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: Problemas ambientales
Clase nº: 5
Fecha: Martes 13 de octubre 2015
Hora: 11:00 – 12: 00 hs
Duración de la clase: 60 minutos
Fecha de la primera entrega: 9 de octubre 2015
Teaching points: environmental problems,
 Aims or goals: during this lessons students will
Be able to learn about several Environmental organizations.
Be able to develop their reading skills by means of reading texts as regards the logo of WWF
Be able to develop their speaking skills by means of expressing their belonging or not to environmental
organizations and speaking about their experience
 Language focus:
Functions Lexis Structures Pronunciation
Revision Following
commands:
Look at this!
Listen!
Let’s see/ read /
Animals
Environment
Environmental
Global warming
pollution
Do you
remember …?
Have you been
…?

2. 2
match (etc.) Car crashes
habitats
Greenhouse
effect
Can you…?
Could you …
It is …
They are ….
New Greenhouse
effect
pollution
logos
 Teaching approach: Natural Approach, CLIL
Integration of skills: The four skills will be applied in this lesson. Listening to the teacher in order to
answer questions, speaking about their knowledge as regards Environmental organizations, and
brainstorming ideas, reading a text, writing by means of completing a task
 Materials:
Flashcards for the logos
Friends of the Earth strive for a healthier and just world. They push for the reforms that are
needed, not merely the ones that are politically easy. They believe pressures facing our planet
and its people are too important for them to compromise.
Adapted from: http://www.foe.org/about-us
WWF is an independent foundation registered under Swiss law. The organization has offices in more
than 80 countries around the world.

3. 3
Source: http://wwf.panda.org/wwf_quick_facts.cfm
Earth Action’s mission is to inform and inspire people everywhere to turn their concern,
passion and outrage into meaningful action for a more just, peaceful and sustainable world.
Source: http://www.earthaction.org/what_is_earthaction.html
Greenpeace is a non-governmental[3]
environmental organization with offices in over forty
countries and with an international coordinating body in Amsterdam,
the Netherlands.[4]
Greenpeace states its goal is to "ensure the ability of the Earth to
nurture life in all its diversity"[5]
and focuses its campaigning on worldwide issues such
as climate change, deforestation etc.
Source: https://en.wikipedia.org/wiki/Greenpeace
Worksheets for students
 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

4. 4
 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.
 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.
 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.
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?
I will explain to the students that now we are going to change our focus on the topic we are dealing with , even
though this one is related to the previous one in the sense that we are still dealing with the environment, now
we are going to speak about environmental issues. This topic is very important because it helps us to gain
conscience of how to take care of our planet. Then we are going to start by reading to a definition about what
an environmental problem is and to provide tick what they think are environmental problems.

5. 5
Timing: 10 minutes:
Transition: Ok, from now on we are going to change the topic of our classes, no more natural
disasters, but, the issue we are going to speak about from now onwards has to do with the
environment. We are going to speak about environmental problems. Let’s start by reading a
definition of what an environmental problem is; there on your worksheet you have the definition:
who volunteers to read?
Definition: Environmental issues/ problems are defined as problems with the planet's systems (air, water,
soil, etc.) that have developed as a result of human interference or mistreatment of the planet.
Source: at http://www.yourdictionary.com/environmental-issues#rWDXr2WdWZf2o3yb.99
Transition: So, according to this definition, which do you think environmental problems are? Look at
the list and tick the ones you consider environmental problems:
Global warming
Air and water pollution
Other climate change issues
Car crashes
Destruction of natural habitats
Environmental disasters
Drugs
Greenhouse effect
Key: Global warming (x)
Air and water pollution (x)
Other climate change issues (x)
Car crashes
Destruction of natural habitats (x)
Environmental disasters (xx)
Drugs
Greenhouse effect
From: Read more at http://www.yourdictionary.com/environmental-issues#rWDXr2WdWZf2o3yb.99
Presentation
Timing 10 minutes
Aims:
To activate students previous schemata as regards environmental organizations.
To present some logos and information as regards several well known environmental organizations

6. 6
I will show the students some flashcards with the logos of worldwide know environmental organizations.
I will present them and I will briefly explain each of them
.
: There are several environmental organizations which work hard to protect the
environment.
: Friends of the Earth strives for a healthier and just world. They push for the reforms that are
needed, not merely the ones that are politically easy. They believe pressures facing our planet
and its people are too important for them to compromise.
Adapted from: http://www.foe.org/about-us
Transition: WWF is an independent foundation registered under Swiss law. The organization has
offices in more than 80 countries around the world.
Source: http://wwf.panda.org/wwf_quick_facts.cfm

7. 7
Transition : Earth Action’s mission is to inform and inspire people everywhere to turn their
concern, passion and outrage into meaningful action for a more just, peaceful and sustainable
world.
Source: http://www.earthaction.org/what_is_earthaction.html
Transition: Greenpeace is a non-governmental[3]
environmental organization with offices in over
forty countries and with an international coordinating body in Amsterdam,
the Netherlands.[4]
Greenpeace states its goal is to "ensure the ability of the Earth to
nurture life in all its diversity"[5]
and focuses its campaigning on worldwide issues such
as climate change, deforestation etc.
Source: https://en.wikipedia.org/wiki/Greenpeace
DEVELOPMENT:
Timing: 20 minutes
Purpose to develop students reading skills by means of reading texts about the Logo of WWF
Pre reading:
I will give the students a text as regards WWF. As a pre reading activity they will have to answer the following
questions:
Do you belong to any Environmental organization?
Why do you think these organizations have logos?
: Before you read the text. Look at the following questions, can you answer them? Do you belong to
any Environmental organization?
Why do you think these organizations have logos?

