1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Yanina Paola Servetto
Período de Práctica: Secundario
Institución Educativa: Instituto Manuel Belgrano
Dirección: Sarmiento 490, Macachín, La Pampa
Sala / Grado / Año - sección: 4° año de secundaria
Cantidad de alumnos: 31
Nivel lingüístico del curso: Pre-intermedio
Tipo de Planificación: Clase
Unidad Temática: Héroes
Clase Nº: 8
Fecha: 05/10/2018
Hora: 16.00 a 16.40 horas
Duración de la clase: 40 minutos
Fecha de primera entrega: 01/10/2018
Teaching points: revision of vocabulary from the unit related to
fundraising ideas, the Present Perfect tense, ‘make’ and ‘do’
collocations, time expressions.
Aims or goals:
During this lesson, learners will be able to…
- To compare homework in pairs and as a whole class.
- To revise learned contents from the whole unit.
- To develop their speaking and listening skills by participating orally and
listening to the teacher as well as to other peers.
- To work in pairs and collaboratively.
Language focus:
Functions Lexis Structures Pronunciation
Revision Working with
learned
contents
Vocabulary,
tenses and
time
expressions
Affirmative,
negative and
interrogative
forms
2. New Completing,
correcting and
making
sentences
As it is the
last practicum
lesson, it is
delivered to
revise learned
contents as it
was suggested
by the teacher.
There are not
new lexis and
structures
introduced.
Teaching approach: The lesson is based on the CLT approach and
it is organized by the PPP instruction.
Integration of skills: What skills will be integrated and how?
Speaking skill is integrated by making students participate and
check answers orally. Listening skill is integrated by making
students listen to the teacher as well as to other peers.
Materials and resources: board, worksheets, coursebook ('Phases
3', second edition, editorial Macmillan).
Pedagogical use of ICT in class or at home: the use of ICT is not
integrated during this lesson.
Seating arrangement: students work in their seats during this
lesson. They will move if required, such as writing answers on the
board.
Assessment: what will be assessed and how: I assess students by
making them participate orally, checking activities and working in
pairs as well as collaboratively.
3. Routine: 5’
Purpose: To start the lesson and greet students.
T enters the classroom, greets the students and asks them “How
are you today?”
Transition: “Do you remember the worksheets I gave you last
lesson? I would like to know how it went. Could you complete all the
activities? Let’s see..”
Warm-up: 20’
Purpose: to check homework from the previous lesson.
T starts the lesson by asking students whether they could
complete the worksheets given the last lesson. If they could not, T
gives some minutes to finish it. If they could, first T asks them to
check their answers with the peer who is sitting next to him/her.
Once they finish comparing their answers, T asks different
volunteers to write answers on the board, so then we can check
and compare answers as a whole group.
Worksheets:
1. Complete the sentences with words from the box. There
are some extra words.
a. Some famous singers from around the world have made
______ to help homeless children in Haiti.
jumble sale – money - raffle tickets – cakes – a barbecue -
sponsored swim - a charity CD
4. b. Parents from my school had organized a _______ to
collect money for the local school.
c. My neighbours had ______ in their garden last week.
d. Maria has swum since she was six so she’s decided to do a
________ in the club of her town.
e. My school is selling _______ to collect money for a
school trip next month. The first prize is about $1.000.
2. Correct the mistakes.
a. Have you done ever someone laugh?
b. Our school have had many bring and buy sales since 2017 to
raise money.
c. My friends and I have not never done charity work.
d. I’ve did just my English homework.
e. Peter’s do nothing for three hours.
f. How often do you do someone a favour?
3. Make affirmative, negatives and interrogative sentences.
Add a time expression if necessary: for – since – yet –
just – ever
a. A: How long/ Selene Gomez/ be/ famous?
B: be/ famous/over ten years
b. I /never/ sell/ badges/ for charity
5. c. A: You/meet/ a famous actress?
B: No/I/have/not/
d. My older sister/not/ finish/ her homework
e. Your mother/work/in that company/2000
f. A: Are you coming?
B: Yes/I/leave home
Transition: “Well done students!
Development: 10’
Purpose: to continue revising teaching points from the unit.
If there is enough time, students complete the ‘Progress check’
from the unit. If not, students will complete it at home and check
answers with the teacher the following lesson.
6. Transition: “Good job students!”
Closure: 5’
Purpose: to end the lesson and express gratitude to students and
the teacher.
As it is the last practicum lesson with the group, the T will thank
students for working hard during the lessons and for being always
predisposed to participate and do the activities planned.
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:_20___ /30
7. Good,Yani! Make sure youcontrol timingandcheck everyone worksactively. Whencorrecting
exercises,keepitlively.
Studentswhohave done theirhomeworkmaystartworkingon ProgressCheck. Theyshouldnot
feel theyare wastingtheirtime.
Have a nice lesson!
