SECONDARY

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Sofia Mercado
Período de Práctica: Nivel Secundario
Institución Educativa: Aberdare College
Dirección:Av. Francia 1245, Bella Vista, Buenos Aires.
Sala / Grado / Año - sección: 4to año
Cantidad de alumnos: 16
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: Clase
Unidad Temática: TRIPS
Clase Nº: 3
Fecha: 13/09/2018
Hora:
8.20 a 13.10 hs
Duración de la clase: ‘260
Fecha de primera entrega: 11/09/2018
 Teaching points: modal verbs: characteristics and different purposes, giving
suggestions and advice. trip vocabulary.
 Aims or goals: During this lesson, learners will be able to…
-Develop their listening skills by listening to a song in a meaningful context
-Identify and mention different modal verbs
-Give and write suggestions or advice using modal verbs
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION new
experiences-
tourist-
challenges-
important
places-
Following
commands and
instructions
Suggestion: I’d
recommend…
/ How about?
/ May be you
could… / I
suggest… /
Why don’t
you..? / Why
not try..?
/ð/ words like
“the”, “them”,
“their”.
NEW Graduation
trips
Giving advice
and suggestion/
recommendation
Modals
(should, can,
can’t, etc)
phrasal verbs
Pull through
Give up
Hang on
Intonation and
fluency when
reading. Respect
commas, stops
and pauses.

2. Catch up
Think
somethingover
 Teaching approach: The lesson is based on the Communicative Approach so as to
foster communication and participation of the students. It is organized through
the Presentation –Practice and Production procedure.
 Materials and resources: worksheets, students’ cell phones, wireless connection,
TV
 Pedagogical use of ICT in class or at home: In this lesson, students will be working
with their cell phones to search for information on the net. Students will be using
the TV to listen to a song.
 Seating arrangement: In order to maintain their routine and organization, they
will be sitting at their desks in their usual places: in twos in benches settled in
three different vertical lines. If I see that I lose visual contact with some students, I
will make them change places or twist their bench.
 Possible problems / difficulties and their possible solutions during the class:
Some students may not want to participate during the oral exchange. I will not
expose them and wait until they feel confident enough to do it. I will only choose
students that demonstrate that they are eager to participate.
 Classroom management strategies: In order to keep the atmosphere and
student’s attention I will try to make students participate in every activity, task or
drill. I will keep the class active and prepare beforehand all the materials so as to
avoid breaking the climax.
 Potential problems students may have with the language: They may find it hard
to find some words to express their views about some specific places.
 Assessment: what will be assessed and how: I’ll check that students comprehend
and identify the different structures by asking questions out loud and by checking
their work orally. As regards the useful phrases for suggestion, I will check their
understanding and correct use of it by making them share their writings with the
rest of the class.
1st Period:
Welcoming and Routine: (5’)
Purpose: to start the lesson, get students into the mood for work, establish empathy.
I will greet each student at the door of the classroomby shaking hands and saying “Hello,
come in and sit down please”.
Once they are all in, I will say: “Good morning everybody” EA: “Good morning”. I will
continue: “How are you today?” EA: “Very well, thank you. And you?” T: “Very well, thank
you. I will follow: “Ok, great! First of all…who’s absent today? I will write down on my
book the absentees. Then, I will ask some questions as regards their homework ”What are

3. you planning to do on during your Spring Break, next week?” so as to create a confident
and relaxed atmosphere as well as an introduction to our lesson.
Transition: “Great to know that you are planning to have an amazing time!
Warm-up: (5’)
Purpose: To introduce the topic and vocabulary
I will say:“Now,doyou rememberthe homeworkthatIgave you? I gave youa questionrelated to
student’s exchangesforyoutoanswer…”
I will write downthe questiononboardwhile Isayitout loud: “Should there be more
opportunities to do different student exchanges? Why/ Why not? List at least three pros
and cons. ”
“Who wouldlike tobe the firstone to readout loud?”
EA:Me!
I will encourage all of themtoreadtheirhomework.
PRESENTATION 15’
Meanwhile Iwill take downsome notesonaposterof what theysayand theirideas.
Should there be more opportunities to do different student exchanges?
PROS
CONS
I will hangupthe posteronthe wall.
ThenI will say:“Ok good!Nowlet’sfocusa biton thisquestion.Take alookat the firstword
“Should”.If we are talkingaboutgrammar…whatkindof verbis“should”?Is ita common verb?”
EA: “No!It is a modal verb.
I will say:“Good!A modal verb! What modal verbsdoyou know?”EA:will,would,can,may,must,
could,should,might,have to…
Transition:“Let’ssee howmuchyou rememberaboutmodal verbs…”
Presentation: (15’)
Purpose: to revisit modals
I will say:“What isso special aboutmodal verbs?Let’sfindout.Let’simagine thatyouoryour
friendisgoingtoa studentexchange forthe firsttime.Whattipsorrulesdo youknow about
studentexchanges?Iwill start…forexample,youcan’tstartup a fight”. I will write onthe
blackboard andask: whichone isthe modal verbhere?”
EA: can’t.I will continue:“Good!Whocan give me anotherexample usingadifferentmodal verb?”
I will write downsome students’examplesonboardandask studentstorecall whichisthe modal
verbpresentineachsentence.

