1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Antonella Young
Período de Práctica: Secundaria
Institución Educativa: Colegio “Sagrado Corazón”
Dirección: Pellegrini 389
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 10
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clase
Unidad Temática: Introducción al libro “Nelson Mandela”
Clase Nº: 1
Fecha: 01/09/2018
Hora: 8.50 – 9.50hs
Duración de la clase: 60 min
Fecha de primera entrega:29/09/2018
Teaching points: South Africa history: Black people vs. White
people, British vs Boers, special dates, Pass Law, Apartheid, tribes
Aims or goals: During this lesson, learners will be able to…
Inquire about the history of South Africa between 1652 to
1994
Identify and name vocabulary about South Africa
Develop their Macro-skills (listening, speaking and reading)
Develop their cognitive skills by asking students questions
about the lecture
Work individually
2. Language focus:
Functions Lexis Structures Pronunciation
Revision
New Black people vs.
White people,
British vs Boers,
special dates, Pass
Law, Apartheid,
tribes
Talking about
South Africa
history
Pass law was a…
British and Boers
fought to….
/ ɪd/ past simple
verbs - ed
Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010)
Integration of skills: What skills will be integrated and how?
Speaking by asking and answering questions and giving their own
point of view about the topic.
Listening by paying attention to a video about “Apartheid”
Reading by completing a text about what they heard and reading the
first part of chapter one as homework
Materials and resources:
Posters
Map
Photocopies
Computer
Video:https://www.youtube.com/watch?v=SOgoNhKJjb4&t=195s
(from 00:18 to 03:11)
Pedagogical use of ICT in class or at home: I’ll use a computer to show sts a
video about “Apartheid”.
Seating arrangement: Students will sit in pairs and close to the board to
listen and watch the video without problem.
Assessment: what will be assessed and how…
I’ll check students’ comprehension by giving them an activity about
what they have learned and correcting it together.
3.
4. Stages in the lesson
Routine(2’ min):
Purpose:
To greet students and start the lesson
Teaching strategies:
Ask the date for practice
Skills:
Listening and speaking abilities
Description and instructions: I’ll enter into the classroom and greet pupils.
Then I’ll ask them what day it is and I’ll take note on the board.
T: Good morning, everybody
Sts: Good morning, teacher.
T: What day is it, today?
STS: “it’s the first of October”
T: Good! First I’ll take the attendance… Well, now let’s start with the class
Translation: Well, now let’s start with the class.
Warm – up (5’ min):
Purpose:
To introduce the main topic
Teaching strategies:
Use of visual aids like a map
Skills:
Listening and speaking abilities
Procedure: I’ll ask learners some questions about Nelson Mandela’s story just to
introduce the topic.
T: Did you know Nelson Mandela? Who was he?
STS: He was a president
T: Ok, good! A president of what place?
STS: Africa
5. T: Ok, good! And where is Africa? Can anybody point to Africa on the map?
(putting a map on the board)
STS: Yes, me!
T: Ok, come to the front and point to it, please!
STS: (She/he points to it)
T: Is it right? (looking at the rest of the class)
STS: Yes!!
T: Very good! And where is South Africa?
STS: (Pointing to it)
T: Ok, What countries can you find in the South?
STS: (They will read them)
T: Very good!
Translation: Now, we will read about Mandela’s life but first we need to
understand what happened in South Africa between 1652 and 1994. I’ll start to
explain you about South African history, pay attention please!
6. Presentation (15’to 20’min):
Purpose:
To expose learners to the target language
To develop their cognitive and listening skills
To develop the main topic (South Africa History)
Teaching strategies:
Use of visual aids like pictures, a map, paper strips, markers, and a video
Skills:
Listening and speaking abilities
Procedure: Pupils will read Mandela’s book but first I’ll introduce the topic with a
bit of history. I’ll explain the situation of South Africa from 1652 to 1994 while I
paste pictures and words that help them to understand it better. I will also include
a map with the places involved highlighted with color. The last moment in the
history of Africa was the defeat of the “apartheid”; I’ll explain it with a part of a
video.
T: In 1652, white Dutch people called Boers went to the cape in South Africa, they
took land from the Africans (I’ll paste first the word “Dutch people (Boers)”, then
the year “1652” and at the end “a map” with the cape place highlighted, I’ll point
to the place). They took the men from the African tribes (I’ll paste a photo on the
board) to work for them. In 1795, The British arrived and they got the Cape (I’ll
paste the word “British” and then the year “1795”). So, the Boers and the British
fought for the lands from 1899 to 1902 (I’ll put the words “Boers” and “British”
between a picture that represent the fight). The British won (I’ll paste a picture of
a cup and a British flag as a representation of the word “won”), but in 1910 they
wanted to work with the Boers and so all these places had one government with a
Boer president.
