Class 6

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: 6
Fecha: 08/10/2018
Hora: 14:20 a 15:00hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 04/10/2018
 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 about animal testing
- To develop their reading and speaking skills,
- To retell an online newspaper article
 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, overwhelmingly,
absolutely, disgraceful)
-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, newspaper articles printouts,
discussion cards
 Pedagogical use of ICT in class or at home: students will be shown pictures through a
laptop. As usual, they will be allowed to use Word reference if necessary.
 Seating arrangement: during some activities they will be sitting as one group facing each
other. They will also work in groups of three and in pairs, arranging the desks as
necessary.
 Assessment: I’ll check students’ comprehension through questions, their answers to the
activities and their written and oral productions

2. 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 5’
Purpose: To introduce the students into the topic of the class
Grouping: lockstep
I will show the pupils pictures of two incomplete newspaper headlines and its pictures. I’ll
ask them what they think the article is about. I will write their predictions on the board to
be checked later on. I will write any unknown related word on the board.
………………………………………………………………………….

3. Activity 1: Timing 10’
Purpose: To read and talk about news on animal testing
Grouping: groups of three
I will ask them to form two groups of three and I will hand each group a printout of the
newspaper articles. Each group will read the full article. The articles contain examples of
conditional clauses and adverbials. T: Here’s a copy of both articles. Ii would like you to
read them and tell the other group what the article is about. Try to guess the meaning of
unknown words by the context. If you can’t, you can look it up on Word reference, or ask
me.
https://www.theguardian.com/science/2018/jul/19/scientific-procedures-involving-animals-
at-lowest-since-2010
https://globalnews.ca/news/4236613/animal-testing-cosmetics-canada-ban/
Afterwards, each group will briefly tell the other group what their article was about. We
will check the predictions from the previous activity.
Activity 2 Timing 10’
Purpose: To review the language learnt in the previous class and expand it, to prepare for
the speaking activity
Grouping: two groups of three
I’ll say, “Last class we worked on different phrases to state our opinion on this kind of
issues. Can you remember them? EA: We used argue, emphasize, firmly, obvious,
particularly, sadly, frankly. T: Great! I would like you to read the article again and see if
you can find any of these there, and if there are other phrases you think we can use to
state our opinion, too. These will be very useful for the coming Trinity exam in
November.“ Some of the phrases they may find are: There is absolutely no need for,
overwhelmingly support, It is disgraceful that.
T: Excellent!
Activity 3 Timing 10’
Purpose: To develop their speaking skills
Grouping: pair work
I’ll ask the students to sit in pairs and I’ll give each pair a set of cards (one for student A
and another one for student B. I’ll ask them to pick up one of the cards, read it carefully
and then take turn asking and answering the questions. T: You should include the
phrases we have been working on and one conditional sentence.
This will be perfect training as preparation for the spoken international exam they will be
taking on November, 20th (GESE Trinity level 9). I will walk around the classroom
monitoring their production, helping when required.
STUDENT A
Ask student B the
questions below:
 How important is it to
stop the practice of
testing cosmetics on
animals?
 Would you say a petition
could be a good way to stop
this practice? Why?
STUDENT A
Ask student B the
questions below:
 If you could send
any message to
the governments
of countries that still test
cosmetics on animals, what
would it be?
 Would you say handing out
leaflets is the best way to
stop this practice? Why?

4. Closure: Timing 3’
T: Great job! Before we go, how do you think the TV can be used to raise awareness on
animal testing?
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

5. STUDENT A
Ask student B the
questions below:
 How important is it to
stop the practice of
testing cosmetics on
animals?
 Would you say a petition
could be a good way to stop
this practice? Why?
STUDENT A
Ask student B the
questions below:
 If you could send
any message to
the governments
of countries that still test
cosmetics on animals, what
would it be?
 Would you say handing out
leaflets is the best way to
stop this practice? Why?
STUDENT A
Ask student B the
questions below:
 How important is it to
stop the practice of
testing cosmetics on
animals?
 Would you say a petition
could be a good way to stop
this practice? Why?
STUDENT A
Ask student B the
questions below:
 If you could send
any message to
the governments
of countries that still test
cosmetics on animals, what
would it be?
 Would you say handing out
leaflets is the best way to
stop this practice? Why?
STUDENT A
Ask student B the
questions below:
 How important is it to
stop the practice of
testing cosmetics on
animals?
 Would you say a petition
could be a good way to stop
this practice? Why?
STUDENT A
Ask student B the
questions below:
 If you could send
any message to
the governments
of countries that still test
cosmetics on animals, what
would it be?
 Would you say handing out
leaflets is the best way to
stop this practice? Why?