Didactic Unit 2

1. Didactic Unit 2: My City
Week 1
Hello everybody! How are you? I miss you and I hope we can see again soon!
Here are the activities of this week for you to complete and have fun while
doing them!
Activity 1
- Do you know what a CITY is? Write downsome ideas and then you can read
the definition in the following link:
https://www.collinsdictionary.com/dictionary/english/city
There are many cities around the world as you have seen in your Geography
classes! Let´s know more about some of them!!

2. - Watch the following presentation:
https://docs.google.com/presentation/d/1vQyBYfnnnndnKe4-p-
rICIRrVR3CNoR9y_E-Xghlcc4/edit?usp=sharing
- Which was your favourite city?
Search on the web for some information about one city. You can search on
Google writing for example:
- What’s the population in Mexico/Washington D.C?
- Which are the historical places/buildings in....? (Mention at least 3)
- Which is the most popular food of ...?
- Which is the language of ...?
- What is ...... customs and traditions?
The videos on the presentation can help you too!
Then, write the information that you found in the following Padlet:
https://padlet.com/liliamuller09/i4zckzlefhqt1oqb
Upload an audio of the information that impacted you the most. There is one
done as an example.

3. Activity 2
Do the following quiz to see how much do you remember about the different
cities! Let´s play! https://wordwall.net/play/5917/617/623
- Complete the following sentences with the words given adding
- THE........ –EST or
- .......–ER THAN
BIG SMALL LARGE HOT HIGH OLD
- Santiago de Chile is THE SMALLEST city.
- Mount Kangcheunjunga is BIGGER THAN The Aconcagua.
- Mount Everest is ..........................................in the world.
- Athens is ........................................ in the world.
- Washington D.C is ................................... Bogota.
- Canberra is ..............................city in Australia.
Now, choose your favourite city and send me and audio through WhatsApp
giving me information about it without saying the name of the city. I will give

4. your audio to another student and he/she has to figure out which city is it. You
can give clues by comparing it with another city, too.
Week 2
Hello again everybody! Ready to have more fun with the cities? Here we go!
Activity 1
- Watch the following video:
https://www.youtube.com/watch?v=XY8amUImEu0
Answer the following questions:
1- What city is Dre moving to? Does he like it? Do you like it?
2- Where does he used to live?
3- Is he happier in this new place? Why? (You can answer this question taking
into account the culture, Friends, distance from his previous home, etc.)
4- What sport did he play? Is this sport easier than basquetball?
5- Do you think he is happy at the end of the movie? Why? (you can answer
this question taking into account the competition, his friends, the place
where he lives, etc.)

5. Send me through WhatsApp in a message the answers of questions 1, 2 and
4. And in an audio the answers to questions 3 and 5.
Activity 2
- Watch the following pictures. This is Pekin, the place where Dre goes to
live. Do you like it?
Now, watch these pictures. What place is it? Yes, it is Buenos Aires! Have
you ever been there? Do you like it? Send me an audio answering these
questions!
- Let’s compare these two extraordinary places!
Tick the correct sentences. Correct the ones with mistakes.
1) Buenos Aires with 203 km² is bigger than Pekin with 16801 km².
2) Pekin is smaller than Buenos Aires.
3) Pekin, founded on 1045 BC, is older than Buenos Aires which was
founded on 1580.
4) The Mount Everest in China is the highest mountain in the world.

6. (In July, Buenos Aires average temperature between 7°C (44.6°F) and
15°C. In Pekin the temperature in July averages 26.3 °C)
5) In July, Buenos Aires is hotter than Pekin.
6) In July, Pekin is colder than Buenos Aires.
Week 3
Hello everybody! How are you? I hope you´re all great! Now we are going to
continue with a topic that you have seen in Biology.
Here are the activities of this week!
Activity 1
Time to think! Reflect about the following questions:
- Do you think that big cities have problems? Which ones?
- Do you think that towns have fewer problems than the cities?
Let’s see the following video!
https://drive.google.com/file/d/1JNRxl9U1fugKc_VtJtsfQbQgDUI99Qxt/vi
ew?usp=sharing
Complete the crossword with the words from the video:

