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: 4

Fecha: Martes 6 de octubre 2015

Hora: 11:00 – 12: 00 hs

Duración de la clase: 60 minutos

Fecha de la primera entrega: 03 de octubre 2015

Teaching points: Natural disasters vocabulary and weather idioms.

Aims or goalsDuring this lesson students will be able to:Develop their thinking skills by means of making connections. To develop their writing skills by means of filling in a chart and completing sentences.

Language focus:

Functions Lexis Structures PronunciationRevision Following

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

EruptionEpicenterEvacuatedDamagedDisappearedSufferingDestruction

Do you remember …? Have you been …? Can you…?Could you …

1

Visibility It is …They are ….

New CloudRainbowTeacupFuss

/ klaʊd/ /ˈreɪnbəʊ //ˈtiːkʌp/ /fʌs/ 

Teaching approach: Natural Approach, CLIL

Integration of skills: The four skills will be applied developed in this lesson

Materials: Homework activity:

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?

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

Any photographs?

Any personal anecdote from your family?

Sheet for the revision activity (one per student)

2

Flashcards

It is raining cats and dogs: that it rains very heavily.

3

A storm in a tea cup: to make a lot of fuss about unimportant matters.

To save for a rainy day: to save money or keep something for when times are bad.

To be snowed with work: to have a lot of work to deal with.4

Hand outs (one per student):

To chase rainbows - To weather the storm -

To be under a cloud - To be in the eye of a storm:

PICTURE IDIOM MEANING

To Be In Trouble, Disgrace, Or Suspected Of Doing

Something Wrong.

To Try To Get Something That You Will Never Obtain

To Be Involved In A Difficult Situation

To Survive A Problem Or Difficulty.

5

(key. 1 to be under a cloud – 2) to chase rainbow, 3) to be in the eye of a storm, 4) to weather the storm.

Complete the sentences with weather- related idioms

1. - I am afraid we have to cancel the picnic, because ………………….. (It is raining cats and dogs)

2. - Come on, getting a 2 in a test is not to ………………………….. aAbout it! (Make a storm in a tea cup)

3. - Peter keeps on sending texts messages to Nora. She will never love him. He is ……………… (Chasing rainbows)

4. - Henry couldn’t go to the party because he was ………………………. (Snowed with a lot of work)

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

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 the whole course)

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

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

6

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 making references to what we have already seen. However as we are dealing with the topic of natural disasters (in a rounding up class) I assume there won´t be many problems, as it is mainly a vocabulary revision and practice lesson. The activities proposed will also help them consolidate concepts as well as to them correct mispronunciation difficulties.

Assessment : what will be assessed and how : pronunciation , identification of revision 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? (By this time and taking into account they are in 5th year, 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 revision items will be assessed through the checking of the written activities and homework.

Before I start the lesson:

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.

Timing: 2 minutes

Transition: Good morning. How are you today? How about the weekend?

Did you earn a lot in the school shop? Tell me. That money was for …..

I suppose that some students will answer some will not. I will encourage the students to tell briefly about the shop, because when I left last class they were planning to sell candies and cookies at school.

7

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. Most of them did not do the task for class 3, so now they have the two activities. I will collect the one for class 3, and then I will check or listen to their presentations. Last class they were given this homework:

Timing: 6 minutes.

Transition; now, remember that for today you had to homework activities. Could you complete them? .

The first one, the one from the link, Ok, you Please, (Camilo) collects the worksheets. Thank you.

Now the one you had for today is this;

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?

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

Any photographs?

Any personal anecdote from your family?

In case they do not comply with the homework, I will remind them the importance of doing it. That the homework is an important part of the process of learning that helps a lot to consolidate what they have learnt.

In case they have done the homework, I will proceed toat checking them because it is an oral presentation.

General revision: 8

Timing: 5/8 minutes.

Purpose: to round up vocabulary for natural disasters.

I will give the students the following activity for them to complete with words they have already seen:

Source: taken from the teacher’s Magazine AñoVIII Nº 79.

Transition: Now, that we have seen a lot of information about natural disasters, it is time to consolidate all we know. For this, we have this activity. This is a word twister. Here, in this kind of

tornado, we have several words, so, you have to read them and complete the sentences.

After the allotted time I will check the activity orally.

Topic: Weather idioms

PRESENTATION:

Timing 15 minutes.

