Campos TPD- lesson 1-secondary level - pass

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: Lorena Analia Campos
Período de Práctica: Nivel secundario
Institución Educativa: CEM 145
Dirección: Chubut300_Villa Regina
Sala / Grado / Año - sección: 4to
1era
Cantidad de alumnos: 11
Nivel lingüístico del curso: Básico avanzado
Tipo de Planificación: clase
Unidad Temática: Revisión de verbosen pasado (Regularese
irregulares).
Clase Nº: 1
Fecha: 18/ 10/ 17
Hora: 16:10
Duración dela clase: 120’
Fecha de entrega: 13/10/17
 Aims or goals:
 During this lesson students will be able to make a revision of the
vocabulary they have been working with and a revision of the
simple past (Regular and irregular verbs)
 Learners will make use of their listening comprehension skills
when they listen to the teacher and their peers. They’ll also put
into practice their speaking skills, when they interact with their
peers, when they have to produce sentences orally, when they
read the answers of the activities in order to check them.
 Learners will put into practice their background knowledge when
they recognize the vocabulary they have already worked with.
 Regarding the multiple intelligences by Spratt et al,2005. They’ll
use the visual (they’ll learn through seeing pictures and posters)
and the auditory (they’ll learn through hearing a recording and
the teacher)
 Teaching points: Revision of the Simple Past (Regular and irregular
verbs)

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instructions.
 Vocabular
y related
to
computer
studies
(software,
hardware
, port,
website,
CPU,
keyboard,
mouse,
etc).
 Verbs
related to
computer
studies.
(create,
download
, write,
read,
program,
process,
search,
store)
 Simple
past
(regular
and
irregular
verbs).
All forms
(affirmat
ive,
negative
and
interrog
ative
form)
 Regular
verb
pronounci
ation
_ /t/
_ /id/
_ /d/
 Was /
wɒz/
 Were
/wɜː/
 Vocab
ulary:
_software
/ˈsɒftˌwɛə/
_ hardware
/ˈhɑːdˌwɛə/
_ port /pɔːt/
_ website
/ˈwɛbˌsaɪt/
_ CPU
/siː//piː//juː/
_ keybooard
/ˈkiːˌbɔːd/
_ mouse/maʊs/
New
 Listening
and
completing
the missing
information

3.  Teaching approach or combination of methods / approaches: Communicative
approach- PPP method.
 Integration of skills: What skills will be integrated and how? The skills that will be
integrated during this lesson are reading ( they’ll read the information on the board
and their activities) writing ( they’ll write down answers , sentences and a short text) ,
listening ( they’ll put into practice their listening skills when they listen to a recording
in one of the activities, the teacher and their peers)and the speaking skill (they’ll
produce sentences orally in some of the activities and games and also, when they
interact with their peers and the teacher.)
 Materialsand resources: pictures, sticking tape, photocopies, marker, board, mobile
phone, loudspeakers, paper- posters.
 Pedagogicaluseof ICTin classor at home: I’ll use my mobile phone and loudspeakers
to reproduce a recording, in the listening comprehension activity.
 Seating arrangement: They’ll be sitting in pairs.
 Possibleproblems/ difficultiesandtheir possiblesolutionsduring theclass: Students
may get distracted talking aboutthe vocabularyand definitions they remember. In this
case, I’ll tell them (in a kind manner) thatit’s great they can remember that amountof
information, butwe cannotlose the lesson’s purpose.
 Potential problemsstudents may have with the language: Maybe it would be difficult
to say why a statement is false in activity 3. I’ll help them to overcome their challenges
helping them to understand the text and expressing them orally if it is necessary. I will
also tell them phrases like ‘you can do it’, ‘comeon’.
 Assessment: I’ll teach students using pictures and a poster. I’ll check if students
understand or not by observing them and asking them Is it clear? (I’llputmy finger up)
or not? (I’ll put my finger down) Do you understand?
_____________________________________________________________
Mandatorylessonstages:
 Routine: 1’
Teacher: Hello children! Howare you today? Fine (‘thumb up’) or bad (thumb down)
(I’lldo mimes, so they can understand whatI’m saying)
Students: Fine!
Teacher: That’s great!
Transition: Ok, now we’re going to start working…

4.  Warm-up: 4’
Teacher: Here, I brought some pictures to show you
created designed downloaded
Teacher: What are these words?
Students: Verbs!
Teacher: Great! Are they in Present or in the past?
Students: Past!
Teacher: Well done! So today, we’re going to make a revision of the simple past.
 Presentation: 20’
Teacher: Now, we’ll play a game. You’llbe divided into two groups(group A and group
B). Here, I’ve got 14 verbs in their infinitive form. Here, on the board we have a chart.
Verbs in infinitive Verbs in the past Regular Irregular
Teacher: So, for example …
Group A, will show to group B this sheet with the verb ‘write’
WRITE
Group B, will say the past of the verb ‘Write’ (‘Wrote’), and if it is regular or
irregular. One of the members of the group B will write the correct information on the
chart.
Verbs in infinitive Verbs in the past Regular Irregular
WRITE Wrote
Teacher: Do you understand the game? Do you have any questions?
Students: no
Teacher: Very good!! We’re going to start.

