The document provides a lesson plan for a 120 minute beginner English class with 24 students. The plan introduces adjectives for likes and dislikes through activities using pictures, a listening exercise, and a writing activity. Students will develop listening, speaking, reading and writing skills. The plan scaffolds learning through visual aids, modeling, and group work to check understanding.

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: 4, 5, 6
Duración de la clase: 120 min.
Fecha de la clase: 16/06/2023
Fecha de entrega de la planificación: 09/06/2023
Learning Aims
During this lesson, learners will be able to…
 To develop listening skills by listening to the Whatsapp chat from the book
and by listening to the teacher’s instructions and explanations
 To develop speaking skills by practicing paraphrasing
 To develop reading skills by reading the Whatsapp chat

2.  To analyze and understand the connotations of the words
 To learn about adjectives for likes and dislikes
 To learn to make questions with verb to be
 To revise and compare affirmative/ negative sentence structure with
interrogative sentence structure
 To revise vocabulary related to adjectives learned in previous lessons
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives: good, bad,
early, late, big, small, cold,
hot, happy, sad
To state negative and
affirmative sentences
It is…/It isn’t..
They are…/They
aren’t...
I’m…/I’m not…
N
E
W
Adjectives: interesting,
boring, delicious,
disgusting, rubbish,
boring, fantastic, terrible.
School subjects: maths,
history, science, etc.
To give an opinion by
using adjectives.
To state sentences with
a similar meaning.
To ask simple yes/no
questions about
subjects.
“It’s… (adjective)”
“It isn’t … (adjective)”
“(Subject) is …
(adjective)”
“Is it…? Are they…?
Materials
 Printed pictures
 Speaker

3.  The student’s book
 Flashcards about school subjects

4. 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.

5.  Transition comment to link each stage of the lesson with the next one
“So, let’s hear your opinion about Harry Potter.”
 Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The teacher will stick to big thumbs up and down on the board. “Let’s vote!
Who thinks Harry Potter story is brilliant?” The teacher will write the word
“brilliant” under the green thumb up so that they associate with a positive
meaning. “Raise your hands!” The teacher will count the votes and write the
number under “brilliant”. “Who thinks it’s terrible?” The teacher will write
“terrible” under the red thumbs down. She will count the votes and then state
the final decision. “So, these words are adjectives. Adjectives are words to
describe, they give details and you can say “a terrible movie” or “a brilliant
movie”. Sometimes they have a positive meaning and sometimes they are
negative.”
 Scaffolding strategies
The teacher will write the adjectives under each corresponding thumb,
while repeating twice the pronunciation so that they can understand
better.
In case the students do not understand the question, the teacher will
say: “For me, Harry Potter’s movies are brilliant, and you? Do you think
they are brilliant…” showing thumbs up, “or terrible?” showing thumbs
down, talking to one of the students who is always eager to participate.

6.  Transition comment to link each stage of the lesson with the next one
“Alright! Now let’s move on to more words!”
 Timing: 15 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
“Let’s look at this picture of Ron. Here he was very young, he was 11 years
old.” The teacher will stick the picture on the board. “Is this delicious or
disgusting?” While saying this, the teacher will show them two printed words.
Once the students state the correct answer, the teacher will stick the word
next to the picture. “Now, let’s look at this other picture, Ron and Harry are
now 14 years old. Is this activity interesting or boring?” Again, the teacher will
show them another picture of Ron and stick it on the board. After the students
have chosen, the word will be stuck on the board. “So these are words,
adjectives, that are positive or negative.”
 Scaffolding strategies
To help the students understand the meaning, the teacher will use facial
expressions to match the meaning of the words.
 Transition comment to link each stage of the lesson with the next one
“Let’s practice a bit more”
Practice
Activity 1: Listening

7.  Timing: 10 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
“Now, we will hear two people texting and talking about school on weekdays.
They will use some adjectives. Let’s listen and find out!” The teacher will play
the listening once, or twice if necessary. Then, she will ask them if the people
are students or teachers. Once they have answered, the teacher will ask them
if they heard some of the words, and while saying this, she will point at the
words in the board. The students will probably mention brilliant or terrible. So
then, the teacher will ask them to open their books on page 14 and follow the
reading while listening.
“So, these two students are talking about school. They have different
opinions, right? Look at activity 2. Who can read number 1? The teacher will
wait for someone to read and then she will ask who says this, Eliza or Robin
and wait for the students to search in the dialogue. Once they have answered,
the teacher will ask another student to read the following sentence and then,
the teacher will check together with the group.
 Scaffolding strategies
In case the students find it difficult to understand the dialogue, they will listen