4. ThenI will say:“So,now that we know how to use the modal verbs,whatspecial characteristics
doesthese modal verbshave?”
EA: No–s isneededtoformthe thirdpersonsingular/Adding‘not’soas to form the negative
structure / theyalwaysrequire anotherverbbecause theycannotactas the mainverbin a
sentence /theyonlyhave presenttense,there isnopasttense formodals.
If any of these are notmentionedbythe students,Iwill mentionthem.Theyhave beenalready
workingwithmodal verbs,sothisshouldbe onlyarevisionforthem.
Then,I will add:“Good!Some of themare usedto expressanobligation,othersexpectation,
ability,certaintyandpossibility.Theyare alsousedforgivingpermissionandadvice.
BREAK TIME
2nd
period
Warm up: 5’
“Welcome back!Have a seat”.
“Let’s start bydoingan easyactivitysoas to revise whatyoualreadyknow…Let’ssee”
Activity 1: (20’)
I will give outashort exercise forthemtofill inthe blanks.
I will say:“I’ve been thinkingaboutAlex,mycousin,remember?Andwell…Ithoughtitwouldbe a
goodideato write downsome characteristicsaboutthe student exchangeshe bearsinmind.The
thingisthat I’ve made a messwithmodal verbs…canyouhelpme putthemcorrectly?”
Grammar – Modal Verbs
Complete the followingsentenceswithone of the wordsgiven.
Can – can’t – have to – should – must
1. You ……………………………. buildupyourconfidence beforegoingonastudentexchange.
2. Students……………………………choose where they willsleep.
3. Students ………………………….. studyhardeveryday.
4. Host family ………………………….. be a key in the student’slife.
5. Your school …………………………………………inform youall the rulesandaspectsbefore going
abroad.
We will readoutloudthe title andthe sentences.Theywill have 5minutestocomplete the
exercise.Once theyfinish,we willcheckthe answersorally.
Then I will say:““Goodwork!Nowlet’sanalyze abitmore these sentences…Iwantyoutolookat
the sentencesandtell me…whichsentence mentionssomethingwhichISALLOWED?” EA:

