Lesson 8

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: 8
Fecha: 20/10/2017
Hora: 7:30 – 8.10 pm
Duración de la clase: 40 minutos
Fecha de entrega: 14/10/2017
· Aims or goals:
During this lesson, learners will be able to…
• Develop awareness about crime and violence against women.
• Develop their listening skills by listening to a song and interpreting it.
• Develop their speaking skills by talking about crime.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Talk about past
events, using
past simple
verbs
ED past
simple
verbs
Subject + was/were
+ verb+ing
-ing / ŋ/ɪ
New
Ask and answer
about past
events
-ing verbs Was/were: questions
Yes, no answers.
Wasn´t/weren´t
· 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!
Transition: Fantastic! Let´s prepare ourselves for a song!

WARM-UP (20´)
Purpose: to revise the contents the students studied the previous class.
1. T shows the students some words and pictures in a PPT slide and asks them to match
them together orally (5´).
T: Can you match the words in the box with the pictures?
1. Dream of the past 2. Heart beat fast 3. feel insecure
4. shiver 5. try to catch your eyes 6. try to hide
7. swallow my pain
2. T asks the students to listen and complete the lyrics with the words from exercise 1 in
the past continuous (10´).
Song: Jealous guy:
https://www.youtube.com/watch?v=6lLs2dC9NaE&feature=youtu.be
I was dreaming of the past
and my heart was beating fast
I began to lose control
I didn't mean to hurt you
I'm sorry that I made you cry
Oh my I didn't want to hurt you
I'm just a jealous guy
I was feeling insecure
You might not love me anymore
I was shivering inside
I was shivering inside
Oh I didn't mean to hurt you
A
B
C
D
E
E
F

[Whistling]
I was trying to catch your eyes
I thought that you were trying to hide
I was swallowing my pain
I was swallowing my pain
watch out baby I'm just a jealous guy
Look out baby I'm just a jealous guy
https://www.azlyrics.com/lyrics/johnlennon/jealousguy.html
T: We´ll listen to a song called ´JEALOUS GUY´ by John Lennon. Listen and
complete the song with the words in exercise 1 in the past continuous. For
example: DREAM is I WAS DREAMING of the past, see? Is it clear?
S: Yes!
T: Great. Let´s listen to the song.
Dream – try– swallow – beat – try– shiver – feel
I was dreaming of the past
and my heart was beating fast
I _______ insecure
You might not love me anymore
I ___________ inside
I ___________ inside
Oh I didn't mean to hurt you
[CHORUS]
I ________ to catch your eyes
I thought that you were trying to hide
I ____________ my pain
I ___________ my pain
3. T asks the students to answer the questions about the song (5´).
T: In pairs, answer these questions about the song:
1. What does a “jealous guy” do?
3. Why did he hurt her?
4. Did he act correctly?
When they finish, T guides a general discussion.

T: What does a jealous guy do?
S: Hurt you.
T: They may hurt, yes..
S: Make you cry.
T: You´re right. Why did he hurt her?
S: He was dreaming of the past.
T: Yes,, and he thought what?
S: You were trying to hide.
T: She was trying to hide, yes! Did he act correctly?
S: No
T: No, he didn´t.
Transition: Wonderful! Let´s talk about the past.
PRESENTATION (5´)1.
Purpose: to introduce the new teaching points.
4. T shows the students a picture about a crime, and they have to invent a story
to say what happened, who was the person was and what was he or she
doing when she or he died (2´).
T: Look at the picture. What happened?
S: A person died.
T: Yes. It was a terrible situation. Find the things in the box in the picture:
Living room – carpet – books – chairs – windows – door – calendar – lamp

5. T asks the students to imagine they are detectives. They found some notes
the victim left in a notebook (3´).
T: In pairs, imagine you are detectives. You found a notebook with some notes
from the victim:
Yesterday, I was at home in the living room. It was 8 pm. I was reading a book.
John wasn´t reading a book. He was working. He came home and at 9.30 pm we
were having dinner. He was jealous for me. I told him I wasn´t seeing another
man, I was happy because we weren´t having problems anymore. He got really
angry and went away. At 11 pm, he called me on the phone. He said he wants to
kill me. I´m scared! Please help!
T shows the students a sentence in the negative form and helps the students to
infer the meaning.
T: Look at this sentence:

I WAS READING A BOOK. JOHN WASN´T READING A BOOK.
Which one is POSITIVE and which one is NEGATIVE? I was reading a book is…
S: Positive.
T: Great! And I wasn´t reading a book is..
S: Negative.
Transition: Excellent! Time to solve the crime.
DEVELOPMENT (10´)
Purpose: to practise the new teaching points.
6. T tells the students they have to interrogate John for the crime of his
girlfriend, Laura. They have to complete the conversation with verbs in the
past continuous form (5´).
T: Complete the conversation between you, the detectives, and John, Laura´s
boyfriend.
You: Were you reading (read) a book yesterday at 8 pm?
John: I ________ _________________ (not read) a book. I _____ ___________________ (work)
You: _______ you ___________ (have) dinner with Laura at 9.30 pm?
John: Yes, _____ ________.
You: _______ you ________________ (have) an argument with Laura at 10 pm?
John: I _________ ________________ (not have) an argument. I ____ _______________(sleep)
You: ______ you _____________ (sleep) in Laura´s house?
John: I ______________________________________ (not sleep) in her house. I ________
______________ (sleep) in my house.
Transition: Now it´s time to have a final decision!
CLOSURE (5´)
Purpose: to check the students´ understanding of the topics studied today.
7. T asks the students to summarize what Laura and John were doing
yesterday. Then, they decide if he was the murderer (5´).
T: Write what Laura and John were doing and what they weren´t doing
yesterday.
Yesterday, Laura was

Laura wasn´t
John was
John wasn´t
Answer this question in pairs. Do you think he murdered Laura? Why?
T: Do you think he murdered Laura?
S: Yes
T: Why? Because he was violent? Because he was not telling the truth? Because
Laura asked for help?
S: Because he was violent.
T: OK. And is it correct to be a jealous boyfriend like John?
S: Noo.
T: You´re right. It is not correct to treat women like John did with Laura.
Transition: Fantastic! Finally, homework!
HOMEWORK (2´)
Purpose: to continue practising the contents at home.
T explains to the students that they have to enter the blog and do some
activities related to crime. Then, they go online, find a REAL crime and answer
some questions.
T: For homework, enter the blog, do some activities related to CRIME, go online
and find a REAL crime. You have to answer some questions about it. Is it clear?
Who can explain? (someone explains in L1)
https://epja15ingles.blogspot.com.ar/
Hello, everybody!
Do some activities related to CRIME, go online and find a REAL crime. You have
to answer some questions about it.
http://www.dailymail.co.uk/news/article-3350616/How-John-Lennon-s-
death-shocked-world-35-years-Beatle-s-murder-defining-moment-
generation.html

https://en.wikipedia.org/wiki/Murder_of_John_Lennon
Answer the questions about the crime you found:
1. What happened? When was it? Where?
2. What was John doing at the time of the crime?
• 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
Observations
Lovely lesson! 
Take into account the comments I´ve made, especially about homework.
Best,
Aure

Lesson 8

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