The teacher aims to integrate listening, speaking, reading and writing skills through class discussions and activities. Students will practice describing situations, expressing opinions, and using structures like

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: López, Fernanda Emili E.
Período de Práctica: Nivel secundario
Institución Educativa: Wellington House
Dirección: López y Planes y Mariano Moreno, Zapala, Neuquén.
Sala / Grado / Año - sección: 4to Año
Cantidad de alumnos: 9
Nivel lingüístico del curso: Pre-Intermedio
Tipo de Planificación: clase
Unidad Temática: Ira-Enojo
Clase Nº: 8
Fecha: 18/06/15
Hora: 16:10 a 17:30
Duración de la clase: 80 minutos
Fecha de primera entrega: 15/06/2015
Teaching points:
 Revision of past simple (did you.?)
 Presentation of the questions with should (What should we do…?)
 Referring to past and present situations.
Learning Aims
During this lesson, learners will be able to:
 Develop reading skills by reading a newspaper article.
 Develop speaking and listening skills by interacting with peers and the teacher and listening
to a video.
 Develop their writing skills by writing their opinions.
Language Focus
Function Lexis Structure Pronunciation
Rev Describing
situations.
The people thought
he was shouting but
he wasn’t. He
should ask his
friend about what
Did you…?
What did you do?
I think… I don’t
think…I agree…I
/ ʃʊd/

2. happened.
No / yes. I always/
never get angry, I
usually scream/
fight / answer in a
bad way / do
nothing.
don’t agree
because…
In my opinion…I
think…I believe
New Saying what other
people should do in
different situations.
Schmuck, Shred,
Freak out, A vein
pops off your
forehead,
Outburst, Self-
awareness,
Unclench your
fists, Slump,
Deputy, Over-
react
What should you
do…?
/ʃˈmək/ , /ʃred/ ,
/friːk aʊt/, /ə veɪn
pɒps ɒf jə ˈfɒrɪd/,
/aʊtbɜːst/,
/ʌnˈklentʃ jə fɪsts/,
/slʌmp/, /depjʊti/,
/əʊvəriˈækt/
Teaching approach: Communicative approach
Integration of skills: in this lesson plan, students’ listening and speaking skills are integrated
through the teacher’s talk and through students’ interaction with the teacher. Ss will first watch a
video which will introduce them to the topic of the lesson. As regards reading and writing skills, Ss
will be assessed as regards their reading comprehension skills after reading a text and completing
activities related to it. Moreover, ss will practice their speaking skills through different questions
they will ask their partners. The main aim of the lesson would be that students are able of giving
their opinions as regards such a common but sometimes forgotten issue as it is reacting to everyday
life’s situations.
Pedagogical use of ICT in class: Ss will watch two videos which will be displayed several times so
as to carefully pay attention to the expression used.
Materials: board, pieces of chalk, printed activities and video projector.
Seating arrangement: semi-circle to foster interaction among ss.
Cooperative work:
In this lesson, students will work together in different parts of the lesson. Firstly, they will
all together analyse a video and try to understand the different situations related to anger.
Secondly, they will work with pictures and articles. They will exchange opinions with their
partners. Finally, they will react to other people’s realities.
Possible problems/difficulties and possible solutions:

