The document provides details of a lesson plan for a 5th year secondary school science class in Argentina. The lesson focuses on teaching students about natural disasters. It includes goals, language focus, teaching approach, integration of skills, materials, classroom management strategies and assessments. The lesson plan involves introducing vocabulary through pictures and definitions, a matching activity to check understanding, writing definitions in groups, and building a definition as a whole class. The teacher aims to teach students about several natural disasters and have them describe them in their own words.

1. I.F.D.C LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
Alumno residente: Trech, María Inés
Periodo de práctica: Secundario
Institución educativa: Escuela Secundaria Media Nº 2 -
Dirección: Martin Fierro 972 – Coronel Dorrego – Pcia Buenos Aires.
Sala/ grado/ año/ sección: 5to Año Ciencias Naturales División Única
Cantidad de alumnos: 26
Nivel lingüístico del curso: Elemental
Tipo de planificación: clase
Unidad temática: Desastres naturales
Clase nº: 1
Fecha: Viernes 25 de Septiembre 2015
Hora: 7:30 – 8:30 hs
Duración de la clase: 60 minutos
Fecha de la primera entrega: 21 de Septiembre 2015
Teaching points: Natural disasters vocabulary: Drought Tsunami Earthquake, Flood, Forest Fire, And
Hurricane
Snowstorm, Tornado, Volcanic Eruption
 Aims or goals
During the lesson students will be able to:
Learn about several natural disasters.
Be able to describe / provide a definition in their own words of several natural disasters.
 Language focus:

2. Functions Lexis Structures Pronunciation
Revision Following
commands:
Look at this!
Listen!
Let’s see/ read /
match (etc.)
Wind
Rain water
volcano
Lava
Earth plates
Waves
Do you
remember …?
Have you been
…?
It is …
They are ….
New
Drought
Tsunami
Earthquake
Flood
Forest Fire
Hurricane
Snowstorm
Spins
Tornado
Volcanic
Eruption
Pronunciation
of the new
vocabulary
items.
 Teaching approach: Natural Approach, organized through the Presentation Practice Procedure
stages.
 Integration of skills: The four skills will be applied in this lesson. Listening to the teacher in order to
take notes. Speaking while discussing to build up a definition. Reading definitions. Writing by means
of taking down notes, writing a matching exercise and writing a definition.
 Materials and resources
Flashcards for the presentation game:
Valen Valen - Santy – Romi

3. Desk top names on golden cardboard (one per student)
38
March 7th
PAINTING THE PERKS OF
BEING A
WALLFLOWER
ETHAN
FROME
LENGUAS VIVAS
PURPLE

4.  Pedagogical use of ICT in class or at home: no use.
 Seating arrangement: Sts will be sat in groups of how many?
 Possible problems /difficulties and their possible solutions: Students may speak in /translate into
Spanish. I will demonstrate and make them repeat the correct form / word in English.
The activities may take longer than expected. That is why it is important to check the time spent during
each activity so as not to run out of time and leave unfinished tasks for the following class.
 Classroom management strategies
In case there are students who are not paying attention I will kindly approach them and kindly suggest
trying to go back to work.
Fast finishers generally do something else because they get bored. If this is the case I will tell those
students to help me with other students.
If there are students who are reluctant to participate in class I will approach him/her by asking myself a
question.
In cases of misbehavior, I will kindly ask to go back to work not do it again. If this continues, I will stop
the class and explain the importance of working and behaving properly in L1.
 Potential problems students may have with the language
If students do not remember new items, I will use different techniques to help them such as repeating,
words or words in chunks or showing the poster / pictures again. However as we are dealing with the
topic of natural disasters, there are many cognate words so, I assume there won´t be many problems,
as it is mainly a vocabulary presentation with a poster and practice lesson.
The activities proposed will also help them consolidate concepts as well as them correct
mispronunciation difficulties.
 Assessment : what will be assessed and how : pronunciation , identification of new items and
understanding of rubrics will be assessed by:
Asking questions individually for example: after an explanation: Do you understand? Is that clear?
Can you tell me what you have to do? (At the beginning I will allow to tell the rubric in Spanish if they
are not confident enough to tell that in English, but as time passes by, future classes, I will encourage
them to speak in English as much as possible.
Observing each students development during different instances of the class.
Echoing will be the method for checking listening comprehension.
Comprehension of the new items will be assessed through the checkingof the written activities and
homework.
There will be written sentences for students to match, I will check it orally so as to know if they
remember new items.
Lesson plan

5. Before the teaching begins, and as this is the first class I will prepare two activities for students to know me
and for me to know the students.
Warm up:
Timing: (20 minutes)
Purpose: to start the lesson to get students in the mood of work. To establish rapport.
Game: Who am I?
Aim: to introduce one another. To ask questions about the teacher
I will greet the students by saying “Good morning”, how are you today? Then I will tell them my name and that
we the participants of an experience, o that I hope they are happy because they have been chosen by their
teacher for this.
Then I will present the following game for them to know some information about me:
Ss will be sitting in 6 groups. I will give each of the groups a flashcard with a word and a picture containing
information about myself. Then I will tell them to read aloud the word and show it to the rest of the groups
to get know it Then, the members of the groups will have to ask me a maximum of 3 questions in order to
guess what that word means for the teacher.
I will repeat the procedure with the six groups.
Example: I will have an extra flashcard to show it as example. I will play the dialogue with the teacher of the
course:
Transition: Good morning boys and girls. How are you today?
As students answer I will say:
Good, that’s good!
Transition: As you know, we are participating in an experience, so we are going to spend some time
together. During the following month I will be teaching you, Nancy, here, your teacher will be with us,
so we can count on her.
To begin with I would like you know some information about me. So, we are going to play a game. You
will have to be in groups. I will give you a flashcard, (here you have) with a word and a picture. This is
information about me.
But you have to guess what it is. So you have to ask me questions in order to guess.
I will show you how to do with Nancy.
I will show you how to do it with Nancy.
Transition: Ok Nancy, look at this flashcard very carefully. Does this picture tell you something about
me? Can you ask me a question?

6. Nancy: Have you got 3 children?
Me: Yes, I have.
Transition: Ok, this group. You have. This is the word … please read it and shows it to the rest. Can
you think of a question for this picture?
The game will depend on the questions the students ask. If they guess in the first questions I will congratulate
and tell them they are wise if not I will tell other groups to ask a question using the same picture. Then I will
repeat the same procedure with the rest of the flashcards.
PURPLE
38
March 7th
Valen - Santy – Romi
LENGUAS VIVAS

7. Once we have finished analyzing all the pictures I will write my name on the board and I will stick the
pictures around it. At the same time I will say:
Transition: Well, let´s sum up. Now you know a lot of information about me. I have got three
children... and … my favourite colour is … (I will make pauses for students to answer , but if they
do not, I will tell them )
I study at Lenguas Vivas. I am 38 years old and my birthday is on March the seventh. My hobby is
painting. And what about my favorite film? ... It is … Oh! Yes, The Perks of being a wall flower. Last
but not least comes my favourite book. It is called Ethan Frome. I recommend it. You will love it.
(I have chosen the perks of being a wall flower and Ethan Frome on purpose because they are reading and
watching both books and films in Literature, so as I have seen and read them too here in the Profesorado, I
think this is a way of establishing more rapport with them by showing them that we have several things in
common.)
Source: I have adapted this game from: http://www.teach-this.com/images/games/who-am-i.pdf . I have
prepared and designed the flashcards using true information about myself and the images are taken from
Google Images site.
Then, I will say the students that as I do not know their names I would like to know some of them. For that I
will prepare a desk top name on card board.
I will take those names from a bag/box and as I call them I will give it to he /she and I will invite him her to say
something short about them.
Transition: OK. Very well. Now, you know a lot of information about me, and I would like to know
something about you. You are a lot, o it will take me time to remember you names. For that, I these
desktops names, for you. ( I will show one). Ad I tell your names and give one to each of you, I
PAINTING THE PERKS OF
BEING A
WALLFLOWER
ETHAN
FROME

