Lesson 4 GONZALEZ Soledad.docx
- 1. PRÁCTICA DOCENTE IV ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: Soledad González Institución educativa: E.E.S N°1 Año y sección: 1° II Nivel lingüístico del curso: Beginers Cantidad de alumnos: 21 Tipo de Planificación: Clase Unidad Temática: My friends Clase Nº: 7-8 Duración de la clase: 105’ Fecha de la clase: 11/07 Fecha de entrega de la planificación: 04/07 Learning Aims During this lesson, learners will be able to… develop speaking skills by introducing and describing their friends develop their listening and visual skills by listening to and watching a video develop their reading skills by reading a text to find specific information develop their writing skills by writing a descriptive text. acquire new vocabulary related to descriptions of friends use English creatively and with a communicative purpose Language Focus LEXIS FUNCTIONS STRUCTURE R E V Family members: mother, father, sister, brother, grandma, grandpa Introduce and describe family members “This is me, I’m … years old, and this is my family. My parents/grandparents are….., who’s …. And ……who’s……. I love my family.
- 2. N E W Long wavy hair, Long curly hair Short straight hair blue eyes, dark brown eyes green eyes oval face round face thin face Introduce and describe friends Talk about their friends’ likes and personalities Talk about what their friends want to be in the future 3rd person of the singular Simple present Have got/Has got WH questions: WHO and WHAT Materials - downloaded video about friends - worksheets - markers - Folders - Procedures - Ask them how they are and take attendance. Then, ask them what date it is and write it on the blackboard. Before introducing the new topic, I will ask students what they remember about our previous class, and name the family members they learned. To activate their previous knowledge, I will ask them the following type of questions. Tomas, can you tell us your parents’ names Bauti, can you tell us your sister’ name Danei, can you tell us your mum’s age After that, I will ask students to discuss the statement Friends are part of our family. Do you agree or disagree? Scaffolding strategies: activate prior knowledge and asking and personalising questions. Transition comments: Great contributions! So now that we have discussed a little on the topic, we are going to begin our lesson which is based on “FRIENDS”. But what is a friend?” let´s see!
- 3. Before watching activity I will ask students to work in pairs. Then, I will hand in some worksheets with the following activity on them: Use the words from the box to complete the sentences. In this activity, students have to interpret, deduce and chose the correct option. While watching https://www.youtube.com/watch?v=QC9A6D-2YBQ As they watch the video, I will ask them to jot down some qualities for a good friend on their folders. After watching I will ask them to share their notes as a whole class After that, I will write the following sentence from the video on board: “_____________ are the ____________ that you get to choose to be in your life” FAVOURITE – JOKES – LIES – HOMEWORK.
- 4. I’ll ask them to complete the sentence with the missing words. Scaffolding strategies: working in pairs and giving them time to think and discuss with the whole class. Transition comments: Great jobs! So now that we have learned on the topic, we are going to learn how to describe our friends! Before reading activity 10’ I’ll stick the following image on the board and I´ll ask them to look at these children and their descriptions. I’ll ask them questions such as: - Who has long wavy hair? - Who has dark brown eyes? I’ll encourage them to make similar questions.
- 5. Then, I’ll give each student a worksheet to 1- Read and match, 2- Make a drawing and a description of themselves.
- 6. I’ll give them extra vocabulary if needed
- 7. While reading 15’ I’ll give each student the following text to read
- 8. After reading: 5’ I´ll ask them to answer the following questions I’ll encourage students to complete the grammar rules of the verb HAVE/HAS GOT Scaffolding strategies: checking and guiding students on their progress, pointing, asking and personalising questions. Using images and students’ previous knowledge. Transitions comments: Great job! Now, let’s practice our writing skills. Pre-writing activity 10’
- 9. 1. Complete the sentences using the words in the box. There are 2 extra words 2. Look at the pictures and complete the sentences like the example. Writing activity: 20’min I’ll stick the following example to help them organize their writing
- 11. After writing: 10min I’ll ask students to read aloud their writings Scaffolding strategies: providing texts and formats as a model to create their own writings, providing opportunities to practice and improve their reading and writing skills with a meaningful purpose. Transitions comments: Great job! Now, let’s listen to some of your mates’ writings. I’ll ask some volunteers to read aloud their writings. After that, I’ll get students productions to create “My best friend book”
- 12. (Image taken from internet, I’ll print this image to be the cover of the book) Scaffolding strategies: Giving them time to reflect on the language by their own. Giving examples, and recasting to English when necessary. Giving them the opportunity to use the target language with a meaningful and communicative purpose Transition comments: Great job! Friends are crucial part of our lives, and they are also part of our identity. Thanks a lot for tell us about them. It’s time to say goodbye! See you next Tuesday! Each activity must be described in terms of the following components: Timing Activity description and instructions as they will be said to students (include direct speech)
- 13. Scaffolding strategies Transition comment to link each stage of the lesson with the next one 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 Fine! I hope you find comments and suggestions useful. Do check AIMS and LANGUAGE FOCUS chart!