1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Gilda Bosso
Período de Práctica: SecundarioSa
Institución Educativa: Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: 1er Año
Cantidad de alumnos: 8
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: Predictions (will / won’t)
Clase Nº: 2
Fecha: 14 de Septiembre de 2017
Hora: 10:00 a 11:20
Duración de la clase: 80 minutos
Fecha de entrega: 10 de Septiembre de 2017
Aims or goals:
During this lesson, learners will be able to:
a) Develop reading and listening skills scanning a text and listening to an audio while reading.
c) Practise speaking and listening actively.
d) Make their own predictions about the future (on a padlet ).
Teaching points: Causes and results
Language focus:
Revision Functions Lexis Structures Pronunciation
Answering
questions about their
own routine and
others’ routine
Does your
partner like /
eat…?
Yes, he / she
does / No, he /
she doesn’t.
Intonation in
yes/no
questions.
New Introducing
language related to
predictions
Introducing
functional language
for making and
answering
predictions.
Traditional food /
dishes
Time expressions
about predictions in
the future
People will
eat more
meat.
Italian
restaurants
won’t
disappear in
2050.
Will people eat
less meat? Yes,
they will / No,
they won’t.
• Teaching approach or combination of methods / approaches: Communicative Approach
2. • Integration of skills: Reading and listening skills will be integrated during the lesson.
• Materials and resources:
- Worksheets developed by me.
- Some posters.
- A board and some markers.
- Laptop and projector (there’s one in each classroom)
• Pedagogical use of ICT in class or at home: I’ll use the projector installed in the classroom
and also I’ll ask their teacher to use their devices into the lesson. Later, the students will have the
chance to keep on posting their homework online.
• Seating arrangement: I observed their way to work in the classroom for two days, so I’ll ask
them to sit in a different way, to provoke full eye contact with me to avoid talking and chatting
among them – many times they have rude arguments so I’ll have to be absolutely in control of
their attention. The desks will be placed in an auditorium shape. They are only eight students. It is
a small group but demanding as well.
• Assessment: Understanding will be assessed continuously through the lesson, keeping my
attention on students’ reaction to the activities, asking questions, asking them to tell me what
they have to do or if they understand and use the vocabulary and structures for asking and
answering about routines. Also I’ll ask them to answer their partners’ doubts because I realized
that they don’t pay attention when a peer asks for a doubt and they miss the answer and later
they ask the same.
Routine
Purpose: Welcome the students to the classroom and check homework done online.
Timing 10’
I’ll be at the door waiting for them to come from the break. I’ll say hello to each one and I’ll try to
remember their names to say hello to each of their names by their names.
I’ll have the padlet opened on the website to check homework. I’ll make questions about what
they have done to check their understanding about lesson 1.
3. Warm-up
Purpose: Give opinion about food and popular dishes in our country.
Timing 15’
I’ll ask students to look at the pictures and tell me which dishes are popular in our country and what
traditional dishes people eat.
Tch: Ok, guys. Let’s look at these pictures and tell me:1
Which dishes are popular in our country?
What traditional dishes do people eat?
Salad
Sushi (Japan)
Spaghetti Bolognese
(Italy)
1 Picture taken from Choices Elementary (e-text) – Pearson – pages 72 and 73.
4. Tch: Ok, now tell me… What country do you think they are popular in?
Students might answer like this:
Sts: China / Japan / Italy / USA /
Tch: Good!... ok… now look at this photo. This is about “future food”
Tch: What do you think they might be?
Possible answers: Yuck!!! / it’s like chew gum / or something worse
Tch: Ahhh ok… now let’s play a game. Work in pairs and try to match the country with its traditional
food. You have seven countries and seven dishes. Two minutes, ready? Steady? Go!!!
Link to the worksheet:
https://www.dropbox.com/s/nabzcg204bbpewl/Worksheet%201%20Typical%20food.docx?dl=0
Teaching strategies: I’ll be ready to provide clues to help them recall food names.
Strategies to check new language comprehension: Asking questions, rephrasing questions to
clarify meaning.
Interaction patterns: Teacher - Students
Skills: Listening and Speaking
Resources: A board, a marker, a laptop and a poster prepared to project on the board. If there’s
access to Internet I’ll have access to the e-text of the book.
Transition: Ok, good work! And now let’s read an interview about “Eating in the future”.
5. Presentation
Purpose: Introduce students to a reading activity.