8. would like you to tell something short about yourself, you can use the ideas I ideas I used for me,
such as age, birthday, hobbies. Are you ready?
Ok. Let’s see the first one. (Celeste de la Lose) …
Then I will give each of the names to each of the students, (I will encourage to at least saying their
name and age in English)
PRESENTATION
Timing: 10 minutes.
Purpose: To present vocabulary topic.
I will show the students a poster containing the images of some Natural Disaster. I will point to each of them
pronouncing their names and making them repeat. The pictures are very telling. The only possible which may
cause difficulty is drought. However if they continue without understanding, I will try to explain by telling them
that it happens when there is a lot of time with no rain in an area.
Source: taken from The Teacher’s Magazine. Year XVI Nº 171. Ediba www.ediba.com
Transition: Ok, now, let’s begin with our lesson for today. Today and for the following lesson we are
going to deal with some natural disasters. You know that natural disasters are events that happen in
nature and cause a lot of damage, such loss of lives and materials. I mean destruction of houses, loss
of pets, and important documents, whatever you can imagine can happen during a natural disaster.
Look at your worksheet. In activity number 1 you have a chart with images similar to the poster. This
is a hand out, a chart. Please, as I explain to you which each of the natural disaster be, take down
notes.

9. Now, let´s have a look at this poster. Here you have pictures of actual natural disasters that have
occurred in the world. Let’s see each of them one by one.
This is a Tsunami. Look at the picture. Atsunami is a series of big waves above and below the water.
Here look at this, we have an Earthquake. It occurs when the plates of the Earth start to move and
shake.
(Students have already seen which the plates of Earth are)
The third one, a Tornado, well we all knows what a tornado is. It a huge column of which spins at
high speed. (If it is necessary I will mime with my index finger a spin). Remember that here in
Dorrego, we suffered from a tornado. It was before you were born, in fact it was 22 years ago, but, I,
and I was 17, almost your age, so I remember it very well. Ok in future classes we are going to work
with this tornado that happened here in Dorrego in 1997.
Let’s go on. The fourth picture is a volcanic eruption. It s when a volcano is active and releases lava
and poisonous gasses.
Do you know any case of volcanic eruptions here in Argentina or in a neighbor country?
(Perhaps some students will come up with the Puyehue Volcano in Chile, in 2012)
Here we have a flood. Well again this disaster touches Argentinean people. Last month not far from
here in Lujan, there were floods. Remember the breaking news in Telefe or other TV news
programmes?
Or what is more, in Carhue, Have you been to Caruhe? There the Epecuén lake rose its level and the
whole town was under water. It was like that for 25 years I think, and then the level went down and the
town appeared again. Nancy, (I will address the teacher of the course) you may know because you are
from Carhue, aren’t you?
(Perhaps the teacher says something extra)
Let’s go on , look at this, this is a forest fire, or bush fire, even though in general fires start by
accident or human causesuch a lighting cigarette or a fire in a camp, when it occurs, it is, a disaster.
Then, we have a hurricane. It is a big wind generallyin late summer. Look hurricanes are given women
names, do you know why? Men say that hurricanes destroy everything as women do, but this is not
true. It is a sexist position. It’s a joke.
(I hope some students laugh)
Finally we have two more pictures here. A drought and a snowstorm.
Look, a drought is when there is a long period without rain. And a snow storm is storms where a large
amount of snow falls.

10. Natural disaster name: Your notes.
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11. …………………………………………………..
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12. ………………………………………….
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Sources:
Activity designed by myself.
Definitions taken from the Teachers’ Magazine Nº 171.
Information about Lujan from TV. News reports. Information about Carhue from
https://es.wikipedia.org/wiki/Villa_Epecu%C3%A9n (I have been there).

