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: 3

Fecha: Viernes 2 de octubre 2015

Hora: 7:30 – 8:30 hs

Duración de la clase: 60 minutos

Fecha de la primera entrega: 28 de Septiembre 2015

Teaching points: Natural disasters vocabulary: Tornado, thunderstorms airstreams, hurricanes

Aims or goalsDuring this lesson students will be able to Develop their reading skills by means of reading to newspapers headlines and an article about a “Tornado”.Develop their speaking skills by means of telling characteristics about a tornado. Develop their writing skills by means of writing a poster as regards tornados which occurred in their own town.

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 Spins Tornado VictimsKillsDisaster

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

New Air streamsCollide ShelterSpottersStorm chasers

/eə striːmz/ /kəˈlaɪd/  /ˈʃɛltə //ˈspɒtəz/ /stɔːm ˈʧeɪsəz/ 

Teaching approach: Natural Approach, organized through the Presentation Practice Procedure stages.

Integration of skills: The four skills will be integrated applied in this lesson Materials and resources

Worksheet for the homework activity.

Homework: This is the link to watch the video, we have seen here at school.

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

You have to watch it at home again, and for next class you will have the two extra columns in this chart:

Natural disaster Year- Country Damaged caused.

Any other information you may wish to add,

1 Tsunami wave 2011 Japan

2 Volcanic eruption

Papua New Guinea

3 Hurricane Katrina

2005 New Orleans America

4 Meteor attack 2013 Chelyabinsk – Russia

2

5 Typhoon 2013 Philippines

6 Volcanic eruption

2014 Japan

7 Earthquake 2010 Haiti

8 Tsunami 2004 Indian ocean

Newspapers covers: Source: http://www.huffingtonpost.com/2013/05/21/moore-tornado-newspapers-front-pages-tragedy_n_3311821.html

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Text:

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Taken from: The teacher’s magazine Año VIII- Nº 79.

Pedagogical use of ICT in class or at home: no use.

The whole course) Seating arrangement: Sts will be sat in groups. They generally sit like this during the whole school

day. The size of the groups depends on the student’s present that day( as it is Secondary there is not always

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. . However, I will respect students’ work pace. However experience from previous classes has shown that the allotted time for each activity up to this stage of the practicum has been coherent with the group’s pace

Classroom management strategies

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In case there are students who are not paying attention I will kindly approach them and kindly suggest trying to go back to work. However most of them engage in the activities. 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 inviting them to work. . In cases of misbehavior, I will not be in charge of calling student’s attention. The teacher of the course is the only one who has the authority to do it. However, according to the experience in the two previous classes students have behaved properly, besides several of them have been very helpful (last class they helped me with the wires and the projector, for example) so I suppose there will not be any problems.

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.Asking students questions as regards the task will be the method for checking listening comprehension. Comprehension of the new items will be assessed through the checking 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:

Purpose: To start the lesson. To get the students to work. To establish rapport.

I will greet the students as soon as I enter the class.

Transition: Good morning. How are you today? It’s Friday! So I suppose you are happy! Have you got any plans for the weekend?

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I suppose that some students will answer some will not. I will encourage the students to tell briefly if they want what are their plans are.

Then I will follow their conversations but I cannot predict what are they going to say, If they say something in Spanish, I will encourage to tell that in English modeling the speech myself.

Before we start I will ask for the homework task. They were given the link of the video we worked with last class, and a worksheet. I will briefly ask for the experience, as regards working alone with a link, and how did they felt. Then I will collect the worksheets.

Transition: Ok. Lets’ see. Could you follow the link I gave you about the 10 deadly Natural Disasters caught on video? Yes! Remember some of you tried last class from your cell phones. Ok, Could you

complete the worksheet? How did you feel working like this? Was it easy? Difficult?

Homework: This is the link to watch the video, we have seen here at school.

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

You have to watch it at home again, and for next class you will have the two extra columns in this chart:

Natural disaster Year- Country Damaged caused.

Any other information you may wish to add,

1 Tsunami wave 2011 Japan

2 Volcanic eruption

Papua New Guinea

3 Hurricane Katrina

2005 New Orleans America

4 Meteor attack 2013 Chelyabinsk – Russia

5 Typhoon 2013 Philippines

6 Volcanic eruption

2014 Japan

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7 Earthquake 2010 Haiti

8 Tsunami 2004 Indian ocean

PRESENTATION:

Timing: 5(minutes)

Purpose: To identify parts of a piece of news. To develop Ss reading skills by means of reading headlines from different newspapers. To develop Ss speaking skills by means of telling what are the headlines of the newspapers about.

As students have been working the two previous classes with natural disasters and their definitions in a broad sense in this lesson, we are going to work with tornados in particular.

I will show the students two newspapers headlines showing the description of a tornado that happened ion Oklahoma, the idea is are that they look at the images and guess the topic for today that it is going to be tornadoes. Source: http://www.huffingtonpost.com/2013/05/21/moore-tornado-newspapers-front-pages-tragedy_n_3311821.html

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Great use of authentic material!

