will explain that today we are
going to start the class with a video. Before watching the video, I ask the students to look

3. at the image that appears on the photocopy. Then I ask them "What can you see? (I
introduce the word "lift/elevator" if necessary), what do you think is the man's job?”
Scaffolding strategies:modelling, asking, explaining.
Transition comment: “Let’s continue.”
(10 minutes)
I will explain that we are going to watch a video and that we should listen carefully
because then we are going to do an exercise about it.
Video link:
https://www.youtube.com/watch?v=CZAz4NCUPck
After the video, I will ask “What happen in the video? How would you describe the attitude
of the man at the beginning of the video and at the end? (The man is selfish and does not
want to help anyone at the beginning. He learns later on that helping others is very
rewarding).”
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Now, we are going to do an exercise.”

4. (10 minutes)
I will explain the activity. I will say “Now we are going to do an activity about the video. You
will find it below the video image. In this activity, you have to choose the correct answer.
Then we will check the answer together.”
While the students carry out the activity, I monitor each one of them in case they need
assistance.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Great! Let’s keep practicing.”
(10 minutes)

5. I will explain the activity. I will say “In this activity, we have to complete the sentences and
questions with the affirmative, negative and interrogative forms of "could". Any doubts?”
While the students carry out the activity, I monitor each one of them in case they need
assistance. Then, we will check the activity together.
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Now, let’s play!”
(20 minutes):

6. I will say "We are going to play this game in groups. We are going to form 5 teams of 5
members. To form the teams, each one of you will draw a card from this bag, which
contains a number from 1 to 5. Once everyone you have your number, team number 1 will
be together on one side, those with number 2 on the other and so on. I will tell you where
you will sit." I will indicate to the students their places and then I will say "We are going to
play a puzzle game. Here I have 5 envelopes which contain the pieces of your puzzles." I
will show them the five envelopes. "Each envelope contains the same puzzles and
therefore the same number of pieces. What are the puzzles about? You have to put
together sentences and questions referring to could. The team that completes the puzzles
first, will win the game. Of course, I will check the answers first. On your marks, get set,
go!"
Scaffolding strategies: modelling, asking, explaining.
Transition comment: “Good job everyone! That’s all for today.”

7. (3 minutes):
I congratulate the students on how they worked in class and tell them, "I hope you enjoyed
the game. 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
Scaffolding
strategies
Language
accuracy
Observations