1. 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 – Pica 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: 2
Fecha: Martes 29 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, Meteor attack
Fire tornado
Aims or goals
During the lesson students will be able to:
Develop their listening and writing skills by means of watching a video about true natural disasters
Be able to take down notes and listen for specific information .
Discover what is missing.
Language focus:
2. 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
Japan
Papua new Guinea
New Orleans
Chelyabinsk
Philippines
Haiti
Indian ocean
Do you remember
…?
Have you been …?
It is …
They are ….
New
Drought Tsunami
Earthquake
Flood
Forest Fire
Hurricane
Snowstorm
Spins
Tornado
Volcanic Eruption
Meteor attack
Fire tornado
ocean /oʃən/
Philippines
/fɪləpinz/
Guinea :/gɪni/
Teaching approach: Natural Approach CLIL
Integration of skills: The four skills will be applied in this lesson. Listening to the video in order to
look for specific information . Speaking while checking . Reading to solutions Writing by means of
taking down notes.
Materials and resources: Projector – computer – worksheet for the students – poster
Pedagogical use of ICT in class or at home: students will listen and watch the following video:
https://www.youtube.com/watch?v=zQYe3ngG6qs
3. 3
Seating arrangement: Sts will be sat in 6 or 7 groups
Possible problems /difficulties and their possible solutions: Students may speak in /translate into
in 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 them and I will encourage
them to do so, by asking them what the is problem, if they do not understand , for example, I will
explain the rubric again to the student alone.
In cases of misbehavior, 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 revision and practice lesson with a video. .
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.
Comprehension of the new items will be assessed through the correction of 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
Warm up:
4. 4
Timing: (15 minutes)
Purpose: to start the lesson to get students in the mood of work. To establish rapport.
Greeting:(5)
As soon as I enter the class I will greet the students by saying: “Good morning, how are you today?”. If they do
not answer I will repeat the question. Perhaps I can make reference to the weather, by saying something about
it
Then I will tell them to place their desktop names on their desks for me to start memorizing their names. Then I
will take the desktops names I have left in my bag for the students who were absent last class, I will call then,
and I will give it to them.
Hello! Everybody, Good morning. How are you today?
Fine? Good!
Nice Day, today! It is …… outside.
Ok, let’s see. Have you got your desktop names here?, Can you please place them on your desks so I
start memorizing you names? Excellent!
Here I have the ones who were absent on Friday, let’s see, (Geraldine)...
……………………………………………
Game: Word link.
Timing: 10 minutes
Purpose: To revise words for natural disasters.
To develop speaking skills by pronouncing words connected with natural disasters.
To foster class cooperative work.
Then I am going to propose a game. It is called Word link. This word game is aimed at remembering key
words vocabulary for natural disasters. I will tell one of the students to say words connected with natural
disasters, the students sit nearby has to tell that words and another one with the same letter that it finished.
Example: Student a: tsunami
Student B) Tsunami – ice –
Student c) tsunami – ice – eruption.
Source: Adapted from: http://insight.typepad.co.uk/insight/icebreakers_and_games/
5. 5
Transition: Ok! I would like to see how much you remember from last class.
We talked about …… (natural disasters)
Let’s begin the class by playing a game called Word link. This is an oral game. Example: You
(Celeste). You will have to say a word connected with natural Disasters. Let see, Tsunami. And
you (Ana Julia) will have to say the word Tsunami, and another one, for example ice. So you (Ana
Julia) say Tsunami - ice, and then you stop. Then you Irina, say: Tsunami, ice – and an another
word, for example eruption. And then the rest go on. Please, speak up, so that your classmates can
listen, and you (I will point to the whole class) please listen carefully. Ok?
Is that clear? The game? Ok, let’s begin.
Once one of the students forgets the word, we start again so you all can participate at least once.
--------------------------------------------------------
Checking Homework: (5 minutes)
After that I am going to check homework:
Transition: Do you remember the crosswords I gave you for last class? Ok lets’ check. Can you
please read the first one? ….
(Then I will continue the same procedure checking the whole activity.)
PRESENTATION
Timing: 3 minutes.
Purpose: To round up the new vocabulary topic presented last class and used in the previous game. .
I will show the students the poster containing the images of several Natural Disaster. I will make them tell their
names. (by this time I suppose students are already acquainted with what natural disasters are so it will not
take long, however I think I cannot miss this step because almost half of the class were absent in the previous
lesson, so I think it is worth remembering)
Transition, Ok. Very good. Let’s revise the natural disasters we worked with last class. Please those
who were absent, here, you have the worksheets, please complete them for next class, and now, try
to pay attention, to this vocabulary.
So to round up, here we have … .. (I will point to the pictures, then, I will make students say the
names)
6. 6
Source: taken from The Teacher’s Magazine. Year XVI Nº 171
DEVELOPMENT
Seating arrangement: the video will be projected in the classroom, against a wall, so students will be sitting
at their desks, in front of the wall. ( perhaps the image is not as big as the whole wall, but it has at least the
size of a 21 inches TV, so students will be able to see it properly.)