3. The activities may take longer than expected. That is why it is necessary to check the time spent on
each activity so as not to run out of time. If the video projector doesn’t work, I’ll bring my personal
computer to do the lesson.
Potential problems students may have with the language:
Ss may understand the vocabulary used in both videos and in the article. I think that with the help of
flashcards and miming of certain actions, Ss will understand quite easily the words they don’t
know. Moreover, the expressions will be repeated several times in the lesson.
Assessment: pronunciation and understanding of questions will be assessed by asking questions
individually for example: “What should you do…?” I’ll assess their ability to refer to themselves.
Short questions like: Is this right? Together with an expression of confusion will be used to helps Ss
understand that they are making a wrong statement or question.
Routine (2’): Hello everybody! How are you?
Transition: “Who’s your favourite actor/movie? Why?”
Presentation (10’) The T will encourage Ss to give their opinions as regards their favourite actors
and movies. She’ll then say: “One of my favourite actors is Adam Sandler, I really like his movies
and we’re going to watch a scene of one of them today”
Link: https://www.youtube.com/watch?v=rkVoo6lkJhQ
Video description: It is a scene from a movie called “Anger management” where the central
character of the movie (Adam Sandler) is trying to learn how to control his anger. It’s very funny
because it shows how little by little a person can be driven to react in a completely angry way.
Reason for choosing: I think it is short, funny and it succeeds in giving ss the idea of the
lesson of the day. I believe they will understand that after watching the video, they’ll have to
discuss it and give their opinions. Students will be asked about their own personal situations and
reactions since as human beings we can react to different situations in completely different ways.
As regards pre-teaching vocabulary, I don’t think it is necessary to do it first because
students will easily understand the complete idea of the scene and it is clearly contextualized and
then because I don’t think there is vocabulary they do not understand. However, before playing the
video the T will say: “In this scene he has a funny and at the same time worrying situation. He’s in a
plane and the flight attendant and Adam’s character do not quite understand each other. Watch the
whole scene carefully and then we discuss.”
Transcript:
Passenger: Excuse me. Could I get a headset?
Stewardess: Certainly.
Passenger: Thank you.
Stewardess starts talking with her partner…
Passenger: Miss?
Stewardess: I'll be right there, sir.

4. Passenger 2: Where's your headset?
Passenger: She's busy right now, but it's coming.
Passenger 2: For crying out loud. You're missing important plot points.
Passenger: Ma'am?
Stewardess: Could you give me a second, sir?
Passenger: Excuse me. Could I maybe get that headset, please?
Stewardess: Do not raise your voice to me, sir.
Passenger: I wasn't raising my voice.
Stewardess: Just calm down.
Passenger: I am calm. I just want my headset.
Stewardess: Ourcountry is going through a difficult time now. If you won't cooperate--
Passenger: I don't know where a headset ties into patriotism.
Policeman: Is there a problem here, sir?
Passenger: I don't think so.
Policeman: Can you come to the back with me so we can have a talk?
Passenger: A talk about what? There's not a problem. The flight attendant keeps ignoring
me when…
Policeman: Calm down.
Passenger: I am calm. What is it with you people?
Policeman: "You people"?
Passenger: Now wait a minute. I don't mean you people. I mean you people.
Policeman: I will not tolerate any racist behavior on the plane. This is a difficult time for
our country.
Passenger: I'm not a racist. I just want to watch the movie.
Policeman: I'm only going to say this one more time, sir. Calm down.
Passenger: I'm calm!
After watching the video, the T will ask:
About the scene:
What do you think? What happened? Were the people correct or was he very angry?
What should he do in this situation?
Ss’ possible answers: the people thought he was shouting but he wasn’t. He should ask his
friend about what happened.
About themselves: Does this happen to you? What do you do when you other people
make you feel angry?

5. Who are people who usually make you feel angry?
Ss’ possible answers:No / yes. I always/ never get angry, I usually scream/ fight / answer in
a bad way / do nothing.
People who usually make them angry: parents/ friends / teachers.
The T will ask some students about their personal experiences when they get angry.
Transition: Excellent! Today we will discuss about what should/shouldn’t or must/mustn’t we do
when we get angry.
Activity 1 (20’)
Students will watch a video and they will have to take notes about some of the ideas
presented in it. In this first activity, they will have to discuss about options given in the video and at
the same time give their own ideas.
T: Now, I’d like you to pay attention to the following video. Did you see Adam Sander’s
movie? (According Ss’ answers the T will comment a little bit about it) It shows how this man has
to do an anger management course to control himself. Now the video we will see are some of the
solutions offered in that course. It discusses different solutions to those moments when we think we
are going to lose our minds and get really angry. (mimes the action)
But first, let’s review some vocabulary:
Schmuck: It’s used to refer to someone as a fool. It’s negative and it’s used in an offensive way.
Shred: To cut or tear into shreds. (The T will mime the action)
Freak out: When someone freaks out, he/she gets crazy about something.
A vein pops off your forehead: When you get really really angry, your forehead veins tend to be
seen (T points to her forehead and mimes the action)
Outburst: a sudden and violent expression of emotion. (T shows the following pictures)
Self-awareness: an awareness of one's own personality or individuality / it means recognizing or
knowing oneself and accepting our strengths and weaknesses.
Unclench your fists: (the T mimes the action) It’s a way of relaxing and loosen up your body.

