2nd Practicum period - Secondary school higher levels

1. Taller de Práctica Docente II 2016:
Alumno Residente: Mariana Canellas
Período de Práctica: Nivel secundario – ciclo superior
Institución Educativa: Colegio Nº 738 “Pastor Schneider”
Dirección: Kaiquén 2135 Comodoro Rivadavia Chubut
Año: 6º año (1ª división Ciencias Naturales)
Nivel lingüístico: Pre- Intermedio
Tipo de planificación: Clase
Unidad temática: Juegos Olímpicos
Clase: Nº 4
Fecha: 27/10/16
Duración: 120 minutos
Fecha de entrega: 15/10/16
Revision: 24/10/16
 Teaching points:
- Use of new functions: Giving information about the Olympic results.
- Revision of vocabulary: sport, win, bronze, game, Greece, silver, gold, medal,
arena, torch. Past participle of: speak, hold, run, climb, find, kiss
- Use of new vocabulary: Olympic motto (swifter, higher, stronger)
- Revision of structures: Present perfect: affirmative sentences
- Use of new structures: Present perfect: Information questions
 Aims or goals:
- Develop the students’ ability to use the vocabulary they have learnt in context,
and learn new words related to the Olympic Games.
- Develop reading comprehension skills by reading an article, looking up words in
dictionaries, and answering questions.
- Develop their speaking and listening skills by interacting with the teacher and
their partners, sharing information about the Olympic results, using Present
perfect.
- Develop their listening comprehension skills by completing the lyrics of a song

2. FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision __________ - Sport, game,
Greece, bronze,
silver, gold,
medal, win,
arena torch.
-Past
Participles:
climb, kiss,
hold, run, find,
speak
- Present
perfect:
affirmative
sentences
------------
New - Giving
information
about the
Olympic
results.
- Olympic
motto: swifter.
higher, and
stronger.
-Present
perfect:
Information
questions.
- Falling tones at
the end of
Information
questions.
 Teaching Approach: Communicative Approach. Students are encouraged,
supported and guided to use grammar rules in Context, developing their language
awareness.
 Integration of skills: Students´ abilities are integrated because students are
required to interact with the teacher and among peers. They will also be asked to
read an article and look up words in the dictionary, and to complete the lyrics of a
song.
 Materials: Photocopies, board, pieces of chalk, flashcards, video, videoprojector.
 Seating arrangements: The may sit in pairs to ask and answer about the medals
and a semicircle may be better to watch the video.
 Cooperative work: students using dictionaries and providing definitions is a good
example of cooperative work; besides, all the activities are to be corrected orally
as a group, and that requires cooperation. Sheets may also be taken by the teacher
for correction.
 Possible problems and possible solutions: In case technology doesn’t work
students may be invited to give written feedback to the teacher in Spanish.
I wrote that students may give written feedback to the teacher in Spanish, because
there is a form to be completed in English as Feedback in the Closure. Taking into
account they should try to produce something in the target language, this is to be

3. omitted. In case technology doesn’t work, they may complete Handout 4 in
English; so they have more time to produce the posters.
 Potential problems students may have with the language: students may find it
difficult to read the article aloud because they are not used to doing so, the
teacher will give support correcting pronunciation mistakes and encouraging them
to continue.
 Assessment: Some notes may be taken about the students’ performance while
they are working in pairs, using a chart like this one:
Name and last name Grammar Pronunciation Fluency Attitude
There are twenty one students in the group and some of them are usually absent; I
have already taken notes about their performance in the previous lesson and this
was a useful strategy.
 Adaptations: Students with cognitive problems will be invited to participate in class
as any other students as it has been done during the previous classes; and in case
they find it too difficult they will be given flashcards of sports to recognise
vocabulary and/or write sentences.
There are two students with cognitive problems. Throughout the three given
lessons, they didn’t manifest the need of working with adapted materials. If I
notice they don’t understand, or they can´t follow the rest of the group, writing a
list of sports or words related to the Olympic Games and match them with the
pictures may be a good option to make them work. I would also invite them to
choose the verb tenses and constructions, in order to write sentences.
Routine: (10’)
- “Hello everybody” How have you been? This is the last class that I will be with you.
Have you done the homework? Can you please leave the sheets on my desk?, I will
invite you to make a poster with your drawings at the end of the class… Thank
you…”

