Class 5

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Escuela Secundaria
Institución Educativa: Escuela Manuel Belgrano
Dirección: Viamonte 860, Comodoro Rivadavia
Sala / Grado / Año – sección: 6to año (sección única) – jornada extendida
Cantidad de alumnos: 6
Nivel lingüístico del curso: C1 CEFR
Tipo de Planificación: Clase
Unidad Temática: Las personas y los medios de comunicación
Clase Nº: 5
Fecha: 03/10/2018
Hora: 13:00 a 13:40hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 02/10/2018
 Teaching points: nouns and adverbials related to ethical issues
 Aims or goals:
During this lesson, learners will be able to…
- To express tentative opinions using adverbials,
- To discuss different ways of protesting and demonstrating against social issues,
- To develop their listening skills,
 Language focus:
Functions Lexis Structures Pronunciation
Revision Talk about
hypothetical
situations
The media, posts,
campaigns, products,
fur, trade
Conditional sentences,
simple present
would
New Express
tentative
opinions
Awareness, leaflets,
marches, petitions, noun
phrases
Verbs and adverbials
(argue, emphasize,
firmly, obvious,
particularly, sadly,
frankly)
-ly endings

 Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
 Integration of skills: students will work on their listening, speaking, reading and writing
skills, as well as on critical thinking (evaluating ideas)
 Materials and resources: whiteboard and markers, computer, audio track from
coursebook Focus 4 Student Book, by Pearson,
 Pedagogical use of ICT in class or at home: students will have a look at different pictures
on the computer and listen to the audio track
 Seating arrangement: during the different activities students will be sitting at their desks

2. during all the activities as they’re only 6 pupils and they will be doing
 Assessment: I’ll check students’ comprehension through questions, their answers to the
activities and their written and oral productions
Routine: Timing 3’
Purpose: to start the lesson, get students in the mood for work, establish rapport.
Grouping : Lockstep
I will enter the classroom and say hello to each of them, and ask each one how they are, or
about something I know was happening in their lives. I’ll ask them to put their desks facing each
other as if they were at a long house table. Once they’re all seated, I’ll say, please open your
folders, what day is it today? I’ll write the date on the board and ask them to do the same on
their folders.
Warm up Timing 10’
Purpose: To introduce the students into the topic of the class
Grouping: lockstep
I will show the pupils pictures of different ethical issues on social media. As I show each
picture I’ll ask: “What do you think this material is about? Have you seen it before? What
social, environmental or other kind of issues can you identify? EA: They’re protesting
against bull races. / It’s a post about vegetarianism. /It’s a poster against oil exploitation. /
It’s a post against wearing animal fur. / It’s march about violence against women. / It’s a
post against abortion. / It’s about animal testing.

3. T: Great! There are different things we can do when we think something is not right. Let’s
have a look at some.
Activity 1: Timing 10’
Purpose: To read and talk about ways of highlighting ethical issues
Grouping: pair work
I’ll paste on the board labels with nouns phrases describing ways of highlighting ethical
issues. I’ll then hand them printouts of pictures illustrating each label for them to match
and paste on a poster paper to hang on a wall. T: Which ones are the most effective?
Why?
Handing out leaflets Protest marches
Posts on social media Petitions
The involvement of public figures
T: What about these two? What is the ethical issue under discussion? Which image do
you think is the most effective one?
T: Ok. We are going to listen to someone talking about fur wear.
Activity 2 Timing 7’
Purpose: To develop their listening skills: listen for the main idea
Grouping: individual
I’ll ask the students to open their student books at page 89 and have a look at exercise 3.

4. I’ll ask for a volunteer to read the task, and others to read the options before listening: T:
Is there any word you don’t understand? What’s the meaning of awareness-raising?
When people are aware of something they are conscious about it, they can see it. What’s
the meaning of wealthy?
SCRIPT
I’ll play the audio three times for them to listen and do the task. Then, we’ll compare
answers.
T: Great job! Now let’s have a closer look at the way the campaigner says.
Activity 2 Timing 8’
Purpose: To develop their listening skills: listening for details
Grouping: individual
I’ll ask the students to focus on the exercise below. T: Here we have some verbs and
adverbs which the campaigner uses to express his opinion. Who can read them? EA:
argued, emphasize, firmly, obvious, particularly. T: Thanks. Now have a look at the
sentences that follow. How would you complete them with the words in orange? EA:
varied. T: Ok. Now we’ll listen again and check.

5. Finally, what of these sentences do you think it’s most appropriate to answer the
questions in exercise 3?
Closure: Timing 5’
You did an excellent job today! Before we go, are you for or against wearing fur? Why?
Lesson plan component Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization
Coherence and
sequencing
Variety of resources –
Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30