6. Slump: it’s a synonym of relaxing.
The T will have these words in a power point document so as to read them aloud and
comment about them with students before watching the video.
“Now we’re ready to watch the video”
Link: https://www.youtube.com/watch?v=BsVq5R_F6RA (from 0’20)
Video description: Excessive anger can lead to everything from the common cold to heart
attacks. This video in the way of comic strips easily teaches people how to healthily process their
anger in just three simple steps.
Reason for choosing: As it is accompanied by drawings, students may understand the whole
idea of the video. There is a lot of vocabulary related to anger and it shows everyday situations. We
should take into account that we all get angry.
Transcript:
It doesn’t take a lot to make me angry. What about you? Did some schmuck cut you off
from the free-way? Maybe your boyfriend accidentally shredded that birthday card your grandma
sent you? So you freak out, you scream maybe, a vein pops off your forehead, it happens to
everyone! But...do you know that anger is actually affecting your physical health?
Hey, anger is inevitable, you can’t just stop getting angry even the world’s most sedate
person has uttered a few choice words in traffic. Would punching a wall really calm you down? The
answer is no. Sorry, but recent studies have shown that anger reactions are pretty harmful to your
physical health. A Yale University study found that people with anger management issues tend to
get sick more often. Your anger actually weakens your immune system. The Journal of the National
Medical Association added that people who respond negatively to anger are 9% more likely to have
a heart attack. Hey, that might not sound like a lot but come on, it’s a heart attack, every percentage
points counts!
Other studies have linked anger to everything from coronary disease to high blood pressure.
Now that we all know that excessive angry outbursts are bad for you, we’re going to teach you
how to manage that anger in 4 simple steps. All you’re gonna need is a journal, a little bit of time
and tiny bit of self-awareness.
Step 1: control your breathing. When something pieces you off, instead of screaming or
laying on the horn, take deep breaths. Spend 2-3 minutes breathing deeply, into your nose and out
through your mouth. Imagine inhaling calm blue air and exhaling that red toxic air.
Step 2: Relax your muscles. Unclench your fists, make a conscious effort to loosen those
shoulders and slump a little. Great posture is awesome but for now let those muscles unwind. I
promise it will help.
Step 3: Get it out. Once you relax and breath in deeply, grab a journal, and if it is a road
rage thing obviously please pull over but when you get a chance write down exactly what makes
you feel angry.
Step 4: Seeking context. It’s important to put your anger into context by thinking rationally
instead of emotionally. Think about it, are you gonna be angry tomorrow? Yeah, probably. What
about a week from now? Maybe. A month? Probably not. A year? I don’t think you’ll remember.
Examining your anger this way, you can displace yourself from it and you’ll be able to process your
anger by not letting it take over your life.

