INSTITUTO SUPERIOR GRANADEROS

PROFESORADO DE INGLÉS

ESPACIO DE LA PRACTICA IV

STUDENT TEACHERS:​ MEDINA, LAURA

HERRERA, SILVANA

TENURED TEACHER:​ PROF. LAURA BERRINO

COURSE:​ 4​TH​ YEAR

​LESSON PLANS

ACADEMIC YEAR 2019

 Plan

Teacher´s name:​ Laura Berrino

Students´name: ​Herrera, Silvana-Medina, Laura

Date of practice lessons:

School:​ E.E.M N*11

Teacher in charge of the course:​ Bobanovic, Gabriela

Course:​ 4​th​ year

Timetable:​ Monday 13ː30-15ː30

Book:​ Booklet

Students email:

medinaelaura@hotmail.es

silvanaherrera1@hotmail.com

Teaching points​:

❖ Passive Voice (Present and past forms)

❖ Probability (must/can’t)
 ❖ Predictions (WILL)

Final Task:

The teacher will divide the class students into two groups.

The teacher will give the students the links of Instagram accounts previously created.

They will have to upload videos, photos, songs and pieces of news produced and made

previously. One group will have to create an Instagram account about polluted water and

name it. The other group will have to create an Instagram account about endangered

animals and name it, too. Then, both groups will write short descriptions, make comments,

uploads pictures, links of different pieces of news, emojis and hashtags in the Instagram of

the other group’s Instagram.

T: Good afternoon students! How are you?

SEA: Fine!

T: Ok, today we’ll have to do many things… Now, form two groups. One group will have

an instagram account about polluted water and the other about endangered animals. ( The

students’ groups will have to choose one of these topics)

(After that, the teacher will ask the students to enter to instagram’s account and name it).

T: Are you ready?

SEA: Yes!

T: Good. Now upload all material about water pollution (pictures, short descriptions, links,

hashtags, videos, articles) you have and the material about endangered animals (pictures,

short descriptions, links, hashtags, videos, articles) you have. Is it clear?

SEA: Yes!

T: Good!then, group number 1 will have to comment about group number 2 instagram and

group 2 will have to comment about group 1 instagram. Ok?

SEA: Ok!

T: So let’s start!

SCHOOL: E.E.E.N 11

ADDRESS: Almafuerte 3264 San Justo

TEACHER IN CHARGE: Bobanovic Gabriela

COURSE: 4​th​ 7​th​ Afternoon Shift

TIMETABLE: Friday from 7​15​ to 9​15

NUMBER OF STUDENTS: 21

AGE OF THE LEARNERS: 14/15

LEVEL: SECONDARY ELEMENTARY

LENGTH OF THE LESSON: 120 min.

STUDENT’S BOOK: Booklet provided by the teacher

STUDENT-TEACHERS:

DATE OF THE LESSON:

GLOBAL OBJECTIVES FOR THE UNIT:

By the end of the lesson students will be able to:

-Recognize the use of passive voice in present and past forms

-Recognize the use of the different modals expressing probability in the present.

- Identify new words during listening stages.

-Recognize vocabulary about pollution, prevention, endangered animals.

-Use will to make predictions.

Language exponents:

❖ PASSIVE VOICE

VERB TO BE + PAST PARTICIPLE

❖ PROBABILITY

MUST/CAN’T + INFINITIVE VERB

❖ PREDICTIONS

WILL+ INFINITIVE VERB

DAY 1:

WARM UP(10’)

T: Hello, good afternoon!

SEA: Good afternoon!

T: My name is……… (name of the teacher) Tell your names please… (The teacher will ask

them their names) Ok, now let’s do something interesting… ( The teacher will hand out the

students white cards) Now complete with your information here… Then we’ll see…

When they finish, they will put the cards with the descriptions in a bag. The students will

come to the front of the class, pick a card from the box, and read it aloud.
T: Who is being described? If a student takes his own card, he or she should return it to the

bag and pick a different one.

T: Very good students…. Now pay attention, let’s watch a video…

SEA: Si!

​INTRODUCTION TO THE LESSON (10 minutes)

Transition

T: Let’s watch a video

SEA: Yes!

T: What’s the video about?

S: Sobre el Rio Matanza.

T : Good.

ACTIVATION OF SCHEMATA ​(5’)

T: What can you see?

SEA: Fotos sobre contaminación/ sobre la contaminación del agua.

T: Very good. It’s about water pollution.

Global pre-reading task ​(10’)

Transition

T: Now, you will have to match the word with its corresponding picture. Is it clear?
SEA: Yes!

T: Very good!

(The teacher will hand out the students a copy of the vocabulary related to water pollution).
Transition

T:Very good. Look here, what is this?

SEA: Es la nota/ un artículo de internet.

T: Good. And what is it about?

SEA: Sobre la contaminación del río Matanza.

