- The document outlines a lesson plan for a 60 minute English class for 4th year students at a school in Argentina. - The lesson focuses on chapter three of the book "Nelson Mandela" and aims to have students talk about, describe, and write sentences comparing different situations in the chapter. - A variety of activities are planned, including discussing the chapter, completing a chart summarizing key concepts, learning about comparatives, and homework to read part of the next chapter.

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 three
Clase Nº: 7
Fecha: 19/10/2018
Hora: 08.50-9.50hs
Duración de la clase: 60 min
Fecha de primera entrega: 17/10/2018
 Teaching points: vocabulary related to the story (chapter three)
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 Aims or goals: During this lesson, learners will be able to…
 Talking about chapter three
 Develop their cognitive skills by describing chapter three in a chart
 Write sentences using comparatives
 

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision
New Comparatives Compare
different
situations of
chapter three
The ANC was
older than the PAC
The prison food
was worse than
food in bad
restaurants
-ER endings /ə/
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 discussing about chapter three
 Reading by re-reading important concepts
 Writing by describing chapter three in a chart and writing comparative
sentences
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 Materials and resources: 
 Photocopies
 Book: Nelson Mandela
 Chalk 
 Board
 poster
 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will sit in pairs to work comfortable 

 Assessment: what will be assessed and how…
I’ll check students’ comprehension by asking some questions orally and by
making a summary of chapter three and correct it.

3. 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 19th of October”
T: Good! First I’ll take the attendance …
Translation: Well, now let’s start with the class.
Development(20’ to 30’ min):
Purpose:
 To review main concepts of chapter three
 To use visual aids (chart) to summarize the chapter
 To learn and practise comparatives
Teaching strategies:
 Use of a chart to bear in mind main concepts of chapter three
 Use of a poster to teach comparatives
Skills:
 Cognitive abilities
 Reading abilities
Description and instructions: The teacher asks learners about main concepts of chapter
three. They will have to skim the text and write words related to the concepts in a chart.

4. T: Look in the text who Winnie was, what Treason Trial was, what Sharpeville was, and
what happened with the ANC.(I’ll say it while I write on the board these words). Then
Complete the following chart with words or information related to these concepts. Look
at the chart, the first part is doing for you as an example.
After – readingactivity: Complete the chart with information from the text.
Winnie Treason Trial Sharpeville ANC
Mandela’s wife From 1958 to
1961
The police killed
69 protesters
there
In Pretoria, the
ANC was weak
After doing the task…
T: Ok, let’s see your answers! Valentin what did you write about Winnie?
ST: Mandela’s second wife…. (others answers)
T: Good! Did anybody write something else?
ST: Gave Mandela hope and love
T: Good! Valentin, come to the front and write something about Winnie… Brisa the same
for you, come to the front and write what you said about Winnie…
(Students will come to the front and complete the chart with the information that they
found about the four main headings)

5. Activity 2:
Description and instructions: Students will learn about comparatives. First, I will tell
them about comparatives and their use. Then I’ll focus on a comparative sentence that is
in chapter three. Once they understood the use and meaning of it they will do an activity
related to chapter three.
T: Now, we will learn about comparatives. This means that we can compare different
things such as people, animals, countries, places, etc (pointing on the poster). Please,
Valentin and Milagros come to the front. I can say for example, that Valentin is taller than
(emphasizing this word) Milagros (miming). Or that, this window (pointing) is bigger
than the other window (pointing). Thank you Valentin and Milagros, you can sit down. In
chapter three there is an example of comparatives and this is the example (pointing to the
poster)

6. She was sixteen years younger than him
T: Who do you think the first person is? (Pointing to the word “she”)
STS: Winnie…. Mandela’s wife
T: Good, and who do you think the second person is? (Pointing to the words “him”)
STS: Mandela…
T: Good! So, itcompares Winnie with Mandela… Is the word “young” a noun, verb, or
adjective? (Pointing)
STS: Adjective!
T: Ok, so we use adjective i.e. words that describe something to compare something and
the word “than” to compare both things. What do we add at the end of the adjective?
STS: ER…
T: Excellent! When we use comparatives there are some simple rules that we need to bear
in mind! Look at this, what happens when the word end in “y”?
STS: We remove the letter “y” and add “ier”
T: Excellent! There are some adjectives that are irregular because we change the word to
compare something. For example the word “bad”, how do we write this word to compare
something? (Looking at the poster)
STS: We write “worse”
T: Good! And… if we use the word “good”?
STS: Better!
T: Excellent… now go to page 19 and in pairs do activity 4.3 bearing in mind the poster.
Transition: You have worked very well today! Now, it’s time to focus on homework.
Homework:
Purpose:
 To start chapter four in their house
 To develop reading comprehension
Description and instructions: I’ll tell them to read the first subtitle of chapter three for
next class and do a multiple – choice task.
T: Open your reading book at page 20. You will read only the first subtitle and do the
following activity for next class… Please, give a photocopy to each mate… read the activity
Gabriel.
ST: Complete the sentences making a tick in the correct answer.
T: Thank you! What will you have to do? complete? Make a tick? Or match? (Miming)
ST: Make a tick in the correct sentence
T: Good! This is for next class, do not forget to do it please!

7. Activity: Complete the sentences making a tick in the correct answer.
1. Mandela wore different clothes because…
_____ he didn’t want the police to catch him.
_____ he wanted to show he came from a tribe.
_____ it was an apartheid law.
2. The MK…
_____ was a violent organization.
_____ was Mandela’s organization.
_____ was the same as ANC.
3. The government was…
_____ weak.
_____ afraid.
_____ strong.
4. There was … in Addis Ababa in 1962.
_____ a meeting.
_____ a protest
_____ an arrest.
5. Mandela met …. In London.
_____ his first wife
_____ Oliver Tambo
_____ the president
Transition: It’s time!
Closure(5’minutes):
Purpose:
 To close the class
 To say goodbye
Description and instructions: I’ll say them goodbye.
T: You can go out to the break, Have a nice day!
STS: Bye!