I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Instituc...
“She’ just bought
a London ride”
“They’ve just
missed the bus”
I/you/we/they
+have + verb
participle
+SINCE/FOR
“I haven`t...
 Possible problems / difficulties and their possible solutions during
the class: Classroom management strategies:
Student...
Routine (5’)
Purpose: To greet the students and open the lesson. To create a positive
atmosphere with the group.
I will gr...
I will ask students “What do you think each picture stands for” EA: a
house, anger”.
Then, I will invite students to match...
Purpose: To read and understand a short story.
I will ask students: “What do you think the story is about? EA: bad
temper!...
tell his father that all the nails were gone.
The father took his son by the hand and led him to the fence. He said, "You ...
d- The boy had driven 37 nails into the fence.
e- His father gave him a bag of nails and told him that every time
he lost ...
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Naiman tpd - lesson 10 - secondary

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Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Naiman tpd - lesson 10 - secondary

  • 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Naiman Lorena Período de Práctica: Secundaria Institución Educativa: Colegio Provincial “Kloketèn” Dirección: Sala / Grado / Año - sección: 5to año “C” ESO Cantidad de alumnos: 20 Nivel lingüístico del curso: Intermedio Tipo de Planificación: clase Unidad Temática: Reading a short story. Clase Nº: 10 Fecha: 26/11/15 Hora: 7:45 a 8:25 hs Duración de la clase: 40’ Fecha de primera entrega: 25/11/15 Teaching points:  Revision of Present Perfect uses and adverbs  Aims or goals: During this lesson, learners will be able to…  Use the Present Perfect tense in dialogues to talk about the short story  Develop speaking and listening skills by interacting with peers and the teacher  Language focus: Function Lexis Structure Pronunciation Revision Talking about situations that happened at some time in one’s life. Talking about situations that have a result in the present. I/we/they/you +have+ALREADY /YET+ Verb participle She/he/it + Has+ ALREADY/ YET + Verb participle I/we/they/you +have+JUST+ Verb participle She/he/it + Has+Just+ Verb participle Have /hӕv/ Has /hӕz/ Already ˈredi/ Yet /jet/ Have /hӕv/ Has /hӕz/ Just /dʒast/ Since /sɪns/ For /foː/
  • 2. “She’ just bought a London ride” “They’ve just missed the bus” I/you/we/they +have + verb participle +SINCE/FOR “I haven`t seen my aunt since las weekend” He/she/it + has+ verb participle + SINCE/FOR “She hasn`t phoned for weeks.” New Talking about a short story. HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER – FENCE – A BAG WITH NAILS – TO DWINDLE DOWN “I’ve never read short stories.” Short form of the present perfect tense: I’ve /ɑɪv/ He’s /hiːz/  Teaching approach: The lesson is based on the Communicative approach.  Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of flashcards and word – cards, group discussion and student – student and student– teacher interaction. They will develop their reading and speaking skills through reading a short story and commenting on it.  Materials and resources: The board, markers, flashcards, a short story http://www.english-for-students.com/Bad-Temper.html called “A Short Story: Bad Temper” ( unknown author)  Seating arrangement: Semi circle so that to enhance students’ interaction.
  • 3.  Possible problems / difficulties and their possible solutions during the class: Classroom management strategies: Students will have to work with a short story. It could happen that students do not want to read the story on their own, so I will ask them if there is a student who wants to read the story aloud. I nobody wants to read, I will read the story but I will ask them to follow the reading as they will have to answer some questions. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I will change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her. A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate.  Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model the questions for them to repeat and use every time they need to. Students could find it difficult to work with the participle form of the verbs as there are regular and irregular types. In this case I will work as a resource trying to help students find the words they need through oral examples, miming or gestures. Another difficulty could be that students do not understand the short story. Before reading, I will ask them to predict the topic and the vocabulary they may come across in the story. Moreover, I will encourage them to focus on the full message of the story first and then to work with specific information. I will guide students through these activities and serve as a resource when necessary. Students could need to read the story several times. If they still do not understand the story, I could read it pausing after each paragraph and making questions that may help them understand the content of the story.  Assessment: what will be assessed and how Students will be assessed on their understanding of the topic and on their ability to identify specific information during the reading activities.
