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:

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

Desk top names on golden cardboard (one per student)

38

March 7th

PAINTING

THE PERKS OF

BEING A

WALLFLOWER

ETHAN

FROME

LENGUAS VIVAS

PURPLE

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

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?

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

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

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.

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. A tsunami 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 generally in 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.

Natural disaster name: Your notes.

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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).

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.

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)

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:

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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Activity 1

Activity 2 :

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Homework

Taller de Práctica Docente 2015 Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? 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 they clearly written to explain what the learners will learn and 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 Materials and 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 Seating arrangement 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? Is there a set of guidelines and instructions for this work to be carried out? Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation? Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development

12 Lesson stages 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 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim? Do the activities allow for language exposure, exploration,

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 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’s Taxonomy 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 lesson plan is simple but it challenges SS. Very good ice-breaker!!! Have a very good class! Cecilia

Teaching strategies

Class. management strategies

Language accuracy

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