1. TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 14 de agosto al 12 de septiembre
Institución Educativa: Colegio Provincial J. M. Sobral
Dirección: Indios Yámanas 1572
Sala / Grado / Año – sección: 3er año “A”
Cantidad de alumnos: 20
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: Cuento: “Halloween Horror”
Clase Nº: 4
Fecha: 29/08/18
Hora: 7,10 a 8,30.
Duración de la clase: 80 minutos
Fecha de primera entrega: 25/08/18
Teaching points: Halloween.
Aims or goals:
During this lesson, learners will be able to…
-Identify some of the vocabulary they will deal with along the story.
-Develop listening skills in an authentic context by listening and
completing the activity B in the practice period.
-Develop speaking skills while providing personal answers during the
routine, warm-up and practice periods by answering personal questions,
Halloween questions or questions about the text.
-Develop reading and understanding skills during the presentation and
practice periods.
-Develop writing skills by answering questions presented in the
presentation period.
-To deepen their understanding of instructions and actions.
Language focus:
Functions Lexis Structures Pronunciation
Revision -Greetings:
A: Hello, how
are you?
B: Fine.
-Identifying the
meaning of
questions using
different
questions
words and
answering
them.
-Following
instructions.
Halloween
vocabulary:
-pumpkin.
-Jack-o-lantern.
-ghost/spirit.
-Hanging.
-Neck.
-Cemetery.
-Barrel.
-Witch.
-Do/does…?
Yes, I do.
No, I don´t.
-How often…?
Always,
Never, etc.
-Wh-questions
+do/does?
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/ ˈpʌmpkɪn/
/ ˌdʒæk ə ˈlæntən/
/ ɡəʊst/
/ ˈhæŋɪŋ/
/ nɛk/
/ ˈsɛmɪtrɪ/
/ wɪtʃ/
/ ˈbærəl/
2. -Indentifying
and revising
vocabulary
presented
before.
New -Talking about
Halloween.
-Asking and
answering
questions.
-Interpreting
the text read.
Vocabulary met
in the first
chapter of the
story.
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Listening, speaking and reading skills will be integrated in the present
class through:
- Making oral question about learners´ daily routine stage, about
Halloween in the presentation and about the story in the practice
periods.
- Developing the listening activity presented in the practice period with
the purpose to expose learners to authentic material and improve their
understanding.
-Reading skills will be also dealt during the presentation and practice
periods. During these stages reading skills will be integrated with
listening, speaking and writing with the purpose of helping students
understand the story.
Materials and resources:
-Flashcards (Warm- up)
-Flashcards: (Actions: to help learners understand the instructions)
-Copies (Presentation and practice periods.)
-Book: Halloween Horror by Gina Clemen.
-Poster: (Presentation period.)
-Computer: (Presentation period.)
-Projector.
-Dice.
Pedagogical use of ICT in class or at home:
ICT will be used during the practice period.
Seating arrangement:
-Students will sit as usual.
-Also, they will work in small groups.
Assessment: what will be assessed and how:
3. 1) I´ll assess learners´ previous knowledge and understanding of
the simple present by making the personal questions during the
routine period.
2) I´ll check learners´ comprehension of the text through asking
them questions about the story, asking them to draw what they
understand, asking them to complete a chart, asking them to
find and classify words, etc.
Potential problems students may have with the language:
-In case students don´t understand some lexis or instructions, I will
use pictures, gestures, miming and pointing to aid comprehension.
-I´ll ask other students to explain what was said in order to help every
student understand what to do.
-I´ll give some talkative students different roles with the purpose to
involucrate them, such as: using the camera to record the lesson,
taking pictures with my phone, googling words, pasting words on the
board, etc.
Routine: (5´)
I´ll ask students questions about their daily routines.
Transition: Excellent job! Now, tell me:
a) “Do you like Halloween?
b) “Do you celebrate Halloween?
c) “Do you remember when Halloween is celebrated?”
Warm- up: (8´)
I´ll paste on the board the following pictures and also with their
corresponding words written in halves with the purpose to ask learners to
match them (In case ss don´t remember, I´ll ask them to google how to say
the words they can see in the pictures).
Jack-o-lantern Ghost/Spirit Pumpkin
4. Neck Cemetery Hanging
Witch Barrel
Then, I´ll read the vocabulary and ask students to repeat them in order to
help them improve their pronunciation. Next, I´ll ask them questions such
as:
a) “Do ghosts/spirits exist?”
b) “What is supposed to happen during Halloween night? Do you
remember?
c) “Do witches exist?”
d) “Do you like cemeteries?”
e) “Have you ever played in a cemetery?”
f) “What do you think about hanging people?
g) “Does a vampire usually bite you neck?
Transition: Ok! We practised these words because they will appear in the
book we are going to read now.
Presentation: (12´)
I´ll tell students we are going to start reading the introduction of our book.
