I.S.F.

D LENGUAS VIVAS BARILOCHE –

PRÁCTICA DOCENTE III

ENTREGA DE PLANIFICACIÓN

ALUMNO PRACTICANTE: María Laura Estrella

Año y sección: 2° “B”

Nivel lingüístico del curso: Upper Elementary- Lower Pre-intermediate
Cantidad de alumnos: 31

Tipo de Planificación: Clase

Unidad Temática: Past Perfect
Clase Nº: 1
Duración de la clase: 80 MINUTES

Fecha de la clase: Tuesday 13th MayAugust

Fecha de entrega de la planificación: Saturday 10th MayAugust

Learning Aims

During this lesson, learners will be able to:

- Predict what an article is about based on the title and the photograph.
- Enhance their reading and studying skills by looking for key words and analyzing
the elements of the text.
- Use an online monolingual dictionary as an aid to deal with new words.
- Describe what was happening at a certain moment in the past, for example, when a
photograph was taken.
- Reflect on the photograph’s artistic value by focusing not only on it as a didactic
resource to create context but also on its communicative purpose.

Language Focus

LEXIS FUNCTIONS STRUCTURE

R Koala, tired, thirsty, injured, Describing pictures using He is helping an animal

E change, firefighter the present continuous
V

N Bush, close, volunteers, Predicting, describing The text is about…

E team, hometown, yelled. pictures using the past He was feeding a koala.
W continuous.
Materials
- Pictures of:
o koala
o the text (to show on the TV)
- Digital title of the text
- Computer
- Television
- A copy of the book “English Plus 2” which this group is using as core material.

Procedures
(7 minutes)
Students settle in from the break.
Greetings
Call attendance
Write the date on the board.

(2 minutes)
I will show the students a picture of a koala on the TV that is placed on the classroom wall.
I will ask them: “What animal is this?” “Where does it live?” “What do you know about
these animals?”
 (3 minutes)
“Now, look at this second photograph. What can you see? What is the man doing? Do you
like this picture? What do you think the photographer was trying to communicate? How
does it make you feel?
Now look at the text on page 40 from your students’ book. What type of text is it? Is an
article, a story, a brochure or a webpage? What makes you think so? Now read the title of
the article. What do you think the article is about? I’ll write their predictions on the board.

(7 minutes)
Activity 1. Reading for gist.
The students will read the text to get a general idea on their own. I’ll say: “Read the text
once quietly. At this time, don’t focus on vocabulary. We’ll go back to is in a while. Just
read and try to get a general idea of what the text is about and see if your predictions were
right.”
We’ll check the answers and compare them with the ones we had written before.

Transition comment:
“Now, we’ll read the text again together and focus on some words. OK?”

Activity 2: Comprehension check (7 minutes)

We’ll read the text again together. At this point I’ll only correct pronunciation of (1) words
which are commonly used, and they should know by now, such as “was”, “summer”, etc.
and (2) new words: “close, volunteers, team, hometown, yelled”.
After reading the text, I’ll tell the students “get together in pairs and do the true or false
exercise”. I’ll ask the more advanced students to tell me why the sentences are false.

Scaffolding strategies: we’ll read the text slowly. I’ll check that the students who read are
clear and comprehensible. I’ll praise each student after they read to make them feel more
confident about speaking English and participating in class. I won’t focus on pronunciation
unless the word is common, new or completely unintelligible and impeding.

Activity 3. Introducing the past continuous. (6 minutes)

I’ll say: “Look at the chart on page 41. Let’s read the sentences together and choose the
correct answer to make the rules” After the students complete it, I’ll say: “Now, get a
highlighter and find examples of the past continuous in the text”. How is it different from Commented [AV1]: Ask for an example first so as to
the past simple? What elements can you see? I’ll write on the board the basic structure check whether they understand what they are expected
to look for.
“WAS/WERE + -ING” and ask: When do we need to use “was”? so, when do we use
“were”?
I’ll ask them to copy the date, the title, and the structure on their folders and provide an
example from the text.

We’ll share the answers together. I’ll copy some of the examples they share and use
different colours for the past simple tenses.

Activity 4. Practiscing the structure. (12 minutes)

I’ll say: “Now, take a look at exercise 4. Can you read the task “XXXXX”?? So, what do
you have to do?” “You have to make the sentences true for you, so, for example: Octavio,
were you sleeping today at 8.30 am?” “No?” So, you will write the sentence in the negative
form. You will write “I wasn’t sleeping at 8.30” I will copy this sentence as an example on
the board. You’ll have 7 minutes to finish this activity and we’ll share the answers.

Activity 5. (20 minutes)

I’ll ask the students to close the books now and look at the TV screen. I’ll show them the
these photographs and videos and ask them to think about the following questions with the
person sitting next to them. I’ll write some useful vocabulary for them to use:
CHASE (CHASING) - VISIT (VISITING) AFRICA - EAT (EATING)
ICECREAM – POSE (POSING) – TAKE (TAKING) PHOTOGRAPHS – LIE (LYING)
ON THE GROUND / ON HER BACK.

They can take notes about what they come up with.

“What were these people doing?”
“What was the animal doing?”

https://www.youtube.com/watch?v=_5uMlThCpto
I’ll show each picture / video once and give them time to discuss and take notes. Then, I’ll Commented [AV2]: I think you should ask them to
show them each picture again and choose some students to share their answers and compare write complete sentences, since they will have the
prompts on the board.
them with the other’s. I’ll correct the structure where necessary. Every time, I’ll ask…
“what were the people doing”? What was the animal doing”?

Scaffolding Strategies.
I’ll leave the structure on the board so that students can use it as a guide to plan their
answers. I’ll provide the vocabulary so that they feel more comfortable speaking and
sharing their thoughts. If they come up with new ideas, I’ll provide the needed vocabulary
if necessary. I’ll praise the students on their good work.

(5 minutes)
I’ll say: Please, open your workbooks on page 35. I’d like you to do exercises 1, 2 and 3 for
homework for next Tuesday”.

Scaffolding Strategies:
I’ll read the task with the students and make sure they understand what they have to do.
After that, I’ll ask them to put their things away and pick up pieces of paper from the floor
and get the desks in order and ready to leave.

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 and X
sequencing
Variety of X
resources
Stages and X
activities
Scaffolding X
strategies
Language X
accuracy
Observations Great job!