- The lesson plan is for a 1st year secondary school English class with 24 students focused on describing people's physical appearance. - The 100 minute lesson includes a warm-up game identifying famous people's appearances, an activity matching descriptions to pictures, and a writing activity where students describe themselves. - Scaffolding strategies such as modeling, questioning, and feedback are incorporated throughout the lesson to support student learning and engagement.

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Práctica Docente III - Nivel Secundario
Plan 2015
Tutor’sname: AureliaVelázquez
Lesson Plan:11-12.
Studentname: Risso,Guillermina
Email: guilleminarisso2@gmail.com,
- ENTREGA DE PLANIFICACIÓN -

2. Curso: 1° Año - Secundaria Ciclo Básico
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 24 alumnos.
Tipo de Planificación: Clase.
Unidad Temática: Describing People (Physical appearance).
Clase: 11-12
Fecha: 29/10/21
Duración de la clase: 100 minutos. Face to Face.
Learning aims:
During this lesson, learners will be able to…
- To work with vocabulary related to personal appearance.
- To develop their reading skills by identifying some adjectives related to personal
appearance.
- To develop their writing skills by describing famous trap artists and their own
personal appearance using have got structure.
- Language focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
● Vocabulary related to
personal appearance.
tall-short-overweight-
thin- long-
Identifying different aspects
of personal appearance.
Verb to be.
Maria Becerra is short.

3. N
E
W
New words related to
physical appearance.
.Hair-blond-dark-
brown- bald- tattoo-
piercing- long- curly-
straight-short
To describe people by
identifying some physical
aspects and to describe
themselves.
Have got/has got
negative and question
form.
Has L-gante got short
hair?
Yes, he has.
No, he hasn’t.
Adjectives
.
Materials and resources:
➔ Computer
➔ Famous people flashcards
➔ Google slides presentation available at:
➔ https://docs.google.com/presentation/d/1nYrTFhItaaR1TU1rQvNodeXuJq3FA
KhvHdUHCR8D-nA/edit?usp=sharing
➔
➔ Closure game available at:
https://quizizz.com/join?gc=08488705
➔ 24 worksheets of personal information “About me”.
➔ Projector.

4. NOTE: All of the activities are described as suggested by the tutor, in terms
of timing, description and instructions, and transition comments.
Scaffolding strategies are included within the description of each activity.
Lesson stages:
Routine
● Timing: 5 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will greet the children by saying ‘Hello everyone, how are you today? I hope
you are fine. Who can tell me, what date is it today? and what's the weather
like?’. Then I will write on the board the date and the weather.
● Transition comment to link each stage of the lesson with the next one:
‘Do you remember how to describe a person by paying attention to his physical
appearance? Let’s work on that topic a little bit more.
Warm-up and Presentation
● Timing: 15 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I’ll write on the board the words: Physical Appearance and then I invite students
to review some lexical items and grammar structure worked in the previous
lesson by playing a true or false game. I’ll explain to sts that we are going to
play a game by saying: ‘Ok, now we are going to play a true or false game and
you have to pay special attention to some famous people physical appearance
and answer whether they are true or false’ I will show them different pictures of
famous people while I’ll say some physical characteristics of them. If some
statements are false, I’ll encourage students to say the correct description.
Once all the pictures are shown, I’ll display them on the board with the purpose
to reuse them for the next activity.

5. ● Transition comment to link each stage of the lesson with the next one:
‘Okay, as you can see there are different ways of describinga person by payingspecial
attention to his/her physical appearance. Let’s find out how we can be more specific
about these descriptions ’.
Development
Activity 1
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
For this activity, as a first stage, I’ll write on the board some physical adjectives next
to each picture such as: long hair, dark hair, short hair, brown eyes, straight hair. Then
I’ll say: ‘As you can see, all of them are different and have specific physical
appearance. Now you have to look, read and choose the correct option for each one’.
I‘ll write on the board some sentences to be completed by students. After doing the
activity, some sts have to pass to the board in order to complete the sentences while
the rest of the class checks their answers. Meanwhile, I’ll invite students to share aloud
their choices by asking: ‘Ok, is the first sentence correct? What do you think? Can you
student X read it, please? Thank you.
Examples:
Dario has got…………………………. eyes.
Maria has got…………………………….. hair.
L-gante has got……………………….. hair.
Lali has got………………………… hair.
Then, as a second stage, I’ll write on the board some questions with the purpose that
sts can find the negative and question form of this new grammar structure by selecting
some lexical items to complete the questions and the answers. The first sentence is
an example and I’ll highlight some key concepts to make it clear for students. I’ll read
it aloud and I’ll emphasize the structures.
Example:
Select the words to make questions for the answers.

6. 1. Has Dario got short hair? Yes, he has.
2. Has Maria got…………………? No, she hasn’t.
3. Has L-gante got………………? Yes, he has
4. Has Lali got……………………? No, she hasn’t.
5. Duki has got…………………..? Yes, he has.
After that, the teacher will say ‘Great work!
● Transition comment to link each stage of the lesson with the next one:
‘Ok, we have discovered different physical appearances of famous people. Let’s
check how much you know about them.’
Activity 2
● Timing: 30 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
I will show students a short presentation about different trap artists and their physical
appearance by describing them using the new grammatical structure. While they are
watching it, I’ll ask some students to read each slide aloud, and at the same time I’ll
say: ‘Pay special attention to some coloured words, what do you think about them?
For example, the words in orange, why do we use them?’ students may say: ‘They are
adjectives and we use them to describe a person’. After the presentation, I’ll invite sts
to watch it one more time, but this time they have to work with the first 3 slides by
writing a new description of each famous artist. At the end, I’ll show them again the
last slide, and in this opportunity they have to rewrite the text of physical appearance
by writing the opposite adjectives. Finally, sts have to share their texts with the rest of
the group.
DESCRIBING PEOPLE
Transition comment to link each stage of the lesson with the next one:
The teacher will congratulate them for their work, and say: ``I'm so proud of your
productions, excellent work”.
Activity 3
● Timing: 20 minutes
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:

7. This activity will be developed individually. The teacher will give sts some “About me”
worksheets in order that sts can describe themselves by using the target language
learnt in this class. I will say: “OK, as you can see, there are different people, all of us
are different. Now, it’s time to talk about you”. Then, the teacher will explain that they
have to complete this task by writing some sentences describing their physical
appearance. I’ll say: ‘ As you can see there is an example about me, my personal
information and my physical appearance. Now, you have to do the same with you.
Come on, let’s start’
About Me
Complete the following information. Then write about you and
draw yourself.
Name:
Age:
Weight:
Height:
Hair:
Example: My name is Guillermina Risso and I’m 37 years old. I’m
middle aged. I have got long brown hair and I’m thin. My height is
1,60 cm.
Closure
● Timing: 10 minutos.
● Activity description and instructions as they will be said to students
(include direct speech) and scaffolding strategies to be implemented:
At this point of the lesson, students may have discovered some physical appearance
items to describe people or themselves. The teacher will explain to students that
they’re going to play an online game named: Who am I? In this game students have
to select a special character according to his/her physical appearance by reading

8. some descriptions given. In this case, the teacher will connect her internet data to her
computer with the purpose to play online and she will choose the students options on
the computer which will be connected to a projector. Then sts can see their scores. As
in the previous lesson, this is a collaborative game and all sts can participate by giving
their opinion. If the score is not so good, we could try to play more than once and have
more chances to have a good score.
● Transition comment to link each stage of the lesson with the next one:
The teacher will say: ‘ OK, you did an excellent work today, see you
next class, and enjoy your weekend, bye bye’.
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
Have a great time!