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INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés –Opción pedagógica a distancia.
Subject: Práctica Docente II
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Morena Garcia
Grado: 6th grade
Nivel lingüístico del curso: Primary
Cantidad de alumnos: 15
Tipo de Planificación: Clase
Unidad Temática: “Home sweet home”
Semana Nº: 1 a 4
Learning aims
During this lesson, learners will be able to
-Develop their writing skills.
-Develop their speaking skills.
-Develop their listening skills.
-Develop their reading skills.
-Acquire new vocabulary related to the house such as: Living room, house, bedroom, bathroom,
kitchen, dining room, lab, study, hall, window, vase, sofa, armchair, door, coffee table, bed, bath,
desk, table, chair, tv, pictures.
-Reinforce their previous knowledge related to different topics.
-Reinforce their previous knowledge about different structures.
Language focus

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LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours: blue, green,
yellow, red, purple,
black, white, brown,
pink.
Sizes: big, small, little.
Numbers: 1-100
General description
Present simple
It is green, They are
big.
There is one…
There are five ..
N
E
W
House: Living room,
house, bedroom,
bathroom, kitchen,
dining room, lab,
study, hall, window,
vase, sofa, armchair,
door, coffee table,
bed, bath, desk, table,
chair, tv, pictures.
Describing pictures
Prepositions of place
The window is
behind/next to/ in
front of/ under/ on
Activities from week 1, 2 and 3:
Week 1
Activity 1: Story time!
Watch the following video: https://drive.google.com/file/d/1OLl6YIQ-
Z8tMqiJOQ9bxkAdmxf2u0lBV/view?usp=sharing
Then do the following activities
A. Match the pictures with the names of each room.
1. Dining room
2. Bedroom
3. Kitchen
4. Study
5. Lab
6. Bathroom
7. House

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____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________
B. True or false. Read the following sentences and decide if they are TRUE OR FALSE.
1. There is a turtle in the kitchen T or F
2. There is a snake in the bathroom T or F
3. The dog was in the haunted house T or F
4. The children are really scared T or F
C. What’s your favourite room?

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My favourite room is the living room, because I love watching movies!
Upload the picture of your favourite room here!
Week 2
Activity 1
Watch the following video:
https://drive.google.com/file/d/1eodfyNVpOZfswol8jgJbhagJTNkqS7uB/view?usp=sharing
Activity 2
Let’s play a game! WHERE IS IT?:
https://docs.google.com/presentation/d/16S015hgMV2t1qly7lnoxH7SkyzwQhLINDWxzOFqZE3c/edi
t?usp=sharing
Click on “iniciar presentacion”

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Ready! You can play the game!
Instructions: Look at the picture, read the question and choose the correct option.
Week 3
YOUTUBERS!
1. Record yourself in your favourite room and describe it! Where are the elements?
HAVE FUN!
WEEK 4 ZOOM MEETING
Materials
-Computer
-Internet
-Google presentation:
https://docs.google.com/presentation/d/1kmxslXAf3b1MVFwvzwfmeeAVFrShxQj8NOhngq_T584/edit?
usp=sharing
-Song:
My house by pinkfong.mp3
-Google doc:
https://docs.google.com/document/d/1TQLnpLeKQVsjRyERAc0CoQaLkPoBzJ0ouJZb1ESPc-
Q/edit?usp=sharing
Procedures

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Routine:
 Timing: 5 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will say hello to the students and ask them one by one: How do you feel today?
 Scaffolding strategies
-Use gestures while speaking and miming the feelings to help students to remember the different
emotions.
Transition comment to link each stage of the lesson with the next one:
“Ok, it’s great to see you all, let’s begin with today’s lesson!”
Warm up and presentation:
 Timing : 5 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will share the screen with the students and show them a Google presentation with
different rooms of a house. Then she will ask students “What is it?” encouraging them to answer using
full sentences. During the presentation, the teacher will also ask about specific objects learnt during
previous lessons, and will encourage them to use the prepositions of place. “Where is the window?”
“Where is the bed?”
Scaffolding strategies:
-Repeat the questions twice and then give an example “is it behind the chair or in front of the chair?”
-Use gestures while speaking.
Transition comment to link each stage of the lesson with the next one:
Great! Now, let’s work!
Development (Practice and Production):
Activity one: Q&A
 Timing : 5 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will divide the students into three groups of five students “group A” ,"group B” and “group
C”
-Then the teacher will explain to the students that they are going to work collaboratively in Google doc
as a group.

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-The teacher will explain the students the first activity from the Google doc. She will tell them that
they have to ask to their classmates the question from the doc “What’s your favourite room?” orally and
that they have to answer the question orally, and then write their answers in the doc. There is one
example.
-Then the teacher will divide the zoom meeting into the three groups and encourage the students to
start working.
 Scaffolding strategies:
-The teacher will write the names of the different groups in the chat to help the students to remember
to what team they belong.
-Use gestures while speaking.
-Be present on each group at least 1 minute.
-Tell the students the amount of time they have to finish the activity.
Transition comment to link each stage of the lesson with the next one:
-Great! You did it great! Now, let’s play a game.
Activity 2: “Find the differences”
 Timing : 15 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will end the groups’ windows from the zoom meeting to explain the second activity.
-The teacher will explain the students that they have to look at the picture and discuss as a group which
are the differences between the both of them. Then, they have to write them using full sentences.
-The teacher will explain to the students that they have 15 minutes to solve the task.
-The teacher will divide the zoom meeting again into the different groups.
 Scaffolding strategies:
-Using gestures while reading.
-The teacher will write the names of the different groups in the chat to help the students to remember
to what team they belong.
-Use gestures while speaking.
-Be present in each group at least 1 minute.
-Tell the students the amount of time they have to finish the activity.
Activity 3: “My house song”

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 Timing : 10 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will end groups’ windows from the zoom meeting to explain the third activity.
-She will explain the students that they are going to listen a song. She will encourage students to read
the title of the song and try to guess what it is going to be about.
-The teacher will explain students that they are going to listen the song twice and then they are going
to discuss as a group what they heard and try to complete the song with the missing words.
 Scaffolding strategies:
-Using gestures while speaking.
-The teacher will write the names of the different groups in the chat to help the students to remember
to what team they belong.
-Use gestures while speaking.
-Be present in each group at least 1 minute.
-Tell the students the amount of time they have to finish the activity.
Closure:
 Timing : 5 minutes
 Activity description and instructions as they will be said to students (include direct speech):
-The teacher will end groups’ windows from the zoom meeting.
-Then, she will explain the students that they are going to listen the song one more time to check if
they were able to guess the missing words.
-The teacher will reproduce the song one more time and encourage the students to sing it reading the
lyrics from the Google doc.
-Then, the teacher will say “Ok everybody, it’s time to say goodbye, bye- bye”
 Scaffolding strategies:
-Use gestures while singing the song.
-Use gestures while speaking.