Unit 1 lesson plans - pass

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo, Débora.
Grado: 4th Year
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 10
Tipo de Planificación: Clase online
Unidad Temática: Play (We can!)
Clase: 1
Learning Aims
During this lesson, learners will be able to:
● Talk about their free-time activities.
● Revise vocabulary related to free-time activities (jump, dance, sing, swim).
● Identify new vocabulary related to free-time activities (go shopping, go to the
cinema, meet friends, play video games, etc.).
● Develop self-confidence and describe people’s abilities using the chunk “In my
free-time I...”, as well as using recycled rich and meaningful language.
● Improve the use of the second language and develop social skills through work
with peers and the teacher.

● Develop and enrich their imagination and explore a different world setting in
context.
● Develop effective engagement.
LEXIS FUNCTIONS STRUCTURE
R
E
V
Free-time activities
(jump, dance, sing,
swim.)
Describing activities. I swim.
N
E
W
(go shopping, go to the
cinema, meet friends,
play video games, play
football, ride my bike,
watch TV.)
Describing free-time
activities.
In my free-time, I play
football.
Materials
★ Flashcards related to feelings.
★ Flashcards related to the weather.
★ Game: I spy with my Little Eye… Google Presentation: Gryffyndor 4 -
Lesson 1
https://docs.google.com/presentation/d/1FlbTeErwTLx9ZgPaGruukn6
UrkHs03m7CzeuZy5Q_tM/edit?usp=sharing

★ Pictures of free-time activities for the Presentation.
★ Video for the Development:
https://www.youtube.com/watch?v=OvVMK4ydDp4
★ True or false: Google Presentation: Gryffindor 4 - Lesson 1 (from slice 3
to 17)
★ Notebook and/or cell phone.
★ Speakers.
Procedures
ROUTINE ACTIVITIES
1. Say hello and ask how students are today.
The teacher shows some faces to express the students’ feelings.
2. Talk about the weather.
The teacher tells students to stand up and look through their windows and she
shows some flashcards.
● Timing: 5 minutes
● Activity description and instructions as they will be said to students

“Hello dear! how are you today?Are you happy/sad/bored?”
“Now, let’s stand up and look through the window... what’s
the weather like? Is it sunny/rainy/cloudy, etc.?”
● Scaffolding strategies
- Show feelings pictures while asking how they are today.
- Show weather flashcards and let them choose the correct one.
- Use body expression and facial expressions.
● Transition comment to link each stage of the lesson with the next one
“Let’s play a game. Please, look at the picture and answer as
quickly as possible”.
WARM- UP
1. Game: I spy with my little eye.
Individually, students look at the picture and find the person mentioned by the
teacher.
● Activity description and instructions as they will be said to students (include
direct speech)
“Look at the pictures. There are numbers on it. Thisis picture
1), etc…Now listen to me… Look at the pictures carefully and
tell me the number... I spy with my little eye a boy and girl
dancing. Can you tell me the letter, please?”
- Adequate the language speed.
“Now, let’s learn new expressions…”
PRESENTATION

1. Listen and repeat.
The teacher shows some flashcards related to free-time activities, and tells students to
repeat the phrases related to them (go shopping, go to the cinema, meet friends, play
video games, ride my bike, watch TV).
direct speech)
“Look at the pictures, listen and repeat after me”
- Adequate the speed.
- Use body expression.
“Now, listen to me again and let´s play another game.”
2. Sequence game
The teacher prepares a sequence of new vocabulary using the pictures in the
Presentation, activity 1, and says it out loud two or three times. The last time, she
omits one phrase. The students have to complete the sequence all together.
GO SHOPPING GO TO THE CINEMA RIDE A BIKE PLAY COMPUTERGAMES
PLAY FOOTBALL MEET FRIENDS WATCH TV