5. “sentence number2”I will say:“good!Now,I wantyou to findwhichsentencementions
somethingwhichISADVISED(Iwill write ‘isadvised’onthe board),asentence thatmentions
somethingwhichSEEMSCERTAIN,ISN’TALLOWED and whichsentence mentionssomethingwhich
IS A RULE” (Iwill write all of themonboard).“You will have five more minutes.Come on,let’s
start”.
Once theyfinish,we will correctthe answersorally.
Transition:“Well done!Now...let’sgo backto Alex fora while”
Activity 2: (15’)
I will say:“Well,afterIsenthermy email withsome advice asregardswhethershe shouldmake
the studentexchange ornot,I receivedanotheremail fromher.The problemisthat some words
are missing!Letme handout some copiesof the email toyouso we can read itall together”
I will give outthe copies:
Dear Sophie,
Thankyou very much for yoursuggestions.Ifinally choseto attend to the student
exchange.Ithoughtthatit(1)……………… be a good opportunity forme so as to makenew friends
and learn abouta differentculture.
As you know,Ihavenever gonealoneanywhere;so I amafraid of notknowing whatto do!
I don’tknow…I (2)…………………even afraid of feeling lost!
Anyway,Mommy decided to tell Racheland me thatI(3) …………………..imitate her and copy
her decisionsand movementsatall time. Sophie,you (4) ……………….have seen Rachel’s facewhen
Momtold her I would followher!And then I thought,why (5)…………………………..I justgain
confidenceinstead of following someoneelse?
Tomorrowwe’reall having a talkat school aboutthetrip. I don’twantto go backagain
into ridiculouswith my friends.Maybeit wasa bit too soon,to give her such a responsibility. Next
time, don’tforgetto tell me how weird my Mommy(6)…………..be.
In short,what (7)………………..Ido?(8)………………….. I quitthe exchange?(9)………………..I
stay or (10)…………………. I go?The reason fortaking this hugedecision wasin order to make
friends,notenemies!
Write to me soon,
Love,
Alex.
Once we all readit once,I will say:“Wow!PoorAlex!She wasveryunlucky,don’tyouthink?Ok!
Now,I reallyneedtofill inthe missingwords.Doyouthinkyoucan complete itforme?”EA: Yes!
I will give students5minutestofill inthe blanks.Once theyfinish,we willchecktheiranswers
orally.
Transition:“Whatcan we sayto Alex?Whatadvise canwe give her?”
Activity 3: (15’)
I will say:“Let’stry to use the useful expressionswe learnt aboutgivingsuggestionsandadvice.
Whichonesdo youremember?”
EA: I’drecommend/Why don’tyou/ How about/ I suggest…
I will continue:“Good!Now,youwillworkingroups.Youwill write one orthree sentences(not
more) suggestingoradvisingAlex onwhattodo! Write itdownon a piece of paper.You have 5
minutes.Let’sstart”(Iwill divide the classin5differentgroups)

6. Once theyfinish,Iwill collectall the papersandmix themup.I will startreadingoutloudone by
one.Studentswill have toguesswhichgroupwrote eachsuggestionjustforfunandfor changinga
bitthe climax.Once we are done,theycango out to have a break.
BREAK TIME
3RD
PERIOD
Activity 4: Further exposure to the target language while listeningto a song (20’)
I will askthemto enterthe classroomandsiton theirdesksinsilence.Once the atmosphere is
appropriate tocontinue withthe lessonIwill say:
“Okey.Let’skeeponlearning.Canyoutake outAlex’semail again,please?Whocanread out loud
the last paragraph?”I will choose avolunteertoreaditout loud.ThenI will follow:“Thank
you…’ShouldIstayor shouldIgo’…that phrase remindsme of anold song”I will singthatpart of
the song onlyandask: “Doesanybodyknow thissong?”
EA: Yes/No
I will continue:“Okey,‘shouldIstayor shouldIgo’ isa veryoldsongsang by a bandcalled The
Clash.I usedto listentothissongwhenIwas younger…Anyway…Ibrought asongfor you! Would
youlike tolistentoit?”
I will playthe songonce on the TV.
https://www.youtube.com/watch?v=BN1WwnEDWAM
Then I will ask:“What do youthinkthe song isabout?”
Then,I will say:“Okey,nowwe are goingto playa little game.Iwill give outsome copieswiththe
lyricsof these songswrittenonit.Some wordsare missing.Youare goingto listentothe audio
twice while youfillinthe blankswiththe correctword,okey?”
Should I Stay Or Should I Go?
The Clash
 Complete the MissingWords
Darling, you've got to let me know
……………I stay or …………….. I go?
If you say that you are ………………..
I'll be here 'til the …………… of time
So you got to let me know
………….. I stay or ……………. I go?
It's always tease, tease, tease
You're happy when I'm on my ………………….
One day is fine, next is ………………..
So if you want me off your back
Well, come on and let me know
…………. I stay or ……………… I go?

7. ………………. I stay or …………….. I go now?
……………….. I stay or ……………….. I go now?
If I go there will be ……………….
And if I stay it will be …………………
So come on and let me know
This ……………………. bugging me
If you don't want me, set me free
Exactly who I'm ………………….. to be?
Don't you know which clothes even fit me?
Come on and let me know
……………. I cool it or ……………. I blow?
Split!
………………. I stay or …………….. I go now?
……………….. I stay or ……………….. I go now?
If I go there will be …………….
And if I stay it will be ……………….
So you gotta let me know
…………….. I cool it or ……………. I blow?
…………… I stay or ……….. I go now?
If I go there will be ……………..
And if I stay it will be ………………
So you gotta let me know
………….. I stay or …………. I go?
Once theyfinishfillinginthe blanks,we will checktheiranswers.
Finally,we willsingthe songall together.
Transition:Iwill say:“Great job!”We youcan singreallynice!”
Activity 5: Modal verbs into practice (’20)
“Nowthat youare more than acquaintedwithmodal verbs…we canwrite alistof thingswe can
say or advise Alex as regardsstudentexchange’s rulesusingmodal verbsof course. Youwill work
ingroups again. You can use one cell phone tosearch on the netfor information. Youcanuse the
dictionaryif needed,too.Write down4or 5 sentences.Youwill have 8minutes.Youmaystart!”
For example:“Youcan’tdrinkalcohol”or “You shouldalways returntothe house of the family
whois hostingyou”.

8. Once theyfinish,Iwill stickablankposteronthe blackboard.
I will askstudentstoreadout loudwhattheyhave writtenwhile Iwrite themonthe posterunder
the headline:“Student Exchange Rules”
4th
period:
Activity 1: 20’
Ok, the other day, I have seen that you were at “LA BATUCADA” 6th prepares every year
before going to their graduation trip to Porto and I have been thinking that maybe there
are some suggestions you could give them when they come back.
I will say:“Good!Thank you.”
“As youcan figure out,hittingateacherwas not somethingthathappened…amIright?“
“ But, If thatwouldhave happened,wouldyouagree withwhatIhave written?”
EA:yes…
“It frequentlyhappens thatstudentswanttoquitschool duringthe lastyear…theyare a bitlazy,
don’tyouthink?Can yougive me your opinionsaboutthe matter?
“Ok, thankyou…It is alwaysa pleasure tohearyourthoughtsand views!”
Now,as regardsthe text, there are some wordsmissing.Asa revision,Iwantyouto fill inthe
blankswithanymodal verbor useful expressionsoasto give advice andsuggestions.Youcango
overyour notesandactivitieswe’ve done if you can’tremember.Youwill have 5minutes.Let’s
start”
Once theyfinish,we will checkthe answersorally.
Transition:“Well done!Youworkvery well!...A quickquestion,isthe letterformal orinformal?
EA: informal!
“great!”
Dear 6th year,
We……….. believe how unlucky you are. Hitting your teacher’s face at La
Batucada is definitely not a good way to start the trip. …………………………………………
visiting Juan and see how he is feeling. I am sure she’ll pull through. Just tell him that
you’re sorry. ……………………….. buy him a present? He and the rest of the teacher Staff
will understand that you never meant to hurt Juan at all…
As regards the subjects, Silvia has told us that all of you were planning to leave the
school subjects behind. Please, don’t give up. Hang on... You just have to catch up a
little bit with the lessons. We imagine that during the last year, all you have in your mind
is party time, but take your time and think it over before you make a decision.
………………………………….,
All the best,
4th.

9. Activity 2 (20’)
Purpose: to expose the learners to the target language
I will continue:“Have younoticedthatthere are some wordsinbold?Theyare special verbs,
actuallytheyare PHRASALVERBS.What do you know aboutphrasal verbs?”
I will letstudentsspeakandshare whattheyknow orwhat theycan graspfrom the letter.
I will follow:“Now,whatIwantyou todo in pairsisto write downa definitionforeachphrasal
verbinthe letter.Youwill have toguessitsmeaningthroughthe context.Once you’re done with
it,we will checkyourwritingswiththe class”
Once theyare done,we share theiranswersorally.Iwill notsaywhether theyare corrector not.
Transition:“Now,let’scheckthemout!”
5th period:
Activity 1: (10’)
Rightafterthat I will give outsome worksheetswhich containamatchup exercise.Studentswill
have to match eachphrasal verb withthe correctdefinition.
Match up – Phrasal Verbs
Pull through -To become better,improve
Give up -To consideranideaor plancarefully beforemakingadecision
Hang on -To come or bringsuccessfullythroughtrouble orillness
Catch up -Stopdoingsomething,tosurrender
Thinksomethingover -To continue persistently
.
Whenstudentsfinishthe matchup,we will checkthe correctanswersorallyandcontrastthem
withthe onestheyhadpreviouslywritten.
I will say:“The one that has the same answerwill have atiny surprise”.The surprise will be a
‘sweet’.Iwon’tsayuntil one studenthasa match.
Once all the answershave beenchecked,Iwill say:“Greatjob!
Activity 2: 20’
“Now,I will showyousomethingthatIbrought.It is a textaboutthe graduationtrip.I will give one
copy to eachof you.Readit twice,please.”
HIGH SCHOOL GRADUATION TRIPS
A very Controversial Topic.
Once again this year I am posting this warning to kids who are planning to be
in Cancun as their High School Graduation present or trip paid by their parents or with
their own earnings.
As many parents feel their kids should get a gift for graduating High School. This is all fine by
me, but there is absolutely no reason this gift should be a free trip with fellow graduates or
friends to Cancun for an all inclusive week of pure fun and pleasure. Parents do not realize in

