.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Barth María PíaPeríodo de Práctica: Tercer período, nivel secundario.Institución Educativa: Colegio CastexDirección: Brown 99, Bariloche.Grado sección: 4° y 5° añosCantidad de alumnos: 13Nivel lingüístico del curso: IntermedioTipo de Planificación: ClaseUnidad Temática: “Talented people”Clase Nº: 6Fecha: 23/10/15Hora: 7:45 - 9:05amDuración de la clase: 80 minutosFecha de primera entrega: 21/ 10 /15

Teaching points:

Revision of Present Simple tense (He teaches them to…) Revision of vocabulary related to jobs and occupations. Revision of their spelling ability. Revision of the modal verbs “should/ shouldn’t”

Aims or goals: During this lesson, learners will be able to:

Develop their speaking skills by talking about unusual jobs and circuses. Develop their listening and speaking skills by interacting with the

teacher and peers. Develop their writing skills by answering some questions about a written

text.

Language focus:

Functions Lexis Structures PronunciationRevision Talk about

different jobs.Accountant- journalist-

shop manager-

Present Simple (He

teaches them to do tricks)

Journalist/ d n l st/ˈ ʒɜː ə ɪ

Accountant/ ka nt nt/ə ˈ ʊ ə

Firefighter- Modal verbs (should-

shouldn’t)

Manager/ mæn d /ˈ ɪ ʒ ə

New Talking about circuses and

odd jobs.

ChariotCannon

FleasBloodCircus

ScratchAir courierDog walker

Window cleaner

Chariot/ t ær iˈ ʃ ‿| t/ə

Cannon/ kæn n/ˈ ə

Fleas/ fli z/ːBlood

/ bl d/ʌCourier

/ k r iˈ ʊ ‿ /ə

Teaching approach: Communicative Approach and PPP method.

Integration of skills: I will integrate listening and speaking skills through peer and group discussion about circuses. There will also be an audio to listen to people talking about unusual jobs. As regards reading and writing, there will be a text to read and answer some comprehension questions.

Materials and resources: board, marker, computer, candies, music, masking tape, CD, CD player, copies, and online dictionaries.

Pedagogical use of ICT in the class: There will be a written task to do on their computers.

Seating arrangement: Students will be sitting down facing the board; they will work at the tables situated in rows.

Cooperative work: Students will interact with peers to exchange ideas and retrieve previous lexis.

Possible problems / difficulties and their possible solutions during the class:

Their online dictionaries may not work, so I’ll provide them with traditional dictionaries.

Some activities may take longer, so I’ll check the time in order to run out of time for the production stage.

Potential problems students may have with the language:

Some students may find it difficult to produce full sentences to express their ideas; I will provide them with the necessary vocabulary to produce their sentences.

Assessment:

I will assess the pronunciation of the new target words by making questions, such as “Is Adam the Manager of a circus? Do you know the meaning of the word fleas?” There will also be oral correction for learners so I get to know if they understand the usage of the new vocabulary in a meaningful context. I will also assess their comprehension of new items through the correction of the written activities.

Procedure : Routine (2’ minutes)

I’ll get into the class, and I’ll say “Hello, how are you today? I need some help to write the date on the board” Please Juan, Can you help me?” I will encourage students to spell the date to help him to copy it. As this class starts very early in the morning I will give students some candies, and I’ll wait for them playing some music.

Warm-up (8’ minutes)

We will play “Hangman game” to scaffold vocabulary related to jobs and occupations, and at the same time to revise their spelling ability. I will draw on the board the lines and I’ll encourage students to take turns and say a letter to complete the word. If they know the word, they’ll have to define it in order to get the point.

Words: Accountant- journalist- shop manager- Firefighter-

Presentation (15’ minutes)

I’ll ask students “Do you like circuses? Why? Why not? I like circuses but I don’t like the circuses that have animals in captivity, I think that it’s not funny”. I will ask one of the students to hand out the copies. I’ll write the word “miniature circus” on the board and I will tell students that “I found an article about an old man called Adam, he’s got an unusual job. He is manager of the Acme Miniature Circus. Look at the pictures, who are Midge and Marge? Are they insects? Yes, they are fleas, a very small jumping insect that bites animals to feed on their blood. Let’s read the article”. “Great! Now I would like you to work in pairs to find these words in the text and match them to their definitions. (Definitions taken from www.wordreference.com )

Match the words to their definitions.Blood - Chariot– Cannon- Scratcha- A horse-drawn vehicle usually used in battle, races, etc. …………… (chariot)b- To damage or mark the surface of by scraping……………. (scratch)c- The red fluid that flows through the heart throughout the body……………(blood)d- A gun for firing heavy projectiles…………….(cannon)

Text adapted from the book “Energy 2 by Jenny Parsons. Pearson”

Development Activity 1 (13’ minutes)

