1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Gilda Bosso
Período de Práctica: PrimariaSa
Institución Educativa: Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: 6to grado A
Cantidad de alumnos: 24
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: 1
Clase Nº: 3
Fecha: 19 de Junio de 2017
Hora: 10:00 a 11:20
Duración de la clase: 80 minutos
Fecha de entrega: 17 de Junio de 2017
Aims or goals:
During this lesson, learners will be able to:
a) revise and use the target language presented in the previous lessons.
b) say what activities they enjoy most.
c) work with assigned roles and follow rules.
Teaching points: The Scouts
Language focus:
Revision Functions Lexis Structures Pronunciation
Making
questions and short
answer about
hobbies / activities
Expressing
guesses
Agreeing and
disagreeing
scarf, badge,
go camping,
learn about
environment,
do cooking,
learn about
history, go
sailing
Does (your scout)
go sailing?
Yes, (s)he does.
No, (s)he doesn’t
I think this badge is
for (cooking)
What about you?
New Negotiating
information
Controlling
others not to speak
Spanish
Vocabulary
related to hobbies
Vocabulary
related to Scouts
(new activities in
the Scouts video)
Do you know
what activity it
is?
Stop talking in
Spanish,
please.
Just English in
class
2. • Teaching approach or combination of methods / approaches: Communicative Approach
• Integration of skills: Listening and speaking skills will be integrated.
• Materials and resources:
- Course book: Wonder 5 – Richmond – Unit 1 Lesson 5 – Culture
- Plataforma Santillana Compartir: https://lms30.santillanacompartir.com/login/compartir
- Wonder 5 - Student’s book and activity book.
- Laptop and projector (there’s one in each classroom)
- Worksheets designed by me.
- Video downloaded from www.scouts.org.uk
• Pedagogical use of ICT in class or at home: As they have Santillana Compartir in the
classroom I’ll use the resources available (audios, online st udent’s book and activity book). Each
student has his / her device to work with.
• Seating arrangement: The desks are placed in an auditorium shape, in three rows. I’ll ask
them to work in pairs or groups for some activities during the lesson.
• 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 related to the Scout movement
and its tenets.
Routine
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 ask
them to sit on their chairs (Usually it takes 10 minutes, as it was observed). I hope to be able to
make it quicker. If it does happen I’ll have some games to do at the end of the lesson to adjust
the planning.
Lead-in
Purpose: Recalling prior knowledge. Revisiting learnt vocabulary.
Timing 10’
I’ll ask students to say what they remember about the Scouts. I’ll draw students’ attention to some the
badges I’ll take with me and to some coloured scarves pictures taken from the website
www.scouts.org.uk. I’ll also point to their own badges stuck on the wall over their pennants. I’ll revisit
the concept of Scout activity badges: “the Scouts do challenges in a chosen activity and are awarded a
badge at that level”. As it was suggested by my tutor in the previous lesson feedback, I really believe
it will be great if students can see a Scout scarf or a badge in class, to activate their schemata with
some realia, so I’ll take some badges with me for this lesson. It is a shame I couldn’t get a Scout scarf
but I found many nice pictures from the web.
3. Tch: Last Friday we learnt about Scouts, their badges and we also designed our badges, right?
Expected answer: Yes, miss.
Tch: Today, we are learning more about Scouts, their awards and activities.
Teaching strategies: Explaining and showing. Asking for clarification.
Strategies to check new language comprehension: Asking questions, rephrasing questions to clarify
meaning.
4. Interaction patterns: Teacher - Students
Skills: Listening and Speaking
Resources: Some pdf files, a board, a marker, a laptop and access to www.scouts.org.uk . In
case I don´t have Internet access, I’ll have some screenshots from the page to work with.
Transition: Ok, now let’s see.
I’ll give students some time to remember and say what vocabulary items they remembered. If they
can’t remember, I’ll elicit some answers like: scarf, badge, go camping, learn about environment,
do cooking, learn about history, go sailing.
