lessons 19 y 20

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Práctica Docente III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Nisca, María Abril
Institución educativa: Escuela Nº 719 “Peñi hué”
Año y sección: 7º (única división; burbuja 1)
Nivel lingüístico del curso: Pre-intermediate
Cantidad de alumnos: 11
Tipo de Planificación: Clase (clase por meet/zoom + actividades para classroom)
Unidad Temática: “Technology in Agriculture”
Clase Nº: 19 y 20
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 06/08/21
Fecha de entrega de la planificación: 08/07/21

2. Lessons 19 y 20
Learning Aims
During this lesson, learners will be able to…
 Acquire new vocabulary related to soil health;
 Revisit vocabulary from the previous class related to cropping
systems;
 Develop reading skills through a reading comprehension practice
with authentic material;
 Develop writing skills through exercising;
 Develops speaking and listening skills by exchanging views and
information with their classmates;
 Use their naturalistic intelligence to reflect on soil health and
sustainable practices;
 Develop their critical thinking by reflecting on these practices through
authentic material (a webpage);
 Use their linguistic intelligence to read and write;
 Use their interpersonal intelligence to debate with their classmates.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
SUSTAINABILITY To recognize sustainable
practices in agriculture.
Farmers need to leave the
soil rest.
Intensive harvesting harms
the soil.

3. N
E
W
CROPPING SYSTEMS and
SOIL HEALTH
To identify different crop
systems, their advantages
and disadvantages.
To express how these
practices contribute to soil
health.
Conservation tillage is an
agricultural management
approach that aims to
minimize the frequency or
intensity of tillage.
Lesson 19
Materials
- A quiz on Genially:
https://view.genial.ly/60e75c3ee479060d94f6b0c8/interactive-
content-quiz-colores
- A google document for each group, so they can work collaboratively:
-Group 1:
https://docs.google.com/document/d/1pZFKaA0V5pVZJlKWxWN4IA
lr62yy4GDsfev_v8hb9Pg/edit?usp=sharing
-Group 2:
https://docs.google.com/document/d/1rClWwezBISrJHRFfz3NDVfiC
2SNQam4Do-mP0pyy5mY/edit?usp=sharing
- The link to a website about sustainability in agriculture (a different
link for each group): -Group 1:
https://sarep.ucdavis.edu/sustainable-ag/conservation-tillage
-Group 2: https://sarep.ucdavis.edu/sustainable-
ag/cover-crops
Procedures

4.  Timing: 5 minutes.
 Activity description and instructions: Iwill say ‘hello’ to my students
as they jointhe meeting and ask them how they are and how their week
was. I tell them that this time they are going to work in groups mostly
the entire class. After that, I’ll explain what we are going to do: Today
we are going to work on the website I show you last class” (sharing the
website on screen).
 Scaffolding strategies: showing, modelling, explaining.
 Transition comment: Ok. Now let’s take a quick look at what you’ve
done last class.
 Timing: 10 minutes.
 Activity description and instructions: This will be a brief
introduction to the main activity and a quick revision of the previous
class, as the class is short and I want to give them as much time as
possible to work in groups. I will start by dividing them groups so they
can solve this part as if it was a ‘competition’. I will share screen and
show the quiz in genially to revisit key concepts from the previous class
and make sure they understand them. I’ll say: I’m going to show you
some sentences and, for each sentence, I want you to choose the right
concept, so keep your microphones on so you can speak and get pointsfor
your group (they will be able to access to this game through classroom
whenever they want). Then I will explain that they are going to read, in
groups, a little bit more about practices to improve soil health and that
they have to solve some activities in a google document (I will share
screen showing the activities). I’ll add: Once in your breakout rooms,
please choose a speaker because you will have to share what you have
done with the rest of the class later.
 Scaffolding strategies: explaining, modelling, asking, eliciting.
 Transition comment: Ok. Let’s work in groups!

5.  Timing: 15 minutes.
 Activity description and instructions: I will assign each group to a
breakout room. Once everyone is in their assigned breakout room, I’ll
enter each group and share the link to the google document. I’ll say:
Please read the activitiescarefully and discuss with your partners politely
using the vocabulary and structures we have seen. I willenter again later
in case you have any doubts. They will have to solve a pre-reading
activity to focus on new vocabulary that might be difficult to
understand, a while-reading activity and, as an after reading activity,
they willhave to answer a few questions using all they information they
have collected in the previous activities. Those are the questions that
they will share later with the rest of their classmates.
 Scaffolding strategies: modelling, monitoring, explaining,
eliciting.
 Transition comment: (once inthe main meeting) Well done! Now, let’s
share your findings!
 Timing: 10 minutes.
I will ask the speaker of each group to share their answers to the last
questions. Imay even ask them questions if Iconsider it necessary or I may
encourage the other students to ask something. I will encourage them to
find differences and/or similarities between the practices they have read
about. After that, I’llsay: Doesanyone want to share their view on this topic?
Finally, I’llask if they have any doubts for me or for any of their classmates.
I’ll try to go over quickly the activities they have to do when the class
finishes (I always dedicate some minutes when the lesson finishes to those
students who may have extra questions) and say good-bye.
Lesson 20

6. Activities
Hi! These are the activities to do after the meeting 😊
Activity 1: As a group, share the answers from the meeting (from
the “after reading” exercise) in this Padlet:
https://padlet.com/abrilnisca/8t8fhxe4v0i8gek6
Activity 2: Using the vocabulary from the meeting, the padlet and
the previous class as a reference, create a word map about soil
health and/or sustainability, like the one in the example. This will
help you see the concepts and how they relate clearer. To do it, you
may use an online tool like MindMup (https://www.mindmup.com/)
or you can draw it. Be creative! You may include other concepts we
have learned in the previous units if you wish. Once you have finish,
submit it through classroom.
Example:

7. 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