Practicum period III - Mandatory Assignment Unit 2

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Subject: Practicum Period III
Tutor's name: Aurelia Velázquez
Student's names: Gonzalez, Patricia
López Deregibus, Sol
Martinetti, Romina
Viñolo, Bárbara
Deadlines: April 12 / April 20.
In groups if Max 4 students
This assignment aims at integrating theory from Didáctica Específica para Nivel
Secundario and practice. It's the first Taller Integrador Disciplinar we are carrying on.
A. Imagine that you wish to include one of the United Nations SDGs in your teaching
to help a group of teenage learners hone their critical thinking skills while learning
English. You can decide their level of English, etc.
B. Based on the ideas and procedures described in Resource 2.4 ( Didáctica), create
ONE or TWO activities around one of the 17 goals in particular. You choose the
language aims and target learners.
C. Create the necessary material to deliver your activities online.
D. Submit your lesson plan as an assignment for Práctica Docente III by April 12.
E. Once you get your tutor's feedback, record yourselves as if you were teaching with
those activities. Your micro- teaching should be no longer than 15 minutes.

2. F. Upload your video on https://padlet.com/darioluisbanegas/ngwuwvivra2ky2eo
by April 20.
Information about the class
Class: 1st Year Secondary School
Students’ age: 13
Number of students: 20
Tipo de Planificación: Clase por Zoom
Topic: Ocean Awareness
Lesson Nº: 1
Duration of the lesson: 75-80 minutes
Aims: During this lesson, students will be able to:
● Classify sustainable and unsustainable actions towards the oceans of our planet.
● Develop students’ speaking and listening skills by talking about a controversial
topic that will affect their lives in the future.
● Develop their reading and writing skills by doing multiple tasks connected to the
environment.
● Develop their listening skills (video and oral discussions).
● Foster group/collaborative work.
Teaching points
Lexis Functions Structures
REVISION Conservation
Marine resources
Defining, introducing
concepts
Debate
Present Simple

3. NEW Sustainable development
Sustainable and
unsustainable actions that
affect seas and oceans.
Name of the contaminating
objects
The importance of taking
care of our Planet and its
resources
Acquire new
vocabulary
To become aware of the
damage the ocean is
suffering
“I can see…”
“The consequences of (...)
are …”
Materials:
Computer with microphone, camera and internet connection.
Cell-phone in case of internet connection problems.
The video about the ocean (it should have previously been previously downloaded on
our computer in case there are connectivity issues that day). Available at
https://www.youtube.com/watch?v=rM6txLtoaoc
Code to access Mentimeter for the pre watching activity: 8520 6246
QR code to access Mentimeter:
Link to Padlet for the post watching activity:
https://padlet.com/facilitadoresit/o2cxwgq0viaxduq4)
Link to Kahoot! Activity: https://create.kahoot.it/share/ocean-awareness/e400229d-
1b16-4bf8-bd56-15ff2c5728a7
Routine: ( 3 minutes)
We would greet students as we usually do during Zoom lessons, emphasizing how nice it
is to see them and acknowledging any changes in their physical appearance since our
previous Zoom (only if this is appropriate and we can actually observe any changes).
Comentado [A1]: These are not language functions.
Check.

