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: 9
Fecha: 12/10/2018
Hora: 13:40 a 14:20hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 10/10/2018
Teaching points: structure and language of an opinion essay
Aims or goals:
During this lesson, learners will be able to…
- To talk about gender roles (comprehensive sexual education)
- To read and analyze an opinion essay and review its structure
- To develop their speaking skills
- To learn useful phrases of academic writing
Language focus:
Functions Lexis Structures Pronunciation
Revision Express
tentative
opinions,
The media, adds,
male, female,
Linkers of contrast, reason,
add info and sequencing
events, conditional
sentences
While-
whereas
New Express your
stand through
writing and
speaking
Gender roles,
stereotyping,
gender-specific,
gender-neutral,
toddler, sorting,
Use of linking phrases (it’s
my intention to examine, in
terms of .., to sum up,
while, whereas)
gender
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, laptop, Workbook page 86 Focus 4
Pearson,
Pedagogical use of ICT in class or at home: students 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
2. 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, to review expressions to
state opinions
Grouping: lockstep
On my laptop, I will show the students the following picture which was posted and
strongly criticized on social media 2 months ago.
I will say: Are you familiar with this picture? It was harshly criticized on social media this
year. Why do you think it was so negatively received by the public opinion? EA: Varied.
What do you think about the kind of toys children should be given? What kind of toys did
you play eith when you were children?
Activity 1: Timing 15’
Purpose: To review the structure of an opinion essay
Grouping: individual
I will give each student a printout of an essay on gender-neutral and gender-oriented
toys. I’ll say: Remember last class we talked about the structure of an essay? How is an
essay organized? EA: In the first paragraph comes an introduction and the opinion of the
author. Then, in the paragraphs, the author gives reasons and examples to prove his
point. And in the last paragraph comes the conclusion.
T: Great! The paragraphs I have here are scrambled. I would like you to read them and
3. try to order them according to the structure of an opinion essay.
From a parents’ point of view, however, things may be more complicated. For example,
a parent with traditional ideas about gender roles might feel comfortable with gender-
specific toys, but uncomfortable if their son chooses a doll, or their daughter a train.
Equally, a parent who is concerned about stereotyping may wish to discourage their
child from playing with a toy that is traditionally male or female, regardless of what the
child would prefer. While these attitudes are very different, they both seem unsatisfactory
in one way or another.
Young children’s toys and games are often designed specifically for either boys or girls.
Some people feel this is harmful and that toys should be gender-neutral. Personally, I
think that adults’ attitudes are more important than toys design. To explain the reasons
for my opinion, I will explore this issue from the point of view of children and parents.
To sum up, gender-neutral toys may be a good idea, but the right parental attitude is
perhaps more important. Personally, I think if a child is having fun and learning, it doesn’t
really matter what toy they are playing with.
From the perspective of a young child, it probably makes no difference whether it is a
gender-neutral or gender-specific, as long as it is fun to play with. Toddlers enjoy things
like role-playing, building and sorting and these can be done equally well with pink or
blue toys. Through a young child’s eyes, it is hard to see why boys and girls shouldn’t
play with dolls, toy kitchens, or toy tools.
Once we check the correct order, I will ask them to paste the essay on their folders.
Then, I will ask them to identify the thesis statement, the two perspectives analyzed by
the author, examples or explanations that support each perspective, and the restating of
the writer’s point.
Finally, I will ask them to find a sentence which expresses contrast using the conjunction
learnt last class while.
Activity 2 Timing 10’
Purpose: To further practice the use of while and whereas
Grouping: in pairs
I will say: Last class we learnt how to use while and whereas to show contrast. Do you
remember any example? Excellent! I will ask them to open their workbooks at page 86
and focus their attention on exercise 5. I’ll ask a volunteer to read the task and another
one to read the example. Then, I will ask them to work in pairs solving the rest of the
exercise. Once they have finished, we will check orally.
4. T: Excellent! I would like you to include while and whereas in your next essay.
Closure: Timing 2’
T: You have worked wonderfully today! Before we go, what kind of toys do you think
could be categorized as gender-neutral?
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
