I.F.D.C.

LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Great School Days

Clase N: 31

Fecha: Lun 25/Sept/2017

Hora: 7.35 10.55hs.

Duracin de la clase: 80 minutos

Fecha de entrega: Jue 21/Sept/2017
 Aims or goals:

During this lesson, learners will be able to

Ask and answer questions describing school subjects and frequency.
Develop their listening skills by watching a video and listening to a conversation.
Develop their listening and speaking skills by identifying the different school
subjects and adverbs/phrases of frequency.
To deepen their understanding of questions and/or answers while developing their
gross motor skills as well.

Teaching points:Phrases of Frequency

Place of the adverbs in affirmative, interrogative and negative sentences.
WH-Question word used to ask about frequency.

- language focus:

Functions Lexis Structures Pronunciation Commented [A1]: You have written the functions in the lexis
column, and viceversa.
Revision Look! Making sentences in She watchES //
Listen! the Simple Present He doESnt play any
Pay attention! Words connected to sports.
food and daily What time do you go to
activities. school? Etc.
How often (do you)?
(Do you) usually.?
New Position of adverbs Identifying the (we play tennis) 3 times Difference between short
and long o
and phrases of different phrases of a week/ every day, etc.
frequency frequency

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure. Commented [A2]: This lesson plan does not actually follow a
TBL procedure. The whole lesson does not pursue a clear outcome.

Integration of skills: What skills will be integrated and how?

Listening, Reading and speaking skills will be integrated. The listening of the conversation will
lead students to the reflection of the language and uses of the adverbs of frequency

Materials and resources:
This website to guess the topic of the day.
https://www.jigsawplanet.com/?rc=play&pid=3803be5b3cae
A Video to introduce school subjects. https://www.youtube.com/watch?v=AnZxeX_8mVk
Photocopy with systematization.
 Their book, page 48-49
Computer & projector to deliver the class.
Dice to play the games of the day.

Pedagogical use of ICT in class or at home: Commented [A3]: The jigsaw puzzle and the video
In this lesson, a listening conversation will be used to support the presentation and exposure of the students to Commented [A4]: It is not ICT.
the teaching point. Activities organised through the combination of audio and pictures (audiovisual material)
enhances language learning and acquisition.

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to interview their partners to find out the frequency of their daily activities.

Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up
Warm up: 10 Purpose: To revise daily activities and to introduce the topic and the teaching points

I welcome and greet students. I tell them that we are going to play PICTONARY Game to revise daily
activities and the vocabulary connected to food learnt the previous class.

T: hello everyone, how are you today? We are going to play Pictionary Game in order to revise all the
vocabulary connected with food that we learnt last class. Are you ready to start?

Transition. Lets see how much can you remember about words connected to food.
 Instructions. I will draw on the bb a part of an item connected to food and you need to guess it. The
first St who can guess it and name it correctly will have the chance to make a sentence using it to get
2 points for his/her group and will draw the next item of food to continue playing. Eg. MILK = I have
some milk for breakfast every morning. If you understood, we are ready to start playing. Commented [A5]: How many groups will you make?
Do check understanding before they start playing. Demonstrate.

Transition. Great. You have made some sentences using food items and describing your daily activities. Within
your daily activities, what do you do from 7.30 to 1 oclock? = I expect that Sts say that they are at school.
Great!!! Then what do you do at school? Can you tell the class?

- Presentation 10
Presentation. Purpose: To expose sts to the target language and to present the new vocabulary of the unit.

Task 1. T: have a look at this puzzle, put the pieces in order and guess the topic of the day. To do it one
member of each group will come to the front and move a piece of the puzzle. If his/her group knows
the topic, they can say it aloud. If they guess, they get points but if they dont, they will lose one
https://www.jigsawplanet.com/?rc=play&pid=3803be5b3cae

Transition. Now that you have guessed the topic of the day SCHOOL SUBJECTS we are ready to check how much
you remember about this topic.

Task 2. T: you are going to watch a video https://www.youtube.com/watch?v=AnZxeX_8mVk about school

subjects. These children have different school subjects during the week. But do you have the same schools
subjects at school? Open your book on page 48 and match the pictures with the words connected to
SCHOOL SUBJECTS. Have you found the same school subjects? Spot differences and similarities to share Commented [A6]: Are they doing this before watching the
with the rest of the class. video? Not clear.
# differences. In the book they have ICT instead of COMPUTER that appears in the video. And the book also
describes 2 schools subjects that dont appear in the video FRENCH & DRAMA.

After watching, Sts check their answers with the rest of the class.
Transition. Now that you have recognized all the questions in this part of the video, lets analyze them a little bit.

Task 3. T: you are going to watch a video https://www.youtube.com/watch?v=AnZxeX_8mVk about school

subjects. These children have different school subjects during the week. But do you have the same schools
subjects at school? Open your book on page 48 and match the pictures with the words connected to
SCHOOL SUBJECTS. Have you found the same school subjects? Spot differences and similarities to share
with the rest of the class.
# differences. In the book they have ICT instead of COMPUTER that appears in the video. And the book also
describes 2 schools subjects that dont appear in the video FRENCH & DRAMA.

After watching, Sts check their answers with the rest of the class.

Transition. Now that we have discussed about SCHOOL SUBJECTS, we are going to check what subjects does
Vronique, a French student, has in the UK.

- Development = 45
Activity 1: Purpose: To identify the school subjects learnt so far and to express a general idea
about their conversation.

Listening Task #1 (5) ST 48. Ex 3

Task 1. Vronique is a French exchange student in the UK. Listen to her conversation with Sandra and write
down the 4 subjects that they mention.

Instructions. Ex 3, page 48. Listen to their conversation and write down the 4 subjects that they
mention.
Transition. Well done! Now you are ready to answer some questions about their conversation.

Activity 2: Purpose: To comprehension and the understanding of the conversation.

Ex 4. ST 48 = Answer these questions (5)

Instructions. Lets check how much you have understood from this conversation by answering these
questions. Commented [A7]: Which?

Sts will answer them while playing a competition. They will throw a dice and get their points.

Transition. Well done! Now you are ready to think a little more deeply.

Activity 3: Purpose: To reflect and discover some phrases of frequency.

Systematization (10)
Instructions. Have a look at their conversation and answer these questions:

HFS. Unit 4, page 48 date. ..

Phrases of Frequency
Read this dialogue and follow the instructions. Then answer.
Vronique and Sandra are talking about their school day.

S. What time do classes start?

V. Classes always start at 8.55.

S. Do you study Geography?

V. Oof course, I love Geography

S. How often do you have Geography classes?

V. We have Geography twice a week, on Monday and Wednesday.

S. And Science? How often do you have Sscience?

V. 3 times a week, on Tuesday, Thursday and Friday.

S. Do you like Science?

V. No, I dont.

S. Whats your favourite subject?

V. ICT.

1. The bold words describe a) frequency b) likes & dislikes

2. How different is always from twice a week and 3 times a week?

3. Circle the question questionsthat is asking for Frequency. How many can you see?

4. Classify the bold words into Adverbs of Frequency and Phrases of Frequency. Then add 1 more
word to the list.

Adverbs of Frequency Phrases of Frequency

Sts will be given a photocopy in order to complete the systematization.

