1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: BALINT, ALICIA ERICA
Período de Práctica: Nivel secundario
Institución Educativa: Escuela Secundaria n° 9
Dirección: Ruta Nacional n°3 Kilómetro 803
Sala / Grado / Año - sección: 5to año
Cantidad de alumnos: 8
Nivel lingüístico del curso: Pre-intermediate
Tipo de Planificación: Diaria
Unidad Temática: 4
Clase Nº: 1
Fecha: 7 de noviembre de 2017
Hora: de 08:00 a 10:00
Duración de la clase: 120 minutos
Fecha de entrega: 5 de noviembre de 2017
Aims or goals:
During this lesson, learners will be able to:
- To develop students’ listening and speaking skills through listening to
a rhyme.
- To stimulate students to get meaning out of context, inferring in new
words by taking them through it.
- To revise narrative tenses, past simple and continuous and learn past
perfect.
- To stimulate students to share their opinions, asking and answering
questions.
- Listen and understand teacher’s commands.
- Identify different tenses in a text.
2. Teaching points: - language focus: learners will revise past simple and past
continuous through the story of a famous ghostly house, incorporating past
perfect as the last of the narrative tenses. They will use these tenses to
complete and analyse a narration.
LEXIS FUNCTIONS STRUCTURE PRONUNCIATION
R
E
V
Words relatedto
horror stories:
horror, hauted
house,ghost.
Readinga
biography.
Narratinga story.
Interpreting
pictures.
Past simple and
continuous.
/ˈhɒrə/
/ˈhɔːntɪd haʊs/
/ɡəʊst/
N
E
W
Vocabulary
relatedtotelling
horror stories:
soul,murder,axe,
accuse,
biography.
Reading a
narration,paying
attentiontothe
mainideas.
Identifythe uses
of narrative
tenses.
/səʊl/
/ˈmɜːdə/
/æks/
/əˈkjuːz/
/baɪˈɒɡrəfɪ/
· Teaching approach or combination of methods / approaches: this lesson
is based on the Constructive approach, and organized through the PPP
procedure. We will also be working according to the EEE (Encounter,
Engage and Exploit) model proposed by Robinson, Mourao and Kang,
since students will use their previous knowledge about the past and the
new one, to be able to understand their uses and how to apply them into
context.
Integration of skills: What skills will be integrated and how? Listening,
reading and speaking skills will be integrated throughout the lesson.
Cognitive skills will also be used throughout the whole lesson while
interpreting each of the tasks, especially when choosing the best tense
option to complete the text.
Materials and resources:
Big flashcards for the haunted houses images, photocopies, computer,
speakers.
Pedagogical use of ICT in class or at home: we will watch a short video on
the computer / projector.
3.
Seating arrangement:
Since the group is not numerous, they sit in one row all facing the board.
· Assessment: what will be assessed and how: I will assess the way students
interpret and acquire the new lexis and structures they are learning. I will ask
all the students to participate and help them inferring the new words’ meaning
through context. I will also asses how students write the sentences by guiding
them through the process.
Stages in the lesson
Procedures:
ROUTINE (5’ minutes)
I will greetthe students,askingthem‘how are you?’.Iwill askthemthe date and write itdownon
the board.
Pre-taskphase:
WARM-UP (5’ minutes)
I will askthe students‘doyoulike listeningtostories?What isyour favourite kindof stories?’Do
youlike sequels?Are theyasgoodas the firstfilms?Why?Whynot?
I will stickthree flashcardsonthe boardshowingthe picturesof three famoushauntedhousesin
the UnitedStates.
‘Good!Now,lookat these pictures.Whatcan yousee?What dotheyhave in common?
Picture A: Lizzie Borden’s House
4. Picture B: Amytville House
Picture C: WinchesterHouse
‘Well,you’re right!The three of themare famous hauntedhouses(while writingthe title onthe
board) inthe UnitedStates’.
PRE-TASK
TASK 1: (7 - 10’)
I will copythe followingchartonthe boardand I will handina copy of it to eachof the students.
‘Here isa chart withthe three houses. Whatdoyou thinkhappenedineachof them?’We will
discussitand complete ittogether.Then,theywill completetheirowncharts.
Famous House What do you think happened there?
5. Lizzie Borden’s House
Amytville House
Winchester Mystery House
Afterdiscussingourideas,Iwill tellthe studentsthatwe will workwitheachof the housesinthe
followinglessons.
