After teaching 2 lessons in high school I feel like the kids are warming up to me! This lesson was developed super smoothly, hopefully my next ones go as well as this one!

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Secundario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 14 alumnos
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Good design
Clase Nº: 3
Fecha: 20/11/2018
Hora: 8am a 9.20
Duración de la clase: 1h 20m
Fecha de primera entrega: 15/11/2018

2. Teaching Points: In this class students will be able to use the prepositions of place in
context and also they will learn about the road signs in Europe.
Aims:
● To develop use of language
● To develop listening skills
● To develop reading and listening skills
● To become aware of their own language acquisition through recycling items.
Language Focus:
lexis function structure pronunciation
revisión above - under -
in front - behind
- on top - below
- around - in
the shape - at
the bottom - on
the left - on the
right.
Describing
where things
are.
The tree is in
front of the
house.
Look at images
and describe,
Is the plane
above or under
the clouds?
/​ɒ/
new on - at the top -
in - across - at
Describing the
place of things.
Read the text
and decided
which
prepositions is
correct.
/​ə/
● Teaching approach: In this case I'm using a tasked-based approach with the
influence of the communicative approach. I say this because even though the
class has been planned with a lot of drilling and task development , all the
activities will be explained by reading and speaking with the students.
● Integration of skills: In this lesson we have the integration of listening and
reading skills. There is also the integration of speaking and listening skills in the
development of “Picasso” game.
● materials: Picasso game worksheet, audio CDs, stereo, flashcards.
● Use of ICT ----
● Assessment in class: Before we carry on with each activity I will explain and
check comprehension of the activities to be developed. Later on I will monitor
and walk around the class providing my assistance if needed.
● Seating arrangements: This class, I will arrange students so that there is a strong
students seating with a “weaker” student so that they can help each other.

3. Warm up (10’)
Before we start the class, I will write on the board the box below.
above - under - in front - behind - on top - below - around - in the shape - at the bottom -
on the left - on the right.
Let’s take a look at the coats of arms. How would you describe it? Let’s take a look at it all
together. For this all students will have their own photocopies with the coats of arms and I
will ask them questions so that we can describe it together, for example:
Is the shield between the two lions?
Is there a key in the middle of the shield? Where is the crest? What's the shape of the crest?
(The crest is on top of the shield and it’s in shape of a crown) As we describe the design we
will cross out the prepositions. Also I will invite one student at the time to write down on the
board the sentences we came out with, so that we integrate speaking and writing skills as a
group. Students will be in charge of dictating to the student in front the sentences we came
up with. (Of course as a teacher I will monitor and help them providing the information if I
notice any difficulty)
Transition (10’)
After we finish with the warm up activities, students will take out their students´ books and
we will check the answers from the exercise from the class before. EX C
c) Look at the infographic and complete the sentences with the words and phrases in the
box ( I will explain every word with the image from the book to develop prepositions
meaning and check understanding)
above around at the bottom
in front in the shape on the left
on top in the middle
1) The unicorn is ……………………...the shield

4. 2) The family name is………………….
3) The crest is ………………….a bird.
4) The bird is………………………...the helmet
5) The shield is …………………...a coat of arms.
6) There is a border…………………….the shield
7) The shield is ……………….the mantle.
8) The banner is…………….the shield.
Presentation (10’)
Now that we have checked the homework, Before we go on I will have them take a look at
the first coats of arms we worked with and I will present the new vocabulary.
on the left of - on - at the top - behind
Looking at the coats of arms we will read the following sentences that I will write on the
board: ( As we read I will point at each image and I will play special emphasis on the new
words as well as checking students understanding).
*There is a unicorn ​on the left of ​​the shield.
*There are three ornamental flowers ​on​​ the shield
*There is a banne​r at the top.
*The mantle is​ behind ​​the coats of arms.
Development:
Activity 1
1) Look at the photocopy of the coat of arms again, Listen and circle the correct answer:(5’)
a)A shield is in the ​middle/on the right​ of the coats of arms.
b)There is a black border ​above/around​ the shield
c)A large key and arrow are crossed in the middle of the shield. The bottom of the arrow is
on the left/ on the right​, and the bottom of the key is on the left/ on the right.
d)Around/above the shield there is a crown. There is a lion on the left of the of the shield and
and another on the right. There is a banner​ above/below​ the shield.

5. Transition:
Now we are going to continue working with prepositions of place. In this case we are going
to complete the sentences with the missing words. But before that let’s read it all together!
We will check the understanding of each sentence before we move on to the excersice.
Activity 2 - (5’) ​Let's move to the page 55 of the book. In this case we are going to continue
working with prepositions of place like the ones in the box:
above - under - in front - behind - on top - below - around - in the shape - at the bottom -
on the left - on the right - on - between - behind - at the top
Complete activity 5 with the words we just revisited. Then prepare to share with the class.
Before we go on with the activity, we will read the exercise together to make sure that
everything is clear.
Once students have finished with the activity we will check the answers and proceed with
further explanation if needed. In the case the students need clarification I will resource to the
coats of arms and provide more examples with it.
****************************************************************************************************
Transition: (10’)
Before we start with the new activity I will ask students what’s the name of the unit we are
dealing with “Good design”. I will encourage them to think of the interior designer and the

6. design of the coats of arms we have been working with, (for this I will write this words on the
board and place special focus to the word “design”). By this, students will infer that the word
we are looking for is Design.
Then I will ask them: pointing at the images from the book (road signs) what are these
images? what is their meaning? are road signs related to design?
So, what is the relation between the road signs and the coat of arms? (That both are
designed, very good)
Now, we described the coats of arms and we said that the shield is in the middle of the coat
of arms, and that there is a border around the shield.
How can we describe the road signs? (here we will discuss the characteristics together)
Activity 3- Listening (15’)
Exercise 7. Let’s read the text out loud taking turns, then we will listen and circle the correct
words.
Before reading: What road signs are there in Argentina?(I will ask them if they already drive
and if any of them has been to Europe, to integrate and foster speaking skills, and to involve
them and motivate them as well)
Now, let’s read the text about road signs in Europe. Once we are done reading it choose and
circle the correct answer.

7. As we read the text out loud checking for the correct answers, we will analyse it together. I
will ask the following questions and students will answer:
a) Why do most countries in Europe use the same road signs?
b) Which one is the “give away sign”?
c) What is the difference between a giveaway sign and a traffic sign?
d) What are the similarities between a traffic light sign and the traffic light?
e) Are there words on a traffic light sign?
Activity 4 (20’’)
Game time. For this, students will work in pairs.
In this game students will create their own coats of arms representing the school. They will
work in pairs following their mates instructions. The idea of the game is not only to revisit the
prepositions of place, but also to promote speaking skills among pairs. I will provide them
with a list of prepositions of place that they can use for their design and a sheet with the
drawing of the shield to minimise time.
To provide an example of this, I will ask Miss Miriam to follow my instructions drawing on the
board, example:
Draw a shield in the middle of the board and in the center of the shield an abedul tree.
Now draw a bird on top of the shield and banner at the top of the coats of arms.
Draw a mantle behind the shield and a pink border around the shield.
Using the following prepositions build the school’s coats of arms!
behind - in the middle - below - around - in the shape - on the left - on the right - at the top.

8. Closure: (10’)
As the students finish working I will write on the board. “Siglo XXI Coats of arms”
Students will pass to the front with their productions and show and explain to the rest of the
students the details in it.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimum score: 18 / 30
Score: _20___ /30
Much better!