After this activity, Sts will have a look at their books, page 49 and compare their reflection with the given chart.
Transition. Well done! Now you are ready to start asking and answering about the school subjects that you have in
this school.

Activity 4: Purpose: To practise how to make Yes/No Questions & answer them in a short form.

Drilling. Tic Tac Toe (15)

Instructions. We are going to practise how to ask and answer questions about frequency and School
subjects while playing a Tic Tac Toe. So you need to choose a number, ask a question to your partner using
the given information and if your question and answer is correct, you can draw a X or a O to play this game. Commented [A8]: You should demonstrate. It is quite
challenging.
They will play this game on the board.
1. Science 2. Often 3. Favourite subject
4. Maths / Monday 5. How often 6. Once a week
7. Everyday 8. PE 9. English / start

Transition. Great!!! Now lets practise a little while playing a competition

Activity 5: Purpose: To practise the target language, sts do the exercises that they have in their
books.

Page 49, ex 6 & 8 (10)

Instructions. We are going to practise the target language while playing a competition by doing Ex 6 and 8.
Transition. We are getting to the end of the class and we need to get some information to do the hw.

- Closure. 15 Commented [A9]: The activities in this section are not actually
rounding up the lesson. They just provide extra practice.
Next time, think of a short smashing activity to revisit the main
Ex 9 ST 49 Complete the questions to match them with the answers. contents of the lesson.

Ask & Match (5)

 Instructions. Work in pairs, complete the questions and then match them with the correct alternative.

Transition. You have finished making the questions!! Thats great. Now lets interview each other & collect the
information from you partner to write a paragraph describing him for hw.

Ex 10 ST 49 Ask questions using the prompts to interview your partner.

Interview your Partner & collect his/her information (10)

St-A will interview St-B and write down his/her answers. Then they swap roles.

Instructions. You will interview each other and write down your partners answers to write his description
for hw.

Transition. You have come to the end of the class, remember to write a paragraph about your partner for hw.

Homework .
1) Sts will write a description about their partners using the information collected from the last activity.
2) Do the activities connected to this teaching point from the wb. Pages 34 y 35.

IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.
 To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual x
organization
Coherence and x
sequencing
Variety of x
resources
Learning styles
Stages and x
activities
Teaching x
strategies
Language x
accuracy
Observations You include plenty of activities.

Keep an eye on timing. You may have to leave some activities for the following
lesson, if necessary.

Have a look at the comments. Take them into account for further lesson plans.

Best,
Aure
Sts. Photocopy for Systematizinge the Language Point.

Language Focus. Present Simple: Yes/No Questions. (ST.page 57)

1. Look.

Do you see him on Wednesdays then? / Do you go out together at weekends? / Does he like sports?
2. Answer.
(1) All these questions are connected to the:
(a) Present (b) Past (c) Future

(2) And they are describing:

(a) Abilities b) Habits, routines, likes & dislikes.

(3) Rewrite the sentences to complete this chart. Writing the different words in the correct place.
Auxiliary verb + Subject + Infinitive verb + ?
Example. Do You See Him on Wednesdays then?

(4) Complete these sentences using these words: AUXILIARY / DO-DONT / FORMULA / SAME /
DOES-DOESNT / INFINITIVE
(a) These questions share the __ __ __ __ pattern.
(b) The __ __ __ __ __ __ __ for these questions is ASI.
(c) A stands for __ __ __ __ __ __ __ __ __ verb.
(d) When we use auxiliaries, the verb should be in the __ __ __ __ __ __ __ __ __ __ form.
(e) We use __ __ __ __ for the 3rd person singular (she, he & it) and we use __ __ / __ __ ____
for the rest of the persons. Commented [A10]: Are they familiar with this level of language
analysis?
 I.F.D.C. LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Great School Days

Clase N: 2

Fecha: Mie 27/Sept/2017

Hora: 9.05 10.25hs.

Duracin de la clase: 80 minutos

Fecha de entrega: Mar 26/Sept/2017
 Aims or goals:

During this lesson, learners will be able to

Order and offer food
Develop their listening skills by listening to a conversation connected to the
teaching point.
Develop their listening and speaking skills by identifying the different functions to
order food and by role playing a short conversation connected to the topic.
To deepen their understanding of questions and/or answers while developing their
gross motor skills as well.

Teaching points: Ordering & Offering Food

Questions to order and offer food
Asking for the price.

- language focus:

Functions Lexis Structures Pronunciation

Revision Identifying the Position of adverbs How often (do you)? / /
different phrases of and phrases of (Do you) usually.?
frequency frequency

New Offer help Words connected to Can (I have)? / /

Offer food food, drinks and How much .?
Ask for food and prices. Here you are
prices

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure.

Integration of skills: What skills will be integrated and how?

Listening, Reading and speaking skills will be integrated. The listening of the conversation will
lead students to the reflection of the language and how to order food.

Materials and resources:
Photocopy with systematization.
Their book, page 50
Computer & projector to deliver the class.
 Pedagogical use of ICT in class or at home:
Sts will role play a conversation ordering some food at the end of the class but since it is impossible that 34
students role play the conversation at the front of the class, they will record themselves with their mobile
phones and upload it in the Santillana Platform. This is a platform that teachers and students use to assign
homework, TP, grades, messages, resources, etc. In this case, they will have to upload their videos to be
assessed.

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to role play a similar conversation ordering some food.
Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up
Warm up + Purpose: To revise phrases of Frequency and to introduce the topic and the teaching
Revision: 20 points

Activity #1 = Read & Say the correct Phrase of Frequency

I greet students and we start working with the lesson of the day. First, we are going to make a revision on
Phrases of Frequency that they learnt last class. So while revising the topic, they will play this game.

T: hello everyone, how are you today? Are you ready to start working? Lets make 2 groups and a revision Commented [A11]: First explain, then ask them to get into
about PHRASES OF FREQUENCY. groups.
Commented [A12]: Will it be meaningful/catchy?
 Instructions. First, lets do it orally, Have a look at this chart and tell me what the bold words mean. Commented [A13]: They will use L1
Then complete the chart with the correct phrase of frequency and get 1 point for each correct Why don`t you do it the other way around? You provide an
example, such as I go to the gym on Mondays, Wednesdays, and
answer. Fridays, and they should give the correct phrase of frequency. Just
an idea

Phrase of Frequency Mon Tue Wed Thu Fri

Three times a week

Once a week

Twice a week

Every day

Transition. Now you are ready to play a tic Tac Toe

Activity #2 - Tic Tac Toe Commented [A14]: How much time will you devote to this
game?

