lesson 6

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadya Rutherford
Período de Práctica: nivel secundario
Institución Educativa: EPJA n° 15
Dirección: Av San Martin 861 – Puerto San Julián – Santa Cruz
Sala / Grado / Año - sección: 3° `A´
Cantidad de alumnos: 8
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: 1
Clase Nº: 6
Fecha: 13/10/2017
Hora: 7:30 – 8.10 pm
Duración de la clase: 40 minutos
Fecha de entrega: 07/10/2017
· Aims or goals:
During this lesson, learners will be able to…
• Develop awareness about racism and discrimination by talking about those
issues.
• Develop their listening skills by listening to a song and interpreting it.
• Develop their speaking skills by asking and answering questions about their
childhood.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Talk about past
events, using
past simple
verbs
ED past
simple
verbs
Subject + verb+ ed /d/
/ d/ɪ
New
Ask and answer
about past
events
Did + subject + verb?
Yes, + subject + did.
No, + subject + didn
´t.

2. · Teaching approach or combination of methods / approaches:
Τhis plan follows the PPP (Presentation, practice, production) approach, which is integrated
with a CLIL (content and language integrated learning) approach, because the students learn
the topics in a coherent and meaningful context.
· Integration of skills: What skills will be integrated and how?
Speaking is integrated constantly in the class, through role-plays or Q&A exercises. Listening is
integrated through a song and the teacher´s instructions and questions, in L2 all the time.
Reading is integrated through reading comprehension.
· Materials and resources: computer, speaker, copies for the students.
· Pedagogical use of ICT in class or at home: the students listen to a song and match
some verbs with pictures in a PPT slide. A blog was created to work at home and do
homework.
· Seating arrangement: the students sit on two people desks.
· Possible problems / difficulties and possible solutions during the class: I will
download videos before the class because there isn´t internet connection. If my computer
doesn´t work, I will use the board. Another problem in this class and school is the students´
lack of attendance. The warm-up and revision are very important at the beginning of the
lesson, as well as the blog to practise at home if they cannot attend the lessons.
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed through songs and getting the students to talk to each other;
grammar and vocabulary will be assessed through writing activities and games.
STAGES IN THE LESSON
ROUTINE (3´)
Purpose: to greet the students.
T waits for the students to arrive and greets them, ask how they are and expect they
answer her back.
T: Good evening!
S: Good evening!
T: How are you today?
F: Fine.
T: Great! I´m fine too!

3. Transition: Fantastic! Let´s talk about racism.
WARM-UP (15´)
Purpose: to revise the contents the students studied the previous class.
1. T shows the students a Michael Jackson´s song called ´Black or white´ (7´).
T: Let´s watch a video. It´s a Michael Jackson´s song called ´Black or white´. Do you know
Michael Jackson?
S: Yes.
T: Do you know the song?
S: No.
T: OK. I hope you like it. Enjoy!
https://www.youtube.com/watch?v=F2AitTPI5U0
"Black Or White" LYRICS
I took my baby on a Saturday bang
"Boy, is that girl with you?"
Yes, we're one and the same
Now I believe in miracles
And a miracle has happened tonight
But if you're thinkin' about my baby
It don't matter if you're black or white
They print my message in the Saturday Sun
I had to tell them I ain't second to none
And I told about equality
And it's true
Either you're wrong or you're right
But if you're thinkin' about my baby
It don't matter if you're black or white
I am tired of this devil
I am tired of this stuff
I am tired of this business
So when the going gets rough
I ain't scared of your brother
I ain't scared of no sheets
I ain't scare of nobody
Girl, when the goin' gets mean
[L. T. B. rap performance]
Protection for gangs, clubs and nations
Causing grief in human relations
It's a turf war on a global scale
I'd rather hear both sides of the tale
See, it's not about races
Just places
Faces
Where your blood comes from
Is where your space is
I've seen the bright get duller
I'm not going to spend my life being a color
[Michael]
Don't tell me you agree with me
When I saw you kicking dirt in my eye
But if you're thinkin' about my baby
It don't matter if you're black or white
I said if you're thinkin' of being my baby
It don't matter if you're black or white
I said if you're thinkin' of being my brother
It don't matter if you're black or white
Ooh, ooh
Yeah, yeah, yeah, now
Ooh, ooh