5. *They’ll do the same with all the verbs.
Development:
Activity 1: 5’
Match the following words with the correct pictures
1) Microchip
2) Email
3) Smartphone
4) Websites
5) World wide web
6) Calculator

6. Activity 2: 10’
Teacher: This is a text about computers’ history. On this text there are some missing
words. Here, you have the missing words, but they aren’t in order (websites
_computers _ information_ calculator_ email_ smartphones_ program_ internet
_invented_ store _ computer games_ microchip). So, you’ll listen to a recording in
order to know where to write the missing words.
First you have to read the text in silence. Then you’ll listen to the recording three
times (You can’t talk while the recording is played). Do you understand?
Students: Yes
Teacher: Perfect! So, you can start reading it, and then you’ll listen to the recording.
Students’ copy:
Listen to the recording and complete with these words: websites _computers _
information_calculator_email_ smartphones_program_ internet _invented(2)_ store
_ computer games_ microchip. (You’ll listen to the recording three times)
Recording link for the listening activity:
https://drive.google.com/file/d/0B5AwvxdNkpBuMzRzRjNnLTlUQ2M/view?usp=sharin
g

7. Activity 3: 15’
Teacher: Now, that you have completed the text, you’ll read it and then we’re going to
play a game. Is it clear?
Students: Yes
Teacher: Great!
(students will read the text in silence)
Teacher: Ok, now that you have read the text, I’m going to explain to you the game.
You’ll be divided into two groups (Group A and Group B)
Each group will have some sentences. Each group will read these sentences and the
other group will say if the sentences are true or false, if they’re false you have to say
why they’re false.
For example:
Jazmin, who is one of the members of Group A, will read ‘Early computersweren’t big
and couldn’tdo maths’. Isit true or false?
Group B will discuss which is the correctanswer with the membersof the group, and
they’ll answer ‘False’.Becausein the past ‘computerswere big and could do maths.’
Teacher: Dou you understand?
Students: yes
Teacher: Ok, we can start!
(*They’llwork with 6 sentencesin total)

8. http://learnenglishkids.britishcouncil.org/en/reading -practice/computers
Activity 4: 20’
Teacher: Now you have to read the text again and answer the following questions.
1) Were the first computers very big?
2) Did people have the first computers at home? Why? /Why not?
3) Who had the idea of programming computers to do different activities?
4) Who invented the microchips?
5) What helped computers to be smaller?
6) When did people start using computers at home?
7) What did people use computers for in the 1980’s?
8) Who invented the World Wide Web?
9) Which was the size of a computer in the past?

9.  Closure: 30’
Teacher: Now, you’ll work in pairs. Imagine that you can travel in a time machine to
the past, and there you create a computer prototype. Then, you come back to present
again and you tell us how the computer you created was.
Draw your prototype and use the following words and verbs (in their past form) to
describe it: design, download, process, print, store, create, write, search, hardware,
word processor, ports, software, Central processing unit (CPU), keyboard, mouse.
This an example of how you can start your description:
In the past Sharon and I created a beautiful computer. It processed the data we
entered on it… (*I’ll write it on the board)
When everybody finishes you’ll expose your works on the board and you’ll read your
computers’ description.
Teacher: So, here you have a paper poster in which you’ll draw and write your
description.
 Homework: 10’
Teacher: First we’re going to check the homework you had from last class.

10. 1) Where did you live in 2001?
2) What time did you get up this morning?
3) When did you study for English?
4) Why did you go to the cinema?
5) Who did you invite to the party?
Teacher: German, can you read your answer to the first question?
German: Yes. I lived in Villa Regina.
Teacher: Great! Which is your answer Evelyn?
Evelyn: I lived in Gral Roca.
Teacher: Very good! (I’ll ask to each student each question, due to they’re personal
questions, answers can vary among students)
 Homework ‘5:
Teacher: Search information on the internet and answer the following questions (*I’m
going to read and explain each question)
1) Who created Microsoft software?
2) Who created the iPhone?
3) Who developed a resistive touchscreen in 1975?
4) 4Who invented the first computer mouse?
All the lesson plan is a revision of the topics they have been working with during the last
lessons, because the teacher asked me to do this. The next three classes I’ll have to teach
Will. I always have to work with vocabulary related to Computer Studies, because this is the
secondary school’s orientation.
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherenceand
sequencing
x
Variety of
resources –
Learningstyles
x

11. Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
I´m quite worried as regardsthe languagemistakes. Workon them,
please!!!
Take my commentsinto account for this lesson and for future
lesson plans. You tend to work on grammar-based activities, and
leave context aside. Think of a suitable context to develop your
lessons, following the thread that the school orientation imposes.
Best,
Aure