Primary Practise

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE
Profesorado de Inglés – Modalidad a distancia
. Subject: Práctica Docente II
· Tutor: Aurelia Velázquez
· Deadline: 26-08-2020 (resubmitted)
· Students: Muller Lilia
Romero Liliana

2. ASSIGNMENT I: ONLINE TEACHING
Collaborative Work
DEADLINE: August 21, 2020
Here are the instructions:
This assignment is about designing activities to be shared with students in this
peculiar context. You should include all resources you are planning to use (visual aids,
audiovisual materials, etc), just as you´ve seen in the examples above.
You should create two sets of activities (week 3 and week 4), so as to finish this
Didactic Unit on Describing People. As well as this, you are asked to outline a
synchronous lesson of about 40 minutes, describing the different stages of such a
meeting. This would be closer to our regular lesson plans…
As regards CONTENT, you are expected to keep on working on PHYSICAL
DESCRIPTION. So far, they´ve worked with hairstyles. Students must learn adjectives,
such as strong / tall / short / fat / slim. Make sure you teach appropriate grammar
structures, too. Last but not least, try to achieve skill integration and do foster
communication.
The task should be carried out in pairs, so as to exchange different experiences
and points of view.
Hands on!

3. WEEK 3
Hello everybody! Are you ready to continue learning about Describing people?
This is the first activity for this week! Enjoy it!
Activity 1
Reading and listening: THE SIMPSONS
You have to click on the link above and watch the video.
Play the video again, stop it at each part, and read the descriptions aloud.
Do you like The Simpsons family? Now, let's see how much you know about them. Click
here and check it!
You should choose the option that is called “Presentación con diapositivas” in Power
Point:

4. Read the sentences and select the correct option on the screen.
Good luck!
Activity 2
These are other characters from The Simpsons cartoon. Read each sentence and
write the name of the character that it is describing.
Martin Milhouse Ned

5. Patty & Selma Ranier Maude
● He has got short brown hair and a moustache……………………………..
● She's tall, slim and has got pink hair.……………………………..
● He's short and has blonde hair.……………………………..
● He's short and has blue hair. He's got glasses.……………………………..
● He's strong and tall.……………………………..
● They have got light blue hair and black eyes. They are not
slim.………………………
That's all for this week!
Remember that we are having the Zoom meeting soon and for that meeting I need you
to cut out (from magazines, newspapers, etc.) different: hairstyles (colours and length),
eyes, noses, bodies, ears, moustaches. You can have colored pencils too! Remember
to have a white sheet of paper and glue. I can't wait to see you!
WEEK 4
Hello everybody!! I had a wonderful time in our Zoom meeting! I love the pictures you
made!
Now, let’s continue working and having fun!
Activity 1
Do you remember these characters from the previous week? Yes, they are The
Simpsons!
Now, read the following description, circle the character described and complete the last
sentences:
- He has got a big mouth

6. - He has got small ears
- He has got big, black eyes
- He has got a red nose and green curly hair
- He hasn't got _________
- He isn´t ________
The character is:_____________. He is a _________
Activity 2
Do you like clowns? I love clowns, they are very funny!
Watch the following video:
Funny Clown Steve | English Story for Kids | Steve and Maggie
Correct the sentences: (watch the video again in case you need it)
1) The first clown is short and fat.
2) The second clown is tall and slim
3) The third clown has small glasses and a big moustache

7. Now, you can paint the clown you like the most and write 5 sentences describing
him/her:
That's all for this week!
Optional activity: I leave you this: The Simpsons jigsaw and this clown to make your
own puppet. I hope you have fun at home!

8. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Muller Lilia - Romero Liliana
Grado: 4th Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Describing People
Semana Nº: 3

9. Learning Aims
During this lesson, learners will be able to…
● Reinforce sentence formation to describe people's physical appearance using
adjectives.
● Review and integrate vocabulary of pronouns, parts of the body, hairstyles and
clothes learnt in previous lessons.
● Put into practice the new vocabulary presented during the week.
● Practise their listening, writing, reading and speaking skills through the different
activities.
● Participate actively in the activities proposed.
● Create their own character from The Simpsons, the circus or an imaginary one.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Weather conditions
(rainy, cloudy, windy,
snowy, sunny)
Days of the week
Describing the weather
Saying the date
Describing people
● Is it….?
● Yes it is/No it isn´t
● It is…
● Today is…
● What day is it
today?

