Lesson 5 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: 9-10 Duración de la clase: 105’ Fecha de la clase: 15/08 Fecha de entrega de la planificación: 01/08 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 - images from the video about friends - worksheets - markers - Folders - A dice Procedures - Ask them how they are and take attendance. Then, ask them what date it is and write it on the blackboard. As to continue with the topic of the class “My friends”, and to activate their previous knowledge, I will encourage them to play with a dice to get the following type of information. - Parents’ names - Sister’s name - Mum’s age - Brother’s age - Grandma’s name/age - Grandpa’s name/age Before reading: I will invite students to have a look at the images and ask:
- 3. 1) 2)
- 4. 3) 4) I’ll ask them to work on their folders
- 5. - What can you see in the pictures? Describe at least 2 of them I will provide the following tips as a guide: - In the picture number 1 I can see ... - There’s / There are…. After that, I’ll encourage them to say what is happening with the present continuous I’ll provide the following tips as a guide - In picture 1 the girls are ...ing / (crying/looking at their cell phones) - In picture 2 the boys are ...ing / (swimming/having fun) - In picture number 3 children are ….ing (dancing/ laughing) Finally, I’ll ask them to decide what the text will be about While reading 15’ I’ll give each student the following text to read
- 6. After reading: 5’ I´ll ask them to answer the following questions
- 7. 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’ 1. Complete the sentences using the words in the box. There are 2 extra words
- 8. 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
- 10. After writing: 10min I’ll ask students to decorate the pages and include a picture of their friend, too. Finally, they can 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.
- 11. After that, I’ll get students productions to create “My best friend book” (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
- 12. direct speech) 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!