Instructions. We are going to practise how to ask and answer questions about frequency and School
subjects while playing a Tic Tac Toe. So you need to choose a number, ask a question to your partner using
the given information and if your question and answer is correct, you can draw a X or a O to play this game.
You should make sentences like this: usually = Do you usually do your English homework?

They will play this game on the board.

10. Science 11. Often 12. Favourite subject
13. Maths / Monday 14. How often 15. Once a week
16. Everyday 17. PE 18. English / start

Transition. Great!!! Now lets practise a little while playing a competition

Activity 3: Purpose: To practise the target language, sts do the exercises that they have in their
books.

Page 49, ex 6 & 8 (10)

Instructions. We are going to practise the target language while playing a competition by doing Ex 6 and 8. Commented [A15]: How??
Commented [A16]: It is personal.
Transition. Great!!! Now that we have talked about frequency lets talk about eating out. Commented [A17]: Connection?
- Presentation 5 You may just ask them How often to you go to restaurants?

Presentation. Purpose: To expose sts to the topic of the class and make them brainstorm word/phrases
connected to the topic.

Discussion. T: Do you always eat at home or somewhere else? Have a look at these pictures and describe
them. Where are the people eating? Do you go to these places? How often? Share your opinion with the
class. you can get 1 point for each correct answer.
PICTURE 1
 PICTURE 1 PICTURE 2

Transition. We are going to listen to a conversation. Are they at a restaurant or a canteen? Lets check.

- Development = 45
Activity 1: Purpose: To check their predictions and to write down the food they order.

Listening Task #1 (5) ST 50. Ex 4

Task. Sts will listen to recording # 1.50 and first check their predictions, then answer the given questions.

Instructions. Ruby an Scott are somewhere ordering some food. Listen to the conversation and answer
these 2 questions:
1. Where are they? 2. What do they order?
Transition. Well done! Now that you know that they are at the Caf, , lets identify some sentences and analyze Commented [A18]: The two options you gave were restaurant
them. and canteen.

Activity 2: Purpose: To reflect on the language and discover the different functions.

Listening Task #2 (10) ST 50. Ex 5

Instructions. Listen to Rubys order again and complete the sentences.






Sts will have a photocopy with this short systematization to check functions. I will play it on the bb and give
them 5 minutes to reflect and match the sentences with their functions. Then we will check all together.

Transition. Great Job!!! Now that you have all the questions completed. What do they mean?
 Activity 3: Purpose: To reflect on the language and discover the different functions.

Systematization (10) Ordering Food

Instructions. Work in pairs, match the columns to find out the function of each question.

Rubys sentences
Their function.
a) Offer something to drink
b) Order a drink.
c) Offer help.
d) Give the order/money
e) Offer something else
f) Ask for the cost of your order.

Sts will be given a photocopy with this short systematization to check functions. I will display it on the bb
and give them 5 minutes to reflect and match the sentences with their functions. Then we will check all
together.

Transition. Well done! Now you are ready to answer these questions. What would you say?

Activity 4: Purpose: To answer some common questions to order food.

Question Race (10) Commented [A19]: Why is it a race? Will it involve physical
movement of some sort?
You can give it a twist.
Instructions. We are going to play a game while asking and answering some questions to order food in a
restaurant. Have a look at this menu to make your order I will demonstrate first and then we will start
playing the game. Sts will see this on the bb.

Do the following:

a) Offer help.
b) Offer something to drink
c) Order a drink.
d) Offer something else
e) Give the order/money
f) Ask for the cost of your order.
Transition. We are getting to the end of the class and we need to round up everything in a small conversation.

- Closure. 15
Ex 6 ST 50 Sts will role play a conversation to practise the language learnt in the class.

Role play: At the Caf (15)

Instructions. Work in pairs, one of you is going to be the customer and the other is going to be the
attendant. Use the Menu from the previous activity and make your order. Remember to use the functions Commented [A20]: Waiter/waitress
learnt today.

Sts will prepare their conversation and then role play it. Since we are not going to have enough time to role Commented [A21]: i.e. write a draft?
play the conversation in front of the class, they will have to record a short dialogue ordering some food and
Commented [A22]: Awesome! Do they know which devices
share it in the Santillana platform. (this will be considered as a TP) they can use?

Transition. You have come to the end of the class and you have done a great job. This is your homework for next
class.

Homework .
3) Wb. Page 35. Ex 4, 5 & 6.
4) WB Page 37, Ex 5
5) Share your dialogue in Santillana Platform.

(STS worksheet)

HFS Unit 4. Page 50 Date.

Ordering Food
1) Listen & complete Rubys sentences. (column 1)
2) Match his sentences with their functions (column 2).
3)
Rubys sentences
Their function.
g) Offer something to drink
h) Order a drink.
i) Offer help.
j) Give the order/money
k) Offer something else
l) Ask for the cost of your order.

Homework .
6) Wb. Page 35. Ex 4, 5 & 6.
7) WB Page 37, Ex 5

IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.

To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual x
organization
Coherence and x
sequencing
Variety of x
resources
Learning styles
Stages and x
activities
Teaching x
strategies
Language x
accuracy
Observations Great job, Pat!! Just have a look at some comments and suggestions. Make
instructions as clear as possible.

Have a nice time!

Take care,
Aure
Sts. Photocopy for Systematizinge the Language Point.

Language Focus. Present Simple: Yes/No Questions. (ST.page 57)

3. Look.

Do you see him on Wednesdays then? / Do you go out together at weekends? / Does he like sports?
4. Answer.
(5) All these questions are connected to the:
(a) Present (b) Past (c) Future

(6) And they are describing:

(a) Abilities b) Habits, routines, likes & dislikes.

(7) Rewrite the sentences to complete this chart. Writing the different words in the correct place.
Auxiliary verb + Subject + Infinitive verb + ?
Example. Do You See Him on Wednesdays then?

(8) Complete these sentences using these words: AUXILIARY / DO-DONT / FORMULA / SAME /
DOES-DOESNT / INFINITIVE
(a) These questions share the __ __ __ __ pattern.
(b) The __ __ __ __ __ __ __ for these questions is ASI.
(c) A stands for __ __ __ __ __ __ __ __ __ verb.
(d) When we use auxiliaries, the verb should be in the __ __ __ __ __ __ __ __ __ __ form.
(e) We use __ __ __ __ for the 3rd person singular (she, he & it) and we use __ __ / __ __ ____
for the rest of the persons. Commented [A23]: Are they familiar with this level of language
analysis?
 I.F.D.C. LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Great School Days

Clase N: 3

Fecha: Mie 02/Oct/2017

Hora: 7.35-8.55hs.

