Practicum III

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Family
Clase Nº: 7 y 8
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 27 de junio
Fecha de entrega de la planificación: 16 de junio
LEARNING AIMS
During this lesson, learners will be able to…
 Review previous vocabulary (colors, numbers, family members, adjectives to
describe people)
 Review and apply grammar structures (verb to be, possessive ‘s) in oral and
written activities
 Expand their learning skills through the use of ICTs.
 Become aware of differences between people (CSE)
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Colors
- Numbers (0-100)
- Countries
- Continents
- Family members
- Adjectives to describe
people
Description of family
members.
Show the relationship
between people
Description of people’s
appearance
- Verb “to be”
This is my sister. She is 18
years old.
- Possessive ‘s
Silvio is Madonna’s wife.
- My father is tall

2. N
E
W
MATERIALS
 Board and markers
 Memory game
 Picture of Anna’s family

3.  Slices of papers to make sentences
1.
2.
3.
4.
5.
6.
7.
8.
 Worksheet
Jessica is Anna ‘s sister.
Patrick is Liz ‘s husband.
Anna and Jessica are Patrick ‘s daughters.
Archie is the family ‘s dog.
Liz is Tom ‘s mother.
Tom is Patrick ‘s son.
Liz is Patrick ‘s wife.
Patrick is Anna ‘s father.
Name and surname:____________________
Anna’
s family
1. Look at Anna’s family’s photo and complete the sentences with
POSSESSIVE ‘S and the words from the box. There are extra words!
OLD – RICH – TALL – SLIM – YOUNG – POOR – SHORT – PLUMP
Example: (Anna/father) Anna’s father is tall
1. (Anna / brother) __________.
2. (Anna and Jessica / mother) __________.
3. (Anna / sister) __________.
4. (Anna / parents) __________.
5. (Anna / dog) _____________.

4.  Riddle
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PROCEDURES
ROUTINE
 Greet students and take attendance
“Welcome everybody! How are you today? Are you happy/tired/sad? Ok, let’s
start. In the lasts lessons we met Anna’s family, do you remember? And we also
saw vocabulary to describe people. So, is Anna tall or short? Is Anna’s father
young or old?
Let’s make a revision of adjectives and let’s play a game!”
WARM UP
o Timing: 20’
o Activity description and instructions as they will be said to students
(include direct speech)
Memory game
“Today we’ll play a memory game in two groups. One of you have to tell me the
cards you want, and if there is coincidence the team win a point. If you use the
adjective in a sentence to describe someone in the classroom, or at school (a
teacher, for example) you win another point. Then, another member in the group
chooses a card.”
“To choose a card you have to tell me first the number and then the colour. For
example, to choose this card (pointing at it) you have to say “one purple””.

5. 1 2 3 4
o Scaffolding strategies
 Body language.
 Pointing at the cards.
o Transition comment to link each stage of the lesson with the next one
“Congrats to today’s champions! Now, let’s look at Anna’s family”
PRESENTATION
o Timing: 5 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 1:
Class activity. The teacher sticks a photo of Anna’s family on the board and
ask students questions as regards the relationship between the members. She
encourages students to use possessive ‘s.

6. “Let’s look at Anna’s family. What’s Anna’s father’s name? How old is he? Who
is she? (pointing at the mother and encouraging students to use possessive ’s)
What’s the relationship with Anna? Well done!”
 Picture of Anna’s family
o Scaffolding strategies
 Pointing at the members of Anna’s family.
 Modeling the answers.
 Helping with pronunciation.
o Transition comment to link each stage of the lesson with the next one
“Ok, nice job! Thank you. Now let’s work in small groups to make sentences
about Anna’s family”
DEVELOPMENT (PRACTICE and PRODUCTION)
o Timing 20 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Activity 2
The teacher divides students in small groups, and tells them they have
to order the sentences looking at Anna’s family photo. She spreads slices of
papers (sentences) on different desks in the classroom, for example sentence
1 and 2 on a desk, 3 and 4 on another one, and so on. Students have two

7. minutes to order the sentences and copy them on their copybooks. Once they
copy the sentences, they have to mix the slices and move to another desk, and
so on.
“Please, let’s make groups of three or four students. You need your
copybooks, a pencil and a rubber. When I say: “Go!” you have to run to a
desk, order the sentences in group and write them on your copybooks. You
have two minutes to finish.”
o Scaffolding strategies
 Pointing at the members of Anna’s family.
 Modeling the answers.
 Monitoring students.
o Transition comment to link each stage of the lesson with the next one
“Great job! Now, let’s sit down and work individually.”
Activity 3
o Timing 20 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher spreads the worksheets and tells students to complete the
sentences individually and hand it in when they finish it.

8. “Please, complete the sentences individually. Look at the photo of Anna’s
family and complete with the adjectives in the box. Be careful, there are
extra adjectives. Listen to the example. Is it clear?”
o Transition comment to link each stage of the lesson with the next one
“Fantastic! I’ve another challenge for you today. The previous chant was
awesome, I listened to all your audios in the Whatsapp group… Congratulations
to all of you… Now let’s see if you can solve this today”
CLOSURE
o Timing 10 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
The teacher reads the riddle as many times as necessary. The first student to
guess wins some candies. If they cannot guess it in the classroom, the teacher
sends it to the What’s app group.
Name and surname:____________________
Anna’
s family
1. Look at Anna’s family’s photo and complete the sentences with
POSSESSIVE ‘S and the words from the box. There are extra words!
OLD – RICH – TALL – SLIM – YOUNG – POOR – SHORT – PLUMP
Example: (Anna/father) Anna’s father is tall
1. (Anna / brother) __________.
2. (Anna and Jessica / mother) __________.
3. (Anna / sister) __________.
4. (Anna / parents) __________.
5. (Anna / dog) _____________.

9. “Listen to me please. Who wants to be the champion today?”
o Scaffolding strategies
 Body language.
 Intonation
o Transition comment to link each stage of the lesson with the next one
“That’s it! See you next Monday and have a great week!”
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
I hope you find comments and suggestions useful. Have a nice lesson!