Class N°3

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:
Unidad Temática: 6/7 (“All the same?”)
Clase Nº: 3
Fecha: 23/10/18
Hora: 8:00 – 9:20 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 21/10/18
 Teaching points: Teaching students about stereotypes, bullying and
developing their communicative skills.



 Aims or goals: 
Students will be able to express their opinions. They will be able to
think and reflect on the issue of stereotypes and bullying, which is
presented a bit in the story we’re going to read. Although the story is
not real, what it assesses is.
 Language focus:
Functions Lexis Structures Pronunciation
Revision
- Talking
about
personal
thoughts
and beliefs
think
“I think
that..”
-
New
- Giving
their
opinions
- Using
English
expressions
- Nerd
- Got
it in
one
- Pack
it in
“Would you
like to….?”
/ˈklaɪmɪŋ/
/ˈn3ːrd/

2.  Teaching approach: Natural approach, using the PPP procedure (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, it will be read out loud in the classroom.


 Materials and resources: Students book, CD player, video and computer.
 Pedagogical use of ICT in class or at home: I will use my computer and the CD
player.

 Seating arrangement: They sit in a semicircle, in the same order every class.

 Assessment: what will be assessed and how 
In this lesson, I will make them work in pairs mostly and I will make them speak a
lot, giving their opinions and thinking about different scenarios and stories. I will
make them use their imagination as much as possible and work in their
communicative skills.
Stages in the lesson
Each stage or activity must be described in terms of the following items:
- Purpose
- Timing
- Activitydescription 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:
- Lead-in or Warm-up
- Presentation

3. - 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:
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:_17___ /30
What aboutthe videoyouwere planningtouse??
I still insistonscaffolding,andcheckingunderstanding.
I needtosee your ownresourcesandmaterials.Complementthe textbookwithmeaningful
activities.Goforit!Thinkoutside the box!
CLASS Nº3/6

4. Rutine (5 minutes)
Purpose: To start the class and greet the students.
I will enter the class, greet the students and ask them how they are and how their week
is going.
I will give them their name tags, again, since I won’t be able to remember all 13 names
yet.
“Please take out your books, copybooks so we can start the class!”
Transition: I will tell the students “Open your students book at page 72, please”
Warm-up (5 minutes)
Purpose: To make them give their opinions and listen to their classmates as well.
I will make the students look at the title (which I will write on the board) and pictures of
page 72.

5. “What do you think this story is about? What is a nerd? Is it ok to call someone a nerd?
Why? (pointing at the first picture) who you think the “nerd” is?” As they will probably
tell me the boy with the glasses, I will tell them that they chose him, based on the
stereotypes they have on “nerds”. I will ask them which things they think typically apply
to a “nerd” and write them on the board.
I will listen to their opinions, in case some students think differently, I will make them
explain why they think the way they do, that way everybody can listen to different
points of view, which is always very interesting.
I will ask them if they’ve ever called someone like that or if they’ve ever been called like
that.

6. Transition: “Great, now we’re going to read the story together, I need someone to be Jeff,
ok yes you! Leo, who can be Leo?...” I will choose one student per character.
Activity Nº1 (10 minutes)
Purpose: To read the story we’re going to work on later and practise their reading,
speaking and listening skills.
We’re going to read the story and when we finish, I will ask “Why are Richie Ford’s
classmates mean to him? Do you think they have a real reason?” we’ll discuss that and
then I will say “Okay now, for the second part I need a Flora and a Leo!, who wants to
read?”
We will read it and then I will proceed to move them into groups of three and four.
Transition: “Very well done, now you’re going to work in groups” I will assign one
number per student and then I will make a random student say random numbers
between 1 and 13, so I can make the groups.
Activity Nº 2 (25 minutes)
Purpose: To practise the four skills in an integrated way and to make them practice
working in groups.
I will tell them “Okay, now I want you to make up how this story continues and ends,
you can invent a new character or keep the characters that there are already in the
story. Your production must have over 15 lines, 20 tops. You have 15 minutes”
When everybody is finished, I will make them go to the front of the class and “play” the
story ending.
Transition: “Excellent work everybody!, now go back to your seats, you will work in
pairs now, open your books at page 73.
Activity Nº 3 (10 minutes)
Purpose: To work on meaning and context, as well as practicing the four skills.
“In point 1 you have to find the expressions written in the story. Find them and think
about their meaning, guessing through context. Write them in Spanish, as you would say
it, when you’re finished. Then, do activity 2. You have ten minutes”

7. When they are finished, I will ask them one by one, how those given expressions are
said in Spanish and to give me an example (in English) with any context they want.
We will proceed to correct activity N°2

8. Transition: “Now, we’re going to keep on practising but individually, I will give you a
copy which you have to make alone, I will take it with me at the end of the lesson and it
will be part of your work in class grade”
Activity Nº 3 (15 minutes or until class finishes)
Purpose: To keep on practicing vocabulary and make them produce.
I will give one copy per student and tell them to do every activity, except 4 and 5.
Instead, I will write on the board “Write 5 complete sentences, choosing some of the
expressions we’ve seen so far, underline them”
If we have time, we will correct it together.
Transition & closure: “Great job everybody! Now pack your things and I hope you
have a lovely weekend!”