T: Good!
Reading(10’)

https://www.hydratelife.org/polluted-rivers-argentinas-matanza-riachuelo-river/ (adapted to

pedagogical purposes)

​Transition

T :Now, read the article and put the ideas in the correct order. Is it clear?

SEA: Yes.

T: Very good!

Read the website article. Put and number the ideas (1 to 5) in the correct order.

…….Health problems are caused by chemical elements.

……..Donated money is wasted by the government.

……..Water pollution is increased in Matanza riachuelo every day.

…….The solution to this problem is educating the public.

……...Levels of mercury, zinc, cooper are found in the river.

Checking of global Task ​(10’)

Transition

T: Now, let’s correct the activity. Tell me what is the first one?

SEA: Water pollution is increased in Matanza riachuelo every Day.

T: Good! The second one?

SEA: Levels of mercury, zinc, cooper are found in the river.

T:Very good! The third one?

SEA: Health problems are caused by chemical elements.

T: Ok! The fourth one?

SEA: Donated money is wasted by the government.

T: Very good! The last one?

SEA: The solution to this problem is educating the publica.

T: Excellent! Now, let’s go on…

Detailed reading task ​(10’)

Transition

T: Now pay attention it is a multiple choice activity.You will have to choose the correct

answer. A, b, or c …Is it clear?

SEA Yes!

T: Good!
Checking detailed reading task ​(10’)

Transition

T: Ok, let’s correct the múltiple choice activity…. Who can read the first one? the text is

about...

SEA: Pollution

T: Good. The next one please? Number 2...

SEA: Matanza-riachuelo river

T: Ok… Who reads number 3?...

(The teacher will continue correcting the activity orally).

MOMENT OF AWARENESS (20’)

The teacher will guide the students to elicit the structure.

T: Ok students can you please tell me ​what the text is about?

SEA: Yes, sobre water pollution in Matanza- Riachuelo river

T: good! Can you read the bold phrases, please?

SEA: It is polluted.

T: Ok, (The teacher will stick the phrase Matanza riachuelo river is Polluted on the board)

Do you know another polluted river?

SEA: Yes! Río de la Plata…

T Yes, Rio de la Plata is polluted (The teacher will stick this sentence on the board) How

many rivers do you mention?

SEA: Two

T: Ok, Matanza riachuelo river and Río de la Plata are polluted (The teacher will stick this

sentence on the board) And what is the meaning of these sentences?

SEA: Que está contaminado el río Matanza. Que los ríos están contaminados

T: Good, what do you think… what’s more important? what is contaminated or who

contaminates?

SEA: Lo que está contaminado.

T: Great, Are these sentences in present or past?

S: Present...

T: Good. Can you see any similarity between these sentences?

SEA: Que tienen la palabra ‘polluted’

T: Good, and what else?

SEA: Que tienen ‘is’ y una tiene ‘are’

T :Very good! Look here… are the words ‘river’ and ‘rivers verbs’?

SEA: No…!

T: Are they adjectives?

SEA: No… son los sujetos

T: Good! And these…? (The teacher will point out the verb to be on the board)

SEA: el verbo to be

T: Very good! And these…? ( The teacher will point out the words polluted)

SEA: contaminado

T: Good, now pay attention (The teacher will point out the word ‘polluted’) which letters

are in red?

SEA: ‘ED’

T Good! (She will read the sentences aloud again) what are these sentences referring to?

SEA: A la contaminación de los ríos/ riachuelos.

T: Very good!

(The teacher will stick on the board the phrase ‘passive voice’ (present form) as a title and

she will also stick the structure of the sentences).

Board synopsis:

The teacher will hand out the students a copy of the board synopsis.

+ TO BE VERB + PAST PAR

Recognition of the activity

First recognition activity (5’)

Transition(1’)

T: Now you will have to circle the correct option. Is it clear?

SEA: Yes!

T: Ok.

Circle the correct option

1. Matanza riachuelo river ​are/ is​ ​polluted every day

3. Pollution ​are/ is​ ​generated by factories.

 4. Matanza riachuelo and Rio de la Plata​ ​is/ are​ polluted.

5. Lead and chrome​ ​is/are​ ​found in the river.

6. Garbage ​is/ are​ increased in urban areas.

Second recognition activity(5´)

T: Look here, first you have to complete the sentences. Use the words in the box. Ok?

SEA: Yes!

T: Second, you have to match the pictures with its corresponding sentence. Is it clear?

SEA: Yes.

T: Good!
Practice activities

The teacher will ask the students to open their booklets at page 26.

T: Look here, first you have to match the pictures with these words. Ok?

SEA: Ok.

T: Then, you have to read the text and answer the questions below. Finally, you have to

read again and complete this webmind at page 27. Is it clear?

SEA: Yes!
Rounding up

T: Very good students. You work a lot today! See you next class! Bye!

SEA: Bye teacher!