7. https://wordwall.net/play/6008/897/337
- Now with the words from the crossword, write 4 sentences relating them.
Ex: Mike explains what overpopulation is.
Follow up activity:
Choose one of the words from the crossword (overpopulation, crowded,
homeless, city, immigration) and draw a situation where you express the
meaning of the word. Send me a video where you explain your drawing.
You can make a funny voice pretending to be some of the characters in
your drawing.
Activity 2
Another important problem of cities is Pollution. Do you know what pollution
is? Watch the following presentation:
https://view.genial.ly/5f999afc625d6f0cf46e8336/game-action-didactic-unit-2-my-city-zoom

8. Do a spiderweb with the information in the presentation. You can start like
this:
Watch the following video and sing along!!
https://www.youtube.com/watch?v=pBQ1jtX-yyk
- Now, send me an audio answering the following questions:
1) Do you like the song?
2) Who is singing the song?
POLLUTION

9. 3) What bad things is he/she doing?
4) Is he/she doing it on purpose?
- Here is the lyrics of the song. Chose one part of it, the part you like the
most and write five lines saying the effects that have those actions.
Week 4

10. Hello everybody!! It was a pleasure to see you on zoom!! Are you ready to
continue working? Let´s do it!
Activity 1:
Read the following introduction and watch the following video:
Noises of cars and people talking were the common background sound. John
could hardly breathe so he put on his mask and said:
- It was such a good dream! -
- What was your dream about? - Anthony asked enthusiastically.
- Let me tell you........
https://drive.google.com/file/d/1LJrTi24L1c0H8F--fk1hVYeiUUYNt-Dc/view?usp=sharing
Answer this questions:
- Where are the boys?
- Why do you think they are happy?
- Is there any pollution/overpopulation in that place? Why?
- They found some cans on the floor, what does It mean? Are they alone?
Send me a video of you without saying anything, only acting. Pretend that
you are in a dream and you wake up in a different place. You can be living in
a countryside and wake up in a city or the other way around.

11. I will send the video to another classmate and he/she will tell your story in
an audio or in a written form.
Activity 2:
Now it is your turn to have your own city!
In this last activity, I propose you make your own city. You can do it as you
like using: paperboard, pain, crayons, magazines, etc. The idea is that you
incorporate in your city some of the solutions we have seen. You can create a
new tool which will help us to fight against pollution, overpopulation, etc. or
accommodate your city according to what you think is the best for the people
and environment. Here´s a video of My City! I can´t wait to see yours!
https://drive.google.com/file/d/1LEdzok4cLF7g6qxNM1pESzPrbjN9d7Nw/view?usp=sharing
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

12. Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
I.S.F.D LENGUAS VIVAS BARILOCHE –

13. PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTES: Muller Lilia
Grado: 6 th grade
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 15 (One student with hypoacusis)
Tipo de Planificación: Clase
Unidad Temática: Cities and their problems
Semana Nº: 3
Learning Aims
During this lesson, learners will be able to…
- Identify and describe the problems of big cities like: pollution, overpopulation
- Differentiate why the problems occur.
- Use their previous knowledge about cities.
- Relate the content of the lesson with what they have seen in other subjects like
geography and biology.
- Use their imagination to create a dialogue.
- Implement what they have seen creating their own city
- Work collaboratively.
- SEN: To work actively in the activities
Language Focus

14. LEXIS FUNCTIONS STRUCTURE
R
E
V
- Days of the week,
month, number.
- Name of the cities and
countries: Buenos
Aires, Mexico City,
Pekin, Athens, Chile,
Paris, India, China,
- Problems of the cities:
Air pollution,
overpopulation, acid
rain, endangered wild
animals, crowded places,
homeless people
- Comparative/superlati
ves adjectives: old-
oldest, Hot-hottest, big-
bigger, small/smaller,
large/larger
- Adjectives: big, small,
large, old, hot
- Saying the
date
- Say what city
is it.
- Give more info
- Say what
problems
affect the city
- Comparing
cities,
countries.
 It is…
 Today is…
 What day is it
today?
 It is....
 This city is...
 What can
you say...?
 What do you
remember
....?
 This is a..../ It
is a ...
 ___ is
hotter
than___
 The
oldest___