For example:
T: “go shopping - meet friends - go shopping - meet friends -go shopping - meet
friends - (tiiiinnnnn)”
Ss: “go shopping!”
Then, she adds one more phrase tomake it more complex. And elicit students tocreate
their own sequence. First using two phrases, and then using three phrases.
direct speech)
“Listen carefully and say the missing word…. Now, it’s your
turn… who wants to start? Please choose two expressions”.
- Adequate the speed.
- Give as many examples as necessary.
- Encourage learners to create their own sequence using also their bodies.
“Now, pay attention, we’ll use these words in the following
activity”
DEVELOPMENT (PRACTICE and PRODUCTION)
https://www.youtube.com/watch?v=OvVMK4ydDp4
1. Listen and say TRUE or FALSE (from slice 3 t0 17)
The teacher shows the video and encourages students to pay attention to the
character’s names.
Then, students watch it again but, the second time they pay attention to thecharacters’
free-time activities.

direct speech)
“Look at the pictures and listen carefully. Which activities
are mentioned. There is a boy and a girl speaking, what are
their names? Who do they live with?
Let’s listen again and decide if the pictures are TRUE or
FALSE all together”
- Check students’ understanding asking them questions about the audio.
“Before saying goodbye, Can you be so kind and open your
copybooks, please?”.
CLOSURE
1. Writing
Theteacher tells learners to write5 sentences about their free-timeactivities using the
phrases in the Presentation stage.
direct speech)
“In your copybooks write your favourite free-time activities.
You can start with: “In my free time, I…” Look at the example
on the chat. Here I have got the pictures to help you.
When you finish, please send a photo to the WhatsApp
group.”
- Encourage learners to write about themselves.
- Use body language.

“That’s all for this week! Remember to wash our hands!
Goodbye!”
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 Good start!

ALUMNOS PRACTICANTE: Bravo, Débora.
Grado: 4th Year
Clase: 2
Learning Aims
● Talk about abilities.
● Revise and identify new vocabulary related to free-timeactivities (jump, dance,
sing, swim, go shopping, go tothe cinema, meet friends, play video games, etc.).
● Develop self-confidence and describe people’s abilities using the chunk “I can
//can’t ...”, as well as using recycled rich and meaningful language.

context.
R
E
V
(jump, dance, sing,
swim, goshopping, go to
the cinema, meet
friends, play video
games, play football,
ride my bike, watch TV.)
Describing activities. can // can’t
N
E
W
Disabilities
(ADHD, deaf, autism)
Describing people’s
abilities.
can // can’t
(S)He can draw.
Materials
★ Pictures of free-time activities for the Warm Up.

★ Video for the Presentation and Closure:
https://docs.google.com/presentation/d/1gFH92O2HN7qwgQ2-
MNYlsDt_niC67IFhi1Yp0c_4ksQ/edit?usp=sharing
★ Google Presentation for the Development:
https://www.youtube.com/watch?v=rkRyetRMrjQ
★ Speakers.
Procedures
ROUTINE ACTIVITIES

- Use body language and facial expressions.
WARM- UP
1. Simon says:
The teacher is Simon and students are the players. Simon tells players what they
must do. However, the players must only obey commands that begin with the words
“Simon Says.” If Simon says, “Simon says play football,” then players must play
football. The teacher also shows pictures related to free-time activities, to make the
game challenging.

direct speech)
“Look at the pictures and listen to me. You have to mimic the
actions only if I say “Simon says…” … Now let’s do it without
the pictures.”
- Use body expressions and facial expressions.
“Now, let’s see other people's abilities…”
PRESENTATION
1. Look and match
The teacher shares the screen in which students have to relate pictures related to
disabilities and their definitions.
MNYlsDt_niC67IFhi1Yp0c_4ksQ/edit?usp=drivesdk
direct speech)
“Look at the pictures. What can you see in Picture 1? What is
he doing? Now, can you read the definitions below?... look at
the pictures again and match them to their definition”
- Check students' understanding.

