plan de clase

1. 1
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 goals
During 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 Pronunciation
Revision Following
commands:
Look at this!
Listen!
Let’s see/ read /
match (etc.)
Eruption
Epicenter
Evacuated
Damaged
Disappeared
Suffering
Destruction
Do you
remember …?
Have you been
…?
Can you…?
Could you …

2. 2
Visibility It is …
They are ….
New Cloud
Rainbow
Teacup
Fuss
/ klaʊd/
/ˈreɪnbəʊ /
/ˈtiːkʌp/
/fʌs/
 Teaching approach: Natural Approach, CLIL
Integration of skills: The four skills will be 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)

3. 3
Flashcards
It is raining cats and dogs: that it rains very heavily.

4. 4
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.

5. 5
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.

6. 6
(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 ………………………….. 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)
 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. 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
they helped me with the wires and the projector, for example) so I suppose there will not be any
problems.

7. 7
 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 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.
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.

8. 8
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 to check them because it is an oral presentation.
General revision:
Timing: 5/8 minutes.

9. 9
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.
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:

10. 10
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.

11. 11
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.
Source: Images: from Google images.
Definition: The teacher’s Magazine Año VIII- Nº 79
DEVELOPMENT:
PRACTICE
Timing 6/8 minutes.

12. 12
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
Situation

13. 13
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 minutes
Purpose: 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:
I will say goodbye to the students as soon as the bell rings.

14. 14
Student’s worksheet: class 4 Name:
Activity 1
Activity 2: Flashcards

15. 15
A storm in a tea cup it is raining cats and dogs
To make a lot of fuss it rains veryheavily.
About unimportant matters
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.

16. 16
To Try To Get Something
That You Will Never Obtain
To Be Involved In A Difficult
Situation
To Survive A Problem Or
Difficulty.
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?
Taller de Práctica Docente 2015

17. 17
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
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 theyclearlywrittentoexplainwhatthe learnerswilllearnand
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 Materialsand
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 Seatingarrangement 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?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages 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 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each
activity related to a learning aim?
Do the activities allow for language exposure, exploration,


18. 18
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

development of language awareness ?
15 Type of activities Is there a balance of activitiesthat 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’sTaxonomy
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. Inés
Nice wayof roundingoff the thematicunit,Ma.Inés!
Keepitup!
Cecilia

19. 19
Stages

Activities

Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:29/32= 9