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:
Clase Nº: 7
Fecha: 18/10/2017
Hora: 9:00 – 10.20 pm
Duración de la clase: 80 minutos
Fecha de entrega: 12/10/2017
· Aims or goals:
During this lesson, learners will be able to…
• Develop their listening skills by listening to people talking about past events.
• Develop their reading skills by reading a text about Santiago Maldonado.
• Develop their speaking skills by talking about past activities.
• Develop their writing skills by writing a text about their partner´s past.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Talking about past
events, using was
and were
Listen to music
Watch TV
Do homework
Give sb a bath
Wash the
dishes/clothes
was/were
New
Talk about past
events, using past
continuous
Blackout
Alibi
Suspect
Subject +
was/were +
verb + ing .
-ing / ŋ/ɪ
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 intends to be integrated constantly in the class, but the students speak when they feel
comfortable to do so. Listening is integrated through a song and the teacher´s instructions and
questions, in L2 all the time. Reading is integrated through reading comprehension. Writing is
integrated in the end, when the students have to write about their holiday.
· Materials and resources: computer, speaker, copies for the students.
· Pedagogical use of ICT in class or at home: the students watch a video and listen
to a song. 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.
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed by singing songs and getting the students to talk about
their pets; grammar and vocabulary will be assessed through writing activities and
games.
STAGES IN THE LESSON
ROUTINE (5´)
Purpose: for the students to get to know the teacher and the teacher to get to know the
students.
After the ring bells at 9 pm, the students have to gather in the school common room and
raise the Argentinian flag. It takes about 5 minutes.
T will greet the students, ask how they are and expect they answer her back.
T: Good evening!
S: Good evening!
T: How are you today?
3. F: Fine.
T: Great! I´m fine too!
Transition: Fantastic!
WARM-UP (5´)
Purpose: to revise some of the contents the students have already studied.
1. T talks to the students about the blackout the week before the lesson. T asks them to
complete a table she gives them, answering the questions: where were you when the
light went out? What did you do last Friday morning? (5´)
T: This is a blackout. (showing the students the picture). Unfortunately, we have many
blackouts in San Julián. Do you remember the last blackout?
S: Yes. No.
T: I was at home. I had pizza for dinner (T writes it on the board). Where were you? What
did you do? Complete the table with YOUR information and ask one person in the class.
1. WHERE WERE YOU WHEN THE LIGHT WENT OUT?
2. WHAT DID YOU DO?
Question ME MY PARTNER
1
2
T monitors the activity.
Transition: Wonderful! Let´s hear about a blackout situation.
PRESENTATION (10´)
Purpose: to introduce the new teaching points.
4. 2. T shows the students a video about a part of a TV program. There was a blackout, so a
journalist askeds people what they were doing when the light went out. The students
have to listen and match the people with the things they were doing. (3´)
https://www.youtube.com/watch?v=K1GGYf2LFBg (until 1.27 minutes)
T: We´ll watch a video. There was a blackout, and some people talk about it on TV. Watch
the video and listen to the people. Where was each person?
a. At school. b. At home c. At the supermarket.
T: The people are asked this question (on the board):
WHAT WERE YOU DOING WHEN THE LIGHT WENT OUT?
3. T asks the students to listen again and match the people with the activities they were
doing during the blackout (5´)
Listen again and match each person to the activity they were doing during the blackout. Is
it clear?
S: No.
T: Listen and match the people to the activities. For example, Person 1 says: I was washing
the dishes. My wife was giving the baby a bath (showing the students the worksheet). Is it
clear now?
S: Yes!
T: Great!
Person 1 1c a. My husband and I were watching TV. Our children were
doing their homework
Person 2 b. I was listening to music.
Person 3 c. I was washing the dishes. My wife was giving the baby a
bath
Person 4 d. I was washing my clothes.
4. T writes a sentence on the board and asks the students to place the elements of the
sentence under the words in order to understand the past continuous tense (2´).
I WAS LISTENING TO MUSIC.
_________ _________ ____________
5. T: Let´s look at the elements of this sentence. Can we put them under the sentence? If you
want, you can come to the board!
VERB+ING VERB TO BE (was/were) SUBJECT
Transition: Great! Let´s read about a very important issue.
DEVELOPMENT (45´)
Purpose: to practise the new teaching points.
5. T asks the students some questions about Santiago Maldonado (10´).
T: Answer these questions in groups.
1. Do you know Santiago Maldonado? Who is he?
2. How old is he?
3. What happened to him on 1 August?
T: Read the text quickly and check your answers.
Where is Santiago Maldonado? Argentina searches for missing protester
The protester, 28, went missing when he was protesting at an indigenous-rights
demonstration in Patagonia at the start of August. On a Saturday night talk show, the
national security minister, Patricia Bullrich, said she was sure the police were not involved.
Witnesses say the police arrested Mr Maldonado and they didn´t see him again. The police
say they didn´t detain him.
The mystery
What happened on 1 August is entirely unclear. "It truly is an enigma," said television host
Mirtha Legrand. She was thinking about Santiago when she interrogated the security
minister.
