Risso practica docente-ii-unit_1

INSTITUTO DE FORMACIÓN DOCENTE
CONTINUA LENGUAS VIVAS BARILOCHE
(A-052)
Profesorado de Inglés – Opción pedagógica a distancia
Práctica Docente II
Entrega de planificación 1
Tutor: Aurelia Velázquez
Alumna: Guillermina Risso

Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 30
Tipo de Planificación: Clase
Unidad Temática: My House
Semana Nº: 1
Fecha: 5 de Octubre de 2020
Learning Aims
During this lesson, learners will be able to:
● To work with a new vocabulary related to parts of the house.
● To revise the use of this is my (house); verb to be (It is, It isn`t)
● To integrate different learning styles.
● To improve the 4 main skills (speaking, listening, writing and reading)
through different activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
This is To say what part of
the house is.
This is the bedroom.
This is the bathroom.

N
E
W
Parts of the house:
House, living room,
bedroom, bathroom,
kitchen, garden,.
To recognize
different parts of the
house.
Verb to be:
Mike is in the
bedroom.
The monsters are in
the living room.
Activities to be sent by the teacher
WEEK 1
Hello children! How are you? I hope you are very well.
This week we are going to work with a new topic: MY HOUSE.
Are you ready?
Let`s work!!
Activity 1: Let's see a presentation about “My House”.
https://docs.google.com/presentation/d/1SiXTgaGJXZOaOZuKD3
pbpujtzy3rtm9KWUT0uzRRlP0/edit?usp=sharing
You should choose the option that is called “Presentaciones de
Google”:

Then go to “Iniciar presentación”:
Enjoy the presentation with our Monsters friends.
Activity 2: BOOKLET TIME!
Unit 6- Page 44- My House.

1. Listen and chant. Enjoy this beautiful song.
2. Listen and stick. Then find and tick. Pay attention to the
words and stick in the correct place.
NOTE: Remember that we need the following images for
activity 2.

Audios subidos al grupo de whatsapp.
Links for the tutor:
https://drive.google.com/file/d/1wQe7k_AGnhQyWo-
yLJlgJ7oqQAD0iqlx/view?usp=sharing
Audio 2:
https://drive.google.com/file/d/118N2PGq7lpq8QfNpIXqT2qFo_G
IJwDBz/view?usp=sharing
Activity 3: Hide and Seek. Look and write.
BOO MIKE SULLY

Pay attention to the picture and complete in your notebook the
following sentence:
Boo, Mike and Sully are in the……………………………………………………..
Don`t forget to send me your homework!!!
Have a nice week!
Miss Guille
Grado: 2nd Year
Semana Nº: 2
Learning Aims
● To work with vocabulary related to parts of the house.
● To revise the use of this is my (house); verb to be (It is, It isn`t)
● To revise vocabulary related with Toys.
● To improve the 4 main skills (speaking, listening, writing and reading)
through different activities.
Language Focus

R
E
V
Vocabulary related to
toys; teddy bear;
To recognize what
part of the house it is.
To say where is the
teddy bear?
The teddy bear is in
the kitchen.
N
E
W
Parts of the house:
House, living room,
bedroom, bathroom,
kitchen, garden,.
To recognize
house.
Verb to be:
Mike and Sully are in
the kitchen
The monster is in the
bedroom.
WEEK 2
Hello kids! I miss you a lot! I hope you are fine.
This week we are still working on: MY HOUSE.
Let`s start!!
Activity 1: BOOKLET TIME!!!
Do you remember the toys? Ok, we are going to work with a teddy

bear! Where is it? Is it in the living room? Is it in the bedroom? Is
it in the kitchen? or Is it in the bathroom?.
Let 's find out!
Unit 6. Page 46- Listen and circle the correct option.
Audio subido al grupo de whatsapp.
Audio link for the tutor:
https://drive.google.com/file/d/1K_F0l1cK6DaOMEaUu6bOXGuJW
Yo5O3Se/view?usp=sharing
Share the correct option with
me! Send me a voice message and
tell me where the teddy bear is!
I will wait for your message!
Activity 2: Let's play a game. TRUE OR FALSE!
Read carefully and decide if it`s TRUE OR FALSE!
https://docs.google.com/presentation/d/1XhNukTV2kHrdS1EhM_

fyh2hbE6zUzXRd_Ms3-HMtKCc/edit?usp=sharing
Activity 3: BOOKLET TIME AGAIN!
Unit 6-Page 51.
Trace and read. Then listen and tick.
Where is the monster? Listen carefully.
Audio subido al grupo de whatsapp.
Audio file for the tutor:
https://drive.google.com/file/d/1dU1VJaeVxtd262UtqHyQJ9-
ixfddZ1zz/view?usp=sharing

Ok my lovely students! That's all for this week!
See you soon, and enjoy!!!
With Love
Miss Guille.
Grado: 2nd Year
Semana Nº: 3
Learning Aims
● To consolidate students`knowledge about parts of the house.
● To revise the use of this is my (house); verb to be (Thiago is in the….)
● To work collaboratively
● To work interdisciplinary
● To improve the main skills (speaking, listening and writing) through
different activities.
● To foster their creativity through an art-craft activity.
Language Focus

R
E
V
Vocabulary related to
parts of the house.
To recognize what
part of the house it is.
The kitchen
The living room
N
E
W
Parts of the house:
House, living room,
bedroom, bathroom,
kitchen, garden,.
To recognize
house.
To say where is
his/her classmate?
Verb to be:
My favourite place is
the living room.
Thiago is in the
bedroom.
WEEK 3
Hello kids! How are you? I hope you are very well.
This is a special week! Why? Because we are going to work with
OUR HOUSE. Yes, it's time to see a REAL HOUSE.
Are you ready?

