lessons 11 and 12

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: “Genetics”
Clase Nº: 11 y 12
Duración de la clase: 40 minutos (80 minutos en total)
Fecha de la clase: 11/06/21

2. Fecha de entrega de la planificación: 03/06/21
Lessons 11 and 12
Learning Aims
During this lesson, learners will be able to…
 Acquire new vocabulary related to genetics and bioengineering;
 Revisit vocabulary related to industries and to giving opinions;
 Revisit the simple future tense structure;
 Develop reading and writing skills through exercising and playing;
 Develop listening skills through listening to an interview and to the
teacher and classmates;
 Develop speaking skills through role-playing;
 Use their interpersonal intelligence to work collaboratively;
 User their spatial intelligence to solve a crossword;
 Use their intrapersonal intelligence to reflect on the topic and to
relate it to other subjects (CLIL).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
INDUSTRIES
GIVING OPINIONS
To express an opinion. I think bioengineering
improves animal industries.

3. N
E
W
BIOENGINEERING To comprehend and describe
some processes in
bioengineering.
Through the process of gene
enhancement we can create
stronger animals.
Materials
 A set of photocopies for each student, divided intro “student A” and
“student B”:
- Student A set:
https://drive.google.com/file/d/1JNPD3oBCk8cRZABUtNfZGJfj9c5Yah
Ox/view?usp=sharing
- Student B set:
https://drive.google.com/file/d/1cRyLVX6PHjaEcMb521vIspixBVV9G
s5h/view?usp=sharing
 A recording:
https://drive.google.com/file/d/1SrlgQ3TdttWRZJNZKrhenorznlHvy
uMx/view?usp=sharing
 A speaker
 The key for the teacher
 Some pictures for the blackboard and paper tape:
https://docs.google.com/document/d/10aJqwXhUL0T_J31Up0Jv7PR
wxHYKGVS4pozgxSsyFa4/edit?usp=sharing
Procedures
 Timing: about 5 minutes
 Activity description and instructions: I will 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 ask: Do you have any doubts
regarding the classroom activities? (in order to check understanding to
the things they have done on their own). After that, I’ll explain what
we are going to do: Today we are going to start with a new unit. Do you

4. know what it is about?
 Scaffolding strategies: asking, modelling, explaining
 Transition comment: Have you seen the video from Jurassic Park?
What do you think about it?
 Timing: 15 minutes
 Activity description and instructions: I will ask my students some
more questions from the video they had from the previous class and
eliciting the answers to introduce the unit: Do you think it is possible to
create dinosaurs from a mosquito like in the film? No, it isn’t. However,
we can modify an animal’s DNA with technology. The science that
studies this is called bioengineering and that is what we are going to
talk about today (while I do this, I’ll paste labelled pictures of these
terms on the blackboard so they get the concept). After that, I’ll
sanitize my hands and hand in a set of photocopies to each student,
making sure that half of them receive the “student A” copy, while the
other half, the “student B” copy (The copies may seem a bit long but
that is because I’ve included everything there so neither my students
nor I depend on the blackboard for writing/copying; the condition of
the blackboards is not really good and we do not have proper erasers.
I’ll also explain this to my students). Once they have their copies I’ll
start asking about the pre-reading questions in the photocopy,
encouraging students to answer them out loud. Then, I’ll explain: Look
at this part (pointing to the text). This is a schedule from a seminar (I’ll
make sure they understand what a schedule is). If you pay attention,
there are some missing words there. Your partner has the answers to
your missing words, so you are going to work in pairs now to complete
the schedule. I’ll point to the example and say: Pay attention! The
seminar will happen in the future, remember we use “will” for the
future. I’ll also explain that they have to use the clues and that they
have to take turns to ask and answer. Once the instructions are clear,
I’ll let them work on their own while I monitor them. Finally, I’ll ask
them to compare their answers and give the text a quick reading (This

5. part will also work as a pre-reading section for the next stage).
 Scaffolding strategies: explaining, asking, modelling,
monitoring, exemplifying
 Transition comment: Ok everyone! You did a great job. Now you are
going to read the text on your own one more time and solve an activity.
Activity 1: Crossword
 Timing: 20 minutes
 Activity description and instructions: I will explain students that
this time they are going to solve a crossword. They have to read a
definition, find the words in the text and complete the crossword with
one letter in each space. To help them, I’ll say: Most of the words in the
crossword are the words in bold in the text. If I see that they are really
lost, I’ll write the words in a mixed way on the board. I will also add:
You can keep this crossword as a glossary of these new terms. We will
check this activity quickly. Finally, we will work orally on the “after-
reading” question that invites them to think as if they were in the
seminar and had to ask a question about something that concerns
them related to bioengineering.
 Scaffolding strategies: modelling, explaining, eliciting,
monitoring, asking
 Transition comment: Well done! As you can see there many concerns
about bioengineering. For that reason, we will listen to someone who
can explain us a little bit more about it.
Activity 2: Listening

6.  Timing: 20 minutes
 Activity description and instructions: First of all, I will explain my
students that we are going to listen to an interview between a
journalist and a speaker at the seminar. Then, I’ll ask my students: In
your opinion, which of those concerns you mentioned will appear in the
interview? After that, I’ll tell them that we will listen to the interview
twice and, while we do, they have to solve the “while reading
activities”. I am going to give them some time first to read the
activities so they know what they are expected to listen to. I’ll say: The
first time you listen to it, do not write anything; just listen. Then, the
second time, you may solve the activity. When they finish, we’ll check
the activity out loud and then I’ll explain them they will work again
with the same partner: This time you are going to order this dialogue
you have just listened to. Let’s see which pair orders it faster! When
they finish, I’ll play it one more time so they can check it.
 Scaffolding strategies: explaining, asking, modelling,
monitoring
 Transition comment: Ok! You are good putting things in order, but
how about acting?
Activity 3: Interviewers
 Timing: about 20 minutes
 Activity description and instructions: I will ask the same pairs to
take a look at the dialogue and to think of different responses to the
themes mentioned: You may take down some notes if you want. Then
I’ll ask them to role-play as if one of them is the interviewer and the
other one the scientist; they have to switch roles later. While they
role-play, I’ll monitor them in order to check pronunciation and
intonation but without interrupting them.
 Scaffolding strategies: explaining, modelling, monitoring

7.  Transition comment: Great job class! Congratulations! Let’s take a
look at the homework and then you are free to go!
Timing: about 5 minutes
Before they go, I’ll discuss with them the homework in order to check
understanding of the task. After that, I’ll make them a question to anticipate
the next class: For next class (through classroom) I want you to think about
the following questions: what other living things can be genetically modified?
And how is this related to agriculture? After that, I’ll ask them again if they
have any doubts and then say ‘good-bye’.
Activities adapted from: O’Sullivan, N. Libbin, J. D. (2011). Agriculture: Book 2 (pp.
10). Career Paths. Express Publishing, Berkshire.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence and
sequencing

8. Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations