TPD 2015/ 1st Practicum Period Student: Mariana Canellas

1. Taller de Práctica Docente 2015:
Alumno Residente: Mariana Canellas
Período de Práctica: Nivel secundario
Institución Educativa: Colegio N° 738 “Pastor Schneider”
Dirección: Kaiquén 2135 Comodoro Rivadavia Chubut
Año: 1° 1°
Nivel linguistico: Básico
Tipo de Planificación: Clase
Unidad temática: Información Personal/ Mi ciudad
Clase N°: 2
Duración: 120 minutos
 Teaching points:
- Revision of personal information questions and verb “to be”: Yes/No questions
- Revision of functions: sharing personal information questions
- Use of new vocabulary:Placesin my city (bank, supermarket, square, street, hills, mills, beach,
liceum. theatre, cinema, hotel, University, Cathedral, a club, the Post Office, the Airport,
harbour)
- Use of new structures: Is there a…? / Are there any…? /There is… - There are…
 Aims or goals: During the lesson students will be able to…
- Develop their reading and listening skills by manipulating written material in handouts or
posters, in order to be able to express themselves.
- Develop their speaking and listening skills by interacting with the teacher and their partners.
- Develop their language awareness by learning new structures and inferring grammar rules .
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision Sharing personal
information
Places (place ofbirth)
Relatives (parents)
Personal pronouns.
Personal Information
questions
Intonation: rising
tones at the end
of yes/No
questions
New Describing my city Places in my city:
bank, supermarket,
square, hills, mills,
beach (Rada Tilly),
liceum, theatre,
cinema, hotel,
University,
Cathedral, street, a
Club, the Post Office,
the airport, harbor.
Verb “to be”:
affirmative sentences,
(She is…/He is…/There
is…/There are…) and
Yes/No questions (Is
she…?/Is he…?/ Is
there…?/ Are there…?)
Dental consonant
in : There

2. Pronunciation will be practiced emphasizing the tones and the chosen sounds. However, if the teacher
notices they are not producing the right tones and the right sounds, they will be guided to do so.
 Teaching Approach: Communicative Approach. Students are expected to infer the rules of the
target language by means of listening, reading and using it in communicative activities. They are
Invited to develop their language awareness; however, asking and answering about pictures are
activities closer the Audiolingual Method, where the substitution drilling is often uncontextualised
(the context is meaningful for the students) manipulation of structures, and it is very intensive and
extensive.
 Integration of skills: Students’ listening and speaking skills are integrated through students’
interaction with the teacher and among them. They will also be asked to listen, watch, read, and
write, in order to complete different activities.
 Materials: Photocopies, board, chalks, posters, CD, CD player, video, video projector.
 Seating arrangement: Working in pairs as they usually seat, may diminish the affective fllter.
 Cooperative work: The whole lesson demands cooperative work because the teacher will ask
questions and give explanations to everybody, and anyone’s answers will be expected; they will
also have to cooperate among them to perform certain tasks such as role play. The lesson will
require excellent behavior and rapport between the teacher and the students, this is expected
according with the previous experiences but in case they misbehaved the teacher would carry
candy to prise the students at the end of the class and tell them they have to make effort to
deserve it.
 Possibleproblems and possiblesolutions: In case technology didn’t work, a game might replace the
video activity, for example, the class may be divided in two groups, and the teacher asks the same
amount of questions about the places in Comodoro (Is there a…? / Are there any…?) to each of
them, controlling the time they waste in saying the correct answers, and the faster group is the
winner.
 Potential problems students may have with the language: In order to minimize difficulties students
may find while working with new structures and vocabulary, different classroom management
strategies will beapplied:the lesson is carefully planned, timing is controlled to be efficiently used,
the visual and auditory input is chosen to facilitate learning, and activities will be modelled and
more examples will be given in case difficulties arose.
 Assessment: I don’t think assessing performance while presenting new vocabulary and structures
will be relevant; however, it may be useful to keep track of the students’ performance, while they
work on their own, in pairs and the teacher walks around to help them, she may carry a list with
their names in order to take notes as regards their production: pronunciation, fluency and
accuracy.
Routine: Warm up (10’/15’)
- The teacher greets the students: “Hello, do you remember my name? I am Mariana”, she puts
a paper with her name on her desk, she continues “How are you today? Fine?”.

3. - Students should answer her “I’m fine thanks, and you?” in case they didn’t, she would continue
asking questions such as “Are you OK? Yes or No?...I am fine, and you?
- The teacher says “Write your name on a piece of paper, she demonstrate what they have to do
with a piece of paper. She adds, “Put it on your desk, like this” and she does that “Great…”
- “Did you do the homework?” she asks and walks around to have a look at the students’
productions, in case they worked in their folders she would get the papers to correct them for
the followingclass,and in case they worked in their netbooks, she would take some minutes at
the end of the class to keep track of their productions.
Transition: “Ok, today we are going to review Personal Information questions doing a listening activity and
then we are going to describe our city using these posters…” (the pictures are in activity 2)
Presentation: (15’)
- The teacher delivers photocopies with the dialogues to complete a listening to the CD.
Source: Cathy Myers, Sarah Jackson,and Silvia Carolina Tiberio, 2007 “What’s up?” 1, Pearson
Education S.A.
Handout:
Jenny: Hi, My name is Jenny. Are you a new student?
Imran: Yes, I am
Jenny: Me too, What’s your name?
Imran: Imran
Jenny: Where are you from?
Imran: I’m from Manchester, but my parents are from Pakistan. And you?
Jenny: I’m from Australia
Imran: Australia Wow!
- The teacher says “Let’s listen to a conversation between two students like you (she points
them) they are new students at school and they are sharing personal information”. They listen
to the complete dialogue and then she says “I will stop the CD player and you will tell me the
missing words”. She stops the CD player where the blanks are to be filled and asks the whole
class “He says…?” or “She says…?”. If they don’t say the correct answer, she lets them listen to
the conversation again.
Transition: “You are very good at listening (or we have to practice more in case they found it difficult). Now
let’s practice similar conversations in pairs, I have some cards to help you…”
Activity 1: (20’)
- She delivers cards with the following questions:

