I.F.D.C.

LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE
ALUMNO RESIDENTE: Lpez Luciana Carolina
Perodo de Prctica: Nivel secundario
Institucin Educativa: Instituto Primo Capraro
Direccin: Gallardo 40, Bariloche, Ro Negro
Sala / Grado / Ao - seccin: 2do ao
Cantidad de alumnos: 10
Nivel lingstico del curso: Intermedio inferior
Tipo de Planificacin: clase
Unidad Temtica: Revisin y finalizacin de The Adventures of Huckleberry Finn
Clase N: 4
Fecha: 24-11-15
Hora: 08:00
Duracin de la clase: 80 minutos
Fecha de primera entrega: 23-11-15

CLASE N4

Teaching points: Describing people

Aims or goals: During this lesson, learners will be able to

Test their descriptive functions of language skills.
Develop their listening comprehension skills by answering riddles made by
their classmates.
Develop their organizing and writing skills through the writing of a draft for
their oral exam.

Language focus:
Functions

Revision

Describing
physical and
attitudinal
characteristics
.
Giving
opinions about
a movie.

New

None

Lexis
Adjectives as:
Short, tall,
thin, fat,
beautiful,
ugly, smart,
cute, little,
big, small,
round,
straight,
overweight,
bald, goodlooking, long,
pretty, wavy,
pointed.
Reddish, fur,
tail, tie, mean,

Structures

Pronunciation

He is
He has
(descriptive)
In my opinion
I recommend

/k/ and in
character

None

/ u/ as in /k
nu/ and

lean, crook,
sewer.

/djuk/

Teaching approach: Communicative approach.

Integration of skills: writing (to develop their oral exams) and speaking (through the
exposition of their oral tests and the questions made by the teacher)

Materials and resources: Pieces of chalk and the board, writing guide for oral exam,
sentence starters, characters pictures, assessment rubrics.

Pedagogical use of ICT in class or at home: None.

Seating arrangement: U shaped. The teacher will tell students we will work like that
until next Monday.

Possible problems / difficulties and their possible solutions during the class: Students
frequently forget their coursebooks and textbooks, but this class these wont be
necessary. For this kind of behavior, I will ask students to share their books, and if
repeated, will write their names down on a list for consideration of the class teacher.
Apart from this, no other recurrent issue for this class was observable.
Today we will be carrying out an oral assessment. Students frequently suffer anxiety
or nerves before and during their tests, so the opening game will try to reduce the
tension. Also, if they get stuck during the oral exam I will ask them guiding questions
to help them, or offer to take the test later if the tension is too much.
There has to be taken into account the reduced time students had to prepare this
test, so the expectation wont be set too high.

Classroom management strategies: As lessons start early, the first activity is to be

something active to wake students up. If students are disruptive, I will walk and stand
next to them: if their attitude persists, I will call their attention. If students keep talking
to each other, I will warn them they will sit separately, and they will have to do so if
needed.

Potential problems students may have with the language: This lesson and the
following of this practicum are revision of the last topics seen in class. Students are
not expected to have any difficulties when dealing with the topics.

Assessment: what will be assessed and how. Oral skills, preparation and
comprehension of Mr. Fox characters personalities and looks will be assessed
through the oral exams.

Warm up (10)
Purpose: to establish communication and check on them
If they are about to perform an oral test, wouldnt it be advisable to include a warm-up
related to the topics they are revising and to do this task orally?
What lexis are SS expected to revise through this game?
Its purpose is not that clear.
I will greet students and ask them how they are today.
I will say to the students Before we start, we are going to play a game called Word chain.
Do you know how to play word chain? I will then explain the game like this: There are two
teams, and each team has one side of the board. We will start with one word, for example

