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 goalsDuring the lesson students will be able to: natural disasters Develop their listening and writing skills by means of watching a video about true natural disastersBe able to take down notes and listen for specific information .Discover what is missing.

Language focus:

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Functions Lexis Structures PronunciationRevision Following

commands: Look at this!Listen!Let’s see/ read / match (etc.)

Wind Rain water volcanoLava Earth plates Waves JapanPapua new GuineaNew OrleansChelyabinskPhilippinesHaitiIndian ocean

Do you remember …? Have you been …? It is …They are ….

NewDrought TsunamiEarthquakeFloodForest FireHurricane SnowstormSpins TornadoVolcanic 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

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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 him/her and I will encourage them to do so, by asking them what the is the 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:

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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.

Transition: 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/

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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, you 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.

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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 are 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)

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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.

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Natural disasters, most well known countries

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

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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 20112 Volcanic eruption Papua new guinea3 Hurricane Katrina New Orleans

America 2005

4 Meteor attack Chelyabinsk – Russia

2013

5 Typhoon Philippines 20136 Volcanic eruption Japan 20147 Earthquake Haiti 20108 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 only 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 will watch the video once or twice Iwe 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.

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………………………….. ……………………………………

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 damaged caused by the natural disasters.

Natural disaster Country Damaged caused. 1 Tsunami wave Japan 2 Volcanic eruption Papua New Guinea3 Hurricane Katrina New Orleans

America 4 Meteor attack Chelyabinsk –

Russia5 Typhoon Philippines 6 Volcanic eruption Japan 7 Earthquake Haiti8 Tsunami Indian ocean

Closure:

I will say goodbye to the students.

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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 20054 Meteor attack Chelyabinsk –

Russia2013

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.

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Natural disasters, most well known countries

………………………….. ……………………………………

Homework: watch https://www.youtube.com/watch?v=zQYe3ngG6qs

And complete the following chart:

Natural disaster Country Damaged caused.1 Tsunami wave Japan2 Volcanic eruption Papua new guinea3 Hurricane Katrina New Orleans

America4 Meteor attack Chelyabinsk –

Russia5 Typhoon Philippines6 Volcanic eruption Japan7 Earthquake Haiti8 Tsunami Indian ocean

Taller de Práctica Docente 2015Lesson 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?

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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 development12 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, 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?

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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: Dear Ma. InésGreat idea to include a video in this lesson! Try to further exploit it by adding an extra column for more information about the events (and invite SS to add information in class).Keep up the very good work!Cecilia

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: 28/32= 8.75

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