Practicum III

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 052 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 28
Tipo de Planificación: Clase
Unidad Temática: Family
Clase Nº: 3 y 4
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 6 de junio
Fecha de entrega de la planificación: 31 de mayo
Learning Aims
During this lesson, learners will be able to…
- Review previous vocabulary (colors, numbers and family members)
- Review meaning of possessive ‘s by talking about Madonna’s family, and listening
and writing about Anna’s family.
- Expand their learning skills through the use of ICTs.
- Become aware of a family from another country.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Colors
- Numbers (0-100)
- Family members
Description of family
members.
- Verb “to be”
This is my sister. She is 18
years old.

2. N
E
W
- Family members Show the relationship
between people
- Possessive ‘s
Madonna’s father is Silvio.
Materials
- Board
- Markers
- Booklet
- Laptop
- Speakers
- Projector
- Mobile phones
- Video: https://youtu.be/b-WOj931zSU
- Worksheets
Procedures
 Timing: 10’
- Take attendance
- Read students marks
“Good evening, everyone! How are you today? Are you happy/tired/
hungry? Let me read your final mark for this term. Any questions? Ok. Let’s
start. Last lesson you worked with family members. Do you remember? So,
let’s play a game.”
 Timing: 15’
 Activity description and instructions as they will be said to students
(include direct speech)
Oral domino
a) Class activity. The teacher draws a chart on the board with three columns.
Each column has a category on it. Students stand up in a line and they have
10 seconds to say a word for each category. The teacher writes the words
on the board. If they don’t say a correct word in the stipulated time, they
have to sit down. They can’t repeat the words written. The remain student
is the winner.

3. NUMBERS COLOURS FAMILY MEMBERS
“Please, stand up! And make a line. You have ten seconds to tell me a
number, a colour or a family member. Please follow the order you are
in the line and the order of the categories in the chart. So, “Dora”
starts with numbers, “Luciano” follows with colours, and so on. You
can’t repeat the words. For example, if Dora says “eleven” you cannot
say “eleven” again. I’ll write the words you say under the categories”
“Ready, steady, go! Good, next one! Great, continue please… oh no…
sorry, time’s up. Sit down please.”
 Scaffolding strategies
- Pointing at the categories on board
- Telling the category if they get lost.
- Body language.
- Modeling
 Transition comment to link each stage of the lesson with the next one
“Congrats “Pedro” you’re the champion! Now let’s continue with
families and … do you remember last lesson’s topic? ’s?
 Timing: 15 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
Activity 1:
a) Class activity. The teacher tells students to go back to their booklets if
necessary and answer the questions about Madonna. She encourages
students to use possessive ‘s in their answers.
“Do you remember Madonna’s family? Who’s Madonna’s father? Yes! He’s Silvio!
Can you complete the sentence, please?
Who is Paula? Is she Madonna’s daughter? You’re right! She’s her sister.
Who’s Madonna’s daughter? Perfect!”
b) Then she writes on board: Who’s Madonna’s father? And asks students to
explain the meaning is of both ‘S in the interrogative sentence.
“What does this first ‘s mean? Yes, it’s the verb a TO BE. And what about the

4. second ‘s? is it also the verb TO BE? Ok, so what does it show? Look at the
underlined part.”
 Scaffolding strategies
- Using different colors to show the differences between both ‘s
- Helping with pronunciation.
 Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Thank you. Now let’s meet a family from Oxford. Do you know
where Oxford is?”
 Timing: 15 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
Activity 2
a) Class activity. The teacher writes “Oxford” on board and asks
students to find information on the web about it.
She writes on board:
- Continent:
- Kilometers:
- Climate:
“You can use your mobile phones now, but please concentrate on
this activity. Go to Google Maps and complete the information on
the board.
1. Where’s Oxford? Is it in America? Or in Europe?
2. How far is it? How many kilometers are there between
Argentina and Oxford?
3. What’s the weather like? Is it cold? Is it hot?
Shall we check? Great “Juan”! Can you write your answer on
the board, please?
 Scaffolding strategies
- Body language
- Monitoring students while using their phones and helping find the
appropriate information.
 Transition comment to link each stage of the lesson with the next one

5. “Now, let’s move to the library to watch a video about a teenager called
Anna. She’s from Oxford. And she shows us her family.
Activity 3
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
a) The teacher tells students to bring their chairs to the library, where
they will watch a video about a family in Oxford. Once there, she
will hand in the worksheet. They will watch the video twice if
necessary to answer the questions in pairs.
“Let’s read the questions. Are they clear? Concentrate on activity 1
first.”
“Let’s check your answers.”
“Now, look at activity 2. Let’s watch the video again, and say “true”
or “false””.
Video: https://youtu.be/b-WOj931zSU
Worksheet:

6. b) Then students compare Anna’s family to theirs and share their
findings to the rest of the class.
“Is Anna’s family big or small? What about your family? How many
brothers and sisters have you got? Have you got any pets? A dog or a cat?”
 Scaffolding strategies
- Body language
- Intonation when reading the questions.
- Stop the video when necessary.
 Transition comment to link each stage of the lesson with the next one
“Great job! Let’s finish here and open your booklets”
 Timing. 3 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
Homework:
The teacher explain the activities students have to do on their own
at home.
“Look at page 9, activities 1 and 2. In activity 1 you have to complete
with the words in the box. Is it clear?
In activity 2, please match and write sentences as in the example.
Any questions you can ask in the what’s app group”.

7.  Scaffolding strategies
- Body language
- Stress possessive ‘s

8.  Transition comment to link each stage of the lesson with the next one
“Have a nice week. See you next Monday.”
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
Nice ideas! Check comments and suggestions.