T: Has everybody understood so far?
STS: Yes!!
T: Ok, let’s continue the story!
T: At this time, white people made the laws. One law was the “pass law” (I’ll paste
this word and a picture about it). Africans had to carry a “pass book” (I’ll paste
this word and point to the picture which show it) and could not go from one town
7. to another town without it (pointing). They had to show it to policemen (I’ll paste
a picture about it) when they asked for it. If black people did not carry their pass
books, the police arrested them (I’ll paste a picture that represent the word
“arrested”). Africans had to live in places for “blacks only”(I’ll paste this word),
but they worked for white people. Whites had good jobs and blacks had bad jobs
(I’ll paste the word “bad jobs”). The only schools for black children were “church
schools” (I’ll paste this word). From 1948, “Apartheid” was the word for these
laws (I’ll paste the word on the board). In 1994, The ANC (I’ll paste the
abbreviation and its meaning on the board) fought apartheid and they won this
fight. But what Apartheid really mean? Let’s see a video that talks about it (I’ll
open the laptop and play the video).
10. Translation: As you know about South Africa, now you will do an activity about
its history. Please, give a photocopy to each student (I’ll say it to a learner and give
him/her the photocopies)
Development(10’to 15’min):
Purpose:
To practise and internalize vocabulary
To develop their reading and cognitive skills
Teaching strategies:
Sts work individually to do the activity and then we check it together so
they can realize their own mistakes and correct them.
Skills:
Reading and cognitive skills
Procedure: Students have to complete a text about South African history. The
pictures and information pasted on the board will help them to do the task.
T: You have to complete it paying attention to the words on the board. It is a
summary of what I told you some minutes later.
Activity:
1) Complete the blank spaces.
In 1652, white ______________ people (Boers) went to the Cape in
________________ __________________, and they took land from the Africans.
They took the men from the African tribes because they wanted
workers. In 1795, the _______________ arrived. From 1803-1815 there was
fighting in Europe. When it ended, the British got the Cape. There were
problems between the British and the Boers, and from 1899-1902 they
fought. The ______________ won, but in _____________ they wanted to work
with the Boers. So the Cape, Natal, the Orange Free State and the
Transvaal had one government with an Afrikaner president.
At this time in South Africa, there were 4.020.000 Africans,
1.280.00 whites, 150.000 Indians and 530.000 coloureds (half white).
White people made the laws. One law was the _______________
_________________. Africans had to carry a ______________ ______________ and
could not go from one town to another town without it. They had to
11. show it to _________________ when they asked for it. Years later, when
blacks did not carry their pass books, the police _______________ them.
Africans had to live in places for _______________ _________________, but
they worked for _____________ people. Whites had good jobs and blacks
had ____________ jobs. They lived by different laws. The only schools for
black children were ____________ schools. Other children went to
government schools.
From 1948, ___________________ was the word for these laws and this
way of life. The ANC (African National Congress), a political
organization of black people, fought apartheid and they won this fight
in 1994.
12. Homework (5’min)
Purpose:
To keep learning in their house
To develop autonomy
Teaching strategies:
I’ll explain the tasks before the class finish so they will understand what
they have to do.
Skills:
Reading and cognitive abilities
Procedure: T gives them the first two pages of chapter one. Besides she gives
them some before and after activities to complete for the next class.
T: These are the first two pages of chapter one (showing sts the photocopies). You
have to do it for the next class. First, you must complete this activity (pointing it)
in which you match the words with their definition. If necessary, you can use a
dictionary. Then you will read the text and after it you do the other task (pointing
to it). You have to answer these 10 questions. Don’t panic! They are very easy,
let’s read them and if you have a doubt ask me please.
Activity 1: Match the words with their definition.
1. Freedom a. A person who leads a group of people
2. Chief b. To make sb/sth die
3. Leader c. The right to do or say what you want without anyone
4. Afraid stopping you
5. Shout d. Feeling fear or frightened
6. Kill e. A leader or ruler of a people or community
f. To say sth in a loud voice; to speak loudly
13. Activity 2: Read the text and answer the questions
1. Who did Mandela live with? Where did he live?
2. How many wives had his father got?
3. Where did Mandela live when his father died? Who did he live with?
4. Did he have a good relationship with his stepbrother?
5. Where did Mandela study?
6. What happened when he was sixteen?
7. What tribe did Mandela belong to?
8. Did he really understand what the chief said to the people?
9. Who did Mandela meet in Healdtown?
10. Could Africans marry with people of other tribes?
