The document contains a lesson plan for a class revising content from the past 12 lessons. It includes 6 activity stations for students to complete in groups: 1) a worksheet on figures of speech; 2) a pictionary game using tense sentences; 3) creating a fictional country; 4) writing an anecdote, poem, or short story; 5) answering anonymous questions about the teacher's instruction; and 6) answering anonymous self-reflection questions. The teacher will explain each station, monitor timing, and have students submit work between activities. The goals are for students to review content and provide feedback on teaching and their own learning.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundaria
Nivel lingüístico del curso: B1-B2 CEFR based
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Revision
Clase Nº: 12
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 3/06/19
Fecha de entrega de la planificación: 29/06/19
Learning Aims
During this lesson, learners will be able to revise all the content we analyzed
these twelve lessons we shared together. Also, they will be able to make an
assessment about my teaching and a self-assessment about their learning
process (focused on the lessons we shared).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Tenses (present and past).
- Figures of speech.
- Connectors.
-Expressing facts and things
that happened and adding
more details through figures
of speech.
-Connecting sentences
coherently and cohesively.
“We learnt new vocabulary”
“Also, we revised figures of
speech”
N
E
W
-Expressions like “from my
point of view, in my opinion, I
believe/think that”
-To introduce the opinions
and ideas more coherently.
“I believe that we were able
to revise the tenses”
“I (don’t) agree with her”

2. Materials
Whiteboard.
Markers.
Worksheets for stations.
Folders.
Procedures
5 minutes
I would greet students and I would explain them that today is the last lesson we are going to share
together.
-Hello everybody. How are you today?
Wait for answers.
-I am glad to hear that. As you already know, this is the last lesson we are going to be together.
That is why this lesson will be a little bit different.
-So, as I said…it will be a bit different. Why? Because the dynamic will be
different. Remember station work?
They already know how to work with stations because it is a common activity during primary level.
Just in case, I will explain again the station work.
-Just to remind you, this is how stations work: there are different activities that you have to
complete. You can choose where to start but you must try to do all of them. So, when the time is
“up” for the activity you are doing, I will say “it is time to change the activity” and you will do so. All
that you write down, you will be asked to hand in later. OK?
Wait for possible doubts and solve them.
-Good. Now, this is what I will ask you to do first: you must make six groups of four. One of them will
be made of five, but don’t worry.
Possible change here: as this is the last week before the holidays, and due to the recent Cerro
Catedral opening, it is certain that most of the students will be absent this day (more than half of the
class go to the mountain but there is no way to know if they will be absent or not beforehand). In
such case, the number of groups and students will be re-evaluated on this very day.
Here, I will proceed to explain each task they will have to complete. The total of activities is six,
being number five and six MANDATORY.

3. -As you all finished arranging your group, I will hand you in the tasks. Then, I will proceed to explain
them. Please, do not start completing them before I tell you to do so. Do not make any question
before I explain the task, please wait for me to explain all and then ask what you need. This is
important so you know what you have to do before you start. If you start the task as soon as you
receive the worksheets, you won’t be able to listen to the instructions and to ask things about the
exercises. You will have enough time, don’t worry! OK?
Wait for them to let know that they understood the instructions. Then, hand in the 6 tasks to each
group.
-As you can see, you have got all the activities. This is because you will not be expected to change
places when you need to change the activity. You can choose where to start, but you must
complete the tasks five and six and to do at least two more tasks (I will write this in the whiteboard)
Now, one by one, I will explain the tasks.
-Look at the task number one. It is a worksheet about figures of speech.

4. -It seems to be too easy, but do not take it for granted and think very carefully how to complete the
task. In part one, you have to match 1 to 7 with phrases a to g. Think about the definition of each
figure. You worked a lot with them, but if you have any doubt about them you can raise your hand
and I will be with you. Any doubt so far?
I will answer the doubts if they have any. Then, I will continue.
-Part 2, you have two questions. There is a phrase in both cases and you are asked to say what
they are: alliteration, similes, personification, alliteration, etc. Both cases can be completed with two
types of figurative language from part one. OK? Any doubt?
I will explain again if necessary, I will write the steps for this activity in the whiteboard, and then I will
continue.
-Ok, now go to task number two. This is a game. Do you know Pictionary?
Wait for answers.
-Right. You receive, in this case, a series of phrases that you CANNOT see (for that reason I will
give them out when they are about to start the game). For this reason, I have the phrases, and I will
give them to you when you start this task. Not before. So, as I was saying, one on you will read the
phrase and you will have to draw things in order to make the other people in your group try to get
the phrase. For example, if I receive a phrase that says “I am walking down the streets” I can draw
streets and someone walking. Do you get the idea?
Wait for answers.
-Keep this is mind: this task is about tenses. So it is important that you guess the whole sentence,
including its correct tense. It can be past or present tense. The one that guesses the answer will be
the one to read and draw the next sentence. Any doubts so far?
I will now solve the doubts and then I will write the steps for this activity in the whiteboard. Then, I
will explain task three.
-OK. Task three. You will have to create your own country now. You have to invent a name for your
country, a flag, and then write habits and customs for this culture. Remember the lesson about
culture? Greetings, religion, food, clothing, music, language, etc..
Wait for answers.
-Good. So, you have to write at least five things about your country. You can be as creative as you
want, and also you can say where it is located (like the continent, or invent another continent, and
so on and so forth). OK?
Wait for answers, and if there is any doubt solve it now.
-Great. Now the task number four. You have three options here. You can write about an anecdote
you all had at school or during a trip (like the lesson when you had to talk and write about a trip that
you did alone or in family), or you can write a poem about friendship (like the lesson with the poem
about the favourite things), or you can also write a very short story (like when we read the Troddler,
but shorter).
For each case, I will write some tips in the whiteboard (connectors, expressions, vocabulary, and
tenses)