4. If they didn’t do the homework I should write it down, in order to take it into
account in my Journal Writing as an indicator of the students’ performance.
Besides, it was an interesting activity, so if there is enough time at the end of the
lesson to make the posters, they will draw the pictures in class.
Warm up: (10’)
- The teacher says “Let´s continue talking about the values of The Olympic Games. A
motto is a sentence that expresses the values and beliefs of a person or a group.
Pay attention to the Olympic motto”, and she puts a poster on the board with the
following information
OLYMPIC MOTTO: Expresses the aspirations of the Olympic movement.
Citius, Altius, Fortius. Ok, I will do it
Loosely translated, these Latin words mean
Swifter, Higher, Stronger
- She reads it, and delivers some dictionaries for the students to look up the words.
“Can you look these words up in the dictionary, please?” she says pointing to the
last three words in the poster. Then, she asks to different students individually to
read the definitions aloud and write them on the board:
I think students should look for the meaning of the three words because of what was
informed previously. As the teacher said, they are used to speaking Spanish in class, and
they find it very difficult to learn and use new words and structures. Therefore, they will
probably know the meaning of those words, but looking for the it will be more effective.
Swifter: moving very quickly, being faster than others.
Higher: greater or better than normal in quantity or quality.
Stronger: having more physical power than others.
- The teacher continues “ I invite you to draw whatever you want, thinking about
The Olympic Games, the values and the motto we have talked about. You have five
minutes to do it, do you agree? Yes? ok, I want you to give me your sheets of paper
when you finish, and we will use them later.
“I invite you to draw something related to the Olympic Games, the values and the
motto, we have talked about…What would you draw? A torch? A flame? The
rings?...” and she waits for the students’ answer. She continues “You have some
minutes to do it, here you have the sheets of paper”. The teacher will respect the
students who need more time to finish.

5. Transition: “Very good! Thanks, how nice drawings (she may say) … in our first lesson we
talked about The Ancient Olympic Games, the Origins of the event, do you remember? Ok,
we will try to remember some vocabulary. Pay attention to the next activity.”
Presentation: (’20)
- The teacher sticks a poster with the exercise below on the board and delivers small
copies for the students (1) to work on it individually. She says “Let’s review some
vocabulary related to the Olympic Games”. She reads definitions or phrases that
refer to the meaning of the ones in the exercise and waits for the students´
answers.
The teacher asks different students to read the definitions aloud. She may ask a
student to say a number, and she looks for the name in that order in the list “ok,
Jose, can you read the first definition, please?”. She encourages the class to guess
the word for the definition, and the process is repeated until all the definitions are
read and the words guessed
 An activity that you do for pleasure and that needs physical effort or skill.
The word is… (sport)
 An activity or a sport in which people or teams compete. The word is…
(game)
 To be the most successful in a competition. The word is… (win)
 A piece of wood that has material at one end that is set on fire. The word
is… (torch)
 A country were the Ancient Olympic Games were held. The word is…
(Greece)
 A piece of metal that is given to the winner of a competition. The word
is…(medal)
 A yellow precious metal. The word is… (gold)
 A gray precious metal. The word is… (silver)
 A dark reddish-brown metal. The word is… (bronze)
 An open area in the middle and sits around it where people can watch
sports. The word is…(arena)
- (1) The teacher delivers the copies of Handout 1 for the students to work
individually.
- The teacher chooses a student and asks “Can you read number 1 aloud, please?”
she waits for the student to read the phrase and continues “Ok, good, can you
complete it? began in?”, the student completes it and the teacher goes on
“Greece, very good, The Olympics began in Greece”. She repeats the process with
the rest of the sentences until the exercise is finished.