8. to the audio once more, and then read it while listening.
 Transition comment to link each stage of the lesson with the next one
“Very good! So now, let’s continue practicing!”
Activity 2: Checking meaning
 Timing: 15 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
The following two activities on the book are connected, so this will be worked
on orally. The teacher will ask the students to look at the pictures in activity
3, and decide what adjective is best for each situation. The teacher will erase
the board and leave the thumbs up and down. She will ask them, for the first
picture, if that food is delicious or boring. The students will answer delicious.
Then, the teacher will ask them if the adjective is positive or negative, pointing
at the thumbs. The students will answer positive, so the word will be written
under the green thumb. The rest of the activity will be done likewise. After
finishing, the teacher will ask the student to complete the chart in activity 5,
which is divided into adjectives to describe likes and dislikes.
After finishing with the chart, the teacher will ask them to continue working on
the next two activities, while she writes the last activity of the practice part.
Then, the activities will be checked orally.
 Scaffolding strategies
The teacher will rely on the use of visual aids as the thumbs to show the
students the connotation of the adjectives.
When explaining what the chart in activity 5 is about, the teacher will also rely
on the thumbs to talk about likes and dislikes. If needed, she will provide some
examples.

9. “Chocolate is delicious. You describe what you like.”
“Rainy days are terrible! You describe what you don’t like.”
 Transition comment to link each stage of the lesson with the next one
“Now, let’s work on some sentences.”
Activity 3: Paraphrasing
 Timing: 20 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
For this activity the students will practise paraphrasing, orally. For this, the teacher
will number the students one to twenty-six, and after explaining, she will provide an
example. “This is a speaking activity. You will pick one sentence, read it out loud and
give another sentence with the same meaning. For example,” the teacher will pick
one sentence, and read it, “chocolate isn’t disgusting.” A similar sentence can be
“Chocolate is delicious.” You keep the meaning making another sentence.” The
teacher will write this on the board and explain that these sentences are similar.
“Now the rest of you pay attention because you will all participate. I will use an app
to pick one number and the person with this number will paraphrase the sentence.”
The teacher will remind them that not only the new vocabulary will be revised but
also the adjectives learned in the starter unit.
The teacher will then pick one number and this person has to pick one piece of paper
with the sentence out of a small bag. This student will say it and the rest will help in
case he/she get stuck.
 Scaffolding strategies
As this activity can be difficult to think, the teacher will let them practice
first, before jumping into the oral part. If necessary, the paraphrasing
exercise will be done on the board.

10.  Transition comment to link each stage of the lesson with the next one
“Great work everyone! Let’s continue after the break!”
Production
Activity: Writing a Whatsapp chat.
 Timing: 20 minutes
 Activity description and instructions as they will be said to students
(include direct speech)
This activity will be done in pairs. The idea is to write a similar chat
conversation as the one in the book but giving their own opinions of days of
the week and subjects. For this, the teacher will stick flashcards about the
school subjects for them to check.
First, she will revise the negative form and explain the interrogative form of
sentences with verb to be. As interrogative form will be developed thoroughly
the following lesson, the teacher will focus on third person singular “it” and
“they”.
Once they have finished, the conversation will be read aloud.
 Scaffolding strategies
The teacher will walk around and help students create this conversation, by
guiding them with questions or explanations if needed.
 Transition comment to link each stage of the lesson with the next one
“Excellent everybody! Now let’s play a game.”
 Timing: 10 minutes

11.  Activity description and instructions as they will be said to students
(include direct speech)
In this game, the students will be divided into two groups. The idea of the game is to
write on the board a sentence related to the picture the teacher shows. For this, the
teacher will show the picture for ten seconds, and they will have 1 minute to discuss
in groups the sentence. After one minute, one student from each group will come to
the board and write it. The first student to write it and correctly will win one point.
The team that gets 10 points first will win the game.
After this, the teacher will congratulate them on their great work and greet
them goodbye.
 Scaffolding strategies
The teacher will provide two examples, so that they understand the dynamic of the
game.

12. 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!
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Pay attention to LANGUAGE FUNCTIONS.