Transition: Ok, let’s start working today. Please, remember to place your desktop names on your desks because I still have difficulties in remembering all your names.

Nice. Good.

You know we have been working with the definitions of several natural disasters. I have brought these Pages taken from a newspaper. They describe what? Look!

(Students are supposed to answer tornados, disaster, or something connected)

Look at this part, this sequence of words is called the headline. Headlines generally anticipate what the news is about. And this is the news (I will point to the different parts of the newspaper).

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Ok. What are these newspapers reporting?

(SS answer a tornado, a tornado disaster)

Good!

These headlines repot a tornado where?

Where is Oklahoma?

What else can you infer/ guess from the headlines and the images?

(Students tell something connected with the images, using vocabulary they can read in the headline and what they know from the previous classes)

Practice:

Timing:

Purpose: To develop Ss reading skills by means of reading a text about tornados.

To activate S previous schemata.

Before Ss read the article about tornados, I will conduct a pre multiple choice activity. I will ask for volunteer’s students to read, and the group to answer.

Transition. We are going to read a text about tornados. Before we read, I would like you to do the following activity. The purpose here is to see what you remember from the last two classes and the

definition about tornadoes. (Camilla) Can you please read?

Do you all agree with the answers? Ok.

Pre reading activity

Activity 1

Before you read the text try to solve the following multiple choice task

Tornadoes are measured in a) Celsius degrees. b) Richter Scale.

Tornadoes are connected with: a) strong winds. b) Severe storms.

Tornadoes may last: a) from seconds to an hour. b) Several days/ weeks.

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Reading

Transition: Now, we are going to read a text about … (tornadoes) … Yes. And then we will do the activity 2. Who volunteers to read? You - (Josefina) Please… Speak up so everybody can listen to

you.

Source: Taken from The Teacher’s Magazine Año VIII- Nº 79. Ediba

While reading:

Read the text and complete the following sentences with words from the line. There is one extra,

Shelter - spinning - spotters - tornado warning - chasers - air -

1) Tornados are rotating columns of ………………..2) A ……………………… means that a tornado has been spotted. 3) In case of tornadoes people have to be alert a look for …………

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4) ……………… report weather information. 5) ………………………… travel to observe storms.

Transition: what is the extra word? (Key: spinning)

After reading,

Timing: 5 minutes.

Purpose: to check reading comprehension activity.

Activity 3: Students will have to answer the five questions on the right.

I suppose that meanwhile they are answering the questions some students will call me for help, so I will approach to them and help.

After the allotted time we will check the activity orally all together. I will make one of the students read and another one to answer to the questions.

Transition: OK Ready? Let’s check. Question nº 1. You (Manuel) Can you read it please?

Can you (Maurizio) tell the answer?

After we check I will explain the homework: I will introduce the topic of a tornado that happened in Dorrego 22 years ago, I will tell them about my experience. Then I will explain the task.

Homework:

Several years ago, there was a Tornado en Coronel Dorrego. It was in 1994. The task you have to do in groups of 6 / 7 students is the following:

Look for information in the local Newspapers (You can go to the Town Library and ask there – ask your parents or neighbours, etc) and prepare a newspaper cover : You can include some of the following information:

Date:

How did it happen?

Who did people in the town react?

Was there any alert?

How did the town remain after the tornado?

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Were there any important buildings destroyed/damaged? Which one?

Any photographs?

Any personal anecdote from your family?

Next class you will present your cover orally.

Closure:

As soon as the bell rings , I will say Goodbye to the students and leave.

…………………………………………………………………………………………………………………………

Student’s worksheet: Class 3 - Name ……………………………………

Activity 1 : Pre reading activity

Before you read the text try to solve the following multiple choice task.

1) Tornadoes are measured in a) Celsius degrees. b) Richter Scale.

2.- Tornadoes are connected with : a ) strong winds. b) Severe storms.

3.- Tornadoes may last : a) from seconds to an hour. b) Several days/ weeks.

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Activity 2: While reading:

Read the text and complete the following sentences with words from the line. There is one extra,

Shelter - spinning - spotters - tornado warning - chasers - air -

1) Tornados are rotating columns of ………………..2) A ……………………… means that a tornado has been spotted. 3) In case of tornadoes people have to be alert a look for …………4) ……………… report weather information. 5) ………………………… travel to observe storms.

After reading

Answer the five questions on the right .

Homework:

Several years ago, there was a Tornado ein Coronel Dorrego. It was in 1994. The task you have to do in groups of 6 / 7 students is the following:

Look for information in the local Newspapers (You can go to the Town Library and ask there – ask your parents or neighbours, etc) and prepare a a newspaper cover : You can include some of the following information:

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Date:

How did it happen?

HowWho did people in the town react?

Was there any alert?

How did the town remain after the tornado?

Were there any important buildings destroyed/damaged? Which one?

Any photographs?

Any personal anecdote from your family?

Next class you are going to present your cover orally.

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Lesson plan component

Very Good

4

Good

3

Acceptable

2

Below Standard

1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32

Score: 30/32= 9.3

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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?

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