6. Handout 1:
Transition: “Ok, now we are going to read an article about an important athlete, he is
Michael Phelps an American swimmer”
“…he is American, he practises water sports, he is a young man that has won many medals
(the teacher sticks the photograph of Phelps on the board), do you know his name?...(she
listens to the students)… yes, he is Michael Phelps”
Activity 1:
- The teacher sticks a poster of Michael Phelps on the board and delivers handouts
with the article.
- She says “I am going to read the text aloud and you are going to underline new
words” she mimes the meaning of underline, and reads the text. Then, she invites
the students to read two or three sentences each.
- She continues “I want you to read the words you have underlined”, she listens to
the students and writes the words on the board. Then, she delivers dictionaries

7. and asks the students to read the definitions, she may also give examples to clarify
the meanings.
- Handout 2:
I thought that focusing on the meaning of isolated words, listening to the teacher
reading and being invited to read may be useful for these students that find
learning English very difficult; they may build self-confidence, and this may be
included within a lesson plan following the Communicative Approach. Following
your suggestions:
- The teacher says “I want you to read the article and find out what these numbers
refer to: 14, 37, and 16”. They may be invited to read on their own and aloud, two
or three sentences each. The teacher may help them to infer meanings from
Context, in case they don’t know a word or invite them to use dictionaries.
- After that, she asks questions such as “What does 14 refer to?” pointing to the
number on the board “Ok, you are right…” she responds to the students’ correct
answers “Michael has won 14 gold medals”. She continues asking about other
numbers.
Michael Phelps:
Michael Fred Phelps (born June 30, 1985) is an
American swimmer. He has won 14 career
Olympic gold medals, the most by any Olympian.
As of August 2, 2009, Phelps has broken thirty-
seven world records in swimming.
Overall, Phelps has won 16 Olympic medals: six
gold and two bronze at Athens in 2004, and eight
gold at Beijing in 2008. In doing so he has twice
equaled the record eight medals of any type at a
single Olympics achieved by Soviet gymnast
Alexander Dityatin at the 1980 Moscow Summer
Games.
- The teacher continues asking questions orally about the text:
 What is his name?
 Where is he from?
 What does he do?
 Has he participated in the Olympic Games?

8.  Has he won gold medals?
 How many world records has he broken?
 How many gold medals has he won in 2004?
 How many bronze medals has he won in 2004?
 How many bronze medals has he won in 2008?
 Has he equaled a Soviet record?
Transition: “Very Good, now I want you to have a look at this table that contains
information about the medals different countries have won in Rio”
Activity 2: (15’)
- The teacher delivers the following handout:
I wanted to give them colour copies, but I didn’t find where to get them yet.

9. Handout 3: Country
1)The United States of America
46 37 38 121
2) United Kingdom
27 23 17 67
3) China
26 18 26 70
4) Russia
19 18 19 56
5) German
17 10 15 42
6) Argentina
In case I findwhere togetcolorcopiesI maymodifythis
exercise andmake the studentsname the countries
themselves
3 1 0 4

10. - The teacher says “pay attention to the medals each country has won”, and she
reads the columns aloud.
- She writes on the board:
HOW MANY MEDALS HAS RUSSIA WON?
- “Remember that we use How many? to ask about quantities… 1,2,3, etc.
on the board:
RUSSIA HAS WON FIFTY-SIX MEDALS IN RIO.
- The teacher waits and listens to the correct answer, and she writes it on the board.
She adds “I want you to work in pairs asking and answering about the medals each
country has won. Here I have some more examples…”
HAS RUSSIA WON ANY GOLD MEDALS?
HOW MANY MEDALS HAS RUSSIA WON?
HAS ARGENTINA WON ANY SILVER MEDALS?
HOW MANY MEDALS HAS ARGENTINA WON?
- The teacher walks around the classroommonitoring the students’ work.
Transition: “Excellent! now I want to share with you a video of a song of U2. Do you know
this rock band? Do you like rock music? …ok, let’s watch it… “
Activity 3: (20’) Video: “I still haven`t found what I´m looking for” U2
- The teacher delivers the following handouts to the students and says “after we
watch the video, we will work on the vocabulary, pay attention, please…”. It lasts
five minutes.
Handout 4:
On the following page

