Secondary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Antonella Young
Período de Práctica: Secundaria
Institución Educativa: Colegio “Sagrado Corazón”
Dirección: Pellegrini 389
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 10
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Chapter one, Nelson Mandela’s book
Clase Nº: 2
Fecha: 01/10/2018
Hora: 8.50 – 9.50hs
Duración de la clase: 60 min
Fecha de primera entrega: 01/10/2018
 Teaching points: vocabulary related to the story, past simple
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 Aims or goals: During this lesson, learners will be able to…
 Develop reading comprehension by paying attention to main words,
title, subtitles, and dates
 Acquire reading strategies such as skimming and scanning, inferring
meaning through the context, searching key words, looking at the
tittle and predicting what the chapter is about, etc
 Write simple sentences to answer the questions
 Work in pairs
 

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision Black people vs.
White people,
British vs Boers,
special dates, Pass
Law, Apartheid,
tribes
Talking about
South Africa
history
Pass law was a…
(past simple tense)
British and Boers
fought to….
/ ɪd/ past simple
verbs - ed
New Freedom, chief,
leaders, prison,
afraid, shout, kill
Reading and
debating about
the first
chapter of
Nelson
Mandela’s
book
He went to school
at… (use of past
simple tense)
I think freedom
is… (giving their
opinion)
/ ɪd/ past simple
verbs - ed
Teaching approach: The lesson is based on the Natural Approach, and organized through
the PPP procedure (Harmer,2010)

 Integration of skills: What skills will be integrated and how?
 Speaking by asking and answering questions orally and giving their own point
of view about the topic.
 Listening by following the teacher’s reading


 Materials and resources: 
 Photocopies
 Chalk 
 Board
 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will sit in pairs to work in this way

 Assessment: what will be assessed and how…
I’ll check students’ comprehension by asking some questions orally and by
doing comprehension activities that will be corrected together.

3. Stages in the lesson
Routine(2’ min):
Purpose:
 To greet students and start the lesson
Teaching strategies:
 Ask the date for practice
Skills:
 Listening and speaking abilities
Description and instructions: I’ll enter into the classroom and greet pupils. Then I’ll ask
them what day it is and I’ll take note on the board.
T: Good morning, everybody
Sts: Good morning, teacher.
T: What day is it, today?
STS: “it’s the first of October”
T: Good! First I’ll take the attendance … Well, now let’s start with the class
Translation: Well, now let’s start with the class.
Warm – up (10’min):
Purpose:
 To do a revision of recent topics (British and Boers conflict, pass law, Apartheid
and Mandela’s presidency)
 To introduce chapter one by talking and reflecting about the main concept,
“freedom”
Teaching strategies:
 Oral questions to know what students remember
Skills:
 Listening and speaking abilities
Procedure: I’ll ask learners some questions just to do a general revision of the concepts
they learned the last class. Then I’ll ask students what freedom means for them and so
they will start to think of one of the main topics in chapter 1.
T: The last class I told you about African story, now we’ll remember some important

4. concepts.Which two countries fought for African lands?
STS: Boers and British
T: Good! And who won?
STS: The British
T: Right! What was the name of the law that black people must accomplish?
STS: The pass law
T: good! And what should black people fulfil?
STS: They had to bring their pass book…. They had to live in places for blacks only…. They
went to church schools for black people…
T: Very good! And How was pass law named some years later?
STS: Apartheid!
T: And who finished with this law?
STS: Mandela
T: Very good! And so he became the president of South Africa. Now, I’ll ask you a last
question. What does freedom mean for you?
STS: (They give their opinion using I think it is…., I believe it is…, I’ll write these phrases
on the board to help them)
Transition: Bearing in mind this concept let’s start with an activity…
Presentation (30’ min):
Purpose:
 Prepare learners for the reading period by working with main words of the text
 Guide students through the text to gain confidence
 Acquire reading strategies such as looking at the title, first sentence, look for
places, dates, and keywords (words in bold) before reading the text
 Develop students’ comprehension by doing a post-activity
Teaching strategies:
 Movements and miming
 Use of dictionaries to check the activity by their own
Skills:
 Listening and speaking abilities
 Reading abilities
 Cognitive abilities
Procedure: T gives students a photocopy with an activity. She asks a learner to read the
activity and then she asks sts what they have to do. Once they understood, the teacher
asks them to start the activity.They can work in pairs. Once they finished, they will check
the task with a dictionary.

5. T: (she distributes the photocopies) please, read the activity (pointing to a student), Good!
What should you do?
STS: Match the words with their meaning
T: What words? Please point to them!
STS: (They point)
T: Good! Now, in pairs, do the exercise.
Some minutes later…
T: Has Everybody finished?... Ok, good! Now, take a dictionary and check your answers.
Some minutes later…
T: Finish? Ok… Valentino what does freedom mean?
STS: The right to do or say what you want without anyone stopping you
T: Good! (The same question is done by the other words)
Activity 1: Match the words with their definition.
1. Freedom a. A person who leads a group of people
2. Chief b. To make sb/sth die
3. Leader c. The right to do or say what you want without anyone
4. Afraid stopping you
5. Shout d. Feeling fear or frightened
6. Kill e. A leader or ruler of a people or community
f. To say sth in a loud voice; to speak loudly
T: These words are related to chapter one. Let’s read it, please give a photocopy to each
mate (pointing to a student)…
T: Is Everybody ready?... Ok… what is the title of this chapter?
STS: From country boy to City lawyer
T: Ok, and what is the first subtitle?
STS: A happy boy
T: Who do you think was a happy boy?
STS: Mandela
T: Good! And where do you think he was happy? In the country or in the city?
STS: Country? …. Or maybe city!
T: Ok, later we will check it… What do these dates mean? (pointing to it)
STS: They tell us what Mandela did in those years (possible answer)
T: Ok, good! And what did Mandela do?

6. STS: (They look at the dates and read them)
T: Good! Now, look at the words in bold, why are they in bold? Are they important in the
reading?
STS: Yes, they are keywords (possible answer)
T: Good! Can you read them? (pointing to a student)
STS: Now, let’s start the reading… pay attention and follow the text, please!
(I start to read the first two pages)
Translation: Let’s stop for a moment! First, we will focus on these two pages. Let’s do an
activity!
Development(15’min):
Purpose:
 Develop students’ comprehension by doing a post-activity
 Develop students’ reading strategies such as skimming and scanning the text
 Develop their cognitive skill by searching the answers in the text
 Improve their writing by constructing the answers in simple sentences

7. Teaching strategies:
 Movements and miming
 Monitor the activity
Skills:
 Reading ability
 Cognitive ability
Procedure: Students will answer 10 questions in groups re-reading the first two pages. T
monitors the class.
T: Please, give a photocopy to each student (looking at a learner)…. You can do the activity
in pairs or group of three.
Activity 2: Read the text and answer the questions
1. Who did Mandela live with? Where did he live?
2. How many wives had his father got?
3. Where did Mandela live when his father died? Who did he live with?
4. Did he have a good relationship with his stepbrother?
5. Where did Mandela study?
6. What happened when he was sixteen?
7. What tribe did Mandela belong to?
8. Did he really understand what the chief said to the people?
9. Who did Mandela meet in Healdtown?
10. Could Africans marry with people of other tribes?
Closure (5’minutes):
Purpose:
 To close the class
 To remember students to finish the activity
 To say goodbye
Procedure: Students will finish the questions for the next class.
T: It’s the time, for the next class those who did not finish the questions please complete
the activity.We will check it together! Bye, see you the next class!
STS: Bye!