“Now, let’s watch a video. What can these kids do?
1. Watch the video and complete the sentences.
https://www.youtube.com/watch?v=rkRyetRMrjQ
Theteacher shows the video and encourages studentsto pay attention tothe children’s
names and their disabilities. Then, they have to complete the sentences on slice 2.
Then, students watch it again but, the second time they pay attention to the children’s
abilities, and complete the activity on slice 3 using can or can't.
Note: A picture of slide 2 will be sent in order to students to copy them before the
lesson starts. When the lesson finishes, students have to send a photo of their
sentences.
direct speech)
“Look at the video carefully. Which activities are mentioned.
What are their names? What is their disability?
Let’s watch the video again and complete the sentences as in
the example.”
- Check students’ understanding.
“Before saying goodbye. Let’s practise our names in a
different language!”.
CLOSURE

1. Sign language
The teacher shows a chart with a "sign alphabet" and encourages learners to perform
their names.
MNYlsDt_niC67IFhi1Yp0c_4ksQ/edit?usp=drivesdk
direct speech)
“Look at thechart andfind the letters of your name. You have
3 minutes to practise it and show it to the rest of the class...
When you feel you are ready, please let me know.”
“That’s all for this week! Remember to send the photo! Stay home.
Goodbye!”

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

Grado: 4th Year
Clase: 3
Learning Aims
● Ask about others’ abilities.
● Revise and identify new vocabulary related to free-time activities (jump, dance,
sing, swim, go shopping, go tothe cinema, meet friends, play video games, etc.).
● Develop self-confidence and describe people’s abilities using the chunk “Can
you…? Yes, I can. // No, I can’t”, as well as using recycled rich and meaningful
language.

context.
R
E
V
(jump, dance, sing,
swim, goshopping, go to
the cinema, meet
friends, play video
games, play football,
ride my bike, watch
TV.)
Describing activities. can // can’t
N
E
W
Abilities
(hop, stomp your feet,
turn around)
abilities.
Can you…?
Yes, I can.
No, I can’t.
Materials

★ Pictures related to free-time activities for the Warm up.
★ Song for the Presentation
https://www.youtube.com/watch?v=radrRGGe-J0
★ Google Presentation for the Development.
https://docs.google.com/presentation/d/1YZZWy8SLPqBcc8Fv2Vl0Qh
clXzXKJ896yYyYixOVD54/edit?usp=sharing
★ Gameshow Quiz for the Closure
https://wordwall.net/play/1669/907/1336
★ Speakers.
Procedures
ROUTINE ACTIVITIES

WARM- UP
1. Mimic game
The teacher mimes some free-time activities and students have to guess what she is
doing.
Then, the teacher encourages students to mime at least once.
Just in case some pictures are needed to help students, the following pictures are
shown to the student who will mimic, while the rest of the lesson covers their eyes.

direct speech)
“Look at me… I can … (What am I doing?). Perfect! Who
wants to do so?”
- Use body expressions.
“Now, let’s listen to a song and dance!”
PRESENTATION
1. Listen and act out
The teacher shows the video in which students have to imitate the characters.
If they cannot follow the characters, the teacher dances instead.
direct speech)
“Let’s stand up, be careful with your devices… look at the
video and imitate them!”

“Wow… are you tired! I am! So, sit down and get ready the chart I
sent to the WhatsApp group.”
1. Survey
The teacher shares a chart and tells students they have to complete it with their
classmates' information. An example is given.
https://docs.google.com/presentation/d/1YZZWy8SLPqBcc8Fv2Vl0Qhcl
XzXKJ896yYyYixOVD54/edit?usp=sharing
Note: A picture of slice 1 will be sent in order to students to copy them before the
lesson starts. When the lesson finishes, students have to send a photo of it.
direct speech)
“Look at the chart. You have to complete it with your
classmates’ information. If the answer is “YES” you have to
draw a tick, if the answer is “NO” you have to draw a cross.
Let’s look at the example.”
“Now look at the chart and write sentences”.
2. Writing
The teacher tells students to write 4 sentences using their classmates' information. An
example is given.

https://docs.google.com/presentation/d/1YZZWy8SLPqBcc8Fv2Vl0Qhcl
XzXKJ896yYyYixOVD54/edit?usp=sharing
Note: A picture of slice 1 will be sent in order to students to copy them before the
lesson starts. When the lesson finishes, students have to send a photo of it.
direct speech)
“Look at the chart with your classmates’ information and
write four sentences as in the example.”
“Before saying goodbye. Let’s play a game!”.
CLOSURE
1. Gameshow Quiz
The teacher shares on the chat a link to play a game. And she explains there are
bonuses to win points.
https://wordwall.net/play/1669/907/1336
● Timing : 5 minutes
direct speech)
“Tap on the link on the chat and let’s play a game... Please let
me know when you finish, so I show you the winner…. let’s
have fun!”