Let`s work!!
Activity 1: COME TO SEE MY HOUSE!
Watch a video about “My House”. Then it's your turn.
https://drive.google.com/file/d/1c2UMfz5aUj4R5E6_Ab8KwTq8t
mBj04_0/view?usp=sharing
Do you have a favourite place in your house? Can you show me?
Send me a short video in your favourite place and say which
place is.
Activity 2: HIDE AND SEEK. COLLABORATIVE WORK!
It's time to play between us. Are you ready?
This time we are going to work in groups of five. How?
Virtually, of course! Through whatsapp
I will create whatsapp groups only for this activity. The
name will be: Group 1; Group 2, etc. Once that group is created you
can send the photo there and play!
Instructions: You have to hide in a place in your house and
someone in your family has to take a photo. Then send the photo to
your classmates (only the group
members) and they have to find you
and say where you are. Each member
has to do the same.
Example:
Manuela is in the bathroom.
Have fun and share
your findings with me!

Groups:
1. Thiago A, Luisa, Agus B, Olivia and Santiago C.
2. Pedro, Josefina, Isabel, Delfina G and Leon.
3. Ivan, Maria Emilia, Renzo, Dilan and Renata.
4. Bautista, Milagros, Valentina, Maria Paz and Juan Ignacio Garcia M.
5. Valentino, Irina , Juan Ignacio Garcia,Thiago G and Juan Camilo.
6. Camila, Santino, Delfina F, Martin and Faustino.
Activity 3: CREATIVE TIME! ENGLISH & ART
Making flashcards!
You need a piece of paper and write the parts of the house
(bedroom, bathroom, kitchen and living room). You can use
different pieces of paper or colours. Once that you have finished,
keep them to use it in the Art activity.
Important: Each flashcard has to be in small size!
Examples:
And now it's time to create your BOX HOUSE with Miss Damiana.
Prepare it soon, because we will use it in our Zoom meeting, next
week!
The following activity will be sent to our students in Spanish and
will be attached into the English lesson.
EDUCACIÓN ARTÍSTICA
ACTIVIDAD DE CONTINUIDAD PEDAGÓGICA

Docente Etcheverry Damiana
En la siguiente actividad vamos a trabajar en conjunto con la seño de Inglés
Guillermina. Desde artística lo que vamos a realizar en un juego para recorrer las
partes de la casa.
Materiales: una caja de zapatos, cartón, hoja blanca, lápiz negro y de colores,
marcador, pegamento, una bolita.
Ahora sí...Manos a la obra...
Primer paso: buscar una caja de zapatos que tengamos en casa.
Segundo paso: buscar hojas de dibujo o cartulina y tomar la medida del fondo de la
caja, ( se pueden unir dos hojas, tienen que quedar bien pegadas).
Tercer paso: dibujar en la hoja las partes de una casa ( habitación, baño, cocina,

comedor) y algunos elementos que se encuentren en cada espacio para distinguir que
lugar de la casa sería. Una vez que lo dibujo si tengo fibra puedo remarcar todo y
también pintarlo como más les guste.
Cuarto paso: pego la hoja en la base de la caja
Quinto paso: a las líneas que serían las paredes le
pegó un pedacito de cartón simulando las
paredes. Recuerden dejar el espacio para entrar
a cada lugar. Y realiza este paso con ayuda de un
adulto.

Sexto paso: Pego en cada espacio, el cartel que realizaron con Miss Guille.
Por último busco una bolita y juego a que entre en cada espacio de la casa.
Have fun!!!
Miss Guille and Miss Damiana.
Grado: 2nd Year
Tipo de Planificación: Clase virtual.
Semana Nº: 4
In the case of a synchronous lesson, you should also include:

Materials
● PowerPoint presentation with pictures of different parts of the house.
● Flashcards
● BOX House with different places of the house.
● A small ball.
NOTE: All of the activities are described in terms of timing, description of
their development process and transition commentaries. Scaffolding
strategies are included within the activity development description.
Procedures
ROUTINE (5 minutes)
I will greet the students with a ‘Hello, everybody. How are you today? I`m so
happy to see you again!’. Then I will invite them to look at the sky and ask
‘How's the weather today?. Once students answer the question, I will show
them our Weather Poster and I will ask what`s the weather like? moving the
arrow inside the poster. Once they answer the question, I will put the correct
weather on it. Finally I will show my students a paper Calendar, asking “what
day is it today?”

