The document is a lesson plan submitted by a student teacher for a class with 26 seventh grade students at an intermediate English proficiency level. The plan includes the aims, language focus, materials, and procedures for three reading, speaking, and writing activities about a travel story. The teacher will lead a warm-up discussing student trips, introduce vocabulary, have students do condensed note-taking and reading comprehension exercises, and finish with a writing or speaking activity depending on time. The tutor provides positive feedback and suggestions to improve scaffolding and sequencing of stages.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Keila Belén Medina
Año y sección: 7mo B secundario
Nivel lingüístico del curso: B1 B2 CEFR based
Cantidad de alumnos: 26
Tipo de Planificación: Clase
Unidad Temática: Around the World
Clase Nº: 11
Duración de la clase: 1 hora 20 minutos
Fecha de la clase: 28/6/19
Fecha de entrega de la planificación: 23/6/19
Learning Aims
During this lesson, learners will be able to put into practice their reading skills
and reading comprehension tasks will be developed. Also, they will use their
speaking skills in order to express ideas and to share personal experiences.
Finally, they will be able to practise their writing while condensing ideas from
a text.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Past tense (wanted, began,
was, etc)
-Vocabulary related to trips and
activities (yacht, home town,
land, running)
-To express events in the
past tense.
-To relate past tense and
facts from the trip on the text.
-“She began her journey
back in 2003”
-“Rosie wanted to take the
cheapest route”

2. N
E
W
-New vocabulary to be
deducted/inferred from context.
-To put into practice the
deduction of language rather
than on relying too much on
dictionaries.
“She didn’t take foolish risks.
Rosie trained for her
grueling journey”
Materials
-PET booklet pages 102 and 103

5. -Whiteboard
-Markers
-Folders
Procedures
(3 minutes)
I will greet students and ask them how they are today.
-Good morning. How are you today?
-I am glad to hear that. As you know, this is one of the last lessons we are going to share. It is more
likely that the next Wednesday is the last one we will share all together. So, let’s begin and I hope
we can all enjoy it.
I will choose three students so they can talk about a recent trip they did. I will ask them to answer
the following questions while they share their experiences:
-Where did you set off from?
-When was it?
-How old were you during that trip?
-Did you learn something new during that trip?
I will help students to express their ideas and answers if they need me to. The three students will
share their experiences and answers to those questions and then we will continue to the next stage.
TRANSITION
-Thank you. Now, let’s talk about something else that we already discussed some lessons ago…
Here, I will try to make them connect their ideas and previous knowledge on diversity, the world
around us, etc.
-What comes to your mind when I say culture?
Wait for answers.
-Do you remember the lesson I am referring to? Do you remember the video about the different
kinds of greetings around the world?
Wait for answers.
-Good. So culture is related to different factors such as food, habits, language, traditions, clothing,
and so on and so forth.
I will now take an example from the experiences the students shared during the warm up.
-So (fulanita/o) you said that during your trip to (country) you learnt that they
(activity/language/tradition). And (fulanito/a), you said that your trip was (month, weeks, year) long.
Also, (fulanito/a) you said that you were (were not) the same age when you set off from (place) to
(place). So, tell me…do you think that travelling makes any change in us? Let me paraphrase it…
Do you believe that travelling can help us or shape us in positive ways?

6. Wait for different ideas.
TRANSITION
-Good. Thank you. So, please open your books on page 102.
Activity 1: Reading and condensing information
Timing: 15 minutes
Scaffolding instances are marked with italics.
The text is divided into eight paragraphs, so one student will read each. People who never read
aloud will be selected to go first.
-Who wants to read the title?
Wait for answer, select one and then ask:
-What does it mean? What is the text about?
Now, students will predict the text’ content.
-Thank you. Now, we will see if you were right. The text has eight paragraphs, so I will choose one
of you per paragraph. But today, the ones that never read aloud will be the first ones to be selected.
OK?
Students will now read the text aloud.
-So, were your predictions right?
Wait for answers.
-Ok. Now, look at the task next to the text on page 102. (I will read the task)
I will now explain the content of the chart so students can express their doubts if any. Then, they
will be asked to start working.
-You may start working. You can raise your hands, and I will be there in a minute. OK?
As always, I will monitor students’ work even if they don’t raise their hands. Then, when the time is
almost over, they will be asked to check their answers in pairs (as they are sitting).
TRANSITION
-Well done. Now, go back to page 103. Look at the task next to the text…
Activity 2: Reading comprehension
Timing: 20 minutes
Scaffolding instances are marked with italics.
There are four questions with multiple choice. Again, the task isn’t going to take a lot of time. So, I
will proceed to explain the task and then I will ask students to start working.

7. -For this task, you may need to read again the text. Select the correct option for each question, and
then go back to the text to check it. There, you may mark the text in pencil so you can later support
your choice for the answer. Any doubt?
Wait for answers. If necessary, I will solve the doubts (if any doubt arises).
When the time is over, I will say:
-OK! Time is over! Question 1, why did Rosie choose her route? A, b, c, or d?
Wait for answers.
-Why? Can you share the part of the text that supports your answer?
Wait for the answers.
-Thanks. Now, question 2. What country is not mentioned in the story? A, b, c or d?
Wait for the answer.
-Good. Can you now say where the countries are mentioned?
Wait for the answer.
-Thank you. Question 3, what happened to Rosie in Siberia? a/b/c/d?
Wait for the answer.
-OK. When is it mentioned?
Wait for the answer.
-Great. Now the last one! How many other people travelled with Rosie on her voyage from Australia
to England? A, b, c, or d?
Wait for answer.
-Ok. Can you name them?
Wait for answers.
-You did amazing! Was it difficult?
Wait for answers.
TRANSITION
-Good. Now, let’s move to the last task on this page…
Activity 3: Vocabulary
Timing: 12 minutes
Scaffolding instances are marked with italics.
Here, students are expected to deduct the meaning from some words mentioned through the text.
Those words are underlined. On this task, they already have the definition, but they must think and
deduct which is the word for each definition.

8. -As you can see, here you have eight definitions. And, can you see the underlined words in the
text?
Wait for answers.
-Good. So, as the task explains, you must think and deduct the word. Read the definition first, and
then go back to the text to choose which one is the correct word for the definition. Do you
remember how to deduct?
Wait for answers.
-Right. First, you read the definition, and after that you read the whole sentence around the
underlined word. This is because you have to have a clear context before understanding the word
(or at least, trying to make sense of it). Then, you read the definitions again and finally you choose
the correct word for that definition.
I will write the steps in the whiteboard.
-Any doubt?
Wait for possible doubts and solve them.
-Ok, you may start working. If you need me, raise your hand.
I will monitor students’ work. After they finish, and the time is over, I will say:
-Now we are going to revise the correct answer for each definition.
We will revise each answer and students will explain how they got to the deduction. After all, we will
move on to the last stage of the lesson.
TRANSITION
-Now it is almost time for the break. So, listen what you have to do…
Here there will be two options depending on the timing of the lesson:
-If students have finished faster than expected, they will be asked to write an anecdote about a
journey. Here, they will be asked to take into account the connectors, the tense, punctuation and
spelling.
-If students have finished the activities within the expected timing, they will try to deduce the
meaning of another unknown word in the text. If they understood all, they will be asked to talk about
a recent event (a concert) they all attended so they can practise the past tense orally.
Each activity must be described in terms of the following components:
 Timing
 Activitydescription and instructions as they will be said to students
(include direct speech)

9.  Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
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
Stages and
activities
x
Scaffolding
strategies
X
Language
accuracy
X
Observations Great job!
Go over the comments. I hope you find them useful!