15. N
E
W
- Vocabulary:
Alternative energies
solar, wind, geothermal.
Recycle, Reuse
- Superlative/comparati
ve adjectives:
Good/better/best
Bad/worse/worst
- Describing
places
- Expressing
and
supporting
opinions
- Comparing
- Drawing
conclusions
- This place
is.....,
- I think we
can....
- To reuse is
better
because...
- _ is
better/worse
than___
- The
best/worst__
_
Materials
● Notebooks/computers with camera
● Speakers
● Microphones
● Internet connection
● Zoom Platform

16. ● The board in the zoom platform
● PowerPoint presentation
Procedures
(10 minutes)
Aims: To welcome the students
To check attendance
To write the date
To know if the children have news
I will greet the students as they enter the zoom meeting saying: “Hello Laura! Nice to see
you again! How are you?”. I will check attendance by writing the names of the students
connected on the board. As students enter I will say similar phrases as the previous one to
welcome them. We will assure to speak slower than usual and articulating the words as
much as possible so the student with special needs can read my lips as I welcome him.
I will wait five minutes and say: “Ok, now that we are all connected I’m going to spin the
wheel to see who is going to write the date today”

17. https://www.flippity.net/rp.php?k=1HDsLvBDAogJtNpkvmFq3sWAgSpIFl20nowCsKHXrc6k
I’m going to share my screen and spin the wheel. I will say the name of the student and
he/she will have to write the date on the board. In case he/she doesn’t remember I will ask
the students to help him/her eliciting the answer: “Today is Mon.... ““Yesterday was 27th so
today is... “for example. Once he/she write the date, I will say: “Great job!!”. I will ask them
how was their weekend and if there´s anything they want to share with the class. The
students who want to willwait their turn and share with their mates. The chat willbe always
open and I will pay special attention to it in case the student with special needs wants to
write something.
Scaffolding strategies: speaking more slowly, asking questions, giving clues, pointing,
repeating the correct answers, using gestures.
Transition comment: “Great job! Now I want to show you something...” I will show to the
camera my thumbs up and I will point to my eye and the screen.
(5 minutes)
Aims: To help student to remember previous knowledge
To create a context to introduce the new vocabulary
I will show them the pictures of different places that they have already seen (Slides 2/5). I
will ask them: “Can you recognize this city? What city is this one?” while I point to each
picture. Students are expected to say: “That is Mexico City” or “That is Buenos Aires”. I will
also ask them if they remember of which country is that city the capital. In both cases I will
help them by giving them clues like: “This city is where Dre live” “This city is in our country”
“This city is the capital of CHI….”. Once they say the name of the city I will point to the
picture which shows something related to the culture of those places.I willaskthem: “What
can you say about this photograph? What do you remember?” Students are expected to
say: “Paris is known as the city of love” “The day of the death, is a celebration in Mexico”

18. I will read and show them in the screen (Slide 6) 2 clues about a city/country and they have
to write in the chat which city is it: For example:
. It is one of the oldest city in the world. They have the Dionysia wine festival.
. It is one of the hottest cities in the world. It is the birthplace of Hinduism and Buddhism.
I will congratulate them for such a good work once they finish and I will ask: “Which
problems have all these cities? Do you remember?” Students are expected to say: “They all
have overpopulation” “The problem of pollution” “acid rain”
Scaffolding strategies: Pointing at the picture, repeating the questions, emphasizing the
correct answers, writing the first letter of the city on the board, saying the first letters of
the name of the city.
Transition comment: “Well done! Now that we have seen the problems that a city has, we
are going to talk about the solutions that exist to that problems! Let’s work!” I will show
them my thumbs up and a happy face!
(5 minutes)
Aims:
● To present the new vocabulary in context
● To go over the activities they have worked during week 3
● To work on students' speaking and writing skills
● To relate the new concepts with what they have seen in another subject
(Biology)
To present the new vocabulary, I will resort to the activities they have been working on
during Week 3. I will share my screen with them (Slide 7/11) and I will tell them that we are
going to do a spiderweb to relate and have in mind the important concepts seen before.