5. -For each case, I will write some tips here. Also, you can always raise your hand and I will go with
you. Remember, choose just one. Do you get all so far?
-Now, task five and six. Both of them are questionnaires. One is about my teaching, and the other
one is about your own work in class during my lessons. As you can see, they have questions about
my teaching and about your own learning process. Both questionnaires are mandatory. You cannot
leave them undone. Another important observation is that both are anonymous. That is, I won’t
know who is answering the questionnaire but it is important for me to know how you felt with my
teaching. OK?
Wait for them to make questions, solve them and then ask:
-Before you start… Do you have anything else to ask? Or anything else to comment?
Wait for any doubt or comment. Then, solve them before starting.
Tasks are explained above.
Approximated timing for each activity:
Tasks 5 and 6 (10-15 minutes), task 1 (10 minutes), task 2 (15 minutes), task 3 (20 minutes), task 4
(20 minutes).
As regards timing, I will be in charge of going group by group to check what they decided to do and
to tell each group how much time they have to complete it and move on. They will be suggested to
do tasks five and six first, because they are short and easy.
Moreover, I will go group by group to tell them when it is time to change the activity (and they will
hand in what they have done before starting the next task).
TASK 1:
Source: Pinterest

6. TASK TWO:
TENSES
Pictionary game.
Rules!
 Choose who will start drawing. You can play paper, rock, and scissors to choose.
 The one who will draw will be the only one to read the sentence.
 The one who will draw can’t speak nor write, just draw.
 You must guess the whole sentence, including the correct tense.
 The one who guesses the sentence, is the next to pick another sentence and to draw.
SENTENCES TO BE USED:
I went to the supermarket.
She was staring at the moon.
We went for a walk yesterday.

7. They are playing Pictionary.
The cat is very angry.
You don’t want to play.
TASK THREE:
a) Create your own country: Invent a name, a flag (draw it), and where it is located.
b) Now make at least five sentences about your new country: talk about the culture it has –
religion, habits, dances, music, clothing, language, religion, food, population, etc-
TASK FOUR:
Choose and write about ONE of the following options:
a) An anecdote that you all share from school, or from a group trip.
b) A poem about friendship.
c) A very short story (one page).
TASK FIVE:
Questions about the teacher.
a) Did you feel entertained during the lessons? Why/why not?
b) Do you believe that the lessons were useful for you? Why/why not?
c) Do you consider that the teacher helped you? Why/why not?
d) Would you change anything about the lessons or about the teaching?
Decide a grade for the trainee from 1 (bad) to 5 (excellent):
Make a comment about the teacher (something you liked, something you didn’t like, any
other observation, etc):
TASK SIX:
Questions for self-assessment.
a) Do you believe that you work in a good manner? (concentrating to the task, being quiet
when needed, respecting other classmates, not wasting time playing or talking about other
things, not eating during the lessons, etc) Why/ why not?
b) What are your strengths? Name them (things you are good at on English lessons or as a
student).
c) What are the things that you need or want to improve as a student?
d) What topics do you need to revise or practise a little bit more?
Decide a grade for you as a student from 1 (bad) to 5 (excellent):

8. Here, I will say goodbye and thank students for their time.
-I am glad that we had the opportunity to share some lessons together. Thanks for letting me learn
with you, and I hope you all enjoyed this journey. I will see you around the school but just in case,
have a nice holiday!
Wait for answers, greet all, and then say:
-Now, wait for Naty to let you go to the break. Goodbye!
Each activity must be described in terms of the following components:
 Timing
 Activitydescription and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
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

9. Observations
Lovely! I hope students can complete all tasks. 