Transition: Ok, now let’s watch the video about Scouts.
Presentation
Purpose: Introduce students to a research activity to find out more information about the main
topic: Scouts, challenging activities, awards, cooperation, team work.
Timing: 15’
I’ll show them a video about Scouts and their challenging activities, taken from:
http://scouts.org.uk/what-we-do/fun-and-adventure/. To avoid any technological problems, I’ve
downloaded into a pen-drive to watch it offline.
I’ll ask students to look at activities in the video. I’ll ask them to name as many activities as they
can remember, in a sort of memory game. The video is called “Be creative”.
https://youtu.be/_ZYvnbhRMyE
Tch: Well, now we are watching a video about Scouts and their activities. Let’s pay attention and
try to remember five activities you can see in the video, ok?
Sts: No, miss… I don’t understand!
Tch: Who understood? (I’ll look for a helper to repeat the instructions. If nobody understands, I’ll
explain again writing on the board – “Find 5 activities”). To help them I designed a note to support
their memory. I’ll give a copy each student.
These are the main activities in the video I expect them to remember. If they miss any of them,
I’ll help students showing the pictures in a pdf file.
Scouts activities
1._______________
2._______________
3. _______________
4. _______________
8. Experiments
Cooking
All these pictures will be in a pdf file to support students’ checking.
Transition: Ok, now it’s time to work in group of five!
Development
Activity #1
Purpose: assigning roles, negotiating roles, developing teamwork.
Timing: 30’
I’ll explain the students that they will have five minutes (5’) to look for their team, they have to
be four members, one is going to be the leader, another will be the doer / writer, the one who
writes on the worksheet. The third one will be the monitor: this member will be the one who
controls the other members to speak English all the time. And the fourth member will be the
researcher/negotiator: this member will have to go to other groups for information in case his /
her group doesn’t know the activity name or they can’t remember it.
Assigning roles:
Leader: He / She is the one who is assigning roles. It is responsible for the answers.
Doer / Writer: He / She is the one who is writing the answers in the worksheet.
Monitor: He / She is the one who controls his / her team members to speak JUST
ENGLISH.
Researcher / Negotiatior: He / She is the only one who can go to another group researcher or
9. negotiator to ask or answer for any information.
I’ve prepared badges to identify each role. Leader is red, doer/writer is green, monitor is yellow,
and researcher is blue.
Then, I’ll give a worksheet each group to work with and enough time to work and cooperate. I’ll
be walking around to monitor their negotiation and how they are dealing with their roles.
https://www.dropbox.com/s/s5f029wr5cx68x5/Pictures%20worksheet.pdf?dl=0
Activity #2 (This activity was left out in the previous lesson because the students were really
involved on their work on badges, so I’ve done an adjustment on the procedure)
Purpose: Speaking about a Scout.
Timing: 10’
I’ll explain the students that they will play a game. They will have to choose a Scout (chart taken
from page 11 – students’ book) and the class has to guess which one it is by asking yes / no
questions. The team leader will answer. I’ll provide some examples helped by a volunteer and I’ll
check if they understand how to make the questions, monitoring the correct use of Present Simple
structures.
This activity will provide opportunity to check students’ comprehension and to practise speaking
skills, answering the questions as well.
10. Transition: Now, let’s go to the activity book on page 9.
Closure
Homework
Timing: 5’
I’ll ask them to open the activity book on page 9 and I’ll ask them to complete activity #2 at
home. I’ll ask them to explain what they have to do, and if they don’t get it I’ll explain it. But, I
strongly believe they will be able to understand it easily.
11. Tch: Ok, now let’s put your books away and let’s get ready for your next lesson.
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptabl
e
2
Below
Standard
1
Visual
organization
Coherence
and
sequencing
Variety of
resources –
Learning
styles
Stages and
activities
Teaching
strategies
Language
accuracy
Observations Minimum score: 18 / 30