Duracin de la clase: 80 minutos

Fecha de entrega: sb 30/Sept/2017 1/10
 Aims or goals:

During this lesson, learners will be able to

Describe your typical (school) day.
Develop their reading and comprehension skills by reading a text connected to the
teaching point.
Develop their comprehension skills by identifying the linkers and their meanings
in a paragraph.
To deepen their ability to make sentences in order to describe a typical day.

Teaching points: Decribing a Typical (School) Day

Write sentences using daily activities, verbs and school subjects.
Using linkers to express: addition, contrast, alternative and reasons.

- language focus:

Functions Lexis Structures Pronunciation

Revision Offer help Words connected to Can (I have)? / /
Offer food food, drinks and How much .?
Ask for food and prices. Here you are
prices
New Describe a typical day Daily activities, verbs (clause) because / / Commented [A24]: Found in???

Express reasons (clause)

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure.

Integration of skills: What skills will be integrated and how?

Reading and speaking skills will be integrated. The reading of the paragraph will lead students
to the reflection of the language and how to describe a typical (school) day.

Materials and resources:
Their book, page 51.
Computer & projector to deliver the class.
Video to describe a typical (school) day of a teenager.
https://www.youtube.com/watch?v=I1wG-KXwXs0 Field Code Changed

Pedagogical use of ICT in class or at home:

Last class they were assigned to prepare a role play ordering some food and upload them in the Santillana
Platform. So I will choose 2 or 3 videos to show it to the class.
 Students will watch a video to compare a typical school day in Argentina and in Britain to spot differences and
similarities. Using this information, they will be able to write their own description.

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to spot similarities and differences to describe their typical school day.

Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up 10
Revision. Purpose: To revise and check how to order some food.

Role Play Ordering some Food = 10

After greeting students, I remind them of the homework and we check all the videos that they handed in
in the Santillana Platform. Im sure that not all of them will be able to do it for different reasons. Eg. They
cant find the time to do it outside the class, they didnt have internet connection, etc. if this happens, I will
choose these students to role play the conversation in front of the class and Sts will be assessed. Then
depending on the time, Sts will watch 1 or 2 videos that they had uploaded from the platform.

T: hello everyone, how are you today? Lets start working by checking the videos that you had to do for hw.

Instructions. First, lets check if you hasnt havent uploaded the video on the platform and make
him/her come to the front to do it right now. (I have already told them that if they didnt upload the
video, they would have to do it in front of the class and they agreed). Then we will watch some of the
videos that you have uploaded.
Transition. You have done a great Job!!! Lets go on

- Presentation 5
Presentation. Purpose: To expose sts to the topic of the class and make them predict their answers.

Discussion. T: Do you think that we, in Argentina, and people in Britain eat the same food at school?
What differences do you think we can find?

Instructions. I give you 2 minutes to work in pairs and think about the answer to these questions. I will
write your predictions on the bb to check with a video.

Transition. Great!!! Now that we have all your predictions on the bb, we are ready to watch the video and check
your answers.

- Development = 45
Activity 1: Purpose: To watch a video to check predictions & sport differences between culture &
habits at school.
Aprox. 10

Video Activity #1
https://www.youtube.com/watch?v=I1wG-KXwXs0
Instructions. Watch the video to check your predictions and spot at least 2 differences between you and
Ashleys day at school.

Transition. Well done! Now lets check how many differences you have found in the video.

Activity 2: Purpose: To check comprehension of the video and to focus on common activities at a
school day.
Aprox. 10

Video Activity # 2 Sentence Race.

Instructions. Use the following verbs to make sentences about Ashley. Eg. She goes to school by bus. Commented [A25]: How will you check this exercise?

1. Math 2. Go to school 3. Talk to friends 4. Chemistry

5. Gym 6. Juniors 7. Girls & boys 8. Win

Transition. Great job!!! Now, we are going to describe our Typical School Day

Activity 3: Purpose: To focus attention on how we organize the description of a typical day at
school.
Aprox. 5

ST 51, Ex 8 Is Rohans typical school day the same as

yours?
Instructions. Lets read aloud his typical day and underline the activities that he and you do and circle the
ones that are different from you. Finally they say how similar or different it is.
Transition. Great Job!!! Lets analyze a little more deeper his description.

Activity 4. Purpose: To reflect on the description, spot the linkers and analyze how to organize a
description about them.
Aprox. 10

Systematization (10) My Typical School Day

Instructions. Lets focus attention on the description to follow these instructions.

Sts will read aloud the text (every student will read until the full stop and then another student will read)
and follow the instructions. I will give then this photocopy to write their answers: (sts worksheet)

HFS. Unit 4. Page 51 Date:

My typical School Day
Read the text & follow these instructions:
1. Label the different paragraphs using these headings:
a. AFTER SCHOOL. B. BEFORE SCHOOL C. AT SCHOOL.

2. What activities does he describe in the first paragraph? Circle the correct options:
Go to bed Wake up Study Cook Get dressed Do HW play

3. What does he describe in the 2nd paragraph? Write at least 4 verbs.

4. And finally, what does he do in the last paragraph? Write them down.

5. Do you do the same things that he does? Can you add 2 more verbs to each paragraph?

6. How are sentences joined? Do we use any special word? Which ones? What do they express? Commented [A26]: Or he??

Transition. Well done! Now you are almost ready to write your own description but first lets do this exercise.

- Closure. 15
To join sentences that they can use in their description.

Sentence Race (5)

Instructions. Work in pairs and join these sentences using the correct linker. Remember what you want to
express:
Join these sentences using the correct linker. Do you remember them?

Reason. BECAUSE Addition. AND Alternative. OR Contrast. BUT

1. I walk to school. My schools near my house.

 2. I wear a uniform. I wear a cap.
3. On Mondays I dont have Math. On Mondays I dont have Arts.
4. I dont have excellent grades. I pass all my exams.

Transition. We are going to make some notes about your typical school day in class, you can ask me any question to
write your description for homework.

Ex 10 St 51 Make notes to describe your Typical School Day.

Making notes 10

Sts can work in pairs or individually to make their notes and start writing their descriptions.

Transition. You have come to the end of the class and you have done a great job. This is your homework for next
class.

Homework .
8) Write a description about Your Typical School Day.

(STS worksheet)

HFS. Unit 4. Page 51 Date:

My Typical School Day

1) Read the text & follow these instructions:
7. Label the different paragraphs using these headings:
a. AFTER SCHOOL. B. BEFORE SCHOOL C. AT SCHOOL.

8. What activities does he describe in the first paragraph? Circle the correct options:
Go to bed Wake up Study Cook Get dressed Do HW play

9. What does he describe in the 2nd paragraph? Write at least 4 verbs.



10. And finally, what does he do in the last paragraph? Write them down.

11. Do you do the same things that he do? Can you add 2 more verbs to each paragraph?

12. How are sentences joined? Do we use any special word? Which ones? What do they express?

2) Join these sentences using the correct linker. Do you remember them?