Purpose: to learn about Idioms in English. To develop their thinking skills by means of making connections, to develop their writing skills by means of filling in a chart.

9

Now as this going to be the last class we speak about natural disasters and weather conditions I will present weather idioms. This is a topic which students have never worked with. I will first explain what idioms are:

Idioms are an expression whose meaning is not predictable from the usual meanings of its constituent elements, or from the general grammatical  rules of a language, and that is not a constituent of a larger expression of like characteristics.

Source: adapted from http://dictionary.reference.com/browse/idiom

For that I will present four flashcards, I will show them the pictures with the idioms and their meaning:

Transition: In the English Language, there are some expressions called Idioms. These idioms are expressions whose meaning is not not predictable from the usual

meanings of its constituent elements, or from the general grammatical  rules of a language, and that is not a constituent of a larger expression of like characteristics. There are plenty of expressions but today we are going to see some of them connected with the weather,

which together with the natural disasters is the topic we and you and you teacher have been working with.

Here I have some examples:

It is raining cats and dogs: that it rains very heavily.

10

A storm in a tea cup: to make a lot of fuss about unimportant matters.

To save for a rainy day: to save money or keep something for when times are bad.

To be snowed with work: to have a lot of work to deal with.11

Source: Images: from Google images. Definition: The teacher’s Magazine Año VIII- Nº 79

DEVELOPMENT:

PRACTICE

Timing 6/8 minutes.

I will give the students a handout with the picture of idioms and their definition or meaning. Above I will write the name of the idiom, so students will have to match the idiom and its definition by making connections with the definition and the image.

Transition: Now, that you have seen how idioms work in English I will propose you the following activity: here you have a worksheet with the idioms above, and then you have a picture, and the

definition. What you have to do is the following: you have to make connections with the picture, the definition and then the idiom.

To chase rainbows - To weather the storm -

To be under a cloud - To be in the eye of a storm:

PICTURE IDIOM MEANING

To Be In Trouble, Disgrace, Or Suspected Of Doing

Something Wrong.

To Try To Get Something That You Will Never Obtain

To Be Involved In A Difficult 12

Situation

To Survive A Problem Or Difficulty.

(key. 1 to be under a cloud – 2) to chase rainbow, 3) to be in the eye of a storm, 4) to weather the storm.

Source: Images: from Google images. Definition: The teacher’s Magazine Año VIII- Nº 79

PROCEDURE: Timing. 5 minutesPurpose: To apply the weather idioms vocabulary.

Activity 3: Complete the sentences with weather- related idioms

1. - I am afraid we have to cancel the picnic, because ………………….. (It is raining cats and dogs)

2. - Come on, getting a 2 in a test is no to ………………………….. About it! (Make a storm in a tea cup)

3. - Peter keeps on sending texts messages to Nora. She will never love him. He is ……………… (Chasing rainbows)

4. - Henry couldn’t go to the party because he was ………………………. (Snowed with a lot of work)

Activity 4 Purpose: for students to develop their writing skills applying the vocabulary leant. Can you think of two or three sentences using the idioms which we have not used in activity 3?

Homework: No homework this time.

CLOSURE: 13

I will say goodbye to the students as soon as the bell rings.

Student’s worksheet: class 4 Name:

Activity 1

14

Activity 2: Flashcards

A storm in a tea cup it is raining cats and dogsTo make a lot of fuss it rains very heavily. About unimportant matters

15

To save for a rainy day: To be snowed with work. To save money or keep something to have a lot of work to deal with For when times are bad.

Look at the pictures, read the definitions and match with the corresponding idiom.

To chase rainbows - To weather the storm -To be under a cloud - To be in the eye of a storm:

PICTURE IDIOM MEANING

To Be In Trouble, Disgrace, Or Suspected Of Doing

Something Wrong.

To Try To Get Something That You Will Never Obtain

To Be Involved In A Difficult Situation

To Survive A Problem Or Difficulty.

16

Activity 3: Complete the sentences with weather- related idioms

1. - I am afraid we have to cancel the picnic, because …………………..

2. - Come on, getting a 2 in a test is no to ………………………….. About it!

3. - Peter keeps on sending texts messages to Nora. She will never love him. He is ……………… 4. - Henry couldn’t go to the party because he was ………………………. .

Activity 4 Can you think of two or three sentences using the idioms which we have not used in activity 3?

17

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: 29/32= 9

18

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