7. Let’s recap! You need to find a healthy way to process your anger or else you can run into
some nasty health problems. Remember to relax and work about your anger by writing it down and
contextualising it.
We can’t promise you won’t get angry ever again but hopefully with this, you will with it a
little bit better.
The T will play the video for the first time and students will give their opinions about it.
“What’s the video about? Do you agree with it?” “Why is anger a problem?”
T: Now, I’d like you to listen to it for a second time. But this time, let’s make two groups.
This side will pay careful attention to what it says about our angry outbursts and this other side will
concentrate on what we should do when we have those outbursts.
Once the video has been played for the second time, the T and students will discuss about
the usual reasons for angry outbursts and their possible solutions.
The whole group will exchange their opinions as regards their personal anger situations.
Other will comment about them and say what he / she should do.
Transition: Excellent job everyone! Now let’s continue working with this topic but let’s read about
someone else.
Activity 2 (20’)
T: Now…Adam Sandler’s character in the movie, he could do a course before going to
court. But what happens to other people who don’t do the course and go to court. As you will read
later, some people react in different ways to those anger moments…and for others, doing that is
normal!
Taken from: Taboos and Issues – MacAndrew and Martinez (2002)
Vocabulary: Deputy (assistant who exercises full authority when the superior is not present)

8. T: Who wants to read? Let’s read it all together and then we comment about it.
After the group reads the article. The T will ask some questions to them:
- Do you think Martha Johnson over-reacted? (When you over-react a situation)
- What do you think should be anyone attitude about other people’s reactions (which in this
case is swearing)?
- Do you get angry when people swear?
- Do you swear? When?
After the short discussion, the T will separate the groups in two. One will concentrate on
Martha Johnson case and the other on Jack.
T: As we’ve read, the case is not solved. So we are going to work about this. Who should win
the case?
This group will work with Martha’s problem. What should she do? As we know, there are a lot
of people who swear. And this is something that will probably continue happening to her. You
will defend her position.
This other group will work with Jack Slater’s situation. Do you think he swears because he is
angry? What should he do to avoid swearing all the time? You will defend his position.
The T will give students 5 to 7 minutes to prepare the solutions offered in both cases. If
there is an odd number of students he/she will the one deciding who wins the case. Otherwise,
the T will decide who wins the case.
The following list of phrases will be highlighted to students as regards the phrases used to give
opinions. This will be quickly revised since students have already seen them:
Phrases to give opinions:
I think… I don’t think…I agree…I don’t agree because…
In my opinion…I think…I believe
Each group will work on their position and then they will exchange opinions.
Transition: Great! Now, in the last part of the lesson I’d like you to tell me a little bit more about
your own reactions.
Activity 3 (15’): Each student will receive the following worksheet.
Read the following statements and put numbers from 0-5. 5 is really angry and 0 is
not angry at all. Then put the total number.
1. Someone moves in front of you in a queue. ______
2. You are given the wrong change in a shop and you don’t notice. ______
3. You lose some money or your wallet. ______
4. Someone makes up stories about you. ______
5. Someone insults you in the street or calls you names. ______
6. You make a silly mistake. ______
7. You see something you think is unfair but you can’t do anything about it. ______
8. You are talking to someone and they aren’t listening to you.______
TOTAL: ………

9. The T will say:
“Let’s see who the person is that should work a little bit on his / her anger issues. You have to read
all the options. Then put a number next to each of them where 0 is not angry at all and 5 is really
angry. Then count all the numbers you wrote.”
Students will be given time to write their answers and then exchange their numbers and opinions
with their partners next to them.
In the end the T will make a recap, each student will read one of the statements and all the students
will say what they think and what number they wrote.
Each student will say the total number to the statements. In this way, the group will know who is
the one that most gets angry. Between the whole group members, they will give their advices to
him/her.
Closure (8’):
Thanks to everyone! It’s been a great class, hope this advice help you whenever you get angry!
Please, give a comment on this lesson and write what you liked, what you didn’t like and what
should you like to do in the future. Thanks!
What did you like
about this lesson?
What didn’t you like
about the lesson?
What should we
discuss in the future?
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of 

10. language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?
3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?

15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?


11. Do they facilitate integration of skills?
16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Congratulationsonyourverygoodwork,Emili!
Excellentcontext!The activitiesallowforlanguage explorationandawareness.
Keepitup!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing

Learning aims

Stages


12. Activities

Teaching strategies

Class. management
strategies

Language accuracy

Observations Minimumscore:20 / 32
Score:32 /32= 10