TASK 2: (9 - 10’)
I will tell the students:‘Now,we are goingtolistentoa shortrhyme that childrenhave sungfor
more of a centurywhentheyare skipping(Iwill show aflashcardwiththe activity sothattheycan
imagine itmore vividlyfromthe past)
Then,I will tell students:‘Here isaphotocopywith anurseryrhyme called“Lizzie Bordentookan
axe”What is an axe?Itis a tool we use to cut Wood.’Iwill mime ordraw if itis necessary. ‘Itis
veryshort, but we will listentoitandcomplete itwiththe correctwords.’
The firsttime I playit,I will tell the studentsonlytohearit.Then,Iwill playittwomore timesfor
themto complete.FinallyIwill askfourvolunteerstoreada verse eachwhile checking.
Listenand complete
Lizzie Borden tookan ______
And ______her motherforty_______
When she _____ whatshe____ done
saw gave father axe had whacks
6. She gaveher______ forty-one
The complete lyricsare:
Lizzie Borden took anaxe
And gave her mother forty whacks
Whenshe saw what she had done
She gave her father forty-one
The rhyme was downloadedfrom:
https://www.youtube.com/watch?v=Rj_BIsVQdqs
Transition: I will askstudentstoshare theirideasaboutwhatthe story isreallyabout
TASK 3: (10 – 15’)
‘We will readtogetherpartof Lizzie Borden’sbiography.Let’scheckourideas.’
Lizzie Borden is best known for her arrest and trial for the 1892
axe murders of her father and stepmother. She was acquitted in
1893.
Early Life
Lizzie Andrew Borden was born on July 19, 1860, in Fall River, Massachusetts, to
Sarah and Andrew Borden. Soon thereafter, Sarah Borden died. Andrew Borden
remarried three years later, to Abby Durfee Gray.
The relationship between the Borden sisters and their stepmother, Abby Borden,
was not close. Emma was protective of her younger sister and, together, the two
sisters helped to manage the rental properties owned by Andrew Borden. The
family attended the Congregationalist Church, an institution in which Lizzie was
particularly involved.
7. Borden Murders and Trial
On the morning of August 4, 1892, Andrew and Abby Borden were murdered and
mutilated in their Fall River home. Lizzie Borden alerted the maid, Bridget, to her
father's dead body. He had been attacked and killed while sleeping on the sofa. A
search of the home led to the discovery of the body of Abby Borden in an upstairs
bedroom. Like her husband, Abby Borden was the victim of a brutal hatchet attack.
Policemen called to the scene suspected Lizzie immediately, although she was not
taken into custody at that time. Her sister, Emma, was out of town at the time and
was never a suspect. During the week between the murders and her arrest, Lizzie
burned a dress that she claimed was stained with paint. Prosecutors would later
allege that the dress was stained with blood, and that Lizzie had burned the dress in
order to cover up her crime.
Lizzie Borden was indicted on December 2, 1892. Her widely publicized trial began
the following June in New Bedford. Borden did not take the stand in her own
defense and her inquest testimony was not admitted into evidence. The testimony
provided by others proved inconclusive. On June 20, 1893, Lizzie Borden was
acquitted of the murders. No one else was ever charged with the crimes.
Later Life
Lizzie and Emma Borden inherited a significant portion of their father's estate,
which allowed them to purchase a new home together. The Borden sisters lived
together for the following decade. Although free, Lizzie was considered guilty by
many of her neighbors, and thusly never enjoyed acceptance in the community
following her trial.
In 1905, Emma Borden abruptly moved out of the house that she shared with her
sister. The two never spoke again.
Lizzie Borden died of pneumonia in Fall River, Massachusetts, on June 1, 1927.
Emma Borden died days later in Newmarket, New Hampshire.
(Adapted from: https://www.biography.com/people/lizzie-borden-9219858)
8. Once we finishreading,I will askstudentstoshare the general ideastheyhave understood.Then,I
will give them5more minutestoread itagain andadd more ideas.Iwill write alistof the onthe
board sothat theycan have it as a guideline.
TASK 4: (10 – 15’)
I will give the studentsaphotocopywiththe activitybelow andIwill saytothem:‘Here isa
summaryof the storywe’ve justreadabout.First,lookat the box,doyou know all the words?’We
will discussthe meaningof the wordand,then,theywill completethe activity.Whentheyfinish,
we will checkitall together.
1 Completethe summary of the story withthe wordsfrom the box
Lizzie Borden was a young woman from Fall River, ______________. She was born on July 19,
1860. She lived with her father, Andrew, her ____________, Abby and her sister, Emma. On
August4, 1892, AndrewandAbbyBordenwere ____________murdered in their home. Lizzie was
_____________ and accused of ___________ her parents. She was found _____________ in 1893
and continued to live in Fall River until her __________, on June 1, 1927. The case was never
solved.
Complete text
Lizzie Borden was a young woman from Fall River, Massachusetts. She was born on July 19, 1860.