4. Yeah, yeah, yeah, now
[2x]
It's black, it's white
It's tough for you to get by
It's black, it's white, woo
https://www.azlyrics.com/lyrics/michaeljackson/blackorwhite.html
2. After the video, T gives the students part of the song lyrics and they
complete it with verbs in the PAST SIMPLE. Then, they listen to the song
again and check (when Michael starts singing, from 2.30´ to 3.48´) (5´).
BLACK OR WHITE – by Michael Jackson
I 1_____________ (take) my baby on a Saturday bang
"Boy, is that girl with you?"
Yes, we're one and the same
Now I believe in miracles
And a miracle has happened tonight
But if you're thinkin' about my baby
It don't matter if you're black or white
They print my message in the Saturday Sun
I 2___________(have) to tell them I ain't second to none
And I 3___________(tell) about equality
And it's true
Either you're wrong or you're right
But if you're thinkin' about my baby
It don't matter if you're black or white
3. T asks the students to answer some questions about the song (3´)
1. What is the song about? War? Racism? Love?
2. Do you think there is racial discrimination in the world?
3. Is the world divided into black and white people? Why? / why not?
T walks around and monitors the discussions, only interrupting if the students
do not talk or need some help.
Transition: Wonderful! Let´s ask make some questions about the song.
PRESENTATION (5´)4.
Purpose: to introduce the new teaching points.

5. 5. T writes a question on the board and introduces questions in the past (5´).
T: DID Michael Jackson talk about RACISM in this song?
S: Yes.
T: Yes, he DID. (writing on the board). See? For questions in the past, we use
DID, yes? And the verb, is TALK (pointing), not TALKED (writing and crossing it
out). Is it clear?
S: Yes.
T: DID you know the song?
S: No.
T: NO, I DIDN´T. DID you like the song?
S: Yes..
T: Yes, what?
T: Yes, I DID.
Transition: Excellent! Time to talk about YOU.
DEVELOPMENT (10´)
Purpose: to practise the new teaching points.
6. T asks the students to answer FIVE questions to ask their partner about
their lives (5´)
T: I want you to write 5 questions to each other about YOUR PAST, when you
were 10 years old. For example:
DID you like to read when you were 10 years old?
Or
DID you like history when you were 10 years old?
IDEAS: PLAY FOOTBALL – READ BOOKS – LIKE VEGETABLES – GO TO THE BEACH
HAVE FRIENDS – WATCH FILMS – RIDE A BYCICLE – GO SKATEBOARDING
7. T asks the students to ask the questions to their partners. (5´)
T: Now ask the questions to your partner. Write down the answers.
T monitors the activity and helps the students who need it.
Transition: Now it´s time to play a game!
CLOSURE (5´)
Purpose: to check the students´ understanding of the topics studied today.

6. 8. T divides the students into two groups. T gives each group different pictures
and prompts to ask questions to the other group about Mike´s day.
GROUP A: Ask questions to group B. Example: GO SWIMMING? DID HE GO SWIMMING? NO, HE
DIDN´T.
1. RIDE A BIKE?
2. EAT PASTA?
3. PLAY FOOTBALL?
4. GO TO SCHOOL?
GROUP B: Ask questions to group A. Example: GO SWIMMING? DID HE GO SWIMMING? NO, HE
DIDN´T.
GO SWIMMING? DID HE GO SWIMMING? NO, HE DIDN´T.
1. READ A BOOK?
2. DRINK COFFEE?
3. PLAY FOOTBALL?
4. TAKE THE CAT FOR A WALK?
5. PHONE A FRIEND?
Transition: Fantastic! Finally, homework!
HOMEWORK (2´)
Purpose: to continue practising the contents at home.
T explains to the students that they have to work with a song for homework.

7. They have to enter the blog, choose a song from a web site and do the activities.
T: For homework, enter the blog, choose a song from the web page and do the
activities. Is it clear? Who can explain? (someone explains in L1)
https://epja15ingles.blogspot.com.ar/
Hello, everybody!
Choose a song from this web page and do the activities.
http://www.englishexercises.org/buscador/buscar.asp?
nivel=any&age=0&contents=simple%20past%20song#a
Asnwer:
1. Which song did you choose? Why?
2. Was it difficult?
• To be completed by your tutors:
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

8. Observations Nice lesson, Nadya! I think you can exploit resources even more.
Have a great time!
Aure