10. Personal pronouns
Parts of the body: hair,
mouth, ears, eyes,
moustache.
Hairstyles: Long, short,
blonde, black, curly hair.
Adjectives of physical
appearance: big, small.
Colours
Some items of
clothing like: trousers,
shirt, t-shirt, dress,
boots, cap, glasses.
● Personal pronoun
+ verb to be +
adjective
● Personal pronoun
+ have/has got +
adjective + noun
● Questions: What
colour is/are +
subj + hair/eyes?
Is he/she small?
N
E
W
Adjectives of physical
appearance: strong,
tall, short, fat, slim.
Describing people ● Personal pronoun
+ verb to be +
adjective
● Personal pronoun
+ have/has got +
adjective + noun
● Question: Is
he/she strong?
In the case of a synchronous lesson, you should also include:

11. Materials
● Notebooks/computers with camera
● Speakers
● Microphones
● Internet connection
● Zoom Platform
● Powerpoint template
● Powerpoint presentation
● Pictures
● Sheets of papers
● Pencils
● Glue
Procedures
ROUTINE (10 minutes)
Aims:
● To greet the children
● To reinforce vocabulary about weather conditions and days of the week
● To register attendance
I will greet each student as they enter the meeting, saying “Hello Moni, nice to see you!
How are you?” and write their names on a PowerPoint template in order to register
attendance. I will also change questions, saying for example “Hello Fede, you look very
well today! Nice to see you!”
I will wait 5 minutes and then say “Ok children! Now that most of us are connected, I
want to ask you… “Do you have some window near you?” and I will show them my
window next to me. Then, I will ask them to look at the window. “Look at your window;
can you see what the weather is like today?” I will share my screen and show them
different pictures of weather conditions (ROUTINE - Slides 1-4), trying to elicit their
answers by asking: “Is it rainy? (They are expected to say Yes it is/No it isn't) Is it

12. cloudy? Is it windy? Is it snowy? Is it sunny?” The last option will be the one that
corresponds to the weather of that day. I will ask them to repeat the whole sentence
with me and I will write it in the template. “It is sunny” or “Today is sunny”.
Then I will say “Well done!, and now... can you tell me what day is today?” If they have
doubts, I will elicit their answers by giving options: “Sunday? Monday? Tuesday?" and
so on… until they say the correct one. Then I will say “Very good! Today is ………….”
and I will write it in the template. By last, I will ask “and... do you know what number is
today? And what month? “Look at the right corner of your screen” (pointing with my
fingers). “It is 21st August, can you see the number? Can you repeat it after me?” and I
will write this on the template while they say it again.

13. Scaffolding strategies: showing pictures and real objects, asking questions, giving
options, pointing, repeating the correct answers.
Transition comment: Ok very good! Now I want to show you something...
WARM- UP (5 minutes)
Aims:
● To review vocabulary about hairstyles

14. ● To set a context for the introduction of the new vocabulary
I will show the children a picture with different characters from the previous lesson and
the previous weeks, in order to review old vocabulary and prepare them for the following
activity. I will ask them, “Can you find in this picture someone who has blond hair? If
they don't answer I will help them by pointing to one character and asking if it has blond
hair, or encouraging them to answer by saying their names… “Moni, Fede...” and so on.
Then I will continue asking: “Can you find someone who has…:
● Curly hair
● Straight hair
● A moustache
● Glasses
● A beard
● Pink hair
● Black hair
● A Ponytail
Scaffolding strategies: Giving options, pointing, giving more characteristics of the
character, repeating the questions, emphasizing the correct answers.
Transition comment: Well done! Do you like The Simpsons? They are very funny! let's
see a bit more about them!
PRESENTATION (5 minutes)
Aims:
● To present the new vocabulary in context
● To go over the activities they have worked during week 3
● To work on students' speaking skills
To present the new vocabulary, I will resort to the activities they have been working on
during Week 3. I will ask them, “Do you like the video I prepared for you this week?”
“What's your favourite character from the Simpsons?” Students will say the name of
their favourite character and I will say, “Let's see how much you know about them!”
Then, I will share my screen and show them PowerPoint slides (PRESENTATION-
Slides 6-11) with the different characters they have read and listened about in Week 3-
Activity 1.