Timing: 5’
I’ll ask students to read the worksheet I’ve already prepared, taken from page 72 – Choices
Elementary. I’ll have a large copy ready to display on the board to work with underlining the main
structures on predictions. There’s also an audio file to let students listen to it and follow the text
(Track 3.6) (1:44)
Tapescript 3.6 is on the worksheet.
2
I’ll give them a couple of minutes to read and ask some words they might not know. I’ll be ready to
help them guess the meaning of unknown words asking to the group if somebody knows it. If not,
I’ll provide some clues to make them guess the meanings.
Transition: Now it’s clear. Is everybody ready for reading? Ok, let’s do it!
Development
Activity #1
Purpose: Reading (and listening) for information and answering questions.
Timing: 15’
As soon as I check they are ready to read (and listen to) the text, I’ll ask them to read the text
bearing in mind the question on the board:
Which opinions do you agree with? Why?
2 Taken from Choices Elementary – Page 72
6. Tch: Ok, let’s read and listen about “Eating in the future”.
After reading and listening to the text, I’ll give them the opportunity to discuss about what they
might agree with listening actively to ask questions if they are not clear enough about their
opinions.
Transition: Great job! Now let’s go back to the text and scan it!!!
Activity #2
Purpose: Scanning the text to find information and complete the rules.
Timing: 15’
First, I’ll ask the students to read the sentences from the text underlining the structure with will /
won’t / will…?
Then, I ask them to focus on the use of it and complete the rule (This activity might be done in
pairs to allow students to discuss about their guesses)
Tch: Now, let’s try to complete the rule
We use will / won’t to talk about the present / future
Expected answers: future
Tch: Good! So now we know that we use will / won’t to talk about the FUTURE.
After that, I’ll ask them to underline the structure on the board (with same worksheet they have
but bigger to check all together. Taking turn all the students might go to the board and participate.
Tch: OK, read these time expressions about the future:
Tomorrow
In two weeks’ time, in six months’ time, _in ten years’ time__
Next week, next month, __next year__
There are two extra expressions in the text, let’s find them and write one in each gap.
7. Interaction patterns: Teacher – Students // Student - students
Skills: Reading, Listening and Speaking
Resources: A board, a marker, a laptop and the worksheet prepared to project on the board.
Worksheets to work in pairs or individually.
Activity #3
Timing: 15’
Now, they will have to complete some predictions about year 2050 with WILL / WON’T that I’ll write
on the board and they copy on their notebooks.
1. People ____________ eat fast food.
2. Cafés __________ sell unhealthy food.
3. Salads _________ become more popular.
4. Italians ___________ forget pizza.
5. Vitamins ___________ be less popular.
6. People ____________ invite friends to their home.
7. Our lifestyle ___________ become slower.
8. Argentinian people ______________ eat less barbecues.
We will check this activity orally, comparing predictions. I’ll be ready to help them to produce
predictions accurately. No pronunciation mistakes will be correct expect they are too serious. I’ll
emphasize on form and later on pronunciation.
Interaction patterns: Teacher – Students
Skills: Reading and Speaking
Resources: A board, a marker, a laptop and the worksheets prepared to project on the board.
Worksheets to work in pairs or individually.
Tch: Ok, now let’s work in pairs. You have to make questions to your partner about the
future of food.
1) Food / be more expensive?
2) Italian food / still be popular?
3) Fast food restaurants / disappear?
4) People / eat a lot of sweets?
5) Our national food / become popular in the world?
6) People / stop eating meat?
7) Traditional dishes / change?
8) Young people / cook at home?
Interaction patterns: Teacher – Students // Student - students
Skills: Reading, Listening and Speaking
Resources: A board, a marker, a laptop and the worksheet prepared to project on the board.
Worksheets to work in pairs or individually.
Closure
Homework
Timing: 5’
I’ll ask them to post their predictions in the padlet we were working on the previous lesson. The
idea is to create a padlet which helps them to visualize all the steps we are going to walk through
to get to first conditional sentences. Later, this padlet might work as a summary to study.
8. Tch: Ok, this is what we are going to do in our padlet. I’ll make a prediction about the food and
the future, right?
I’ll read this:
Now, it’s your turn at home, choose one of the following situations and make your prediction.
The padlet will be updated after Lesson 1
https://padlet.com/gilda_bosso_22/ep84m4p1ejwo
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptabl
e
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
x
Stages and
activities
x
Teaching
strategies
x