10. the USA that in Cancun the kids can drink at the age of 18 legally, and many 17 year olds do
not have any major problems getting into night clubs and receiving all the alcohol plus more.
Cancun is a fun city if you know what and how to do it with concern for your personal health
and welfare. The problem though is that there are many in Cancun who do not have the same
feelings. They will do all possible to take advantage of this kids and I really use the word kids in
a kind way.
There have been incidents in the past where the kids coming to Cancun without adult
supervision were seriously hurt, raped, and even killed. Now this is not to say that this will
happen to everyone, far from that. But the likelihood of something happening such as
described is highly possible when one`s defenses are down to the consumption of all the
alcohol they want and no questions asked. There is also high likelihood that these kids are
able to get all the drugs they want and get in trouble with the police for drug possession.
So the advice to parents is to yes let your kids go to Cancun, but you join them for a family
trip. If you cannot do that, keep them at home.
Text adapted from: https://www.tripadvisor.ca/ShowTopic-g150807-i8-k1759212-o20-
High_School_Graduation_Trips_A_VERY_Controversial_Topic-Cancun_Yucatan_Peninsula.html
Once theyfinishreading,Iwill askthemtotry to saywhat the textis about.
Then,I will askthemtoread eachparagraph and write a shortcomment nextto eachparagraph of
whatthe paragraphis about.
“OK,who can readout loudwhatyou have written?”
“Verygood!You take downnotesfantastically!”
Activity 3: 20’
“Now,do youthinkthe textsayswhat reallyhappensongraduationtrips,orisitexaggerated?”
EA: yes,no!
“Why?”
“Do you believe thatitisdifferentbecause ittalksaboutwhathappensinCancun?
“Do you believe thatthe factthat the kidsthe author referstoare Americans makesadifference?”
I will be lookingforwardfortheirsharingtheirviewsaboutgraduationtrips.
“It isalwaysnice to knowyourthoughts!”
“Nowwhat I wouldlike youtodois to write aleafletcontainingdetails aboutgraduationtrips.
What youbelieve itisabout,whattotake into consideration.Warnings.Youshouldbe talkingto
both,adultsand teens.Parents,teachers, professors,students,toeveryone.Youshouldalso
include 2or 3 of the phrasal verbswe have learntbefore anddonot forgetto use modals!”
I will give themawhite sheetof papertodo thisactivity.
Once theyhave finished,Iwill askthemtoshow themto the rest of the class.
Closure:10’
“Ok, we all knowthat apart from the fact that graduationstripsare not the safesttrips,youall
wantto go! Andthat is fine!”
“As Argentinaisgoingthroughafinancial mess,youwill have toearnmore moneythanbefore to
be able to go to Porto.So, whatI wouldlike youtodonow isto get togetheringroupsandthink
aboutthingsthat youshoulddoto earn moneyandsave it forthe trip.I know that youstart
payingita yearbefore the triptakesplace…sothis couldbe a start!”

11. “All the Ideasthat youhave,youwill have towrite themdownusingyourmodals!Youare goingto
be keen onusingmodals!!”
“Once you finish,youwillreadyourideasoutloud.”
“Great, youhave workedfantastically!!Now,youmaygoto have lunch!Enjoythe restof the day!
See youtomorrowagain!”
Lesson plan
component
Excellent
5
VeryGood
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
Teachingstrategies X
Languageaccuracy X
Observations Minimumscore: 18/ 30
Score: 20/ 30
Sophie,there were manyspellingand grammarmistakes.Make sure youcorrect thembefore
preparingstudents`worksheets.
Take commentsintoaccount.
Have a lovelytime!