15. The following are the set of questions that will guide the review of the topic and will help
me to test how much of the new vocabulary they have understood. Children will be
encouraged to speak and participate actively. In example, I will say, “Look! Who is this?
This is Bart! Is Bart short or tall? I will help them by making gestures with my hands and
pointing to the pictures with the mouse.
● Is Bart short or tall?
● Is he fat or slim?
● What colour is Bart´s hair?
● Is Lisa short or tall?
● Is she fat or slim?
● What colour are Lisa´s eyes?
Then I will prompt them, saying:
Can you describe Marge?
● Marge is ……….. and ……………
● Her hair is ……….
Can you describe Homer?
● Homer is ……….. and ……………
● Her hair is ………. and ……….
Can you describe Maggie? I will tell them to choose adjectives from the box to make
their descriptions.
Scaffolding strategies: showing pictures, asking questions, making gestures, giving
prompts, giving options, pointing, emphasizing the correct answers.
Transition comment: “Well done! You did it great! Now, let's have a bit of fun. I told
you to collect some materials, do you have them there?” (To help them understand I will
show the materials I have with me and point to them).
DEVELOPMENT (PRACTICE and PRODUCTION) (15 minutes)
Aims:
● To develop students listening skills
● To reinforce their understanding of the new vocabulary seen in class
● To create their own Simpson or circus character

16. To start the activity, I will ask them to have at hand the cut-outs of the different hair,
eyes, noses, etc. and the white sheet of paper that I asked them to have from the
previous week. I will show them the material while I ask them. In case they don´t have
them they can use coloured pencils.
I will tell them that for this activity they will have to listen to the description that I will say
and that they will have to paste the cut that best fits that description in the paper or draw
it. Once they finish they have to guess who he/she is and we will compare the original
picture and the one they did.
I will give them a description of these photos:
As a clue, I will say, “The first description is of one of the
character of The Simpsons”
- He is a man. He has got short blue hair
- He has got a big nose
- He has got big black eyes
- He is fat and short
- He has got a blue shirt and blue trousers
I will give them more clues in case they need it, for example: The character is a
policeman. Students are expected to ask if I can repeat the sentence, make questions
to confirm what they have listened to and to show their pictures while they are doing it to
confirm that they are on the right track. Once they guess the character, in this case is
Clancy Wiggun, they will all share their pictures with their classmates by showing it to
the camera.
If we have time I will ask them to get ready for one more!
As a clue I will say “She is part of the circus”
- She has got pink hair
- She is tall and slim
- She has got brown eyes
- She has got a small nose
- She has got a violet dress and white boots

17. Once they guess the character, in this case The trapeze artist from the video “The
greatest show” in week 2, they will all share their pictures with their classmates like with
the previous one. In case they can't guess who she is, I will put the video and stop it
when she appears.
With the cuts that were left over, I will encourage them to form their own character, a
member of The Simpson family or a character of the circus that they like. As they finish I
will ask them to show their works and to say one sentence describing the most
outstanding characteristic of their work.
Scaffolding strategies: Repeating the sentences, pointing at real objects in case they
need help with colours or body parts, giving them more clues, emphasizing the
adjectives used.
Transition comment: “Do you have fun? I had so much fun and you did a wonderful
job! Now, we are going to play a game! Are you ready?”
CLOSURE (5 minutes)
Aims:
● To wrap up the lesson
● To practice the new vocabulary through games
● To integrate their reading and writing skills
To round up the topic of the lesson, we will play a short game that will help them to
integrate their reading and writing skills and practise the new vocabulary. I will share my
screen with them GAME (Slides 12-20) and show them the first slide to explain to them
what they have to do with an example. I will tell them "You have to guess the word that
appears on the screen by putting the letters in order". I will show them how I put the first
word in order by moving the letters with the mouse. "Look! If I move these letters like
this we have the word...." Then, I will tell them that as soon as they guess the word they

18. have to write it in the chat. "If you guess the word, write it quickly in the chat" (I will take
note of the students that answer first) "Are you ready?"
As a final part of the game, they will have to divide some sentences. I will show them
how to do it with an example. As soon as they do it, they will have to write their answers
in the chat. The winner will be the one that guesses more words and correctly splits up
more sentences. If there is a tie, I will congratulate the ones that have written in the chat
first.
Transition comment: Well group we have finished for today! If you need some help
write to me by email or WhatsApp. See you in two weeks! I will miss you! Bye bye!!
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

19. Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations You´ve done an amazing job! Congrats!
Go through my comments. I would connect previous activities to
these ones telling students that a very famous family loves going to
the circus, showing this picture as well: