The student teacher submitted a lesson plan for a 3-part class introducing themselves in English. The plan includes learning objectives, language focus, materials, procedures and scaffolding strategies. Students will revise vocabulary, develop listening and pronunciation skills, and improve writing. They will analyze posters, ask and answer questions, and create presentations about themselves with creative elements. The final class will include student presentations and peer questioning. The tutor provided feedback that the plan is well organized with varied activities and appropriate scaffolding.

1. PRÁCTICA DOCENTE IV
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: María Suyai Navarro
Institución educativa: Colegio Francisco Pascasio Moreno
Año y sección: 1°A
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 24
Tipo de Planificación: Clase
Unidad Temática: Introducing ourselves
Clase Nº: 19, 20, 21
Duración de la clase: 120 min.
Fecha de la clase: 04/08/2023
Fecha de entrega de la planificación: 28/07/2023
Learning Aims
During this lesson, learners will be able to…
 Revise vocabulary about adjectives, days of the week, etc.
 Develop listening skills by listening to the teacher

2.  Improve pronunciation by reading and expressing their ideas
 Identify information relevant to the context
 Improve writing skills by writing about themselves
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives: brilliant,
fantastic, interesting,
boring, etc.
Colours
Numbers
School Objects
To give opinion about
subjects and days of the
week.
To make yes/no
questions
To give short answers
To give and ask about
personal information
To express an opinion
about different topics
Affirmative and negative
sentences.
“She is/she isn’t…/He is/
He isn’t… They are/they
aren’t…”
“Is it…/ Is she…/ Is
he…?
Are they…? Are you?”
What’s your name?
I’m…
How old are you?
I’m… years old.
Where are you from?
I’m from…
“Pizza is delicious.” Be
+ adjective
“It’s an interesting
book.” Adjective + noun

3. “The book is really
interesting.” Really +
adjective
N
E
W
--------------------------- --------------------------------
-----
--------------------------------
---
Materials
 Posters: All about me – Emma Watson / All about me: Suyai
 Colour cardboards
 Markers
 Rulers
 Glues
 Scissors

5. 1

6. Procedures
 Timing: 5 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The student teacher will greet the students, and write down the date on the board,
ask them to do the same on their notebooks. Then she will call the roll. After waiting
for everyone to settle down, she will start the lesson.
 Transition comment to link each stage of the lesson with the next one
“So, today we are working on our little projects! Let’s start by looking at the poster
of Emma.”
 Timing: 30 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The teacher will show the students the poster about Emma Watson. One student
will read the information.
“Alright, so this is information about Emma, right? Do you remember what is it
about?” Students will say personal information and likes.
“Now, look at this,” the teacher will present her own poster. Another different
student will read the sentences. Then, the students will be asked to identify the
different information and divide it into “topics.” For instance, likes, dislikes,
1
This poster contains visual and written information. The visual information will be said by
using the adjectives that students learned. The idea is that they tell everything about
themselves but write what is necessary.

7. favourite movie, favourite artist, etc.
They can come up with any kind of topic they can think of, related to the poster.
The teacher will write on the board the different topics.
“So, these two posters have personal information, likes and opinions. The
organization is different, but they are creative and unique. Here you can see
photos, colour papers, and others. Now, you can make questions about this. For
example, you can say, what’s your favourite song? What’s your favourite series?
How old is Martita? Where is Marta from?” The teacher will write the questions
on the board. “You can also ask, “is Capitán old?” The teacher will say this
pointing at the photo of the dog. “Is Colita a good dog?” This question will also
be written on the board. “Think about other questions you can make me.” The
questions will be written on the board. After answering them, the teacher will
ask them to copy this on their folder.
 Scaffolding strategies
The teacher will help students understand the idea about topics with examples
related to the information in the posters. So that by comparing and analyzing
they can think of other topics.
The teacher will remind them about interrogative form of sentences with verb
to be in case they have doubts.
The question “What’s your favourite…?” will be highlighted so that they can see
the pattern of this type of question.
 Transition comment to link each stage of the lesson with the next one

8. “So, this is our work now. We will work on our presentations and think about questions
to make. Let’s start!”
Activity I: Writing a draft
 Timing: 15/20 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The students will be asked to write a draft about their own personal information
and likes. They will have to use adjectives to give opinion about their likes. This
will be first written on a sheet of paper, in pencil, to check possible mistakes,
lack or order of words, etc.
They will have to write at least twelve sentences.
 Scaffolding strategies
The teacher will walk around the classroom, helping students in case they have
difficulties to write what they want to express.
The students can check the book for vocabulary and use the posters on the board
as a guide.
 Transition comment to link each stage of the lesson with the next one
“Awesome! So now let’s see organization and creativity!”
Activity II: Organize information creatively.
 Timing: 20/30 minutes

9.  Activity description and instructions as they will be said to students
(include direct speech)
The teacher will explain the students that now it is important to think about the
organization of the information and how to use creativity to express our ideas. For
example, the teacher will show how she decided to decorate it. “For this, I used old
paper, pieces of colour paper, markers, pieces of fabric, photos, small drawings.” She
will show all of these to them so that they understand better. “This is part of who I am.
I selected this to represent who I am. If you like football, you can use photos of Messi,
or draw a footballer, a ball, or if you like games, or anime, you can draw or paste pictures
about it. Be creative and think about the organization of the sentences.” The teacher will
point at the group of sentences in the poster. “Remember: the sentences and the
decoration are information about you.”
The teacher will ask the students to make a draft of the organization and the creative
part in another piece of paper, before pasting or drawing or writing anything.
 Scaffolding strategies
The teacher will help the students with questions and ideas, in case they do not
know how to be creative.
 Transition comment to link each stage of the lesson with the next one
“Now, we have the information and the creative organization, let’s work on the final
step!”
Activity III: Work on the cardboards
 Timing: 30 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The students will work on the chosen paper, so the teacher will ask them to work

10. quiet and neatly. The idea is to make creative pages of a magazine, but the size
will be that of a half cardboard.
Once they have finished, they will practise their presentations alone with the
teacher, to check reading and pronunciation, while the rest keep on working.
 Scaffolding strategies
The teacher will check that they are working neatly so that to avoid leaving a
mess behind.
Spelling and word order will be double check again.
 Transition comment to link each stage of the lesson with the next one
“Great work everyone!”
 Timing: 5 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
“So next class will be our last class together. Next Friday you will do your presentations
in front of the class, so practise this many times. Practise reading three or four times.
When you finish your presentation, three students will make three different questions.
Revise everything!”

11. 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
Well done!
You will be monitoring their performance and facilitating language. Make
sure everyone is working hard. Anticipate the evaluation criteria for this
project.
Remember to submit the second video.