Secondary

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: Chapter one, Nelson Mandela’s book
Clase Nº: 3
Fecha: 05/10/2018
Hora: 11.05 – 12.05hs
Duración de la clase: 60 min
Fecha de primera entrega: 03/10/2018
 Teaching points: vocabulary related to the story (chapter one)
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 Aims or goals: During this lesson, learners will be able to…
 Develop reading comprehension by paying attention to main words,
paragraphs, and the information
 Acquire reading strategies such as skimming and scanning, and
inferring meaning through the context
 Improve their reading by listening chapter one, reading it, and
correcting their mistakes at the end of the reading
 Work in group comparing and discussing their answers
 

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision Freedom, chief,
leaders, prison,
afraid, shout, kill
Talking about
the previous
class
It means…
It was… (past
simple)
/ ɪd/ past simple
verbs - ed
New Law, politics,
leader, authorities,
marry, protest
Do a revision
of chapter one,
giving their
opinion and
discussing
I think it is…
Mandela studied
in…
The chief died in…
/ ɪd/ past simple
verbs – ed
/ɒ/ low, politics,
authorities
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 orally and giving their own point
of view about the topic.
 Listening to an audio and order the paragraphs
 Reading by reading the paragraphs they ordered


 Materials and resources: 
 Photocopies
 Chalk 
 Board
 Pictures
 Paper strips
 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will sit in pairs or in a circle to work more
comfortable and make groups in an easy way

 Assessment: what will be assessed and how…
I’ll check students’ comprehension by asking some questions orally and by
doing comprehension activities that will be corrected together. They

3. constructed their knowledge by working in group and discussing about the
main topics.
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 fifth 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 (15’to 20’ min):
Purpose:
 To do a revision of the last class
Teaching strategies:
 Use of pictures to review vocabulary
 Use of a “ball” and music to correct activity 2 of the previous lesson
Skills:
 Listening and speaking abilities
Procedure: I’ll put on a table pictures and paper strips about the vocabulary students
learned the last class. Then, I’ll invite learners to come to the front choose a picture and
the most suitable word for it. They will do the same with each picture and word and they
will also work in groups to put the words with their meaning correctly.

4. T: The last class we talked about the words in bold and why they were important. So, why
are the words in bold important?
STS: Because they are key words.
T: Excellent! We also did an activity about it; let’s do a revision of it! Please, come
everybody to the front and among all try to match the words with the correct picture and
paste them on the board.
Afraid Leader Chief freedom Kill

5. (Students will come at the front and they will work together to resolve the activity)
Then…
T: Great job! The last class we did a second activity about the reading and so today we
have to check it. Please, take out the photocopies which we worked the last class.
After a while…
T: I’ll put music and I’ll give you a ball (pointing to it), when the music stops, the student
who has the ball will read the first questions and choose another student to answer it.
(STS starts to pass the ball and the music stop)
T: Choose a student and ask him/her the first question
ST1: Who did Mandela live with? Where did he live?
ST2: Mandela lived with…. He lived in….
T: Very good! Let’s continue (I’ll play the music)
Transition: Great job! Now, we will focus on the next two pages of chapter one.
Presentation (20’min):
Purpose:
 Develop their listening and cognitive skills to order the paragraphs of the text
 Work in groups to develop activity one
 Infer vocabulary through the text
 Improve students’ reading ability by reading the paragraphs in the correct
order
Teaching strategies:
 Movements and miming
 Paragraphs organization by working in groups
Skills:
 Listening abilities
 Reading abilities
 Cognitive abilities
Shout

6. Procedure: I’ll give students a photocopy about the next two pages of chapter one. I’ll ask
them who the person of the photo is and I’ll ask them what the key words of these two
pages are. So, I’ll ask them what they think these pages are about. Then I’ll explain the
first activity and then I’ll play the audio which reproduce the text. Students have to order
the paragraphs according to what they listen. Then, they’ll read the paragraphs into the
correct order.
T: Please, make group of three or four… now, I’ll give you the paragraphs of the next two
pages and you have to order them according to the audio.
(After a while)

7. T: Are you ready? Ok, let’s start!
(Once they finished)
T: Now, I’ll play the audio again and I’ll stop it after each paragraph. We will check it
together!
Then…
T: Very good! Now, each student will read a paragraph, let’s start with you! (Pointing to a
student)
(I’ll monitor their reading and take down notes of their mistakes, and then I’ll write them
on the board and ask students to repeat the words after me)
Translation: For the next time, try to bear in mind these mistakes not make them
anymore. Now, we will do a last activity!
Development(15’min):
Purpose:
 Develop students’ comprehension by doing a post-activity
 Develop students’ reading strategies such as skimming and scanning the text
 Develop their cognitive skill by searching the answers in the text
Teaching strategies:
 Movements and miming
 Monitor the activity
 Check their answers with the other groups and justify with the text
Skills:
 Reading ability
 Cognitive ability
Procedure: Students will complete a map with the information taken from chapter one.
They will work in group of three or four. Then all the groups compare their answer and
discuss them justifying their answer with the text.

8. T: Now, we will work in group of three or four. I’ll give you a map to complete with the
information in chapter one. Please, give a photocopy to your mates.
(after they finished)
T: Now, Each group will compare the answers with the other groups and you will justify
them with the text. Let’s start!
Closure (5’minutes):
Purpose:
 To close the class
 To say goodbye
Procedure: I’ll say them goodbye, and how they work.
T: It’s the time! Thank you for your effort in each activity.You have done an excellent job!
Have a nice weekend and see you on Monday!
STS: Bye!