So, I´ll paste the following poster on the board with some missing words with
the aim to invite learners discover where they should be placed.
Then, I´ll ask some learners to approach to the board and paste the words
in the empty spaces. (First, we will check the meaning of the words.)
thirty – Salem- mysterious- witches -American- hangings-
celebrates- Atlantic- Night
This story takes place in an ………….town called Salem. Salem
is about …………….kilometers north to Boston. It is on the
…………….Ocean and it has many beaches and parks.
Every American town and city ……………Halloween.
But strange and ……………..things happen in Salem on
Halloween……………..
Read the story and discover why.
5. Salem has a long and interesting history of…………... It is often
called the “Witch City”. The ………………Witch Museum has the
names and the pictures of many witches of the past.
The museum tells us about the …………..of witches in the
seventeenth century.
You can also see the objects that the witches used.
After completing the text, I´ll read the introduction slowly considering
learners´ level of English. I´ll check learners´ comprehension by asking them
to complete the following chart (copies). I´ll read each question, check their
meaning and ask learners to answer orally first. Then, they write the answers
on the copies.
Practice: (47´)
a) I´ll invite students to play a dice game before start reading the first
chapter of the book in order to help them recognize some of the
vocabulary we will find on page 11 of our book.
I´ll paste the following chart: (I´ll check students chart comprehension
before starting.)
Numbers (5) Cities/Town/
state
(4)
Nationalities
(2)
Halloween
words
(2)
People´s or
places
names
(5)
Colors
(2)
I´ll divide the class in 2 teams (boys and girls). I´ll ask a girl to roll
the dice and she must read on the dice what the other group has to
find in the text. So, she has to name a boy and he has to find a word
in the text and write it on the chart in the proper place. Then, it´s
boys´ time.
(I´ll project the text on the board because many students don´t have
copies of the book.)
6. After rolling the dice several times students will be able to understand
several words from the page. I´ll read the words and ask students to
repeat them in order to help them improve their pronunciation.
Then, I´ll invite different students to read only one sentence and the
rest of the group has to pay attention on the reading of the text. (I´ll
help them read in case they are not able to do it alone. We will check
understanding of each sentence.)
b) Next, I´ll invite students to listen to page 12 and follow the text. I´ll
give students copies with some missing words. The missing words will
be also presented in a chart. Then, we will listen to the passage 3 times
and check which words students could complete. (I´ll help them in
case they are not able to complete the empty spaces.)
Monday- cook -Witch -Blue- thirteen -pumpkins- love- jack-o-
lantern- drink- friends- party-
Megan has fair hair and ……….eyes. She is a champion swimmer. She
is a member of Salem Swimming Team.
It´s Friday, October 28, and Halloween is on………..., October 31.
Kelly and Megan are excited because they …………..Halloween. This is
the first Halloween in Salem, the “…………..City”.
“I think about Halloween all the time, says Megan.”
“Me too” says Kelly.
“We must buy pumpkins and make a……………………..”, says the mother.
“Now finish your breakfast. It´s late! School starts in twenty minutes”.
The girls eat their eggs and …………their milk. Then they go upstairs to
brush their teeth. They are ready at a quarter past eight.
“Goodbye, mom! Don´t forget to buy the……………….!
“Ok, goodbye girls!”
Kelly and Megan always walk to school. They meet their ……………Susan
Garcia, Nick Lee and Bill Goldberg.
“I´m so excited about Halloween”, says Susan. Susan is hispano-
American. She is ……………………..years old and she has long black hair.
“This is the first time we can have a party without our parents!”
7. “We must find a place to find the………..”, says Nick. He´s fourteen
years old and he´s a good………………….. His parents have a Chinese
restaurant in Salem.
After completing with the words I´ll ask students some comprehension
questions, such as:
1) What color are Megan´s eyes?
2) What sport does Megan practise?
3) Do Megan and Kelly like Halloween?
4) Are Kelly and Megan going to prepare a Jack-o-
lantern?
5) What do the girls have for breakfast?
6) Who´s Susan?
7) Do the children want to celebrate Halloween?
(I´ll check whether students understand the questions or not first.)
c) I´ll project page number 14 and ask students to work in groups of 3.
They have to read the page and draw all the information they can
understand from the page. Then, they´ll compare their drawings with
other partners and check if they can add some more information to
their drawing with their partners´ help.
Transition: Excellent Job! Now, it´s time to put our ideas of the story together
to end our lesson.
Closure: (8´)
I´ll divide the class in small groups. I´ll give each group 7 minutes to recycle
vocabulary found in the first chapter of the book. One students has to write
any word on a sheet of paper, the following student has to find a word that
starts with the ending letter written before, and so on. When I say stop each
group will take turns and read the words met.
I´ll monitor learners while they are working.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
8. Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:_28__ /30
Lovelyideas!
