The lesson plan for my second class of my high school practicum period at Colegio Siglo XXI.

1.
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Clara Mauro
Período de Práctica: Nivel Secundario
Institucion Educativa: Colegio Siglo XXI
Dirección: Betina Pizzuto
Sala / Grado / Año - sección: 3er año
Cantidad de alumnos: 14 alumnos
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Good design
Clase Nº: 1
Fecha: 15 /11/2018
Hora: 8am a 9.20
Duración de la clase: 1h 20m
Fecha de primera entrega: 12/11/2018

2. Teaching Points: In this lesson, students will learn to identify and exemplify
prepositions of place by describing a coat of arms. They will also recycle vocabulary
from last class.
Aims:
● To develop listening comprehension skills
● To promote logical reasoning
● To infer meaning of new words through context.
● To develop writing and reading skills
Language Focus:
Lexis Function Structure Pronunciation
revisión Pale - sharp -
smooth - square
- thick - vibrant -
curved - straight
- subtle - large -
round - silky
-dramatic-
rough - tiny- -
triangular -
bright – huge
To describe a
coat of arms.
Is the coat of
arms vibrant?
Is it dramatic?
how would you
describe it? /​ɜː/
new above
around
at the bottom
in front
in the shape
on the left
on top
in the middle
Describing
where
something is
located on a
coat of arms
Complete the
sentences
using the
prepositions of
place.
/​ʌ/
● Teaching Approach:In this lesson I will be using a Content based approach with a
task based method.
● Materials: Student's book, Stereo, Flashcards.
● Integration of skills: Students will integrate reading and writing skills along with
logical reasoning to infer meaning through context.
● Pedagogical use of ICT: ---

3. ● Seating arrangement: Students have been previously arranged by the teacher
and they know their place and they seem to work fine like that so I don’t see the
need to rearrange them.
● Assessment in the class: I will assess students through images to gain new
vocabulary and I will monitor the class production as they work, providing them
with my assistance if need it, but also checking their work evolution. In the
listening I will remark in the aspects they need to pay special attention. Also,
these students need more time than I thought to develop the activities, and it
seems to be of major importance to double check and check together in order for
them to feel comfortable and secure about their learning.
Routine(5’)
I enter the class, greet the students and make sure they are all ready to begin the class.
Warm up (10’)
In order to recycle vocabulary from our last class the students will have to pass and write
under the correct column the word given to them. I have printed some images for them to
relate with the vocabulary and make it easy to know under which column each word goes.
Pale - sharp - smooth - square - thick - vibrant - curved - straight - subtle - large - round -
silky -dramatic- rough - tiny- - triangular - bright – huge
Colours lines shape Texture contrast
thick silky
pale

4. Vibrant
Tiny - Huge Bright Dramatic
(Some of the other words will be inferred through context and using elements from the
luncheon room)
Presentation:(5’)
Do you remember what design is? Last class we said the design is how visual elements are
put together to create a specific look.
Now, like you know all these descriptive words are related to design and the way things look,
right? Well, now we are going to listen to a designer talk about her experience with design.
Development
Listening: (15’)
Since the class before we didn’t have enough time to develop this activity we will do it today.
Activity 1 - Listening
a) We are going to listen to a designer’s Recommendation.
The women we are about to listen to is an Interior designer,... (someone that decorates
the inside of places) Her name is Sarah Lafferty (photo) and she will talk about
her work and her work philosophy.
Now, we are going to listen to a quotation. A quotation is written like this, (I write a
quotation on the board and place emphasis on the quotation marks) Then I will ask
them what are these marks (“ “) ? (I foresee that students will recall the Spanish word

5. cita) Very good! Well we are going to listen to a “quotation” by a man called William
Morris, when you listen to it proceed to complete it.
William Morries was a very famous textile designer.
“Have nothing in your houses that you don't know to be……………….. or believe it to
be…………………………....”() William Morris
B) Listen :
● complete the quotation
● listen again and circle the correct options to complete the text (read together the
examples) - Once they have finished we will check answers together.
Transition: (5’)
Now that we know what design is, let’s take a look to another type of design “Coat of Arms”.
Coat of arms is a like a Logo that represents, for example, an institution. In our case as Siglo
XXI school our coat of arms is the Abedul tree with the phrases that build and represent the
basis of this school.
Units 5.2 Signs of the times! (30’)
Open your books on page 54.
a)Let’s take a look at the image… What do we see? ( for example there is a bird, what else
do you see? the bird is on top of the helmet.
What about the design of the Coat of Arms? can you describe it? Is the contrast sharp or
dramatic? Are the colours bright, pale or vibrant? And the lines?
In this case we will analyse the coats of arms using the words that we have been learning.
b) Let’s read all the parts of the coat of arms…. ( Few students will read and as they read I
will introduce the prepositions and adverbs of place) For example, is the mantle
behind or above the coat? ( I will mime and use the images in the book to make
sure they understand)

6. c) Look at the infographic and complete the sentences with the words and phrases in the
box ( I will explain every word with the image from the book to develop prepositions
meaning and check understanding)
above around at the bottom
in front in the shape on the left
on top in the middle
1) The unicorn is ……………………...the shield
2) The family name is………………….
3) The crest is ………………….a bird.
4) The bird is………………………...the helmet
5) The shield is is …………………...a coat of arms.
6) There is a border…………………….the shield
7) The shield is ……………….the mantle.
8) The banner is…………….the shield.

7. Closure:(10’)
We will check the exercises together explaining each preposition if there are any mistakes.
Then we will make a short memory game, and I will ask random questions about the coat of
arms students. For example: Is the horse on the left or on the right of the shield? Is the
helmet below or above the crest?
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimum score: 18 / 30
Score: __22__ /30
I´m afraid you will have some spare time. Have some ideas in mind, in case that happens.
For instance, you may ask students to design their coat of arms, in small groups. They should
also describe it (orally or in a written way), using the target vocabulary.