I.F.D.C.

LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez

ALUMNO RESIDENTE: IGLESIAS, Marcela Fernanda

Período de Práctica: Secundaria
Institución Educativa: Escuela 758
Dirección: O’Higgins 1520
Sala / Grado / Año - sección: 6to año 2da
Cantidad de alumnos: 14
Nivel lingüístico del curso: A2
Tipo de Planificación: clase
Unidad Temática: Deportes
Clase Nº: 1
Fecha: 27/08/18
Hora: 7.40 a 9.50 hs
Duración de la clase: 120’
Fecha de primera entrega: 19/08/18

 Teaching points: Sports (He plays soccer, she goes swimming, they do
karate)

 Aims or goals:

During this lesson, learners will be able to…

 Name, describe and talk about sports

 express which sports they like and don’t like

 practise their reading skill

 practise their listening skill

 Ask and answer about sports

 Language focus:

FUNCTION LEXIS STRUCTURES PRONUNCIATION

REVISION Giving Sports: Do you…? Yes, Football /ˈfʊt.bɔːl/,
commands Football, I do/ No, I don’t tennis /ˈten.ɪs/,
or tennis, I play soccer… volleyball
instructions. volleyball, Volleyball is /ˈvɒl.i.bɔːl/
Describing baseball, more interesting baseball /ˈbeɪs.bɔːl/,
sports. basketball, than soccer. basketball
karate
 Asking and /ˈbɑː.skɪt.bɔːl/,
answering karate /kəˈrɑː.ti/
about sports.
NEW Describing Sports: I play soccer. I go surfing /sɜːf ɪŋ/,
new sports surfing, track swimming. I do track and field
and athletes. and field, karate. /ˌtræk ən ˈfiːld/,
Asking soccer, soccer /ˈsɒk.ər/,
about swimming, swimming
opinion. skateboarding, /ˈswɪm.ɪŋ/,
sailing, BMX skateboarding
biking, /ˈskeɪtˌbɔː.dɪŋ/,
bungee sailing /ˈseɪ.lɪŋ/,
jumping, BMX biking /bi əm
paragliding, eks baɪkɪŋ/,
parachuting bungee jumping
cycling /ˈbʌn.dʒi
ˌdʒʌm.pɪŋ/,
paragliding
/ˈpær.əˌɡlaɪ.dɪŋ/,
parachuting
/ˈpær.ə.ʃuːtɪŋ/
cycling /ˈsaɪ.klɪŋ/

Teaching approach:
The lesson is based on the Natural Approach and organized through the PPP procedure.
Integration of skills: listening (the teacher will model the sounds, and there are also audios
and videos from the book), speaking (repeating, answering and asking questions,
describing), reading (reading sentences) and writing (writing sentences)

Materials and resources: flashcards, books, copies of the activities, audio and videos in
pen drive, speaker, TV, computer, board and markers.
Pedagogical use of ICT in class or at home:
In this lesson, a video will be used to support the exposure of the students to the teaching
point. Activities organised through the combination of audio and video (audio-visual
material) enhance language learning and acquisition.

Seating arrangement:
Students will be sitting in their usual seats by their desks. They normally place the desks
where they feel more comfortable, there are not designated places or organization.

Assessment:
The teacher will check that students comprehend and identify the different pieces of
vocabulary by listening to them in all the activities and checking their notebooks and
books if necessary.
Stages in the lesson

Purpose: to greet the students, to check who is absent and to start the lesson.
Timing: 5’

Activity description and instructions as they will be said to students:

The teacher gets into the classroom and greets students.
 Good morning, everyone.

 Good morning!

 How are you today?

 Fine, and you?

 Great, thanks!

After that, the teacher checks who is absent for class. Finally, she writes the date on the
board.
 What’s the date today?

 It’s Monday! …27th…

 Thanks. Monday 27th August

Transition: Great! Now, open your books on page 13! (the teacher shows them her book)

Purpose: Warm-up. To introduce the topic and teaching points

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher stands in front of the class and starts asking questions about the people in the
picture.

 Look at them. He’s Jack and she’s Piper. Where are they?

 Game… stadium… park…

  Very good! They are at a baseball game. Look at Piper’s face. Does she like
baseball?

 No!

 No, she doesn’t. Very good. And, do you like baseball?

 Yes…/ No…

 Why?

 It’s boring./ It’s interesting.

 Good! Francisco, can you read the dialogue, please?

 Are you enjoying the game?/ Well, baseball isn’t my … Saturday afternoon
activity.

 Very good, thanks Paco. Now, let’s watch the video and complete what Piper says.

The teacher plays the video (Opener U4 video) and students watch and complete the
missing word. After that, the students read the dialogue and check the exercise.
 Mili, can you read what Piper says, please?

 Well, baseball isn’t my favourite Saturday afternoon activity.

 Excellent.

After checking the exercise, the teacher writes some questions on the board about the
video. In pairs, students have to answer them.
 Now, I’m going to write some questions on the board. We are going to watch the
video again and in pairs you have to answer the questions. You don’t have to copy
the questions. Just pay attention to the video and make notes if necessary.

After watching the video, the teacher gives students some minutes to organize the
answers. Then, she asks some students the questions and they all discuss the answers.
On the board
 Why is Piper at the game?

 What does Jack say about baseball?

 What sport does Piper like?

 When does Piper do BMX?

 How does Piper compare BMX and baseball?

Video script
Jack Thanks for coming with me today.
Piper That’s OK. I only came because you had a free ticket!
Jack Are you enjoying the game?
Piper Well, baseball isn’t my favourite Saturday afternoon activity!
Jack But it’s baseball! I mean, I think it’s the best sport in the world! It’s the
most popular sport at our school!
Piper I don’t know about that…
Jack Well, what sports do you like?
Piper Well, I got a BMX bike for my birthday, and I ride my bike every Sunday
now. It’s fun!
Jack Is riding a BMX… hard?
Piper Riding a BMX is harder than playing baseball, but it isn’t as noisy!
Transition: The teacher gives each pair/ small group a piece of paper.

Presentation
Purpose: to introduce the new vocabulary
Timing: 5’

Activity description and instructions as they will be said to students:

 I’ve given you some pieces of paper. In pairs you have two minutes to write as
many sports in English as you can.

After two minutes, the teacher asks different students to read one sport at a time. After
each sport is mentioned, the teacher sticks a flashcard on the board (if possible). The
pair/pairs with more sports win.

Transition: Well done! Congratulations to the winners! Now, turn the page! (the teacher
shows them her book)

Development
Activity 1
Purpose: To practise the vocabulary

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher points at the page and shows them the new topic. After that, she asks them to
look at exercise 1.
 We are going to study sports! Do you like sports? Look at exercise 1. Let’s listen
and read the text message.

The teacher plays audio 33. After that, the teacher asks some questions.
 What is jack doing this afternoon?

 He’s playing soccer.

 Very good! What is soccer?

 Football!

 Well done, soccer is the same as football! It’s the American word. They mean the
same.
  Now, we are going to do something you like. Let’s label the pictures. Look the box
(the teacher points at it) here you have the names of the sports and you have to
match them with the correct picture.

To check the exercise, the teacher asks different students to read the sports. If a new sport
is mentioned, she places the appropriate flashcard on the board.

Sports in order
1. Surfing
2. Tennis
3. Karate
4. Basketball
5. Volleyball
6. Track and field
7. Soccer
8. Swimming
9. Skateboarding
10. Sailing

After checking that everybody has the correct answer, the teacher asks students to look at
exercise 2 and to read the sentences.
 Let’s do exercise 2. We are going to listen to some people and you have to choose
between two options. First, read the sentences. (after a minute) ok. Let’s listen to
the example. There are people talking and we have to guess. The teacher plays the
first item of the audio and points out the example answer.

After students realize what they have to do, the teacher plays the remaining audio. After
that, the teacher asks different students to read each sentence and check.
 Oriana, can you read sentence 2, please?

 Kate isn’t at home. She always goes surfing after school.

 Very good! How do you know she is not skateboarding?

 She’s at the beach!

 Well done! Nico, can you read sentence 3, please?

  At Billy’s school, they are doing track and field.

 Is it ok?

 Yes!

 Why?

 They are running!

The teacher asks different students to read the rest of the sentences (4 and 5)

Tapescript
1.
Shoot!
Go for it!
Ahhhhh!
It didn’t go in!
2.
Kate?
Yeah, it’s me. I’m at te beach. You should come down here – the ocean’s perfect today!
Really? Ok, I’m coming!
3.
What are we doing in PE today, Mr Turnbull?
Today? It’s Tuesday, so we’re running – 100 and 200 mts.
Thanks
4.
Hey! That was too fast!
Fiona, listen: you should watch the ball; don’t watch me! Watch the ball and hold the
racket up. Ok? Try again… That’s it! Good shot!
5.
No pushing!
Sorry!
Let’s race to the other end of the pool!
Flashcards
The flashcards will be cards with only one picture on them. They will have the name of
the sport written below the photo.

Activity 2
Purpose: To practise the vocabulary and to introduce some verbs

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher shows students a flashcard of soccer and volleyball and says:
 We play soccer and we play volleyball. We use play for sports with a ball!

Then she shows the flashcard ‘swimming’ and says:

 We don’t play swimming. What verb should we use? What do you think? Go or
do? Look at an example in exercise 3.

 Go swimming!

 Excellent! We use go with sports that end in -ing like swimming. What about this
one? The teacher shows them the ‘karate’ flashcard. What verb should we use?
What do you think? Go or do?

 Do karate!

 Very good! We use do for martial arts. So now we are ready to complete the rules
in exercise 4. The teacher points at the exercise in her book and asks them to
complete the gaps with the correct verb. Complete the gaps using do and go,
please.
After a minute she starts reading:
 We use play for sports with a ball.

 Dana, can you read the following, please?

 We use go for sports that end with -ing.

 Excellent. Jerman, can you read the last one?

 We use do for individual sports or martial arts.

After completing the rules, the teacher asks students to complete exercises 5 and 6.
 Very well. Now that the rules are clear you are going to do exercises 5 and 6.
First you have to complete the chart with sports from the previous page. The
teacher points at the chart and the vocabulary. Then you have to use the sports to
complete the sentences.

After some minutes the teacher asks different students to read the sentences, so they can
check the answers.

Activity 3
Purpose: To practise the vocabulary and the proper verbs

Timing: 5’

Activity description and instructions as they will be said to students:

When corrections are finished, the teacher asks students to work in pairs.
 Now you are going to complete the sentences in exercise 7 about you, with your
information. Then you have to share them (miming the verb) or read them to your
partner.

The teacher gives students some minutes to complete and helps when necessary. Then
she walks round the classroom listening to the exchanges.

Activity 4
Purpose: To practise the listening skill and to introduce the superlatives

Timing: 25’
Activity description and instructions as they will be said to students:

The teacher introduces the topic asking some questions about sport facts.
 Who is the fastest runner? The teacher mimes the action of running if necessary

 Usain Bolt!

 Excellent! He’s the 100 meter world champion! He can run 100 meters in less
than 10 seconds. Who is the fastest swimmer?

 Michael Phelps

 Very good! In Rio de Janeiro, he won 5 Gold and 1 Silver Olympic Medals. He’s
the best! Who is the tallest basketball player?

 Michael Jordan? / Manu Ginobili?

 It’s Yao Ming… He’s 2.29mts high! WOW! Who is the best football/ soccer
player?

 Lionel Messi

 Of course! And he is Argentinian! Now, we are going to solve a quiz. It’s a

competition in pairs or small groups. Look at this exercise ‘A World of Sports’
(the teacher points at the listening activity 1 on page 15) read the questions and
choose an answer. You have to guess!

The teacher gives students some minutes to choose an answer and helps when necessary.
After some minutes she asks each pair what they have written and plays the audio (track
36) to check. If students need to listen to the audio one more time, the teacher plays it
again before checking the answers.
 Very good. Question 1 says Which is the oldest ball sport? What did you write?
A, b or c?