red (and I will write red on the board), only one member of the team comes to the board and
has to write a word that connects with this one, using the last letter of it, for example (if
students dont provide an idea, I will write one word) doll. Then, another member of the team
has to write another word which letter will be starting that word? (L). So we will make a
chain. Of course your team can help you. The team that writes the most words wins!
Lets see another example (I will write the word blue), which word can I write? (Students
answer) and now, which word can I write? (Students answers) Perfect! Ok, from Student 1 to
Student 5 will be team one, and from Student 6 to Student 10 will be team two. Stand up and
come to the front, all of you.
I will mark a limit about 1m from the board with a piece of masking tape on the floor. Both
teams have to stay behind the line. You will have three minutes to write as many words as
you can, one below the other
(One student had foot surgery yesterday, so he will sit at the front beside the first person on
the line, and will be given the choice to have someone write for him if his foot is in pain).
Who is going to start? And in this group? Well, I will tell you the first word write it on the
board and write one more word connecting with this one, ok?
I will provide the first two words: long and ugly.
When the time is up, the team with the most words wins.
Transition
Congrats on the winning team! Yai! Now, please, go back to your seats
I assume that the students that were absent yesterday dont know what they have to do for
their oral exam, so first of all, I will ask the other students to explain to them what are the
contents of the oral exam, and how they were supposed to prepare it.
I will bring a set of printouts for them (guide and sentence starters)

(Typo corrected)
Today we are having an oral test about Fantastic Mr. Fox, who can explain how we
prepared it? (elicit writing a text) and what did we have to write about? (elicit describe a
character the movie our opinion) good, so this is the guide to help you write, and this
other were useful sentences. We will work for fifteen minutes with last minute details, if you
want me to check anything, or practice on your own, in silence.
I will tell the students that were absent to start writing, and will give them the choice to take
their oral exams next class.
Activity 1 (5)
Purpose: To complete the draft and/or practice their oral exams.
I will help students polish their drafts.
Transition
Ok, time up! Please stop writing now!
Activity 2 (40)
Purpose: To assess students orally.

We are going to start with the oral test now. If you want to start, raise you hand otherwise,
I will pick a name from this bag When you pass to the front, please, SPEAK UP. For the
rest, pay attention to what you classmate is saying guessing the character they have
chosen will count for you, too.
This will be the assessment sheet (merged a rubric from this subject and one from early
stages of the subject Lengua Inglesa of IFDC Lenguas Vivas)
ORAL ASSESSMENT SHEET

STUDENTS NAME ____________________________________________________________

LEVEL OF ACHIEVEMENT

Criteria

Exemplary

Proficient

Marginal

Needs Improvement

FLUENCY

Good fluency with minimal

hesitation.

Some hesitation, but speech is

easy to follow.

Frequent hesitation, which makes

speech difficult to follow

Speech is unconnected.

GRAMMATICAL
ACCURACY

Few errors even in complex

structures.

Structures adequately controlled

and varied

Structures adequate but limited in

range, and with basic errors.

Frequent basic errors.

PRONUNCIATION

Stress-timing, rhythm, placing of

stress, intonation, etc. make
comprehension easy.

Stress-timing, rhythm, placing of

stress, intonation, etc. sufficiently
controlled.

Spanish pronunciation patterns

make speech occasionally
difficult to understand.

Spanish pronunciation patterns

difficult comprehension.

COMMUNICATION

Communicates ideas/points of
view effectively and with ease,
experiencing only occasional
difficulty.

Communicates ideas/points of
view effectively, though
experiencing some difficulty.

Communicates ideas/points of
view fairly effectively

Communicates ideas/points of
view poorly.

OBSERVATIONS

Adapted from http://www.intrans.iastate.edu/education/documents/oralpres.pdf

According to the teachers requests, it is important that students can answer questions
because otherwise they will merely memorize their speeches.
Also, she said that she never gives them their marks right ahead, and in case any student
needs to improve his or her speech considerably, the learner is to be requested to improve
the speech for next class.
I will keep a copy of the guide with me and ask one or two questions per student, but I will try
to have all students participate today (excluding the ones that were absent, for them it will be
optional to participate today)
CLOSE THE CIRCLE?!
I will encourage them constantly with positive statements as good or perfect and will try to
keep the atmosphere as relaxed as possible for an exam.
Closure (5)
Very well, we are going to stop here for today. How did you feel speaking in the exams?...
What would you like to change in the exam? What would you recommend to your classmates
to prepare for next class? Any ideas, tips, opinions?
Homework: Students wont have any homework. Students who have to take the oral exam
next class will have to work on their speeches.