- Encourage learners to have fun.
“That’s all for this week! Remember to send the photo! Wash your
hands. Goodbye!”
HOMEWORK:
Once all students send their photos, the teacher sends a video to help students create
a musical instrument that will be used in the following lesson.
https://www.youtube.com/watch?v=fZjywurvgEE

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

Grado: 4th Year
Clase: 4
Learning Aims
● Revise vocabulary related to vegetables
● Identify new vocabulary related to musical instruments (drums, guitar,
keyboards, piano, violin).
● Develop self-confidence and describe people’s abilities using the chunk “Can
you…? Yes, I can. // No, I can’t // I can (n’t)”, as well as using recycled rich and
meaningful language.

context.
R
E
V
Vegetables
(carrots, pupkin, leeds)
Describing food. can // can’t
N
E
W
Musical instruments
(drums, guitar,
keyboards, piano,
violin).
abilities.
Can you play the
drums?
Yes, I can.
No, I can’t.
Materials
★ Pictures related to musical instruments for the Warm up.
★ Reading comprehension for Development.

https://es.liveworksheets.com/ym1151211pm
★ Tutorial for the Closure.
★ Song for the Closure.
https://www.youtube.com/watch?v=radrRGGe-J0
★ Speakers.
Procedures
ROUTINE ACTIVITIES

WARM- UP
1. Intelligent parrots
The teacher shows students pictures of musical instruments, says the name and they
repeat. After three times, she says they are “intelligent parrots”. Students have to
repeat the word they hear only if it corresponds to the picture shown by the teacher.
direct speech)
“Look at the pictures and repeat after me… Now, pay
attentionto me, you are intelligentparrots. Only repeatif the
picture is correct.”
DRUMS GUITAR FLUTE VIOLIN KEYBOARD

- Use body expressions.
“Now, let’s listen to a song and dance!”
PRESENTATION
2. Listen and act out
The teacher chants and students act out what they hear.
For example:
T: “Listen, listen, look and see, play the violin, one, two, three”
direct speech)
“Listen to me and mime the instruments! Be careful with
your devices.”
“Well done! Now, pay attention to the chat. I’m going to share a
link to work on a text.”
1. Reading comprehension

The teacher shares the link and reads the text aloud. Students individually, complete
the activity below.
https://es.liveworksheets.com/c?a=s&g=Gryffyndor%204&s=Practicum
&t=59hh1nb4xy&l=ym&i=uufuduu&r=pm
direct speech)
“Click on the link in the chat. Look at the pictures. What’s the
text about? What vegetables do you like? Do you like music?
Let’s read the text all together and complete the activity
below.
Read the questions andthe options, pleasechoose the correct
option.”
2. Writing
The teacher tells students to read the chat. She writes,
For example: I can play the drums.
I can’t play the violin.
Then students write in their copybooks 2 sentences about what instruments they can
// can’t play.
direct speech)

“Open your copybooks and write two sentences telling what
musical instruments you can or can’t play. There’s one
example in the chat.”
“Now look for the musical instruments you made and let’s
sing a song before saying goodbye!”.
CLOSURE
1. Song
The teacher plays the song and students dance and mimic what they hear using their
musical instruments.
Note: The previous week, the teacher would send the following tutorial as
homework:
direct speech)
“Do you remember the song we sang last Monday? Bring
your musical instruments, and let’s sing it all together!”
- Encourage learners to have fun.
“That’s all for this week! Stay home. Goodbye!”

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 https://talkandcomment.com/p/fd445837 ce285820ecd4efee (voice note)

Unit 1 lesson plans - pass

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Unit 1 lesson plans - pass