Taken from the Net.
WARM-UP AND PRESENTATION
● Timing: 7 minutes
● Activity description and instructions as they will be said to students
(include direct speech):
I will share a PowerPoint presentation on the screen so everybody can see it.
Before starting developing the activity, I will ask my students if they can see
the presentation.
In this PowerPoint students will see the same presentation that they have
seen previously to work with different parts of the house during the second
week (See 'activities to be sent by the teacher' section, activity 2). I will
show them one slide at a time so we can play the game. I will ask them to look
at the picture carefully and then I will proceed to reading the sentence. I will
then say 'Okay, what do you think? Is the sentence true or false?' If they

find it difficult, I will scaffold their answers by saying 'Is Mike (in the
bathroom? Or is he (in the living room)? showing them different flashcards
with the places of the house. The same will be done with the other slides as
well so to introduce all the places in the house.
Click the link to see the presentation:
https://docs.google.com/presentation/d/1XhNukTV2kHrdS1EhM_fyh2hbE6z
UzXRd_Ms3-HMtKCc/edit?usp=sharing
Transition comment to link each stage of the lesson with the next one:
‘Well done kids! Did you like this game? I loved it. Now, are you ready to play
with your box houses? Look, here I have mine!
DEVELOPMENT (PRACTICE and PRODUCTION)
I will show my own box house and then I will ask: What is it? They will answer:
It is a house, if they need help with the structure, I will scaffold them,
starting the sentence: It is a (house) Then I will ask: Is it a Monster House?
Noo, please! making different scary gestures.
I will say 'Okay, look at here! Pointing to the box house! Here I have “My
House”. This is my “kitchen”, my “Bedroom”, my “bathroom” and my “Living
room” while bringing the box house a little closer to the camera so they can
appreciate the details. I will then invite them to show to the rest of the class
their own box houses by saying 'Now, it's your turn . Who wants to show us
his/her house?'. When students show their houses, they may use the
structure that I have used to introduce mine. At this point, I will scaffold
their 'house introduction' process by paraphrasing their commentaries. For
example, if a student shows his/her (kitchen) and he/she just says
'(kitchen)', I will say 'This is my (kitchen)' in an active way in order to help
his/her statement . Those students who want to show their houses, will do it.
If there is someone who does not want, I will encourage him/her by saying

'Can you show me your house? Where is the bedroom?'.
After doing so, we will proceed to the second stage of the activity. I will
explain it to the students as follows:
'Excellent kids! Now, it's time to play a game. It is called Where is the ball?.
‘We need the small ball! Do you have your ball? Great! Let`s play!
I will start doing it first to show you how to do it. For example, I will pick one
flashcard. Look at it (while bringing it closer to the camera so they can see it).
Ready? Well, now, I have to put the small ball inside the box, in the middle of
the house and when I say “Now” I have to shake the box in order to put the
ball in that place. Ok, here we go! Once that I have finished my demonstration
I will ask them: Where is the ball? showing them my box house closer to the
camera. Once they have replied, I will congrat the ones who have been
correct. I will then encourage them to do the same by saying 'Now, who wants
to do it? Come on, you (name of the student)? Okay, let 's do it.
I will pick another flashcard, bring it closer to the camera so everybody can
see it, and I will ask: 'Are you ready? Ok, “Now” and the student starts
his/her game. Once that he/she finishes, he/she has to show us where the
ball is, and I will ask:)Is the ball in the…(living room)? The rest of the class
has to respond. If the student has problems with the game I will say: Ok,
don`t worry and I will ask where is the ball now? If he/she has a problem
using the correct structure For example, if he/she says 'Kitchen', I will
correct him/her by saying 'The ball is in the kitchen' emphasising the verb to
be structure. Once the student has finished his/her game, I will pick another
flashcard and ask the rest of the class 'What place of the house is it? Look at
the flashcard. The same process will be repeated with all the students who
want to participate in this game.
● Transition comment to link each stage of the lesson with the next
one:
‘Fantastic kids! You are amazing. Congratulations! Now, it's time to play HIDE
AND SEEK . Let's move!
CLOSURE

This activity is focused on working with a real context like students’ own
house. In order to do this activity I will explain to them that first I need to
know which of them are connected to a mobile phone right now. Because I
need to organize who can hide.
Once they have replied, I will write their names in small pieces of paper and
put them inside a box. I will shake the box, and take only one paper. I will read
the name aloud and that student has to hide. That student needs help from
his/her family in order to show the rest of the class the different places in
the house. I will say: ‘Let`s count to ten, and I will start to count aloud: one,
two, three…’
Once that student is hidden, I will start to make questions like: Where is
(Pedro)? Fostering that the rest of the class, repeat those questions with me.
‘Come on, all together, repeat with me: Pedro, where are you? Are you in the
kitchen? Are you in the bedroom? The idea is to repeat the questions until we
find him/her.
If we have time, I will take another paper from the box and play again.
I will close-up the lesson by saying ‘Excellent work my students! I am going to
take a screenshot of us, okay?’ Then, I will say ‘So, I have enjoyed this lesson
so much. and you? It was so nice to see you again. Thank you everyone! I love
you!
---------------------------
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
https://talkandcomment.com/p/98b386a3954089ab9244805b (voice note)

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