Reason. BECAUSE Addition. AND Alternative. OR Contrast. BUT

A. I walk to school. My schools near my house.

B. I wear a uniform. I wear a cap.
C. On Mondays I dont have Math. On Mondays I dont have Arts.
D. I dont have excellent grades. I pass all my exams.

Homework. Write your Typical School Day. Remember to use all the linkers to join your sentences.
IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.

To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual X
organization
Coherence and X
sequencing
Variety of X
resources
Learning styles
Stages and X
activities
 Teaching X
strategies
Language x
accuracy
Observations Great job, Pat! What a pity you couldnt upload it earlier.

Hope you are having a lovely lesson.

Aure
Sts. Photocopy for Systematizinge the Language Point.

Language Focus. Present Simple: Yes/No Questions. (ST.page 57)

5. Look.

Do you see him on Wednesdays then? / Do you go out together at weekends? / Does he like sports?
6. Answer.
(9) All these questions are connected to the:
(a) Present (b) Past (c) Future

(10) And they are describing:

(a) Abilities b) Habits, routines, likes & dislikes.

(11) Rewrite the sentences to complete this chart. Writing the different words in the correct place.
Auxiliary verb + Subject + Infinitive verb + ?
Example. Do You See Him on Wednesdays then?

(12) Complete these sentences using these words: AUXILIARY / DO-DONT / FORMULA / SAME /
DOES-DOESNT / INFINITIVE
(a) These questions share the __ __ __ __ pattern.
(b) The __ __ __ __ __ __ __ for these questions is ASI.
(c) A stands for __ __ __ __ __ __ __ __ __ verb.
(d) When we use auxiliaries, the verb should be in the __ __ __ __ __ __ __ __ __ __ form.
(e) We use __ __ __ __ for the 3rd person singular (she, he & it) and we use __ __ / __ __ ____
for the rest of the persons. Commented [A27]: Are they familiar with this level of language
analysis?
 I.F.D.C. LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Great School Days

Clase N: 4

Fecha: Mie 04/Oct/2017

Hora: 9.05 10.25hs.

Duracin de la clase: 80 minutos

Fecha de entrega: sb 30/Sept/2017 Mon 2/Oct
 Aims or goals:

During this lesson, learners will be able to

Describe facts.
Develop their reading and comprehension skills by reading a text connected to the
teaching point.
Develop their comprehension skills by reading and answer some questions.
To deepen their ability to write sentences in order to describe facts.

Teaching points: Decribing Facts.

Write sentences to describe facts.
Ask and answer questions to describe facts.

- language focus:

Functions Lexis Structures Pronunciation

Revision Describe a typical day
Express reasons
New Describe facts.
Daily activities, verbs (clause) because / /
Vocabulary (clause)
connected to the unit.
Great School Days.
Adverbs of Frequency
/ / Commented [A28]: Found in???

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure.

Integration of skills: What skills will be integrated and how?

Reading and speaking skills will be integrated. The reading of the paragraph will lead students
to the reflection of the language and how to describe Facts.

Materials and resources:
Their book, page 52/53.
Computer & projector to deliver the class.

Pedagogical use of ICT in class or at home:

The only ICT elements that we will use in the class will be the projection of the book on the bb to do the
different activities.
Theres and exam dated assigned/scheduled for Wednesday 18th, so for homework I will assign some exercises
to do online and to replace some of the workbook activities. They prefer to do online exercises rather than
write them on paper. However, I believe that it is good for them to do both activities.

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to spot similarities and differences to describe their typical school day.

Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up 15
Revision. Purpose: To revise and check the homework that they had to do for this class.

Draft My Typical School Day = 15

Last class Sts didnt upload the video that was assigned for homework so I gave the opportunity to 4 pairs
of students to role play the dialogue of Ordering Food. So it took me more than the planned time for
the revision activity so Sts couldnt do the draft in class. Tthats why this class I will greet them and then
we will start with the missing activities from last class. Commented [A29]: What will they do during this stage? Not
clear.
To join sentences that they can use in their description. I do understand you will be using activities you coulndt use last
class.

Missing Exercise from last class Linkers (5)

Instructions. Work in pairs and join these sentences using the correct linker. Remember what you want to
express:
Join these sentences using the correct linker. Do you remember them?

Reason. BECAUSE Addition. AND Alternative. OR Contrast. BUT

 5. I walk to school. My schools near my house.
6. I wear a uniform. I wear a cap.
7. On Mondays I dont have Math. On Mondays I dont have Arts.
8. I dont have excellent grades. I pass all my exams.

Transition. We are going to make some notes about your typical school day in class, you can ask me any question to
write your description for homework, now we are going to write a draft.

Ex 10 St 51 Make notes to describe your Typical School Day.

Making notes 10

Sts can work in pairs or individually to make their notes and start writing their descriptions.

Transition. You have done a great Job!!! And you have all the information that you need to do your homework. Commented [A30]: So, they will write the text at home, right?
Now Lets go on

- Presentation 8
Presentation. Purpose: To expose sts to the topic of the class and make them predict their answers.

Exploitation of the Picture. T: have a look at this picture and tell the class what you can see. Is this picture
describing any competition? Which one? Do we have any similar competition in Argentina? Commented [A31]: Connection with previous activities?

Instructions. Lets work in 2 groups and make

sentences describing this picture. You can use this
these words to help you:
Cycling competition.
Cyclists.
180km
In July
During the race
After the race Commented [A32]: Provide an example.

Transition. Great!!! You have made lots of sentences. Now lets check them..
 - Development = 45
Activity 1: Purpose: To read and learn about cyclists competitions in France.

St 52, Ex 1 What does a cyclist do? = 15

Instructions. We need to learn about the cyclists` facts and for doing that we need to read this paragraph
and complete the information on the top. You are going to work in pairs, read and complete the chart.

Sts will work in pairs and do the task. Then we will check it orally and all together. I will choose different
pairs from the different groups in order to give them points and play a competition.

Transition. Well done! Now lets check how much you understood from this paragraph.

Activity 2 Purpose: To check comprehension of the reading and make a revision on lexis and
structures to describe facts.

St 52- Ex 2 choose the correct option = 7

Instructions. Re read the article and choose the correct option to complete the sentences. You will do this
while playing a competition. (Sts will throw a dice to get their points) Commented [A33]: How will you divide the group?
Transition. Great job!!! Now, we are going to describe what a cyclist eats.

Activity 3 Purpose: To focus attention on how we describe facts

ST 52, Ex 3 what does a professional cyclist eat? = 10

Instructions. We need to make sentences to describe some facts about cyclists so by using the words in the Commented [A34]: Do they need to do so?
box, you need to classify what they eat before, during and after the race. Work in pairs, then we will check A general question, such as What does a professional cyclist eat? is
as a group competition. more than enough. They can even predict some items of food.
Commented [A35]: How?

