lessons 23 y 24

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Práctica Docente III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Nisca, María Abril
Institución educativa: Escuela Nº 719 “Peñi hué”
Año y sección: 7º (única división; burbuja 1)
Nivel lingüístico del curso: Pre-intermediate
Cantidad de alumnos: 11
Tipo de Planificación: Clase (presencial)
Unidad Temática: “Technology in Agriculture”
Clase Nº: 23 y 24
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 20/08/21
Fecha de entrega de la planificación: 04/08/21

2. Lessons 23 and 24
Learning Aims
During this lesson, learners will be able to…
 Revisit vocabulary from this unit and previous ones;
 Revisit structures related to expressing opinions and linkers;
 Acquire knowledge related to formal debates;
 Develop listening and speaking skills by debating;
 Develop reading and writing skills by presenting arguments;
 Use their linguistic intelligence to speak;
 Use their interpersonal intelligence to debate in groups;
 Use their intrapersonal intelligence to reflect on the activities from
the class;
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
TECHNOLOGY IN
AGRICULTURE
SUSTAINABILITY
To exchange opinions. I think that technological
advances are good for
agriculture.
N
E
TECHNOLOGY IN
AGRICULTURE
FORMAL DEBATING
To exchange opinions.
To debate.
Firstly, conservation tillage
equipment is more expensive
than conventional tillage
expensive.

3. W
Materials
- A chronometer;
- Words and phrases printed for the blackboard:
https://drive.google.com/file/d/1YbBrbgLRvPgXvbpInaeXhKMO3cjH
iC_f/view?usp=sharing
- A photocopy for each student for the closure:
https://docs.google.com/document/d/1bHv5qDBiyrHXIDhdHQmQL-
wasW4XIJTGxrWom9IbV2k/edit?usp=sharing
Procedures
 Timing: about 5 minutes
 Activity description and instructions: Iwill say ‘hello’ to my students
as they get in the classroom and ask them how they are and how was
their week. Then, I will tell them that today they are going to work in
two groups and tell them to place their desks to work ingroups, always
respecting protocol. After that, I’ll explain what we are going to do:
Today we are going to debate!
 Scaffolding strategies: explaining, modelling, asking
 Transition comment: Before we start, let’s recall some of the
vocabulary we have learnt until now.
 Timing: 15 minutes

4.  Activity description and instructions: I will ask my students to
brainstorm some vocabulary related to soil health, sustainability and
genetics. As they do so, I will write the words and phrases down on the
board. Then, I will add some more vocabulary. After that I’ll say: Ok.
Now, let’s organise these words into the right column (I will divide the
board into three columns with the categories above). This will be a
whole class activity.
 Scaffolding strategies: explaining, modelling, brainstorming
 Transition comment: Well done! Now, let’s get down to business! It’s
time to work on the debate.
Part 1: preparing the debate
 Timing: 25 minutes
 Activity description and instructions: First of all, I’ll explain my
students how debates are (in a simplify version). I’ll say: In debates
there is always a topic to discuss. Our topic we’ll be: ‘Technology in
Agriculture: yes or no?’. There are always two groups: one is favour of the
topic and the other one isagainst so, from now on, you are going to work
with your group. I will assign the groups (for and against) and write
them on the board. Then, I’ll continue: Group 1 will think and write
down on a piece of paper 4 reasons in favour of using technology in
agriculture; group two will write 4 reasons against the topic. Bear in
mind the vocabulary we brainstormed before and the mind map from the
previous class. I’ll ask them to choose a speaker for the debate and
another person to write down the sentences on the board. Both of them
have to write down the sentences on a piece of paper.
 Scaffolding strategies: explaining, modelling, monitoring,
eliciting
 Transition comment: Great! Now each group will present their
reasons.

5. Part 2: debating
 Timing: 20 minutes
 Activity description and instructions: I’ll explain students that each
group will have 3 minutes to present their reasons (orally and writing
them on the board) and that group 1 (in favour) will start. I’ll ask the
groups to pay attention to each other as then they will have to refute
the other group’s reasons. After they present their statements, I’ll say:
Ok, now think on how you can refute the statements from the other group
and write down some ideas. Finally, I’ll give each group (starting with
group 2 this time) two minutes to refute the opposite statements. I’ll
monitor each group and keep time with a chronometer.
 Scaffolding strategies: monitoring, eliciting, modelling
 Transition comment: Fantastic! Both groups did a great job. Now it’s
time for a little self-reflection.
 Timing: about 15 minutes
As a closure, I’ll hand in a photocopy individually with some questions to
trigger a self-reflection on the debate. When they finish answering on paper,
I’ll ask some of them (anyone who is predisposed) to share some of the
answers as to know their opinion and how they felt. I’ll tell them to hand in
their photocopies and that they do not need to write their names on it if they
do not feel comfortable about it. Then, I’ll say good-bye.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

6. Visual
organization
Coherence and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations