I.F.D.C.

LENGUAS VIVAS
TALLER DE PRCTICA DOCENTE
ALUMNO RESIDENTE: Lpez Luciana Carolina
Perodo de Prctica: Nivel secundario
Institucin Educativa: Instituto Primo Capraro
Direccin: Gallardo 40, Bariloche, Ro Negro
Sala / Grado / Ao - seccin: 2do ao
Cantidad de alumnos: 10
Nivel lingstico del curso: Intermedio inferior
Tipo de Planificacin: clase
Unidad Temtica: Revisin y finalizacin de The Adventures of Huckleberry Finn
Clase N: 1
Fecha: 17-11-15
Hora: 08:00
Duracin de la clase: 80 minutos
Fecha de primera entrega: 16-11-15

CLASE N1

Teaching points: Describing people

Aims or goals: During this lesson, learners will be able to

Develop oral skills through self-introduction.
Review descriptive functions of language.

Language focus:
Functions

Revision

Describing
physical and
attitudinal
characteristics
.

New

None

Lexis
Adjectives as:
Short, tall,
thin, fat,
arrogant,
fierce, evil,
weird,
beautiful,
ugly, smart,
clever, fast,
intelligent.
Reddish,
furry,
stubborn.

Structures

Pronunciation

Question tags:
He is smart,
isnt he?

No particular
pronunciation
feature is to be
revised.

None

None

Teaching approach: Communicative approach.

Integration of skills: listening to the movie and speaking when introducing themselves.

Materials and resources: Pieces of chalk or the board, different color or shaped chips, bag,
Fantastic Mr. Fox character sheet (10 copies), Movie Fantastic Mr. Fox, computer, speakers.

Pedagogical use of ICT in class or at home: Video Fantastic Mr. Fox

Seating arrangement: semicircle at first, then all gathered around the computer for the movie.

Possible problems / difficulties and their possible solutions during the class: Students
frequently forget their coursebooks and textbooks, but this class these wont be necessary. For
this kind of behavior, I will ask students to share their books, and if repeated, will write their
names down on a list for consideration of the class teacher. Apart from this, no other recurrent
issue for this class was observable.

Classroom management strategies: For noisy classrooms Ive found this strategy Id like to try:
Everyone stop talking and look this way please. Acknowledge and thank those who comply.
For the rest, write on the board the date and current time followed by: Asked class to be
quiet. Some more will settle; thank them. For those that dont, write the time followed by:
Asked class to be quiet for second time. Then announce: I only ask twice.
Then write down the names of any students who are still talking under the heading Still
Talking.
Tell them its a new system explain that it is understandable for people still to be talking after
the first request (some people might not hear you), which is why you ask twice. Carrying on
after that however is unacceptable and anyone who has their name on the Still Talking list will
have to remain a few minutes after class helping me tidying up the classroom.
If au contraire, they remain on task, they will get one letter of the word BRILLIANT written on
the board. If they get all of the letters by the end of the day, they get a class reward.

Potential problems students may have with the language: This lesson and the following of this
practicum are revision of the last topics seen in class. Students are not expected to have any
difficulties with the topics.

Assessment: what will be assessed and how. Oral skills on a frequent topic as selfpresentation will be assessed at the beginning of the class. Assessment of movie characters
description will be assessed next class with a game.

Warm up (5)
Purpose: to (re) introduce myself
I will greet students and introduce myself. I will tell them my name and that I am studying to become a
teacher, therefore we are going to be learning together for a few lessons. As we will be continuing
their lesson plan, our work together will be considered as if they were working with Andrea (their
teacher). Because of this, and before we start working, I would like to know them a little better. Then I
will ask them to seat in a semicircle.
Activity 1 (20)
Purpose: To learn the students name, and a little bit about them, and to let them know me too.
I will bring a bag with chips (If possible, with different colors, otherwise with different shapes) and write
on the board the following:
Red Favorite hobbies
Green Favorite place on earth
Blue Favorite memory
Yellow -Dream job
Orange Wildcard (tell us anything about yourself!)
If I dont get the color chips, I will change the description above to match the chips I have. I will tell
students You will have to pick two chips without looking. Each chip will tell you what you have to say
about you: if you get the red chip and a yellow chip, you have to tell us what your favorite hobby is as

My hobby is collecting comic books or My hobbies are playing football and riding my longboard on
weekends and what your dream job is My dream job is to become a scientist or My dream job is to
become a doctor Please, say your name first Ready? You go first!
Once all students have introduce themselves, I will say:
Very good! Now, what would you like to know about me? And then I will point to the list Remember!
Only two things! I will answer about two of the topics and then I will tell them Nice to meet you all!...
You seem like a very nice group! Now that we know each other better, lets get things going!
Transition
I will tell students that, as Andrea had promised them, we are going to watch a movie. This movie is
called Fantastic Mr. Fox and its based on a story from Roal Dahls. I will ask them if they know any
other work by Roal Dahl. As they probably dont recognize many movies/books based on his work I
will ask them to raise their hands if they have ever watched the following movies: Charlie and the
chocolate factory, Matilda The witches and James and the giant peach. Those are some of
Dahls titles made into a movie.
Activity 2 (10)
Purpose: To introduce the movie and the work we will be doing with it
I will go back to the title Fantastic Mr. Fox and say Well, we obviously have a fox in the story
What are foxes like? If I need to suggest physical and attitudinal characteristics of foxes, I will use
question tags, as students have recently learnt them:
They are very smart, arent they?
They are very fast, arent they?
Their fur is reddish, isnt it?
They have a long, furry tail, dont they?
They are hunters, arent they?
And why do you think this Mr. Fox is so fantastic?, what can he be doing that is so fantastic? I could
provide some queues to students if they are unresponsive, as May he be a circus animal with a
fantastic routine? May he be a fantastic magical animal? Well, we are going to find out right now. I
will say, and distribute the following worksheet:

II
I will explain the worksheet to the students the following way: You will have to complete this
worksheet as we watch the movie. On the top we have Mr. Fox, our main character, Mrs. Fox, his
wife, and Ash, their son. They are all foxes. Then we have the bad guys, the villains of the story:
Bunce, Boggis and Bean, all humans. Student 1, can you read the first item in this column? (Pointing
at column 1) After the student reads it, I will ask them what kind of information they have to write
there. I want them to focus on physical adjectives here, so words as short, tall, fat, pretty, ugly are to
be encouraged.
I will do the same with the remaining items focusing on behavior (nice, angry, violent, dumb, cocky),
job or function, and personal thoughts of what the characters starts and ends like.
Since we are going to finish it next class, dont miss it!
Transition
Ok, now, bring a chair and come closer we are going to watch the movie. Dont forget the
worksheet and something to write
Activity 3 (40)
Purpose: To watch most of the movie.
Fantastic Mr. Fox (87 min total)
As actors speak fast for this language level, I will play the movie with English subtitles.
Closure (5)
I will tell students We are going to stop here for today Student 1, what did you write about Mr.
Fox? I will use the remaining time of the lesson to have them share what they wrote about the
different characters.
Homework: Students will have no homework today.