Transition. Great Job!!! But this is not the only thing that we can learn from sportspeople. We can learn a little
more.

Activity 4. Purpose: To discuss about the topic and to check the Sts background.

ST 53 Ex 4 = Discussion = 10
Instructions. Lets share our opinions about technology and how it can improve our lives. Read the
questions and share our opinions about the topic.

4.Do you recognize the bottles that you can see in the picture? (Gatorade bottles)
5. Do you usually drink this kind of drinks? When? Why?

Transition. Well done! Now that we are getting to the end of the class, we are going to interview our partners about
this topic.

- Closure. 15
ST 53. Ex 5 Purpose To match the questions with the answers from a paragraph in order to
interview their partners and spot differences and similarities.

Sentence Race (10)

 Instructions. Work in pairs, read the questions and match them with the correct answers. Then, get
prepare ready to ask and answer questions about the paragraph.

Transition. When you are ready, we will start interviewing each other.

ST 53. Ex 5 Purpose To ask and answer questions to find out about high-tech hydration

Interviewing your partners = 5

Sts will ask each other the questions from the previous exercise but orally and we will check comprehension.

Transition. You have come to the end of the class and you have done a great job. This is your homework for next
class.

Homework .
9) Finish your description My Typical School Day. (If you couldnt finish it in class).
10) Wb page 38. Ex 1, 2 & 3.
11) Wb page 39. The whole page to revise for the exam (Wed 18/Oct)

IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.
 To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual x
organization
Coherence and x
sequencing
Variety of x
resources
Learning styles
Stages and x
activities
Teaching x
strategies
Language x
accuracy
Observations Interesting resources! I hope you find the comments useful and clear.

Have a great time!

Aure
 I.F.D.C. LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Our Lives Right Now

Clase N: 5

Fecha: 09/Oct/2017

Hora: 7.35 8.55hs.

Duracin de la clase: 80 minutos

Fecha de entrega: Sat 7/Oct
 Aims or goals:

During this lesson, learners will be able to

Describe weather conditions.
Develop their reading and comprehension skills by reading a text connected to the
teaching point.
Develop their comprehension skills by reading and answer some questions.
To deepen their ability to write sentences in order to describe weather conditions
using the new vocabulary.

Teaching points: Describing Weather Conditions.

Write sentences to describe the Weather Around the World.
Ask and answer questions to describe weather conditions.

- language focus:

Functions Lexis Structures Pronunciation

Revision Describe Facts Daily activities, verbs I like (.) /o / = cold
Adverbs of Frequency
Words connected to
weather conditions
such as sunny, rainy,
windy, etc.
New Describe Weather Words to describe What is the weather like / / = warm
Conditions. temperature. (in London)? / / = hot

Cloudy / foggy / Its cold and (a bit)

snowy / warm. foggy in London now.

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure.

Integration of skills: What skills will be integrated and how?

Reading and speaking skills will be integrated. The reading of the paragraph will lead students
to the reflection of the language and how to describe Weather Conditions.

Materials and resources:
Their book, pages 54 & 55.
Pictures & Games to describe Weather Conditions.
Computer & projector to deliver the class.
 YouTube Video to active previous knowledge and to pre-teach new words connected to
weather conditions. https://www.youtube.com/watch?v=POP_xGg-hGU
The weather Channel website to check the forecast https://weather.com/weather

Pedagogical use of ICT in class or at home:

In this class the ICT resource that we have is the video to active previous knowledge about weather words and
present the new words. This is a YouTube Video https://www.youtube.com/watch?v=POP_xGg-hGU

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to spot similarities and differences to describe weather conditions in different parts of the world.

Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up 10
Video Activity. Purpose: To guess the topic of the lesson.

Weather = (5)
https://www.youtube.com/watch?v=POP_xGg-hGU
I welcome Sts and tell them that we are going to start working with a new units. So I show them the
beginning of the video in order to make them guess the topic of the lesson. They will watch only from the
beginning until 0:13. Then I will stop the video in order to make them predict the topic of the lesson.

Instructions. T Hi, everyone. How are you today? Today we are going to start working with unit 5 but for
that you need to watch this piece of the video and guess what it is about. Are you ready? Lets see. Commented [A36]: part
Watch & when you can guess the topic of the lesson, put up your hand in order to tell me the topics of the
unit. https://www.youtube.com/watch?v=POP_xGg-hGU

TRANSITION. Well done! Now we are going to check how much you know about this topic. Are you ready?

Brainstorming purpose To active and check previous knowledge about the topic of the lesson.

Brainstorm - Weather = (5)

Instructions. You will be divided into 2 groups and I will give a marker to each group. While the music is
on, one member of each group needs to come to the front and write 1 word/phrase connected with the
topic in order to check how much you remember about Weather. Are you ready? Commented [A37]: You should give them one example.

TRANSITION. Great!!! Now we are going to go on watching the video.

- Presentation 10
Presentation. Purpose: To expose sts to the topic of the class and to check their previous predictions.

Checking your Predictions + Pre-teaching of new words = (5)

Instructions. We are going to watch the rest of the video, https://www.youtube.com/watch?v=POP_xGg-
hGU, from 0:13 to 1:30 in order to check your predictions and learn more words to describe the weather
conditions. You need to pay attention and write down the words that appear in the video and are not
written on the board. You will get 1 point for each correct predictions & answer. Commented [A38]: While the video is on, you might have two
secretaries tick the words they have written that appear in the
TRANSITION. Great!!! You have done a wonderful job. Now, lets recognize the weather words. video.

Video Exercise Purpose: To recognize the different weather words.

Checking your Predictions = (5)

Instructions. Lets watch the video until the end, https://www.youtube.com/watch?v=POP_xGg-hGU, and
recognize the different weather words. Commented [A39]: The words are presented in isolation. Why
Key words. dont you encourage them to use the words in meaningful
1. Windy 2. Snowy 3. Rainbow 4. Sunny /hot 5. Snowy/cold 6. Foggy 7. sentences?
Wet/funny 8. Cool 9. icy

TRANSITION. Great Job!!! Now lets play a competition.

- Development = 45
Exercise 1: Purpose: To recognize the different weather conditions and make sentences.

St 54 Matching Game = 15
Instructions. Work in pairs/groups and match the pictures with the expressions. Then, make sentences to
describe the different weather. Eg. Its foggy. Etc.
 Sts will work in pairs and do the task. Then we will check it orally and all together. I will choose different
pairs from the different groups in order to give them points and play a competition.

TRANSITION. Well done! Now lets check how much you have learnt to describe the weather.

Systematization Purpose: To analyze how to describe weather conditions.

St 54 - Systematization = 10
Sts. Will look at the pictures & describe the weather that they can see in each of them. First, I will ask them
a general question to make them think about how to describe weather conditions. Then I will give them
some minutes to work in pairs/work and describe the rest of the pictures.