4. Otherwise, we can focus on making positive remarks about the clothes they are wearing
and engage in polite talk as we wait for everybody to join.
“Hello guys! It's so nice to see you! How are you holding up? I really miss working
together as a whole group, but I´m so glad that we can connect through this great tool!”
Once we have greeted them and silenced their microphones (after we checked that they
could all listen to us and speak too)we would begin with the actual lesson.
Warm-up (5 minutes)
In order to introduce students to the topic we would ask them to take out their cellphones
with the sole purpose of using them for this lesson. They would have to enter this link:
www.menti.com and join with the code we will share on the screen (8520 6246). The
following two questions (designed as a pre-watching activity) would be displayed on
Mentimeter to act as triggers to get them thinking about conservation, sustainable and
unsustainable development. They will have one minute to answer each question and the
good news is that they can submit multiple answers.
- What are marine resources?
- What does conservation of marine resources mean?
When time runs out, a word cloud will be generated for the first question, and we´ll make
a screenshot of how it ends up before moving to the next question.
Now, it's time for them to answer the second question. Again, they will just have one
minute to reply and after that, we will take another screenshot of this second word cloud.
When both word clouds are finished, we would project them side by side on the shared
screen to start an oral discussion. The idea is to use the content of the word clouds and
elicit from the students why they think certain words were predominant, if they expected
the predominant words to come out the most or if they were surprised. According to the
results of the word clouds, further questions may come up.
Students would be instructed to put away their cellphones after this activity.
Transition: “Great start everyone! Let's go deeper into this topic by watching a short but
really powerful video. Once we finish watching it, you will be divided into four break out
rooms to discuss some questions. I will name four of you as leaders of each group, and
you might be asking: What's the duty of the leader? Well, the ones who will be chosen
randomly will be in charge of everyone participating and collaboratinge during the whole
activity. ”
Comentado [A2]: These questions might be quite
complex for 1st year students, especially as you are
introducing the topic.
What if you ask them to provide examples of marine
resources, such as X and Y?
Make questions students will be able to answer in L2.

5. Presentation (15 min)
Before watching the video, the teachers will ask students “How important do you think
the ocean is? Why?” This pre- watching activity will help them activate their previous
knowledge about the topic.
We would project the following video:
https://www.youtube.com/watch?v=rM6txLtoaoc
After watching the video, sts would be divided into break out rooms for 10 minutes to
discuss the following questions. They would be instructed to choose three out of the four
questions to answer and record their answers on a padlet (post watching activity).
DO YOU THINK HUMANS CAN SURVIVE WITHOUT OCEANS? WHY OR WHY
NOT?
WHAT CAN YOU DO TO HELP SAVE THE OCEAN?
ACCORDING TO THE VIDEO, WHY IS THE OCEAN SO IMPORTANT?
WHAT DO YOU THINK WWILL HAPPEN IF HUMANS DON'T CHANGE THEIR
IMPACT ON OUR PLANET'S OCEANS?
The link to the padlet would be posted on the chat of the Zoom Lesson and the screen
would be shared simultaneously too
(https://padlet.com/facilitadoresit/o2cxwgq0viaxduq4)
Transition: “Good job guys! Love your posts and how detailed they are! As you can see,
we have to save the ocean from pollution. Where do you think most of the plastic bags
end up? What about glass?”
Development ( 50 min)
Activity 1:
We would share the following image on screen for students to watch. We would ask them
to pay attention to the picture and share some ideas about ocean pollution. For this, we
would use some triggering questions, such as:
What can you see in the picture? Is it something good for the ocean or bad? Why do you
think so?

6. After that, we would tell them to choose one of the polluting objects and write shortly
about its consequences on the ocean. We would give students three minutes for this
activity. Once they have finished, we will ask some students to read the consequences
they have written without mentioning the object. The rest of the class would have to
guess which object they are referring to.
Activity 2:
We would share with the students the following text for them to work with.
We would tell them to read it and to highlight what they think is important information,
because they will have to answer some questions in a Kahoot! as a post reading activity.
Comentado [A3]: Provide an example.
Comentado [A4]: Any pre-reading activity?
Comentado [A5]: The first questions are about the
video. You should anticipate that, too.
Comentado [A6]: How will you deal with
vocabulary/unknown words?

7. Source: https://breakingnewsenglish.com/1004/100426-plastic_garbage_patch.html
They would be instructed to play a quiz game on Kahoot by following this link:
https://create.kahoot.it/share/ocean-awareness/e400229d-1b16-4bf8-bd56-15ff2c5728a7
To answer the questions, they will have to use the information they have worked with.
They will have 20 seconds to answer each question and,in the end, we would praise
students for their work.
Closure ( 2 min)
We would congratulate students on their work and greet them by saying: “See you next
class! Stay safe!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Really interesting ideas and appealing resources!
Go over comments and record your video.
Comentado [A7]: Great game! Suitable pictures �