  • 4. Routine (5’) Purpose: To greet the students and open the lesson. To create a positive atmosphere with the group. I will greet students and ask “How are you today?” and I will ask them about the date. I will invite one student to write the date on the board for the rest of the group to copy in their English binders. Transition: Have you ever read a short story? EA: yes! / No. Warm Up (10’) Purpose: To present the vocabulary necessary to understand a short story. I will explain to students that a short story focuses on a situation that happens in the same setting, with the same characters and it generally includes a moral or a practical lesson. I will use L if students get lost in the explanation. I will tell students that they are going to read a short story, and that to be able to understand it they will have to learn more vocabulary. I will show students pictures that represent the vocabulary:
  • 5. I will ask students “What do you think each picture stands for” EA: a house, anger”. Then, I will invite students to match the pictures with the word - cards. The word – cards will be: HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER – FENCE – A BAG WITH NAILS – TO DWINDLE DOWN Transition: Have you ever lost your temper? Why? EA: yes! Because…./ No. Activity 1 (20’)
  • 6. Purpose: To read and understand a short story. I will ask students: “What do you think the story is about? EA: bad temper!” I will ask students to read the tittle of the story and to look at the drawings. I will ask them: “What do you think it happens to the boy?” EA: he fixes the fence. I will give out the following copy of the story: KOLEGIO PROVINCIAL KLOKETÉN Teacher: Lorena A Short Story: Bad Temper There once was a little boy who had a bad temper. His father gave him a bag of nails and told him that every time he lost his temper, he must hammer a nail into the back of the fence. The first day, the boy had driven 37 nails into the fence. Over the next few weeks, as he learned to control his anger, the number of nails hammered daily gradually dwindled down. He discovered it was easier to hold his temper than to drive those nails into the fence. Finally the day came when the boy didn't lose his temper at all. He told his father about it and the father suggested that the boy now pull out one nail for each day that he was able to hold his temper. The days passed and the boy was finally able to
  • 7. tell his father that all the nails were gone. The father took his son by the hand and led him to the fence. He said, "You have done well, my son, but look at the holes in the fence. The fence will never be the same. When you say things in anger, they leave a scar just like this one. You can put a knife in a man and draw it out. It won't matter how many times you say I'm sorry. The wound is still there." A verbal wound is as bad as a physical one. Retrieved from: http://www.english-for-students.com/Bad-Temper.html called “A Short Story: Bad Temper” ( unknown author) After predicting the content of the story I will write the tittle of the story on the board. Then, I will write some questions for students to answer while they read the story: 1- What is the story about? 2- Who are the characters? 3- Where does the situation happen? (setting) I will ask students to read the story. I will invite them to read it aloud, but if they do not want to, I will help them reading aloud. While students read the story I will ask them to work in pairs so that to answer the questions. Once the group reads the story, I will invite them to answer the questions and discuss about their ideas. After reading, I will ask students to continue working in pairs and to order the events of the story: a- The boy has left holes in the fence. b- The boy has lost his temper. c- The days passed and the boy was finally able to tell his father that all the nails were gone.
  • 8. d- The boy had driven 37 nails into the fence. e- His father gave him a bag of nails and told him that every time he lost his temper, he must hammer a nail into the back of the fence. f- The father told the boy that when he says things in anger, they leave a scar just like the holes. If students do not understand the sentences, I will remind them that they could take a look at the vocabulary that will still be on the board, and I will also work as a monitor and as a resource whenever they need it. When students finish ordering the events, they will compare their results to another groups’ results. After that, I will ask the group to say the answers while I write them on the board. Transition: Great work! Now, let’s think about the message of the story. Closure (5) Purpose: To reflect on the meaning of the story. I will ask them: “What is the message of the story?” “Did you feel identified with any of the characters?” “Have you ever hurt somebody with words?” “What can we do so as not to lose our temper?” I will invite students to a group discussion. I will work as a resource when students need it.