“Way to go! I couldn’t understand some parts of the text, so I wrote some questions. Can you help me to answer them?” I will hand out the copies, I will ask some confident students to read the questions aloud. Then, I will provide them with time to answer them in pairs.(Answers in purple)1- Who are Midge and Marge? (The stars of the show/fleas)2- When did Mr Gertsacov decide to become a flea circus manager? (When

he was studying at drama school)3- How does he teach the fleas? (He teaches them to do things they already

know)4- What does he give the fleas to drink? (A small drink of human blood)5- What tricks do the fleas do? (Pull chariots, carry chairs, they’re shot from

a cannon)6- What advice does the writer give to the reader? (You shouldn’t scratch

when you watch the show)7- When were there a lot of circuses? (Two hundred years ago)

Activity 2 (7’ minutes) “Talking about unusual jobs I met three people that have unusual jobs too… I brought you their pictures. Can you imagine their jobs? What do you think?” I will encourage students to listen to them talking about their jobs to check their answers. “Great! Let’s see if your predictions were right!”(air courier-dog walker- window cleaner)

Script: (Audio taken from the book Energy 2 by Jenny Parsons. Pearson)

Speaker 1: In my job I travel all over the world by airplane. I take a tiny bag with me and i read a lot of books. To do this job you must be ready to travel at any time, night or day. You must have a passport and the most important thing is - you mustn´t lose the parcel. You see I´m an air courier - I carry parcels and documents around the world - usually it´s things that are very expensive. The worst thing is waiting for the next job. It’s really boring. Speaker 2: Yes, I love it. I´m outside and it’s always exciting. Actually I earn a lot of money so I can go walking in the mountains for three months a year. What do I do? I´m a window cleaner - I clean windows. I climb very tall buildings in London … and I clean the windows. This job can be very dangerous - you must work really carefully and can´t make a mistake. Oh, and you mustn´t drop anything! Sometimes it´s very cold but it´s interesting - you see some very strange things up here! Speaker 3: Well, yes, my job us unusual. When people are at work I take their dogs for a walk - every morning and every evening too. To do this job you must understand dogs and like dogs of course. You see, you mustn´t lose a dog! (Laughs) but I did lose a dog one time! The worst thing about my job is - uuurgghh, you must pick up the, you know, the doggie stuff. Oh, what is my job? I’m a dog walker in Los Angeles.

Activity 3 (8’ minutes) “Well done! I wrote some parts of the conversation, but the computer was not working properly so it’s incomplete. I will play it again and you’ll have to help me to complete it.” I will play it twice for them to complete. Then, we’ll check their answers orally.

Activity 4 (15’ minutes) “While you were working with the previous activity I thought that a lot of people think that we shouldn’t use animals in circuses. What do you think? Is it a good idea to use animals in circuses? I’ll give you five minutes to discuss in pairs and take notes”. I will write the question on the board to help them, and I’ll also display two posters with some key words. Posters:

Listen and complete the sentences.

1) In my job I travel all over the ……………..(world) by …………………..(airplane) I take a tiny bag with me and I read a lot of …………………. (books)To do this job you must be ready to ……………..(travel) at any time, night or ………….(day)

2) I’m …………………. (outside) and it’s always exciting. Actually I earn a lot of …………..(money) so I can go walking in the mountains for ………..months a year. What do I do? I’m a …………………… (window cleaner)

3) When people are at …………..(work) I take their …………..(dogs) for a walk, every ……………..(morning) and every……………….(evening) too. I’m a ………………….(dog walker) in Los Angeles.

It’s a good idea because…

…it’s fun.

…people like seeing the animals.

…animals like performing.

…it doesn’t hurt them.

It’s a bad idea because…

…it’s dangerous.

…it’s boring for the animals.

…they are not free.

….animals are not playthings.

After five minutes I’ll ask them to share their opinions with the class. I will say “Great! I would like you to participate in a competition, I read in a magazine about one writing competition. So, you’ll have to work in pairs to write an essay about Animals in Circuses. You’ll write it on your computers. I brought you some copies for you to use them as a guide for you to help you to write the essay. Please Meli can you read it aloud?” I will hand out the copies, and then I will provide them with time to write their essays. I will walk around the class to monitor them; I provide them with help and vocabulary. (Writing guide taken from the book Energy 2. Pearson).

Homework and closure (2’ minutes)

“Wow! Look at the time! It’s almost time. I brought you a photocopy to complete as homework. Please, stick it on your copybooks! See you next class, enjoy your weekend!” I will explain activities the homework, and I’ll collect last class homework to correct.

Activity taken from “The Teacher’s magazine” EDIBA n°157”

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 27/32= 8.5

Dear Pía,This lesson plan includes very good ideas for integration of skills, however, it is pretty similar to previous lesson plans. Make sure you think of innovative and varied activities so that the lessons do not become ‘predictable’.Congratulations on work!!It has been a pleasure to accompany you during these last stages of your initial training.Cecilia