Instructions. Lets have a look at these pictures and sentences. Then complete these sentences (I will write
them on the bb and they will copy them and the correct answer): (Sts will throw a dice to get their points) Commented [A40]: Copying the three questions with the
1) This is the correct Question to ask about the weather: answers might be time-consuming. They might systematize the
a) What do you like? conclusion.
b) Whats the weather like today?
c) What weather do you like?
2) To talk about the weather, we always use the subject pronoun:
a) We
b) She
c) It
3) So to talk about the weather we use the verb TO BE in:
 a) Singular = IS
b) Plural = ARE

TRANSITION. Super!!! Now, lets go on working in pairs.

Production Purpose: To make sentences, describing weather conditions.

ST 54, Ex 2 Sentences/description = 10
Instructions. You will work in pairs and make sentences like the one that we made in the previous activity
to describe the weather in pictures 2, 3 and 4. I give you 6 and then we will check all together.

TRANSITION. Super!!! Now, is this regular weather the only one that we are familiar with?

Activity 3 Purpose: To discuss about other weather conditions and check the Sts background.

ST 55 = Exploitation of the Pictures = 5

Instructions. Have a look at these pictures and tell the class the different weather conditions that you can
see. Do you know what they are like? I will write your predictions on the bb and we will check later on.

TRANSITION. Well done! Now lets check your answers by reading a paragraph

Activity 3 Purpose: To learn about extreme weather conditions.

ST 55 = Extreme Weather Conditions = 10

Instructions. We are going to read aloud this paragraph that describe Extreme Weather Conditions, then
we will check your previous predictions and think about examples.

TRANSITION. Well done! Now that we are getting to the end of the class, we are going to interview our
partners about this topic.

- Closure. 15
Exercise 4 Purpose To practise the lexis learnt in the class as well as the structure revised to
describe different weather conditions.
 Interviewing your Partner (10)

Instructions. Work in pairs and think about the question to find out what your partner does in Extreme
Weather Conditions. Get ready to answer questions as well. Each group will ask & answer questions to Commented [A41]: You might need to pre-teach some
describe the different weather conditions. (I have changed this exercise to make it more attractive and vocabulary.
used as a competition, 1 point for each correct question and answer)

TRANSITION. Now that we are coming to the end of the class, lets think a bit deeper.

Exercise 6 Purpose To reflect and give their opinion about the topic of the lesson.

What do you do to help stop climate change? = 5

Instructions. Work in pairs, read the option and get ready to tell the class what you do to stop climate
change. Do you believe that everybody can help? How?
 Sts will work in pairs in this exercise to end up giving their opinions about how we can help stop climate
change.

TRANSITION. You have come to the end of the class and you have done a great job. This is your homework
for next class.

Homework .
12) Remember we have exam on Wed 18/Oct. Study Unit 4 and let me know if you have any doubts.
13) WB 40.
a) Ex 1. Have a look at the pictures and complete the sentences using the correct weather word.
b) Ex 2. Describe the weather as you did in class in exercise 2, page 54
c) Ex 3. Describe the weather in different cities in your country. You can use this website to help
yourself find the different weather conditions. https://weather.com/weather

IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.

To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual X
organization
Coherence and X
sequencing
Variety of X
resources
Learning styles
Stages and X
activities
Teaching X
strategies
Language X
accuracy
Observations Great lesson, Pat! You should keep an eye on timing so you can cover all the
activities.
Have a nice time!
Aure
 I.F.D.C. LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Patricia Palavecino

Perodo de Prctica: Nivel Secundario

Institucin Educativa: Instituto Roberto Arlt

Direccin: Murguiondo 4458, CABA, Buenos Aires, Argentina

Sala / Grado / Ao - seccin: 1er Ao C -TM

Cantidad de alumnos: 34

Nivel lingstico del curso: Principiantes

Tipo de Planificacin: Clase

Unidad Temtica: Our Lives Right Now

Clase N: 6

Fecha: 11/Oct/2017

Hora: 9.05 10.25hs.

Duracin de la clase: 80 minutos

Fecha de entrega: 10/Oct
 Aims or goals:

During this lesson, learners will be able to

Describe actions that are happening now.
Develop their reading and comprehension skills by reading a text connected to the
teaching point.
Develop their comprehension skills by reading and answering some questions.
To deepen their ability to write sentences in order to describe what people are
doing at the moment of speaking.

Teaching points: Describing Action Now. Commented [A42]: ?

Write sentences to describe what people are doing at the moment of speaking.
Ask and answer questions to describe Action Now.

- language focus:

Functions Lexis Structures Pronunciation

Revision Describe Weather Words to describe What is the weather like (in / / = warm
Conditions. temperature. London)? / / = hot

Cloudy / foggy / Its cold and (a bit) foggy in

snowy / warm. London now.

New Describe Action Now Verbs to describe (She)s sleeping. / / = -ing form
action now Affirmative and negative Commented [A43]: ?

sentences in the Present

Continuous

Teaching approach or combination of methods / approaches:

The lesson is based on the Natural Approach, and organized through the TBL procedure.

Integration of skills: What skills will be integrated and how?

Reading and speaking skills will be integrated. The reading of the paragraph will lead students
to the reflection of the language and how to describe Weather Conditions.

Materials and resources:
The weather Channel website to check the forecast https://weather.com/weather Field Code Changed
Their book, pages 56 & 57.
Pictures & Games to describe Actions Now.
Computer & projector to deliver the class.
 Pedagogical use of ICT in class or at home:
In this class the ICT resource that we will use is this website https://weather.com/weather to revise weather
conditions from last class and it will be used in the revision period.

Seating arrangement:
Students will be sitting at their desk but they can move their seats if they feel more comfortable while working
in the different group activities. At some points in the lesson, theyll move to play different games and activities.

Assessment: what will be assessed and how
Sts will be assessed while doing different activities during the class and at the end of the lesson when they have
to spot similarities and differences to describe weather conditions in different parts of the world.

Stages in the lesson

Each stage or activity must be described in terms of the following items:

Purpose
Timing
Activity description and instructions as they will be said to students
(include direct speech, and students possible answers).
Teaching strategies (description, explanation, demonstration,
modelling, exemplification, etc.)
Strategies to check understanding of instructions
Strategies to check new language comprehension
Interaction patterns
Skills
Resources
Transition comment to link each stage of the lesson with the next one

Mandatory lesson stages:

- Lead-in or Warm-up 10
Warm-up Purpose: To revise Weather Conditions

Whats the weather like in? - Discussion = (5)

I welcome the class and tell them that we are going to make a revision from last class. We are going to
revise Weather Conditions while playing a competition. So they will be divided into 2 groups, I will show
them the weather conditions all over the world, taken from the website https://weather.com/weather and
they have to ask and answer questions to find out about the weather. A pair from G1 asks and answers
the correct question to find out about the weather in any part of the world that they can see on the bb, if
they do it correctly, then they can write a X or a O to play a TIC TAC TOE.