11. - Listen to the song and complete it with the following verbs: spoken – held – run
climbed – kissed – found –
“I still haven´t found what I´m looking for” U2
I have _______the highest mountains
I have _______ through the fields
Only to be with you (2)
But I still haven’t _______
What I’m looking aimed at (2)
I have ________ honey lips
Felt the healing in her finger tips
It burnt like fire
This burning desire
I have _______ with
The tongue of angels
I have ________ the hand of a devil
I was warm in the night
I was cold like stone
But I still haven’t found what I’m looking for (2)
I believe in the kingdom come
Then, all the colors will bleed into one
Bleed into one
But yes,
I´m still running

12. You broke the bones
lost the chains
carried the cross
oh, my shame
You know I believe it
But I still haven’t found what I´m looking for (4)
Verb Spanish
Students are used to
speaking Spanish in class,
that is why I think this
column will be useful
Past participle
Hold Held
Speak Spoken
Run Run
Climb Climbed
Find Found
Kiss Kissed
- After delivering the handouts and watching the video, the teacher reads the verbs
that are in the first column for the students to say the meanings in Spanish in case
they know them, or look them up in the dictionary. She asks them “Can you read
the definition aloud, please? hold means…”, and the student continues. She writes
the word in Spanish in the second column, and the process is repeated until it is
complete.
- I think that they can benefit from this grammar based activity, and this may be
included in a lesson plan within The Communicative Approach. Students haven’t
used the participle verbs to complete the Lyrics, yet; and I think they may find it
useful to become familiar with the infinitive verbs they probably don’t know, and
their meanings in Spanish.
- The teacher continues, “ok, now, we are going to watch the video by U2 again, and
you are going to fill in the blanks with the missing words. This song may be written
by an Olympic athlete like Michael Phelps, after winning a medal in Rio 2016, he
travels to his home thinking about meeting someone, his girlfriend or his mother.

13. Do you understand?, try to think about the protagonist while you listen to the
song”
I think that no activities during the first time they watch the video is effective for
them to have a general idea about what they will work on; however, ideas about
the protagonist may be given.
- After the second time they watch the video, the teacher invites the students to
correct what they have written, she reads the sentences and asks a student to
complete it “I have...? what did you write?” she waits for the students’ answer and
adds “climbed, very good, I have climbed”. The process is repeated until the
handout is checked.
The video shows streets in a big city, the Underground, and some other important
places. I think that it is useful to capture the students’ attention, much more than
listening to a song, but it is not enough input to work with a story behind the Lyrics
Some questions to describe what they saw may be included “What can you see
there in the video? The mountains?, the Beach? A City?”… ok yes, a city… are the
streets full of people?” and so on. In relation to the protagonist the teacher may
asks questions such as “What has he done?” talking about an Olympic athlete like
Michael Phelps “Where is he going?...He says, he hasn’t found something… What is
it...imagine he is happy because he has won a medal… What hasn’t he found?”
Transition: “How nice song! Ok, now, I’d like you to complete this form in order to
collaborate with my studies”
Closure: (10’)
- The teacher delivers the following handout for the students to complete:
Handout 4:
Feedback:
- I liked…
a) the topic______
b) watching videos_______
c) reading an article _______
- I didn’t like…
a) speaking English______

14. b) using dictionaries______
c) the lack of written exercises______
- Others:
_________________________________________________________________________
_________________________________________________________________________
Homework: This is the last class of the Practicum Period, so no homework will be
assigned. If there is enough time, students will be invited to paste their drawings about
the Olympic Creed and the Olympic Motto, in different posters as a class product.
I will do my best to finish all the activities on time.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimumscore:21 / 35
Score:__17__ /35 = 5
Dear Mariana,

15. There are several aspectsyouneedtopolish. We have made commentsandsuggestions
throughoutthe lessonplan.
Please,resubmitthe lessonplan below.If youhave anyqueries, letusknow.
Best,
Your tutors
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Class. management
strategies
X
Language accuracy X
Observations Minimumscore:21 / 35
Score:__21__ /35 = 6
You have improvedsome aspectsof yourlessonplans.Welldone!
We wantyou to understandthatwe make commentsandsuggestionssothatyoureflectupon
your choices,revisit/consultbibliography,andsoon.You shouldencourage studentstouse L2,
by meansof appealingandmeaningful activities.Aswell asthis,we recommendthatyouexploit
resourcestothe full,followingacoherentandcohesive order.

16. Have a nice lesson!
Your tutors