After the interview, Argentines started online protests, posting Facebook status updates
with their name and current location, adding, "But where is Santiago Maldonado?"
"I am Mariana. I am in my house, waking up in the morning, and I want to know, where is
Santiago Maldonado?" read a typical example, posted on Sunday.
6. Where were you and what were you doing when Santiago disappeared?
Taken and adapted from: http://www.bbc.com/news/world-latin-america-41066685
6. T asks the students answer the questions about the day Santiago disappeared (5´).
T: Can you answer the question in the article?
1. Where were you when Santiago disappeared?
2. What were you doing when he dissappeared?
3. Where is Santiago Maldonado for you?
7. T tells the students they are going to play the ALIBI game. They have to read a
conversation and ask a question (5´).
THE ALIBI1
T: Yesterday Patricia Bullrich interrogated two people who are suspects of being part in
Santiago Maldonado´s missing. Bullrich suspects Mr Perez and Mr Gonzalez. The minister is
interviewing Mr Perez. When she interviews Mr Gonzalez, will their stories be the same?
Read the conversation in pairs and answer the question: Can she catch them out?
Bullrich: What were you doing yesterday?
Mr Perez: I spent the whole day with my friend Mr Gonzalez.
Bullrich: I see ….. What were you doing at 12 o’clock?
Mr Perez: I was having lunch.
Bullrich: Where did you have lunch?
Mr Perez: I had lunch at a Chinese restaurant.
Bullrich: What did you eat?
Mr Perez: I ate chicken.
Bullrich: I see … what did you drink?
Mr Perez: I had an orange juice.
Bullrich: Who paid?
Mr Perez: I did.
Bullrich: What were you doing at 2 o’clock?
Mr Perez: I was playing football.
Bullrich: Where were you playing football?
Mr Perez: In the park.
Bullrich: What were you doing at 3 o’clock?
Mr Perez: At 3 o’clock I was watching a film at the cinema.
Bullrich: What did you see?
Mr Perez: I saw “Cinderella”.
Bullrich: What were you doing at 8 o’clock?
1
Taken and adapted from: http://efltheatreclub.co.uk/web_documents/the_alibi_-_past_continuous.pdf
7. Mr Perez: I was having dinner.
Bullrich: Where did you eat?
Mr Perez: In an Italian restaurant.
Bullrich: I see…. Thank you, you can go. Send in Mr Gonzalez.
8. T asks the students to imagine they are criminals, suspects of being part in Santiago
Maldonado´s missing, and they have to invent an alibi in pairs. Write it down on a table
(7´).
T: Now work with your partner. You are two criminals, suspects from Santiago Maldonado
´s missing. Invent an alibi from 12 o´ clock midday to 10 o´ clock at night. Remember, you
were together all the time. Can you tell the same story? Here are some ideas to help you.
Time Alibi
12.00
2.00
3.00
5.00
8.00
10.00
9. T puts the students in a group of four. They interrogate each other, and say their alibi.
They have to write down the answers in a table (10´)
T: Make a group of four people. Interrogate each other (miming) about Maldonado´s case.
Use your alibi to answer the questions and the conversation as an example. Write down
your answers in a table.
Time Name: Name:
12.00
2.00
8. 3.00
5.00
8.00
10.00
10. T asks the students to write a text about their alibi. T shows them a text as a model
(8´).
T: Write a text about the other two people´s alibi.
Example:
Yesterday, Martina was in San Julián. At 12 o´clock, she was cooking pizza for lunch. At 2 o
´clock, she was walking in the park. At 3 o´clock, she was…
Transition: Now let´s play a game!
CLOSURE (10´)
Purpose: to check the students´ understanding of the topics studied today.
11. T tells the students they are going to play NOUGHTS AND CROSSES. The students get
into two groups, T writes the words on the board and one group is NOUGHT and the
other one is CROSS. (10´)
T: We´ll play a game. It´s called NOUGHTS AND CROSSES. Make TWO teams (in the
meantime, T fills the squares with words on the board).
NOUGHTS= 0
CROSSES= X
WAS GOING WERE
DANCING SHE YOU
WERE I WAS
9. T: Now, do you know the game? who is noughts? And crosses?
S: Noughts! Crosses!
T: Great. You have to choose a word from the box and say a sentence. If it´s correct, you get
your nought or cross. The group that gets three noughts or crosses in a row is the winner
(showing it in the box). Is it clear?
S: Yes!
T: OK. Let´s start!
If they like the game, it can be played again with different words.
Transition: Fantastic! Finally, homework!
HOMEWORK (5´)
Purpose: to continue practising the contents at home.
https://epja15ingles.blogspot.com.ar/
T tells the students they have homework in the blog. They have to play games.
T: For homework, enter the blog. You have games to practise the PAST CONTINUOUS.
http://eslkidsworld.com/Interactive%20games/Grammar%20Games/Past%20Continuous/past
%20continuous%20quiz.html
http://www.eslgamesworld.com/members/games/grammar/perfectpast/past%20progressive
%20vs.%20past%20simple%20betting.html
Also write three sentences about things you were doing at different times yesterday.
Example: I was cooking at 12.30 pm.
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
