1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Anticev, Carolina.
Período de Práctica: High School
Institución Educativa: Primo Capraro
Dirección: Gallardo 40
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 13
Nivel lingüístico del curso: B1+
Tipo de Planificación: clase
Unidad Temática: 7
Clase Nº: 1
Fecha: 18/10/18
Hora: 8:00am
Duración de la clase: 80 minutos
Fecha de primera entrega: 16/10/18
Teaching points: grammar (get/be used to /// be/not be allowed
to..)
Aims or goals:
During this lesson, learners will be able to make sentences of their
own using get/be used to and be/not be allowed to. They will also be
able to recognize the differences between make/let/be allowed to.
Language focus:
Functions Lexis Structures Pronunciation
Revision
-Answering
personal
questions
- Introducing
themselves
- be allowed
to
“I’m allowed
to…”
“I’m not
allowed
to…”
-
New
- Giving
their
opinions
- Making
deductions
Make/let
“____makes
me____”
“_____lets
me_____”
/ yo͞ ozd/
· Teaching approach: Natural approach, using the PPP procedure
2. (presentation, production and practice).
Integration of skills: What skills will be integrated and how?
The four skills will be integrated in a very balanced way. They will
have to speak as much as they will have to listen, to me and others.
They will have to write, isolated words, chunks and sentences.
Whatever they write, will be read out loud in the classroom.
· Materials and resources: Student’s book, activity book (copies)
·
Pedagogical use of ICT in class or at home: I won’t be using any in
this lesson.
Seating arrangement: They will seat as they normally do and
occasionally, I will make them get in groups that I will choose.
Assessment: what will be assessed and how
I will make sure that all students participate equally, not letting the
ones who always speak do everything. I willalso make sure that they
understand what I’m teaching them, I will repeat as many times as
possible, until I feel like they really understood.
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 lessonstages:
3. - Lead-in or Warm-up
- Presentation
- Development
- Closure
- Homework
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.
You must always include this chart, which will be completed by your
tutor:
sson plan
mponent
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
organization
erence and
quencing
y of resources
rning styles
and activities
ng strategies
age accuracy
servations Minimumscore:18 / 30
Score:____ /30
4. CLASS N°1/6
Rutine(5 minutes)
Purpose: To start the class, introduce myself and start to know them.
[This group doesn’t have a routine, they just sit until the teacher gets
ready. I think that, since I’m giving them 6 classes, I could do a routine, to
warm-up a little bit]
I will enter the class, greet the students and give them their name tags,
which I will bring already made from home. I will pass the scotch tape so
they can stick them to their tables.
I will tell them my name, what I’m going to be doing this month and that
anything they need, they can come to me. I will ask them how they are
and how their week is going, calling some of them by their names, to lose
them up a little bit and break the ice.
Transition: “Ok everybody I want you to tell me three things about you,
one of them must be a thing you are allowed or not allowed to do at
home”
Warm-up (10 minutes)
Purpose: To break the ice, make students feel comfortable with me, say a
little bit about themselves as well as practicing a structure they’ve been
revising.
“I will start, three things about me, I am 25 years old, I absolutely love to
travel and I’m allowed to do anything I want at home because I live alone.
Now you think of three things, you have 3 minutes!”
I will give them the promised time and then I will go one by one, so they
can tell me the facts about themselves. I will correct them only when I
think it’s really necessary, when they make a big mistake. The purpose of
this activity is for them to loosen up and feel comfortable with me.
When we are finished I will say “very good job! Now take your books and
folders out please!”
Transition: I will write on the board “make – let – be allowed to” and ask
the question “Do you remember the differences between these three?” I
5. will start by making examples “My mom makes me clean my room every
week”, “Do I have an option? No! very good! It’s a command, an order,
make gives us no choice, we have to do it!. Now if I say, My mom lets me
hang out with my friends late on the weekend, is that a command or can I
chose to hang out or not? Yes! Very good, if I wanted the permission, I
will have it. Now, be allowed to, that is more formal, isn’t it?. I could say,
my teacher doesn’t allow me to use the phone in class, do I have an
option? Not really, very good!”