19. I will write all the concepts on the board in case they need help (overpopulation, air
pollution, acid rain, endanger wild animals, crowded places, homeless people, etc) . All the
students will participate. We will go from left to right in the order they appear in my screen
and in each turn they have to accommodate one concept in the right place, in case they
have problems making the relations the student that follows can help him/her. They can
write or speak.
After that we will do a brainstorming of ideas under the words: pollution and
overpopulation to find solutions to these problems. Students can make use of their prior
knowledge and of the knowledge they have about the world. They have to say the ideas
that came up to their mind to give a solution to that problem, this will help me to introduce
the specificnew vocabulary/phrases. When it is their turn, they willwrite on the board their
ideas. I will encourage them to think asking them questions like: “What about the houses?
What about the cars?”. Students are expected to write: “Stop using cars, vehicles” “Stop
smoking”

20. I will congratulate them for their ideas and I will show them the following screen:
I will ask them what they think that the “alternative” in the phrase alternative energy
means. They can explain it using their own words. We will read the concepts out loud and
I will read the meaning of Geothermal in case they don’t remember what they have seen
in biology related to that topic. Then, we will try to accommodate the ideas of the
brainstorming under similar ideas and add the new ones. For example: use their bicycles,

21. separate the garbage, turn off the lights when they are not using them, etc. Each student
can accommodate one orally or in the chat.
I will write on the board the following sentence:
- In my opinion __________ is the best solution to ________ because ________
- In my opinion __________ is the worst solution to _______ because ________
- In my opinion __________ is better/worse than____________ because_______

22. Students will have to choose one of the main concepts and explain why they think that. I
will model the activity first by saying: “In my opinion adoption is the best solution to
overpopulation because homeless children will have a family and parents who want a child
will have one” “In my opinion the use of public transport is the worst solution to pollution
because of coronavirus”. Students are expected to write in the chat similar sentences. We
willread them alland seeifwe allagree on the sentence or not. In the end Iwill congratulate
them for their job.
Scaffolding strategies: showing pictures, asking questions, giving options, pointing,
reformulating their ideas, modelling the activity first.
Transition comment: “Well done! You did it great! Now, let's have a bit of fun. I told you to
collect some materials, do you have them there?” (To help them understand I will show the
materials I have with me and point to them).
(15 minutes)
Aims:
● To integrate and develop theirspeaking, listening and writing skills in groups
● To motivate all the students to participate
● To develop students’ analysis of a situation
● To make use of the new vocabulary seen in class

23. In this part of the lesson, I´m going to share my screen and show them these pictures:
I will ask the students: “Do you know what place is it?”. Students are expected to say: “It is
China” or “It is China´s great wall”. I will ask them which problem can they see in the
pictures, students are expected to say: “pollution and overpopulation”. I will tell them that
I will divide the class so they can work in pairs with a partner. They will have to imagine that
they are in one of these places and write a short dialogue talking about the solutions to this
problem. To make the activity more fun, they have to draw at least one word per line. I will
write the instructions on the chat so everybody can read it and some phrases that they can
use like:
- This place is _________
- I think we can__________
- _________ is better than_______ because______
- That is the best idea!
Once they finish, they will share their dialogues with the rest of the class. When they
are reading their lines, they have to show to the camera their drawings and the rest of
the class has to say what word represent the drawing. If they want to they can act the
situation.
Scaffolding strategies: Asking them questions, taking part while working in pairs in case
they need help, repeating or sharing the screen of the solutions to the problems, using
gestures.

24. Transition comment: “You did it great! I love all the dialogues! Do you have fun? Now, we
are going to play a game! Are you ready?”
(5 minutes)
Aims:
● To wrap up the lesson
● To develop their speaking and reading skills
To round up the topic of the lesson we are going to play a game. The name of the game is
“Make a noise” (Slide 12/16) . I will show them different pictures with some of the concepts
we have already seen (pollution, overpopulation, their effects, solutions) and they have to
say as fast as they can a possible solution or to what is the image related. They will have
their microphones off and when they see the picture they will have to turn their
microphones on and make a noise like a clap or something. After that, the first one who
make the noise can answer the question. Students are expected to say: “use solar energy”
“more information about overpopulation” “reuse”.
After that we will play a scramble game, they will see the letters which they have to put in
order to find out the word.
https://www.flippity.net/sc.asp?k=1N_rgnx12erQtNblxIiediwxMHIGB50jaRzkWdr-gqgg
Transition comment: Well group I had a wonderful time with you all! If you need some help
write to me by email or WhatsApp. See you in three weeks! I will miss you! Bye bye!!

25. 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
You´ve done a great job, Lili!
You designed several games and included some videos of your own. Well
done!