 …a/ …b/ …c

 Ok. Let’s listen and see who is correct.

 After listening to the first explanation, students correct their answers.

 So, Rocio and Brisa are right! Excellent! Now let’s continue.

The teacher does the same with the other four questions, and then they see who got the
most answers right. She provides with clarification or assistance when needed.

After that, the teacher calls their attention to exercise 3.

  Look at the sentences in exercise 3. Read them and choose the correct answer. If
you don’t remember, don’t worry, we are going to listen to the audio one more
time.

After some minutes, the teacher plays the audio again and asks students to listen and
complete/ check the answers. After that, she asks different students to read the sentences
to check everybody has the correct answer.
 Well, let’s check. Sentence one says: basketball is older than volleyball.

 Jenny can you read sentence 2, please?

 Real Madrid has more than 450 million fans.

Different students are asked to read the correct answers.

When corrections end, the teacher gives each student a photocopy with some questions
about the audio. They have to answer them in pairs/ groups.
 Here you have a photocopy. They are questions about the information about the
audio. You have to answer them. If you can’t write the complete sentences, don’t
worry, we can work on them together. You have three minutes.

Questions
 Who invented basketball?

 Where was soccer invented?

 Where did Erick Barone cycle at 223 km/h?

 Which stadium holds 99,000 people?

 Where is Maracanã Stadium?

 Who can throw a ball at 160 km/h?

 Which ball is smaller a tennis ball, a golf ball or a baseball?

After some minutes students share their answers and the teacher writes the sentences on
the board to help them write complete sentences.

Audio script
1
A college teacher from Massachusetts, in the US, invented basketball in 1891. Four years
later, in 1895, another teacher invented volleyball. But the oldest ball sport is soccer. The
first modern soccer game was at a school in England, in about 1815.
2
Manchester United and Barcelona are really popular, but the most popular club is Real
Madrid. Real Madrid has more than 450 million fans!
3
Eric Barone has the world speed record for cycling. He travelled at 223 kilometres per
hour down a snowy mountain in France. On flat ground, the fastest cyclist’s speed is only
134 kilometres per hour.
4
Over 78,000 people can fin into Estadio do Maracanã in Rio de Janeiro. Camp Nou
Stadium in Barcelona is bigger: it can fit over 99,000 people. But the largest stadium is
in Pyongyan, North Korea. About 150,000 fans can fit into the Rungrado Stadium.
5
The best baseball players can throw the ball at 160 kilometres per hour. The Australian
tennis player Samuel Groth once hit a tennis ball at 263 kilometres per hour. But the
fastest ball in sports is the golf ball. Some players can hit golf balls over 300 kilometres
per hour.
Transition: the teacher asks students to make two groups.

Activity 5
Purpose: To practise the vocabulary and the comparatives

Timing: 10’

Activity description and instructions as they will be said to students:

The teacher asks students to think of a ‘Top 5’ of the best/ most interesting sports.
Now that you are in groups, we are going to make a list. The list is called ‘Top 5’. Here
you have to write the best or the most interesting sports. So, you’ll have to talk and agree
on the five sports that everybody in the group think are the most interesting.
The teacher gives the groups some minutes to talk and to decide on their lists. When time
is up or the groups have finished, the teacher asks the groups to read their lists.
 Ok. Let’s share the lists. Vale, your group first. Which sport is number five?

 Soccer…

 The complete sentence please… Soccer is number 5! The teacher writes the sport
on the board.

 Which sport is number four?

 Tennis is number 4.

 Well done!

The teacher asks both groups to read their lists and writes everything on the board. Then,
she compares the answers.
 For Vale’s group tennis is more interesting than soccer. But for Mili’s group
soccer is more interesting than tennis. Nico, can you compare other sports,
please? For my group...

 For my group swimming is more interesting than rugby. For Vale’s group
swimming is more interesting than karate.