Purpose: To develop speaking by means of activating previous schemata as regards natural disasters and
countries in the world,
Pre listening/ watching.
Timing (5 minutes)
Activity 1: Brainstorming
I will tell the students that they are going to watch a video showing images and information about ten real
natural disasters that have occurred in the several countries in the world. I will ask the students to tell me
if they know in which countries several natural disasters have occurred. I will write them on the board.
Natural disasters, most well known
countries
7. 7
Transition: Ok, now you are going to watch a video which shows real images of real natural disasters
which have occurred in the world. Before we watch it I would like you to tell me names, of some
countries in the world, for example Thailand, do you remember the Tsunami in Thailand? Ok, I
am all ears.
So as students tell me I will write on the board. Then after we watch the video we will see if there is any
coincidence, between the countries they mentioned and the ones in the video. I will play the video once and
it takes almost 7 minutes, but I am sure that I will have to play it again, so that is why I have to plan the
activities this way)
While listening:
Timing: 30 minutes.
Purpose:
To develop their listening and writing skills by means of listening to names of countries and taking
down notes. https://www.youtube.com/watch?v=zQYe3ngG6qs
To listen for specific information.
Activity 2:
As students watch and listen to the video they will have to complete the following chart:
Natural disaster Country Year-
1 Japan
2 Volcanic eruption Papua new guinea
3 Hurricane Katrina 2005
4 Meteor attack Chelyabinsk –
Russia
2013
5 Typhoon 2013
6 Volcanic eruption Japan 2014
7 Haiti
8 Tsunami 2004
8. 8
As students complete the chart there will be two new natural disasters (fire tornado and meteor attack)
Answer key
Natural disaster Country Year-
1 Tsunami wave Japan 2011
2 Volcanic eruption Papua new guinea
3 Hurricane Katrina New Orleans
America
2005
4 Meteor attack Chelyabinsk –
Russia
2013
5 Typhoon Philippines 2013
6 Volcanic eruption Japan 2014
7 Earthquake Haiti 2010
8 Tsunami Indian ocean 2004
Transition: Ok, now you are going to listen and watch to a video. Here you have to complete a chart.
Look, because there are 10 natural disasters in the video but you only have eight to complete. Look
at your worksheet. You have to watch and listen and then complete, with the name of the natural
disaster, the country where it happened and the year. Do not worry, if you can’t listen because you
have the subtitles in the video. Of course they are in English, but they will be very helpful for you.
After the students watch the video once or twice we will check the activity orally. If there is some difficulty in
writing the names of the countries I will write them on the board
After listening:
Timing: 2 minutes:
Purpose: to discover new items.
After students have listened and completed the chart, there are in the video mentioned two more natural
disasters that we have not discussed. The purpose is that they notice which they hare for that, they have
the following simple activity
Transition: Ok. You have seen that in the video there are two natural disasters that we have not
mentioned: Which are they? Can you tell me?
Activity 3:
Write the two new words for natural disasters which are mentioned in the video.
9. 9
………………………….. ……………………………………
I will check the activity orally.
Homework: For next class, I will give the students the link of the video and they will have to watch it at
home and take down notes are regards the damage caused by the natural disasters.
Natural disaster Country Damaged caused.
1 Tsunami wave Japan
2 Volcanic eruption Papua New Guinea
3 Hurricane Katrina New Orleans
America
4 Meteor attack Chelyabinsk –
Russia
5 Typhoon Philippines
6 Volcanic eruption Japan
7 Earthquake Haiti
8 Tsunami Indian ocean
Closure:
I will say goodbye to the students.
10. 10
Student’s worksheet:
Activity 1: Brainstorming
Write the names of countries you know where several natural disasters have occurred:
Activity 2 complete the following chart:
Natural disaster Country Year-
1 Japan
2 Volcanic eruption Papua new guinea
3 Hurricane Katrina 2005
4 Meteor attack Chelyabinsk –
Russia
2013
5 Typhoon 2013
6 Volcanic eruption Japan 2014
7 Haiti
8 Tsunami 2004
Activity 3:
Write the two new words for natural disasters which are mentioned in the video.
Natural disasters, most well known
countries
11. 11
………………………….. ……………………………………
Homework: watch https://www.youtube.com/watch?v=zQYe3ngG6qs
And complete the following chart:
Natural disaster Country Damaged caused.
1 Tsunami wave Japan
2 Volcanic eruption Papua new guinea
3 Hurricane Katrina New Orleans
America
4 Meteor attack Chelyabinsk –
Russia
5 Typhoon Philippines
6 Volcanic eruption Japan
7 Earthquake Haiti
8 Tsunami Indian ocean
12. 12
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 difficulties accordingtoprevious
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
13. 13
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization
Coherence and
sequencing
activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?
15 Type of activities Is there a balance of activities that 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:
Dear Ma. Inés
Great ideato include avideointhislesson! Trytofurtherexploititbyaddinganextracolumnformore
informationabout the events(andinvite SStoaddinformationinclass).
Keepupthe verygood work!
Cecilia
