I.S.F.

D LENGUAS VIVAS BARILOCHE –

PRÁCTICA DOCENTE III

ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Maria Laura Estrella

Año y sección: 2B
Nivel lingüístico del curso: Mixed abilities group. Mainly upper Elementary-lower intermediate.
Cantidad de alumnos: 31

Tipo de Planificación: Clase

Unidad Temática: Drama in Action! lesson 4
Clase Nº: 4
Duración de la clase: 40 minutes

Fecha de la clase: 31/05/2019

Fecha de entrega de la planificación: 26/05/2019

Learning Aims

During this lesson, learners will be able to…

- further construct their knowledge of plays, their structure and elements
- read authentic material.
- work in groups collaboratively.
- Recycle basic structures in English, like imperatives, present and past tenses.
- Recycle commonly used vocabulary such as routines, likes and dislikes, etc.
- identify adverbs, nouns, adjectives and verbs in the present simple and continuous, and past
simple and continuous.

Language Focus

LEXIS FUNCTIONS STRUCTURE

R Run, laugh, give, wait Verbs to describe actions.
E
V
N Excitedly, swoop theatrically, Adverbs to indicate how an He laughs excessively
E angrily, nastily, action is performed.
W absentmindedly, reluctantly,
expectantly excessively,
wearily, gratefully,
Materials
- Copies of the game
- Handout
Procedures

(3 minutes)
Greetings
Call attendance
(5 minutes)
I’ll tell the students we are going to focus on grammar today and that we’ll begin with a short game. I’ll tell the
students: “stand up in front of your chairs, making sure the chair is right behind them as you will have to sit down
and stand up quite quickly several times”.
I’ll say: “sit down quickly!” “stand up slowly” “change chairs quietly” “change back loudly” “sit down very very
slowly”.

(7 minutes)
I’ll praise them and tell them “I didn’t just tell you what to do, did I? What else did I say? Right, I also told you how to
do it. The “how to do it” are adverbs. I’ll write on the board “Sit down QUICKLY”. I’ll underline QUICKLY and write
“adverb” below it. I’ll also mark the ending -LY. And
Say “Most adverbs end in -LY in English. How do they end in Spanish? Right!! “-mente”.
TC: Now, we’ll go back to our play and look for adverbs because they tell us how we have to perform that action
ok?

Activity 1. (15 minutes)

I’ll tell the students to focus on scenes 1-2 only and look for examples of adverbs. I’ll ask them to ONLY focus on
the instructions in italics
I’ll ask them to use and online dictionary to look up the meaning of the ones they don’t know about.
I’ll say: “There are 10 different adverbs in scenes 1 and 2. Find them all and complete this chart on your folders”.
You can write the meaning in SPANISH. You can use wordreference.com on your phones to look the words up”.

Adverbs that describe how to do something:

Adverb action meaning of adverb
Eg: excitedly run Con entusiasmo. Commented [AV1]: Are they used to translating?
I do not support this technique. You may find other
strategies to make sure they got the meaning.

Adverbs that describe how to say something:

Adverb action meaning of adverb

We’ll check the activity together making any necessary changes to their answers.

Scaffolding Strategies:
I’ll move around the desks making sure that the students are completing the task, understanding the instructions
and working collaboratively. I will answer any questions they have except for vocabular related questions as the
aim of the activity is that they look the words up themselves. I’ll praise the students/pairs that are working well.

Transition comment: Now, we are going to play a game! We are going to get in groups.

Activity 2. (7 minutes). Mime the Adverb! Game.

I’ll separate the classroom into 2 groups. I’ll say: “One student will come to the front of the classroom and take a
card. He/She will mime the adverb and the rest of the group has to guess. The group that wins will get a lollipop for Commented [AV2]: Miming just the adverb is rather
each member. Is it clear?” difficult. You might choose a set of verbs and ask them
to perform them in different ways.
 Commented [AV3]: Check spelling of QUIETLY.

Scaffolding Strategies:
I’ll make sure the rules of the game are clear, if they don’t understand the task, I’ll show them once. I’ll help them
with the meaning of the words they might not know.

(3 minutes)
I’ll tell the students “we are going to continue working with scene 10 and 11 on Tuesday, so please, print pages 23
to 34 from the word file.
I’ll greet the students and ask them to put their things away as it’s time for them to go home.

To be completed by your tutor:

Lesson plan Excellent Very Good Good Acceptable Needs
component 5 4 3 2 improvement
1
Visual x
organization
Coherence X
and
sequencing
Variety of X
resources
Stages and X
activities
Scaffolding X
strategies
Language X
accuracy
Observations This lesson can be improved. Go over the comments and work on
those aspects.