She livedwithherfather,Andrew,her stepmother,Abbyandhersister,Emma.On August 4, 1892,
AndrewandAbbyBordenwere found murderedintheirhome.Lizzie was arrested and accused of
killing her parents. She was found innocent in 1893 and continued to live in Fall River until her
death, on June 1, 1927. The case was never solved.
TASK 5: (10 – 15’)
I will tell studentstogoback to the biographyandpay attentiontothe highlightedsentences,
while Iwrite themonthe board.
‘Lookat the firstsentence:
He had been attacked and killed while sleeping on the sofa.
Whichare the two actionsmentioned?Good!’Iwill markthemwithdifferentcolours.
innocent stepmother killing Massachusetts death found arrested
9. ‘Whichactionwas firstand whichwassecond?Right!Andwhichverbtense isusedtoexpress
each of them?Yes,the firstone is inPast Simple,butthe secondone isin PastPerfect.’
I will write downeverythingIsay,includingthe formof thisnew tense.Iwill use thismomentto
revise pastcontinuous’structure aswell.
‘Let’ssee the nextone:
Prosecutors would later allege that the dress was stained with blood, and that Lizzie
had burned the dress in order to cover up her crime.
As youcan see,thissentence alsocontainsapastperfectverb,andwhattense isusedinthe other
clause?Yes,PastSimple. Doyourememberit?
What actionhappenedfirst?Excellent!So,we cansay, thatPast Perfectisusedtomentionan
actionthat happenedbefore anotherinthe past.Thismeansthatit is always connectedwith
anothereventexpressedinPastSimple orPastContinuous.
TASK-PHASE
TASK 6: (15 – 20’)
‘Now,we will workinpairs.Here’saphotocopywithanotherhorrorstoryabout a house.Readthe
extractfirst,and thenchoose the correctanswer.’
This is a story of a man who went fishing every night. He would always go alone because he enjoyed
the silence. And even though he had to ride past the cemetery, he was never scared.
One night he was so tired that he _______ (1) asleep while fishing. When he _________ (2)
it was 2 a.m. He took his bike and rode home. Suddenly he spotted a boy who __________ (3). He
stopped to ask him why he _______________ (4) alone in the dark. He replied that he
______________ (5) and asked him for a lift. The fisherman agreed and the boy sat on the rear of his
bike. The fisherman rode for a long time losing the sense of time. He was tired and did not know
where he _____________ (6) to.
Eventually he found himself in front of the cemetery gates. He was afraid. It was almost
dawn. He turned around to check on the boy, but he was not there. Terrified the fisherman went
home as fast as he could.
He told no one about what _____________ (7) to him that night. Then, after a while, he
heard a story about a little boy who ______________ (8) at the place where he was fishing. His soul
_________________ (9) there since then. The next morning he went to church and __________ (10)
a candle for the poor boy’s soul.
When the night fell he _____________ (11) fishing again. And again he met the same boy at
the gate of the cemetery. The boy stood there with a big happy smile on his face. This time the
fisherman ____________ (12) no fear.
10. CHOOSE THE CORRECT PAST TENSE TO COMPLETE THE STORY
1. a) had fallen b) fell c) was falling
2. a) woke up b) was waking up c) has woken up
3. a) was crying b) had cried c) cryed
4. a) stood b) was stood c) was standing
5. a) gotlost b) was getting lost c) had gotlost
6. a) was riding b) rided c) had been riding
7. a) happened b) was happening c) had happened
8. a) had been drowning b) had drowned c) drowned
9. a) had wandered b) was wandering c) wandered
10. a) lighted b) lit c) was lighting
11. a) went b) was going c) had gone
12. a) feeled b) felt c) had felt
Key:
1. b
2. a
3. a
4. c
5. c
6. a
7. c
8. b
9. a
10. b
11. a
12. b
Source:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/creative_writing_a_scary
_story_3_a2_level/past-continuous-past/27780
FOLLOW-UPPHASE (5’)
Studentswill readtheirworkandwe will checkthemtogether,analyzingthe differentoptions
whennecessary.
CLOSURE (5’ – 10’)
‘AsI’ve alreadytoldyou,Lizzie Borden’shouseisaBedand Breakfasttoday.So,as a closure I
broughtyou a shortvideo to knowhow it isfromthe inside.’
11. https://www.youtube.com/watch?v=kBIcWr1-rZk
Homework: lookforinformationaboutourtown’shistorical house “LaElena”. Youcan bring
writeninformation,photos,etc.
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 Great lesson,Eri!I`mpositive studentswillget engaged.
Have a nice (andspooky) time!
Aure