Activity N°1 (25 minutes)
Purpose: This was an activity that the teacher already had planned and
thought I could use. I actually liked it since it promotes grammar, reading
comprehension and I can use it to promote team work.
“Very good memory, now I want you to get three groups of three and one
of four, if you need to change seats, please do, you have 1 minute to
change, come on”
Once students are comfortably seated in groups, I will give them this
copy:
6. “You have 15 minutes to complete this, you have to work as a team, ok? I
don’t want to see anybody doing nothing, come on, 15 minutes”
I will not explain each point, considering at this point they are supposed
to be able to comprehend activities directions by themselves.
When there are 5 minutes left, I will let them know, as well as when there
are two minutes left and when time is up.
“Ok everybody! Are you finished? Now we’re going to correct, the group
of four students will read activity 5 and 6, the rest will get one activity
each”
We will correct the activities together, I will use the board if needed and I
will make sure that they correct in their copies as we correct speaking.
Transition: “Excellent job everybody, now we’re going to do two more
exercises to wrap things up a little,but you will be working alone, so go
back to your places please, hurry, come on. Now open your students book
at page 69”
Activity N°2 (10 minutes)
Purpose: To wrap up the “be/get used to” grammar point by practising a
little bit more and move on to the next activity.
“Now, remember the listening you did last class? Remember what it was
about? (I will let them remember and tell me what it was about) very
good! Ok, so you will have to remember a bit and complete the first
activity thinking about that listening and the information you got, then do
number 2, any questions you have, you can ask me, you have 6 minutes,
come on”
7. When the 6 minutes are up, I will make each student read one sentence
(which is perfect, since there are 13 blank spaces in total).
We will do a class correction and when they are finished, I will tell them
“Very nice done! Now we’re moving on, turn the page and go to page 70
please”
Transition (5 minutes): I will tell my students to cover the whole page
except this picture (which is on top of page 70) and I will ask them to
look at it carefully “Look at the picture, read the sentences and think
which one you think would be the adequate title for it” I will give them
two minutes then I will ask some random questions to make them think
more “How many people do you think can sleep in this room? Is this a
regular room? No? is this a cell? Good people belong here? No? what kind
of people belong here? Ok very good, so which title do you think goes
with the picture now? The same as you thought at the beginning? Why?”
All these questions will be asked orally and I will listen to every single
student
8. Activity N° 3 (20 minutes)
Purpose: To make students work in their reading comprehension and
four skills, as well as learning some general culture.
I will ask my students “Do you know who Nelson Mandela was?” I don’t
expect them to know this, but I will try anyway, perhaps a student does.
I will tell them to read in silence the text, one time. I will give them 5
minutes.
Then I will proceed to call a student’s name and ask them to read out
loud, I will make sure all the other students are listening and paying
attention. When they reach the blank space, I will ask them to think what
goes in there, pointing at activity 3, where they have the answers. We will
discuss it together and when we reach an agreement, and the blank space
is correctly filled, I will move on to another student, so they can continue
reading.
9. When everybody is finished and I check that all of the students completed
the activity,I will tell them
Transition, closure & homework:
“Okay everybody, you did very well, you worked really hard, you will
have homework every Thursday, so you can have time until Monday, I
will not give you homework on Mondays or Tuesdays. Now, activity 4 will
be your homework, I want you to write complete sentences, do it on your
notebooks, not on the book because there’s not enough space. Now the
ones who finish writing the homework, can put their things away and
quietly wait for the bell to ring, but don’t be loud, you can have a few
spare minutes” Those “spare” minutes won’t be longer than 2 or 3, at
best.
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 Minimumscore:18 / 30
Score:_20___ /30
Nice start,Caro!
I hope youcan complementthe textbookwithmaterialsandactivitiesof yourown.
Thinkof transitions,toconnectstages.