13. Images from Google images site.
Oxford advanced learner’s Dictionary.
DEVELOPMENT
Activity 1
Timing: 8 minutes
Purpose: to complete a written activity to check vocabulary understanding and definitions from the
presentation stage.
Students will have to do a matching activity in order to have in written what they have listened from me in the
vocabulary presentation. After the allotted time is over I will check the activity orally by calling at random
several students encouraging reading the natural disaster and its definition.
Transition: Ok! Now, that we have analyzed the several natural disasters. It is time for you to do an
activity. In your worksheet you have this activity ( I will show the activity) . Here you have to read
the definitions and match them with the corresponding name of the natural disaster. You can use the
notes you have taken to help you.

14. Key: 1) Volcanic eruption, 2) Tsunami, 3) Drought, 4) Hurricane, 5) Earthquake, 6) Flood, 7) Tornado.
Transition: Ready? Ok. Let’s check. Let’s see…. (Celeste!) Please, read the first natural disaster and
is definition. Earthquake …
(I will continue the procedure for all the definitions)
Ok. Very good.
Source of the activity?
Activity 2
Purpose: to practice writing skills by means of writing a definition using student’s notes and previous
schemata.
Timing 8 minutes.
In this activity students in groups will have to write two more definitions. In the presentation stage, there are 9
natural disasters, and in the matching exercise there are only 7. So they that have to use the notes in their
handouts in the presentation stage and some other words they may use to build up a definition. .
Transition: Ok, let’s see. Here on the poster we have 1, 2 9! Natural disasters, they are …. (I will
encourage students to read or say them) and in the activity we have … only 7. Can you tell me which
two are missing? Take your time and tell me.
(I will wait, and then some students will come up with the words forest fire, and snowstorm, I will write them on
the board.)
Ok! Yes, forest fire and snowstorm. Well done! Now, Guess what you have to do!! Yes!! You have to
use the notes you took in your hand out and try to write a definition, You can do it in groups, you can
discuss, use the words the know, and add something you like. Make it short. You have the examples
inactivity 1 to guide you.
Activity 3
Timing 5 minutes
Purpose: to develop their writing skills by means of building up a definition as a whole group.
After the allotted time is over, I will ask for a volunteer student to come to the front and act as a secretary. I
will listen to a spokesperson from each of the groups and the student at the front will take down notes under
each of the words, the purpose is that we all together build up a definition for the two missing words.
Transition: Ok, who wants to come to the board? Ok, you (Celeste), Come here. Take a piece of chalk.
Ok, you have written a definition for each of the missing natural disasters. Haven’t you? Ok, let’s
share it with the rest of the groups. Let’s see, this group, (Irina, Julia and Manuela) can you please
read what you have written?
(Celeste) take down notes, please.
(As the different groups read what they have written the student at the front will take down notes, avoiding
repeating information)

15. Once we have read all the groups definitions, we are ready to organize the piece of writing by using
connectors and other parts of the speech which we may need to provide a coherent piece of writing. We will
do it on the blackboard as a rough copy.
Ok! I see, we are ready now. Good excellent productions to all of you. So, we are ready to shape
these phrases as a coherent definition. Ok. So let’s add some words we may need to shape it.
After that I will invite ( Celeste) or other student to write on the board, then I will bring a “papel afiche” with
the drawing of a forest fire and a snow storm and markers, so two volunteer students will write on that paper
a clean copy of the definition.
Homework:
I will give students the following crosswords for them to do at home:
Transition: Ok. Look at you worksheet, at the end you have a crosswords. It is for you to do at home.
You have to look at the pictures and the definitions and complete it.
Source: Taken from The teacher’s magazine Nº 172.
CLOSURE
Timing 1 minute:

16. Teacher says goodbye to the students and the bell rings.
Transition: I hope you liked the lesson. Please do the homework for next class; it has been a pleasure
to be with you this first class. See you. Goodbye.
This is the end of the first class.
Student’s worksheet:
Natural disaster name: Your notes.
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18. ……………………………………………….
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19. …………………………………………………..
Activity 1

20. Activity 2 :
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Homework

21. Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,


22. Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

development of language awareness ?
15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Great start, Ma. Inés!The lessonplanissimple butit challengesSS.Verygoodice-breaker!!!
Have a verygoodclass!
Cecilia

23. Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:27/32= 8.5