Closure
Purpose: to practise the vocabulary and the comparatives in a speaking activity

Timing: 40’

Activity description and instructions as they will be said to students:

After some students make comparisons, the teacher asks them some questions.
Well done, people. Your lists are great! So, we like soccer, basketball, tennis… are they
exciting?
 Yes!

 Are they dangerous? The teacher writes the word on the board. Dangerous is the
opposite of safe…

 Is soccer dangerous?

 Yes.. / no…

 Can you break a leg? The teacher mimes the action.

 Yes!

 Ok. What about skateboarding? Is it dangerous?

 Yes!

 Wow! Now, we are going to watch a video. It is a top 10 (the teacher writes that
on the board) of the most dangerous sports in the world. Let’s watch it and see.

After the video, the teacher asks students for their opinion, and after each sport is
mentioned, she writes it on the board, so students can read their names.
 Let’s talk about these sports. Let’s see if we agree or not with the order. Let’s
start bottom up… Number 10 is ‘Street Luging’ Do you know this sport? Is it
dangerous? I think it is similar to ‘Downhill Longboarding’. Do people in Esquel
practice it? Do you practice it?

 Number 9 is ‘Rugby’. Why is it dangerous? Are rugby players strong? Big?

 Number 8 is ‘Parkour’. Is it difficult? Is it really dangerous? Is it a sport or a

hobby/ activity?

 Number 7 is ‘Heli Skiing’. The difference between this and skiing is that you can
only access to the mountain by helicopter. They are off-trail, which means that
the place is not prepared and there are no ski lifts. Is it safe? Would you like to
do it?

 Number 6 is ‘Cave Diving’. It is similar to scuba diving (the teacher mimes the
action), but in a cave. Why is it dangerous? Do you need to train to dive in these
places?

 Number 5 is ‘Snowboarding’. Is it really dangerous? Is it more dangerous than

cave diving? Why?
  Number 4 I s ‘Mountain Climbing’. In this case, this is not regular climbing… this
is extreme! Is it safe to practice climbing? Have you every climbed a mountain?
Or perhaps you have hiked up a mountain…

 Number 3 is ‘Base Jumping’. It is similar to bungee jumping, but people have a

parachute. Is this sport for everybody? Would you jump? Have you ever tried
anything similar?

 Number 2 is ‘Bull Riding’. Why is this sport dangerous? What do riders have to
do? Is it difficult to stay on the bull for 8 seconds? Do people get hurt?

 Number 1 is ‘Whitewater kayaking’. It is something you can practice here in

Esquel. Have you every tried it? would you like to? Why is it dangerous? So,
according to this list, ‘Whitewater Kayaking’ is the most dangerous sport! The
teacher writes that sentence on the board.

The teacher points at the dangerous sports written on the board and asks for students’
opinion.
 Do you agree with the order? Is Parkour more dangerous than Rugby? Is Base
Jumping safer than Whitewater Kayaking?

Students give their opinion and they might suggest changing the order. The teacher
encourages them to use comparatives.
 So, we all have a different idea of which sports are dangerous and which sports
are not. We are going to work in groups. You are going to make your own ‘Top
10’ list of dangerous sports. And you are going to write 5 sentences comparing
the sports. Just like we did some minutes ago. You have to tell me… Soccer is
more dangerous than basketball. Or tennis is less dangerous than rugby.

The teacher monitors the activity and does not participate, she only helps when necessary.
When students have agreed on the list and have their sentences ready, the teacher gives
each group a sheet of paper.
 Now that you have finish, here you have a blank sheet of paper. Copy everything
here, because we are going to make a poster with your ideas. Here (the teacher
points at the page) you have to copy the list, here (the teacher points at the page)
you write the five sentences, and here (the teacher points at the page) you write
the winner sport, the one that is the most dangerous!

The teacher gives students some minutes to finish the activity. After that, she encourages
the groups to share their list.

Video Link:
https://www.youtube.com/watch?v=TihC5svGMQQ
Fast Finishers or Homework:
If students finish the activities before time is up, the teacher will ask them to work on
exercises 1 and 2 on page 60.
If there is no time, students will have these activities as homework.

When time’s up, the teacher says goodbye to the group.