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 Continuous
Clase Nº: 15
Duración de la clase: 80 MINUTES

Fecha de la clase: Tuesday 20th August

Fecha de entrega de la planificación: Sunday 18th August Commented [AV1]: 19/08
You shouldn´t upload a lesson plan just a day before
the lesson is meant to take place and on a non-working
Learning Aims day.

During this lesson, learners will be able to:

Listen to someone describing photos
Understand the main ideas in a monologue about photographs.
Use adjectives and adverbs to talk about actions and photographs.
Listen to a song and identify different elements. Commented [AV2]: Be more precise

Language Focus

LEXIS FUNCTIONS STRUCTURE

R Bush, close, volunteers, Predicting, describing The text is about…
E team, hometown, yelled. pictures using the past He was feeding a koala.
V continuous.
Polite, rude, easy, fast,
N quietly, rude, happily, Describe how something To take a good photo you
E creatively, good, bad, well. is done need to stand quietly for a
W long time.
Materials
- Computer
- Television
- A copy of the book “English Plus 2” which this group is using as core material.
- Song: Love Story.
- Speakers.
- Audio files.

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

(10 minutes)
We’ll check homework from the previous lesson. I’ll write the structure of the past continuous on the board Commented [AV3]: Try to find an appealing way to do
to have as guidance while we check the students’s answers. so.
Commented [AV4]: Within a meaningful sentence,
right?

(3 minutes)
“Now, look at this photograph. (I’ll connect the computer to the TV on the walls). I’ll ask: “What was the
animal doing”? “Do you think it is easy or difficult to take pictures of animals? Why?” What do you think
this photographer was trying to communicate?”
“Do you like taking photos?” “How can you take a good photo?” Commented [AV5]: Expected answer?
Activity 1. Listening for main ideas. (3 minutes)
The students will listen to a woman giving advice on taking photographs. At this point, I will only ask the
students to identify what the woman is talking about in each extract (1. Animals, 2. People, 3. Sports and 4.
Holidays).

Transition comment:
“Now, let’s see if you were right. Open your students’ book on page 42.

Activity 2: Comprehension check (7 minutes)

We’ll read the texts together. I’ll ask some students to read each extract without focusing on the exercise.
The aim is just to see if they got the general idea of the extracts. After we finish reading each extract, I will
ask them to choose the correct word. (From English plus 2 Second Edition pg 42). Once every text is read
and done, I’ll play the recording again and say: “Now, we’ll listen again. This time, check if you have chosen
the correct answer”
Scaffolding strategies: we’ll read the texts slowly. I’ll check that the students understand the words in bold,
I’ll assist through mimingcs and examples.

Activity 3. (15 minutes)

I’ll copy these sentences on the board:

“You have to be patient to take good photos”. ADJECTIVE

“You have to wait patiently to get good photos”. ADVERB

And say: One of these two words, describes a verb (an action), and the other one, an noun (a thing or a
person). Can you tell me which is which?”

I will then ask them to write the sentences and the type of words on their folders and to copy the table from
the book and complete it with the words in bold from the texts.

Transition Comment:
Now, we are going to listen to a photographer. He is going to explain how he took these photos.

Scaffolding strategies: I’ll write the answers on the board in two columns like the ones they have so that Commented [AV6]: Or you may ask some volunteers
they can complete their charts. to do so.

Activity 4. (10 minutes)

I’ll play the recording once. At this point, the students will only focus on which photograph the man is
talking about. I’ll say: “We are going to listen to the recording once. This time, only focus on which picture
he is talking about: A, B, C or D.

We’ll check students’ answers and I’ll say: “Now, we are going to listen again. This time, I’d like you to find
the answers to the questions in exercise 4. Please, XXXXX, can you read the task and the questions?” We’ll
underline or highlight keywords as they read.
Please, take notes of what he says. “Don’t try to write everything down. Just important words to help you
remember what he says”.

I’ll play the recording for the second time.

“Now, compare your answers with the person next to you. In pairs, write complete sentences to answer the
questions”.

We’ll check the answers together.

Transition comment: Now, close your folders. We are going to listen to a song. Commented [AV7]: You should make the connection
between stages clear. Why are they listening with this
song now?

How are you going to deal with unknown words?

Activity 5. (5 minutes)

1 - Listen to the song and complete with the words from the box.
alone – away – flashback – lights - crowd – staircase – both – save – mess – left – left – garden – marry –
tired -– ring

TAYLOR SWIFT – Love Story the ball gowns

We were __________young when I See you make your way through the
first saw you ________
I close my eyes and the And say "hello", little did I know
_________starts That you were Romeo, you were
I'm standing there, on a balcony in throwing pebbles
summer air And my daddy said "Stay
See the__________, see the party, _________ from Juliet"
And I was crying on the Romeo, ________me, they're trying
_____________ to tell me how to feel
Begging you please don't go This love is difficult, but it's real
And I said Don't be afraid, we'll make it out of
Romeo, take me somewhere we can this ________
be_________ It's a love story, baby, just say yes
I'll be waiting, all there's_______ to I got _________of waiting,
do is run wondering if you were ever coming
You'll be the prince, and I'll be the around
princess My faith in you was fading when I
It's a love story, baby, just say yes met you on the outskirts of town
So I sneak out to the____________ And I said
to see you Romeo, save me, I've been feeling
We keep quiet, cause we're dead if so alone
they knew I keep waiting for you, but you never
So close your eyes come
Escape this ________ for a little Is this in my head? I don't know
while what to think
Oh, oh He knelt to the ground and pulled
Cause you were Romeo, I was a out a ________ and said...
scarlet letter ________ me, Juliet, you'll never
And my daddy said "Stay away from have to be alone
Juliet" I love you, and that's all I really
But you were everything to me know
I was begging you please don't go I talked to your dad, go pick out a
And I said white dress
Romeo, take me somewhere we can It's a love story, baby, just say yes
be alone Oh oh oh
I'll be waiting, all there's left to do is Oh oh oh
run Cause we were both young when I
You'll be the prince and I'll be the first saw you
princess
It's a love story, baby, just say yes

Activity 6. Scavenger Hunt! (10 minutes)

I’ll say: “Now, we’ll listen to Taylor Swift’s song “Love Story” and I’ll give each group
a list of things that you must find in the song while we are listening to it, all right?” Commented [AV8]: You may include a third column,
for them to write down the examples.

CAN YOU FIND… CHECKLIST

ONE auxiliary verb

TWO examples of the past continuous?
THREE different forms of the verb “be”
FOUR different adverbs?
 FIVE different adjectives?
SIX different verbs in the past simple?

(5 minutes)
I’ll tell the students that for our lesson on Friday they will have to take pictures of people,
animals or nature. Randomly, they will be chosen to show their pictures and explain how
they took it. They can practisce what they want to say using the texts on page 42. Commented [AV9]: Do check understanding. You may
provide an example of your own.
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
Nice job!