Task #1 Instructions. T Hi, everyone. How are you today? Lets start by making a revision about
Weather Conditions. Have a look at this pictures and tell me, do you remember what is the correct
question to find out about the weather? (I expect that they say: WHATS THE WEATHER LIKE?) and if I
want to know about the weather in one particular place? (I expect that they say: WHATS THE WEATHER
LIKE IN?), Great!!! And how do we answer it? do you remember? (I expect that they say: ITS SUNNY). Commented [A44]: You can jot it down on the board.

If it is necessary, I will ask another question to make sure that they remember what question and answer
they need to use.

TRANSITION. Well done! so now you are ready to play a TIC TAC TOE by asking and answering
questions in pairs.

Whats the weather like in? - TIC TAC TOE = (10)

https://weather.com/weather Field Code Changed
Task #2 Instructions. T Great!!! Now you are ready to play a TIC TAC TOE by asking and answering
questions in pairs. We are going to work in 2 groups, within the groups, you need to work in pairs, each
pair has to ask and answer questions about the weather that appears on the bb. If you do it correctly,
then you can write a X or a O to play the game. First, I will give you 2 minutes to get prepared and then we
will start playing. Is it ok?

TRANSITION. Great!!! Lets go on with todays class.

- Presentation 10
Presentation. Purpose: To expose sts to the topic of the class and to check their previous predictions.

ST 56, Ex 1 Exploitation of the pictures = (5)

Instructions. Lets go to page 56, have a look at the pictures and answer this question to complete the
chart. When is it?

TRANSITION. Great!!! You have done a wonderful job. Keep on working. Commented [A45]: Connection between activities?

St 56. Ex 2a Purpose: To prepare students for the listening activity.

Activating Previous Knowledge = (5)

Instructions. Lets have a look at the pictures, answer some questions orally in order to check the
vocabulary that appears in this box:
 1. What are these people doing in picture 1? Who can tell the class? Yes, they are driving.
2. Is anybody lying in the sun? what picture is it? (2) etc.
I will ask the same kind of questions with the rest of the verbs in order to check that they remember their
meanings. Im sure they know them all.

TRANSITION. Great Job!!! Now lets do a puzzle listening.

- Development = 45
St 56, Ex 2b Purpose: To recognize and order the different activities in the diary.

Puzzle Listening = 15
Instructions. Do you know what is a travel diary is? (I expect sts answers). Right!!! It is a detail of what
you do during your holidays. Well, these people have written one, describing the actions from the previous
activity and you need to put those activities in order to make the right retelling. So you need to listen, read Commented [A46]: Why dont you try to do the task without
and write the actions in the write order. Are you ready? depending on the written text, so that they focus on their listening
skill?

When they finish doing it, we will check the activity all together in order to spot similarities and differences.

TRANSITION. Great Job!! How much have you understood from this diary? Lets play some games
 St 56, ex 3 Purpose: To check comprehension from the listening/reading.

Who is doing what? = 10

Instructions. Orally, we are going to complete these sentences by writing the name of the people who is
doing the action according to the listening/reading. Are you ready?

TRANSITION. Super!!! Now, we are going to think a little deeper.

Systematization Purpose: To reflect on the language and discover the use of the Present
Continuous

Systematization = 10
Instructions. Concentrate yourself in on the sentences that you have just completed and answer these
questions:

What are you doing now?

Look at these sentences and answer:
a. Mums driving. B. You arent reading a book.
1) These sentences are describing
a) Habits and routines b) Actions that are happening Now.

Copy the Subject + To Be (not) + Verb ING

affirmative
sentence
negative
sentence

2) In all the sentences we need .. + verb .

3) This tense is called .

a) Present Simple b) Present Continuous Commented [A47]: How would they know?

4) Lets read The Grammar Explanation from page 57 and spot any difference or similarity.
We will read it all together and try to find any similarity or difference and I will give them a photocopy with they
systematization suggested before. They are supposed to spot the Spelling Rule that we havent mentioned yet.

TRANSITION. Super!!! We will continue working with the Present Continuous

St 57, Ex5 Purpose: To recognize the spelling rule to add ING to the different verbs.

Spelling Rules for the ING verb form = 5

Instructions. This chart has different verbs that need to be completed with the ING in order to make
sentences in the Present Continuous. Lets add the inflexion and check how they change.

TRANSITION. Well done! Now lets check your understanding by making affirmative and negative
sentences in the Present Continuous.

St 57, Ex 6 Purpose: To practise the new teaching point.

Sentence Race = 10
Instructions. We are going to make affirmative and negative sentences in the Present Continuous while
playing a competition. I will give you 5 to write your sentences with your partners and then, we will check Commented [A48]: In pairs?
on the bb.

TRANSITION. Well done! Now that we are getting to the end of the class, we are going to play a Mimic
Miming Game. Commented [A49]: How??
 - Closure. 15
Pronunciation Purpose To practise the new sound for ING verb forms.

/ / = -ing form = (5)

Instructions. In this lesson, we have learnt that to express ACTION NOW, we need to add to the verb the
verb TO BE + verb-ING, but do you all know how to pronounce that ING inflexion inflection in the verbs? Commented [A50]: Not so clear quite wordy.
Lets see. Listen to the recording and repeat copying the pronunciation.

Sts will do this to practise how to pronounce the verbs correctly in the Present Continuous.

TRANSITION. You have come to the end of the class and you have done a great job. This is your homework
for next class. Commented [A51]: Before playing the game?

Purpose To practise Present Continuous by mimic some action and making some + and
sentences.

Mimic Game (10)

Instructions. 1 member from G1 comes to the from front and chooses a card. He reads it and mimes the
action that it represents, the class has to guess it by making an affirmative and negative sentence. Eg.
(card = driving) S1. You are driving SO you arent eating a sandwich. If your sentences are correct, you will
get 2 points for your group and it will be your turn to mime.

TRANSITION. You have come to the end of the class and you have done a great job. This is your homework
for next class.

Homework .
14) Remember we have the exam next class. That is to say on Wed 18/Oct. Study Unit 4 and let me know
if you have any doubts.
15) WB 41. Will be assigned for the following class = Monday 23rd.

IMPORTANT!
The format in which the stages are presented will vary according to the
teaching approach or combination of approaches you decide to base your
lesson plan upon.
 To be completed by your tutors:

Lesson plan Excellent Very Good Good Acceptable Below

component 5 4 3 2 Standard
1
Visual x
organization
Coherence and x
sequencing
Variety of x
resources
Learning styles
Stages and x
activities
Teaching x
strategies
Language x
accuracy
Observations Good, Pat. Try to foster listening comprehension.

Have a nice time!

Aure