4. Are you from Trelew?
Are you from Puerto Madryn?
Where are you from?
Are you from Rada Tilly?
Are you from Diadema Argentina?
Where are you from?
- “Pay attention” says the teacher “Are you from B.A.?” the answer will be “No”, “No, I’m not”,
she emphasizes. “Are you from Comodoro Rivadavia?”sheadds, the answer will be “Yes”, “Yes,
I am” she says; and she writes on the board “YES, I AM”/NO, I’M NOT”, for them to remember.
- “I will walk around to help you, imagine you are a new student at school…”.
Transition: “Ok! Nice interactions, have a look at the posters on the board…”!
Activity 2: (20’)
- “OK. this is our city. We are from Comodoro Rivadavia, Right? These are important places and
buildings. Is it nice?” she waits for the answer and continues “Ok, I want you to name the
places”.
- The teacher puts on her desk slipsof paper with the names of the places in the posters (a bank,
a supermarket, mills, hills, a beach (Rada Tilly), liceum, theatre, cinema, hotel, University,
Cathedral, a street, a club, The Post Office, The Airport, harbour). She invites two students at a
time to choose one paper and match the word with the poster on the board. In case they
didn’t know the meaning of the word the teacher may ask other students for help or points to
the correct poster (they may have previous knowledge because they use their computers and
some of them study at schools of English).
- Source: https//www.google.com.ar/search?q=imagenes+comodpro+rivadavia+&espv=2&

8. Transition: Great! How nice city we have! Let’s talk about different people in our city
Activity 3: (10’)

9. Source: https://www.google.com.ar/search?q=men+and+women+pictures&b
- The teacher sticks pictures of different people on the posters on the board (men and women
like the ones in the pictures above), she points to each of them one at a time and says “She is
in the supermarket. He is in the street. She is in Rada Tilly” and so on, she asks “Is she in a
school?”, students are expected to answer “Yes”, she guides them “Yes, she…?” and they are
expected to say “is”, she writes “Yes, she is” on the board. She continues “Is he in a bank?”
students are expected to answer “Yes”, she guides them “Yes, he…?”and they are expected to
say “is”, she writes “Yes, he is” on the board. She repeats the process, waiting for negative
answers.
Transition: “Excellent! Let’s continue describing the city”
Activity 4: (25’)
- The teacher points to the posters and asks to the whole class: “Is there supermarket in
Comodoro?”, the answer will be “Yes” and the teacher will guide the students “Yes, there…?”
she waits for the students to say “is”.
- She continues “Is there a zoo in Comodoro? The answer will be “No” and the teacher will guide
the students “No, there…?”, and she waits for the students to say “isn’t”. She continues guiding
the students to answer questions such as; “Are there any mills?” or “Are there any hotels?”.
Then , she writes on the board:
IS THERE A…SUPERMARKET? / ARE THERE ANY…MILLS?
YES. THERE IS / YES. THERE ARE
- She invites a student to go to the front of the class to demonstrate the followingexercise:

10. - “Come here, please…”and she mentions the name of a student. “Imagine we are at the airport
(she points to the picture), I am a touristand I ask you questions:“Where are you from?”, the
student should say “I am from Comodoro Rivadavia”,and the teacher continues “Is there a
University in Comodoro?”, the answer should be “Yes, there is”,and she adds “Are there any
Cinemas in Comodoro?”, the answer should be “Yes, there are”. Then, the teacher says
“Thanks, good bye” and expects the student says goodbye.
- The teacher goes on “I want you to have similar conversationsin pairs.You are atthe Airport,
one of you lives here in Comodoro Rivadaviaand the other is a tourist,I have some cards with
questions,and I will walk around to help you…”.
Cards:
Tourist:
 Where are you from?
 Is there a CathedraL?
 Are there any Hotels?
Tourist:
 Where are you from?
 Is there a bank?
 Are there any mills?
Tourist:
 Where are you from?
 Is there a Post Office?
 Are there any cinemas?
Tourist:
 Where are you from?
 Is there a theatre?
 Are there any beaches?
Activity 6: (10’)
- Students are invited to watch a shortvideo (5’) of Comodoro Rivadavia and writedown the
places they recognize, “Watch the video and write down the places you know the names, for
example: a beach”. Video: https//www.youtube.com/watch=96X8B974FvA
- When itfinishes,the teacher invites the students to sharewhat they wrote, she may write on
the board (she has already removed the posters): “There is a…/ There are…”, and elicit
vocabulary fromthe students to finish the sentences.

11. - Closure:(5’) Homework
- Describea picture of a city you like,write sentences:
PUERTO MADRYN
(PHOTO)
There is a …/There are…
- The teacher says “Goodbye! See you next class”
-