Lesson plan 6- Secondary practicum

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadia Aguirrezabala
Período de Práctica: nivel secundario
Institución Educativa: C.E.T. Nº 26
Dirección: ruta 23
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 30
Nivel lingüístico del curso: principiantes
Tipo de Planificación: semanal (dos por semana)
Unidad Temática: cities and towns
Clase Nº: 6
Fecha: 31/10/17
Hora: 9:20
Duración de la clase: 40 minutos
Fecha de entrega: 29/10/17
· Aimsor goals:
Duringthislesson,learnerswill be able toidentifythe specificvocabularyin
communicative contexts
To recognize simplegrammarstructures
To use vocabularyand grammarstructuresto solve problemsininteractionsituations.
To produce oral andwrittentextsaccordingtotheirlevel
Teachingpoints: - language focus:
Functions Lexis Structures Pronunciation
REVISION To talk about
cell phones.
Irregular
adjectives-
good- bad-
Better- worse
The best- the
worse
Irregular
adjective:far
Vocabulary
Objectsandpeople fromthe
dailylife of students
Vocabulary:
Nouns:
city/town/population/area
Adjectives
wet/cold/hot/pretty/small/qui
et/clean
Comparativesand
superlativesforshortand
longadjectives
More
Long vowel /ɔː/
Most
Dipthong/əʊ/
Est endings
Er endings
Schwa/ə/
NEW
 Teachingapproach:communicative approach

2.  Materialsandresources:maps,blackboard,posters,copies,papers.
 Assessment:whatwill be assessedandhow:identificationof new itemsandunderstanding
newvocabulary.Itwill be assessedbythe observationof the developmentof a
combinationof individualandgroupactivitiesinwhichstudentsmaypayattentionfirst and
thencomplete the task.The activitiesincludethe use of new grammarstructuresand
specificvocabulary.
 Purpose:
 to activate students`priorknowledge aboutthe cell phonesandtheirfriendship
environmentandrelatedvocabularyandconcepts.
 to introduce the newvocabularyandtoreinforce the use of comparativesand
superlatives.
 Teachingstrategies:
 Description:todescribe howthe grammarstructure worksand the meaningof the
newwords.Purpose:toreinforce the usesof comparativesand superlativesincontext
 Explanation:toexplainthe differentwaysof usingcomparativesandsuperlatives.
 Demonstration:todemonstrate whenandhow touse the grammar structure
presented
 Exemplification:totake examplesfromthe contextwe are workingon.
 Strategiestocheckunderstandingof instructions:Iwill control the activitiesbywalking
aroundthe classroomandaskingstudentsif theyneedhelporanextraexplanation.I
alsowill correctall the activitiestoknow if theyunderstandthe tasks.
 Strategiestochecknewlanguage comprehension:aftereachactivitystudentswill read
whattheyhave done.Once each st finishesreadingmistakeswillbe corrected
 Interactionpatterns:
 teacher-student/Student-teacher/
 Skills:
Listening/reading
Writing/speaking
 Seatingarrangement studentswillbe sittingindividuallyorinpairsas it isthe school
arrangement,anywaytheycaninteractwiththeirclassmates.
Warm up: (5 minutes)
I will paste 2 picturesonthe board andask studentsif theyknow them.

3. Theymay guessinstantlysince thesetwoplacesare verypopular.
I will askstudentsif theyknowwhichone iscolder,further, bigger.Iwill writethe sentences
on the board.
Transition:
Well we are goingto learnmore about these twoprettyplaces,are youready?Let`sgo.
Task 1: (15 minutes)
Studentsare goingto workinpairs.I will give toeachpair 2 cards withinformation.Bothwill
have differentinformation.
StudentA
General Roca El Bolson
population 81.534 Population
area 490 km2 Area
climate Wet/hot Climate
vegetation Altovalle Vegetation

4. Tourism 30% tourism
StudentB
El Bolson General Roca
population 23.000 Population
area 300 km2 Area
climate Wet/cold Climate
vegetation forest Vegetation
Tourism 80% tourism
Studentshave tomake questiontotheirclassmatestogetthe missinginformation.
How manyinhabitantsare there inyourcity?
……………………………………………………………………..
How longisthe area?
…………………………………………………………………………
howis the climate?
……………………………………………………………………….
What isthe vegetation like?
………………………………………………………………………..
Is ita tourismcity?
…………………………………………………………………………
transition:
Nice!Do yourememberthismap?Well,we will gobackto workon it,so have it on hand.
Task 2: (20 minutes)
Once theyfinishtheyhave tolocate the citiesonthe map we had completedpreviouslyandto
write the informationaboutthe citieswe have beenworkingsofar.Theyhave to draw things
that describe the population,vegetationandclimate.Forexample,in the place of El Bolson,
theyhave to draw a lotof small trees,cloudsandrain. Iwill explain usingmyposterof the
map.

5. Once theyfinishtheyhave towrite sentencescomparingthe lasttwocitiesusingthe following
adjectives:
for example:
Roca has a bigger population than ElBolson.
big
small
cold
hot
wet
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 Nice,Nadia!Keepaneye ontiming,sothatyou can roundup the topic tomove on to
the nextone inthe followinglesson.
Best,
Aure