1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Carolina Anticev
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 “Crime”
Clase Nº: 5
Fecha: 29/10/2018
Hora: 8:00 – 9:20 hs
Duración de la clase: 80 minutos
Fecha de primera entrega: 27/10/2018
Teaching points: Teaching students about empathy, punishment,
crimes, what being sympathetic is.
Aims or goals:
During this lesson, learners will be able express their opinions, think
outside their comfort zone and put themselves in other people’s
places. They will also learn about crime, punishments and some of
its aspects.
Language focus:
Functions Lexis Structures Pronunciation
New
- Putting
themselves
in other
peoples’
place
- Think about
how other
people might
feel and why
in different
contexts
- Empathy
- Burglar
- Con man
- Mugger
- Sympathetic
- “I think
these
people feel
____
because…”
- “I think
that ___is
going to
happen,
because..”
/ˈɛmpəθi/
2. New
- Think about
the outcomes
of different
situations
- To break in
- To get
caught
- A fine
- “The
people
involved in
the crime
were..”
-
Teaching approach: Natural approach, using the PPP procedure
(presentation, production and practice).
Integration of skills: What skills will be integrated and how?
All four skills will be integrated in a very balanced way. Everybody
will have to speak, listen, write and read. They are going to practice
their communicative skills at all times, by giving opinions,
processing information and saying what they think and how they
feel about it.
Materials and resources: Students book, computer, black mirror
episode “white bear”, news poster and papers with crimes written
on them.
Pedagogical use of ICT in class or at home: I will use the TV to
watch the episode and my computer so I can play it.
Seating arrangement: They will sit as always, ina semicircle and in
the video room they can sit however they want since they are well
behaved students.
Assessment: what will be assessed and how
Students will have to make their own productions. They will have
to think and process new information. They will learn new
vocabulary that must be applied later on their productions.
Communicative skills will be developed and so willtheir four skills.
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
3. 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
- 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:
4. CLASS N°5
Rutine & Warm-up (10 minutes)
Purpose: To start the class
I will greet the students and ask them how their week is going. I will
leave my things on the desk and ask them to take their folders out.
I will ask them the questions they were given last class:
Is the main character good or bad?
Who is the victim in the story?
Who is the villain?
Is there any crime so far?
How does the main character feel?
Who is the little girl?
We will discuss these questions as a whole group.
Transition: “Great, now, remember last class I told you to think about
what was going to happen next? I want to listen to your ideas”.
Activity N°1 (20 minutes)
Purpose: To make students express their opinions and to finish
watching the episode that we started last class (white bear).
5. I will listen to student’s ideas on how the episode will continue and/or
end. We will discuss and then I will tell them “Let’s go to the video room
upstairs to finish the episode, come on, quickly” I will play from minute
27, where I paused last class (since that’s where the plot twist is).
We will watch the remaining 14 minutes and when we’re finished, I will
say “Okay now let’s go back to the classroom”
Transition: “Now, I’m going to divide you in groups; two groups of four
and one group of five” I will divide them the same way I did last class
(giving each student a number and making a random student say
random numbers between 1 and 13)
Activity N°2 (20 minutes)
Purpose: To make students process the information of what they’ve
seen and really think it through, applying it to our country, society and
time.
I will give them a copy with the following questions:
a. Explain the crime the episode presents.
b. Explain the punishment the criminal gets.
c. Do you think the punishment is fair? Why/why not?
d. What other punishment do you think could apply to this crime?
“I want complete sentences, read the questions, discuss and then
answer them. Everybody must write but only one person of each group
will give me their production, with all the group members written on it”
Transition: “Okay time’s up please hand me your productions! I will
correct them for tomorrow and Marina is going to grade them, now
please open your books at page 76”
Activity N°3 (30 minutes)
Purpose: To add more vocabulary related to the topic. To make
students produce their own material, applying the vocabulary we’ve
seen so far related to crime, to make them work in groups and practice
their communication skills.
“Okay, individually I want you to do activity number 1 of
“VOCABULARY”, page 76 (I will write it on the board)”
6. We will discuss the meaning of each word/expression so they can get a
clear idea. Then I will say “You have 5 minutes and we will correct”
When they are finished, we will correct it and I will paste on the board a
poster that I will make, which will be like this:
NAME OF THE JOURNAL
Date (day, number & month) ex. Wednesday 19th January
TITLE OF THE NEWS
Brief description of the news
Name of the reporters
NEWS
I will explain it and then I will say “Now, in pairs, I want you to think of
a crime news according to the crime you get” I will have pieces of paper
with the name of different crimes and will make each pair pick one
paper so they can know what type of crime they have to write about.
Considering I will have 5 groups of 2 students and 1 group of 3, the
crimes will be:
- Murder
- Theft
7. - Burglary
- Robbery
- Shoplifting
- Assault
I will tell them that they can guide themselves with the questions of
Activity 2 page 76, while thinking about the crime, in order to have
clearer ideas.
Transition & closure: “Okay the groups that are finished, please
give me your works and the ones that couldn’t finish will do so
tomorrow, okay?, bye bye now”
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:__18__ /30
Please,proofreadforlanguage mistakes.
8. Go overmy comments.Define language functions.Scaffoldstages.Whataboutthe newsyou
expectthemtowrite?Whydon´t youwrite an example sothattheyhave a model?Youshould
draw theirattentiontothe use of past tenses,aswell.
