Aguirrezabala- Secondary practicum-Lesson 1

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: comparaciones
Clase Nº: 1
Fecha: 12/10/17
Hora: 10:00
Duración de la clase: 80 minutos
Fecha de entrega: 04/10/17
· Aimsor goals:
Duringthislesson,learnerswill be able toidentifythe specificvocabularyin
communicative contexts
To recognize simplegrammarstructures
To use vocabularyand grammarstructuresto solve problemsininteractionsituations.
To produce oral and writtentextsaccordingtotheirlevel
Teachingpoints: - language focus:
Functions Lexis Structures Pronunciation
REVISION To compare
twoor more
people,
objects
Vocabulary
Objectsandpeople fromthe
dailylife of students
Comparativesand
superlativesforshortand
longadjectives
More
Long vowel /ɔː/
Most
Dipthongue/əʊ/
NEW to compare
characters
fromthe
circus
Vocabulary:
Membersof the circus
AnimalsfromMadagascar
Est endings
Er endings
Schwa/ə/
 Teachingapproach:communicative approach
 Materialsandresources:picturesaboutthe objectswe are goingto learn,blackboard,
posters, copiesanda videotape.
 Pedagogical use of ICTinclass: Activitieswillbe organizedthroughthe combinationof
audio,visual and writing,whichenhanceslanguagelearningandacquisition.

2.  Assessment:whatwill be assessedandhow:identificationof new itemsandunderstanding
newvocabulary.Itwill be assessedbythe observationof the developmentof a
combinationof individualandgroupactivitiesinwhichstudentsmaypayattentionfirstand
thencomplete the task.The activitiesincludethe use of new grammarstructuresand
specificvocabulary.
 Purpose:
 to activate students`priorknowledge aboutthe circusandtheirfriendship
environmentandrelatedvocabularyandconcepts.
 to introduce the newvocabulary andtoreinforce the use of comparativesand
superlatives.
 Teachingstrategies:
 Description:todescribe howthe grammarstructure worksand the meaningof the
wordsin the story.Purpose:toreinforce the usesof comparativesandsuperlatives in
context
 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
 Seatingarrangementstudentswill be sitting individuallyorinpairs as itis the school
arrangement,anyway theycaninteractwith theirclassmates.

3. Presentation:(5minutes)
Hello! Howare you?Asyou know,my Nameis Nadia Aguirrezabala and Iwill be here for a
month.I`mstudying to becomea teacherof English.I hopewe havea greattime together,you
can askme whateveryou wantto know aboutthelessons,Iwill be here to teach you and to
help you.
Warm up: (5 minutes)
Recentlythere wasacircus intown,I will askstudentsif theywenttosee the show andI will
showto them some picturesaboutpeople fromthe circus,Iwill askstudentsif theyknow who
theyare or howto name them,inthe case theydo notknow I would write the namesonthe
board.
Task 1: (20 minutes)
FirstI will ask studentstoopentheirfoldersandtowrite the date.
Then, I will dividethe classintopairsorsmall groups of three andgive to eachgroup a copy of
a text.
Studentsmayreadthe textand look for examplesof comparative andsuperlativesentences.
Theyalsohave to identify the membersof the circus.
Well, the textyou are aboutto read is abouta circus and the peoplewho workon it. You have
to lookfor someexamplesof comparativeand superlatives and also to identify themembersof
the circus.
The Rodriguez Brothers Circus is in town! Every year, the circus arrives and stays for a
week.Then they go to the nexttown.
Most of the performers are human! There is Leopold, he is The Strongest Man In The
World. His father also worked in the circus, but Leopold is stronger than him, he has bigger
arms and bigger legs too! Leopold performs his act every night for the town's people who
come to watch.

4. Another performer is Clara. Her hairis the longest hair in the world. It's about 4 metres
long! She also has a daughter who works in the circus. Her name is Sue-Ellen. Sue-Ellen`s
hair is shorterthan Clara`s hair,butshewantsto grow it as long as her mother's
The highlight of the circus are the three clowns, Pit, Pot and Pat. They all wear long
red shoes, but Pat's shoes are the longest and sometimes, he falls over because they're so
long! They perform for about twenty minutes and they are always the most popular act
with the audience, especially the children. Many people think Pit, Pot and Pat are three
brothers, but Pat is older than theother two - he's their father! He's the oldest clown in the
country,buthehas a lot of energy.
Tomorrow will be the longest day because the circus is leaving town and everything
mustbe packed away into big trucks.
(Addapted from http://www.esl-lounge.com/student/reading/2r9-circus-superlative-
reading.php)
Once theyfinish,eachgrouphasto choose a volunteertowrite the sentence theyhave found
on the board.
Transition
You didit great!Nowwe are goingto watcha shortvideotape.Youwill enjoyit,I`msure of
that. Let`ssee it.
Task 2: (30 minutes)
I will showtostudentsa4 minutesvideo https://www.youtube.com/watch?v=dm-eiFVtRws
I wouldaskthemif theywatchedthe filmandI will askthemif theyknow the namesof the
characters.I wouldwrite the namesonthe board and we will watchthe videoagaintoidentify
each of them.
On the videothere are many characters:
The lion- Alex
The zebra- Marty
The hippo- Gloria
The penguins
The giraffe- Melman
The lemurs

5. The followingstepistowrite sentencescomparingthe characterstheyhave seen. Iwill write
some adjectivesonthe boardand studentswouldhave towrite comparative andsuperlative
sentences.
For example:
Melman`sneck is the longestof the otheranimalsof the group.
Melman is taller than Alex
The adjectivesare:
Smart/ naïve
Strong/weak
Friendly/unfriendly
Small/big
Short/long
Fat /slim
I will walkaroundthe classroomtohelpthem.
Once theyfinish they wouldhave towrite the sentencesonthe boardand to compare themto
the productionsof restof the students.
Transition
Great! Whata strangegroup of friends,don`tyou think?It`srare but funny.
Nowwe are going to speakaboutfriends,Do you havemany friends?
Task 3 (20 minutes)
I will give to eachstudenta copyof a text aboutthe televisionshow “Friends”.Theyhave to
complete the gapsusingthe adjectivesinparenthesis.
Well, nowyou haveto read the textand completethe sentencesusing the adjectivesin
parenthesis.
FRIENDS
Hi! My nameis Monica and I wantto tell you aboutmy friends.Their namesare Joey,
Rachel, Chandler,Ross and Phoebe.They arethefunniest(funny)and wearealwaysdoing
thingstogether.Rossis the smartest(smart)of thegroup, heis my brother,and heis a
professorattheuniversity.Joey is an actor,he is not so good,butobviously ismore
expressive(expressive) than me. Phoebeisa Massagetherapistand a musician;sheplays
the guitarand sings,sheis the mostpacifist(pacifist) person Iknow.Rachelismy best
friend,she is not so smart, actually sheis a little naïve;moreover,sheis the most

6. beautiful(beautiful) of thegroup. Thelastoneis my boyfriend Chandler,weused to be
friendsbutknowwe are engaged,heis themosthandsome(handsome) man of theworld.
Once theyfinish,Iwouldaskforsome volunteerstoreadsentence bysentence andthe
restof the class maycheck.
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
You shoulddefinecontextfirst,andfollow thatthreadthroughoutyourlesson(s).
Bear comments andsuggestionsinmind.Trytohave a cohesive andcoherent
lesson.Encourage studentstouse the targetlanguage asmuch as possible.Donot
restrictthemto the grammar point – fostercreativityandcommunication.
Remembertoworkfirstonmeaning,then onform.
You mustinclude visual aids,andthischart,pls.
Have a nice time!!
Aure