8. 8
While reading:
: Read the following text, circle the logo which belong to this Environmental organization
Text:
What is the story behind the panda logo of WWF?
WWF came into existence on 29 April 1961, when a small group of passionate and committed
individuals signed a declaration that came to be known as the Morges Manifesto.
The inspiration came from Chi-Chi: a giant panda that had arrived at the London Zoo in the year 1961,
when WWF was being created.
Aware of the need for a strong, recognizable symbol that would overcome all language barriers, WWF's
founders agreed that the big, furry animal with her appealing, black-patched eyes would make an
excellent logo.
The first sketches were done by the British environmentalist and artist, Gerald Watterson.
Based on these, Sir Peter Scott, one of those founders, drew the first logo, and said at the time... "We
wanted an animal that is beautiful, is endangered, and one loved by many people in the world for its
appealing qualities. We also wanted an animal that had an impact in black and white to save money on
printing costs."
The black-and-white panda has since come to stand as a symbol for the conservation movement as a
whole.
Source: adapted from http://www.worldwildlife.org/species/giant-panda and from
http://timesofindia.indiatimes.com/home/sunday-times/Why-does-the-WWF-logo-feature-a-
panda/articleshow/5231453.cms
After reading:
Timing: 10 minutes
: Now, that you have read the text , complete the following sentences :

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The Organization started in ………………………………………………………………..
It started because ……………………………………………………………………………..
The logo represented ……………………………………………………………………………
Gerald Watterston was ……………………………………………………………………..
They chose Black and white to ……………………………………………
They chose the panda because …………………………………………………………..
Homework :
I will give the students the following activity as homework. They will have to choose any environmental
organization they like, do a bit of research and complete the following chart:
Look at the logos above again, choose one, do research and complete:
Name of the
organization ……………………………………………………………………………
………………………..
Date of creation
Name of the Logo´s
designer
Electionof colours
Meaningof the logo
Reasonforits creation
CLOSURE: I will say goodbye to the students as soon as the bell rings.

10. 10
Student’s worksheet. Environmental Problems class 5
Definition Environmental issues/ problems are defined as problems with the planet's systems (air, water, soil,
etc.) that have developed as a result of human interference or mistreatment of the planet.
ACTIVITY 1: Which do you think environmental problems are. Look at the list and tick the ones you
consider environmental problems:
Global warming
Air and water pollution
Other climate change issues
Car crashes
Destruction of natural habitats
Environmental disasters
Drugs
Greenhouse effect
Activity 2 Read the following text, circle the logo which belong to this Environmental
organization
Text:
What is the story behind the panda logo of WWF?
WWF came into existence on 29 April 1961, when a small group of passionate and committed
individuals signed a declaration that came to be known as the Morges Manifesto.
The inspiration came from Chi-Chi: a giant panda that had arrived at the London Zoo in the year 1961,
when WWF was being created.
Aware of the need for a strong, recognizable symbol that would overcome all language barriers, WWF's
founders agreed that the big, furry animal with her appealing, black-patched eyes would make an
excellent logo.
The first sketches were done by the British environmentalist and artist, Gerald Watterson.
Based on these, Sir Peter Scott, one of those founders, drew the first logo, and said at the time... "We
wanted an animal that is beautiful, is endangered, and one loved by many people in the world for its
appealing qualities. We also wanted an animal that had an impact in black and white to save money on
printing costs."

11. 11
The black-and-white panda has since come to stand as a symbol for the conservation movement as a
whole.
Activity 3 Now, that you have read the text, completes the following sentences:
The Organization started in ………………………………………………………………..
It started because ……………………………………………………………………………..
The logo represented ……………………………………………………………………………
Gerald Watterston was ……………………………………………………………………..
They chose Black and white to ……………………………………………
They chose the panda because …………………………………………………………..
Homework: Choose one environmental organization logo, do research and complete:
Name of the
organization
Date of creation
Name of the Logo´s
designer
Electionof colours
Meaningof the logo
Reasonforits creation

12. 12
Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplan headingincludeall 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 theyclearlywrittentoexplain whatthe 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 guidelinesand instructionsforthiswork
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 

13. 13
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 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
As thisisthe 5th
lessonSShave withyou,youcouldstart to devise activitiesinwhichlearnershave amore
autonomousrole.Forinstance,insteadof yourexplainingthe differentorganizations,whattype of tasks
couldyouthinkof to letthe learnersbe more active?Is there a balance betweenteachertalkingtime and
learnerstalkingtime?
How will the readingtextbe scaffolded?Whatcouldyoudo to aidcomprehension?Includeaglossary?
Hope thiscommentshelpyoufurtherdevelopthisandfuture lessonplans.
Best
Cecilia

14. 14
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 Minimumscore:20 / 32
Score:26/32= 8