TPD - HIGH SCHOOL - CLASS N°5

TPD - HIGH SCHOOL - CLASS N°5

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  I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Carolina Anticev Período de Práctica: High School Institución Educativa: Primo Capraro Dirección: Gallardo 40 Sala / Grado / Año - sección: 3er año Cantidad de alumnos: 13 Nivel lingüístico del curso: B1+ Tipo de Planificación: Clase Unidad Temática: 7 “Crime” Clase Nº: 5 Fecha: 29/10/2018 Hora: 8:00 – 9:20 hs Duración de la clase: 80 minutos Fecha de primera entrega: 27/10/2018  Teaching points: Teaching students about empathy, punishment, crimes, what being sympathetic is.     Aims or goals:  During this lesson, learners will be able express their opinions, think outside their comfort zone and put themselves in other people’s places. They will also learn about crime, punishments and some of its aspects.  Language focus: Functions Lexis Structures Pronunciation New - Putting themselves in other peoples’ place - Think about how other people might feel and why in different contexts - Empathy - Burglar - Con man - Mugger - Sympathetic - “I think these people feel ____ because…” - “I think that ___is going to happen, because..” /ˈɛmpəθi/
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  New - Think about theoutcomes of different situations - To break in - To get caught - A fine - “The people involved in the crime were..” - Teaching approach: Natural approach, using the PPP procedure (presentation, production and practice).   Integration of skills: What skills will be integrated and how? All four skills will be integrated in a very balanced way. Everybody will have to speak, listen, write and read. They are going to practice their communicative skills at all times, by giving opinions, processing information and saying what they think and how they feel about it.   Materials and resources: Students book, computer, black mirror episode “white bear”, news poster and papers with crimes written on them.  Pedagogical use of ICT in class or at home: I will use the TV to watch the episode and my computer so I can play it.   Seating arrangement: They will sit as always, ina semicircle and in the video room they can sit however they want since they are well behaved students.    Assessment: what will be assessed and how  Students will have to make their own productions. They will have to think and process new information. They will learn new vocabulary that must be applied later on their productions. Communicative skills will be developed and so willtheir four skills. Stages in the lesson Each stage or activity must be described in terms of the following items: - Purpose - Timing - Activity description and instructions as they will be said to students (include direct speech, and students’ possible
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  answers). - Teaching strategies(description, explanation, demonstration, modelling, exemplification, etc.) - Strategies to check understanding of instructions - Strategies to check new language comprehension - Interaction patterns - Skills - Resources - Transition comment to link each stage of the lesson with the next one Mandatory lessonstages: - Lead-in or Warm-up - Presentation - Development - Closure - Homework The format in which the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon. You must always include this chart, which will be completed by your tutor:
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  CLASS N°5 Rutine &Warm-up (10 minutes) Purpose: To start the class I will greet the students and ask them how their week is going. I will leave my things on the desk and ask them to take their folders out. I will ask them the questions they were given last class: Is the main character good or bad? Who is the victim in the story? Who is the villain? Is there any crime so far? How does the main character feel? Who is the little girl? We will discuss these questions as a whole group. Transition: “Great, now, remember last class I told you to think about what was going to happen next? I want to listen to your ideas”. Activity N°1 (20 minutes) Purpose: To make students express their opinions and to finish watching the episode that we started last class (white bear).
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  I will listento student’s ideas on how the episode will continue and/or end. We will discuss and then I will tell them “Let’s go to the video room upstairs to finish the episode, come on, quickly” I will play from minute 27, where I paused last class (since that’s where the plot twist is). We will watch the remaining 14 minutes and when we’re finished, I will say “Okay now let’s go back to the classroom” Transition: “Now, I’m going to divide you in groups; two groups of four and one group of five” I will divide them the same way I did last class (giving each student a number and making a random student say random numbers between 1 and 13) Activity N°2 (20 minutes) Purpose: To make students process the information of what they’ve seen and really think it through, applying it to our country, society and time. I will give them a copy with the following questions: a. Explain the crime the episode presents. b. Explain the punishment the criminal gets. c. Do you think the punishment is fair? Why/why not? d. What other punishment do you think could apply to this crime? “I want complete sentences, read the questions, discuss and then answer them. Everybody must write but only one person of each group will give me their production, with all the group members written on it” Transition: “Okay time’s up please hand me your productions! I will correct them for tomorrow and Marina is going to grade them, now please open your books at page 76” Activity N°3 (30 minutes) Purpose: To add more vocabulary related to the topic. To make students produce their own material, applying the vocabulary we’ve seen so far related to crime, to make them work in groups and practice their communication skills. “Okay, individually I want you to do activity number 1 of “VOCABULARY”, page 76 (I will write it on the board)”
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  We will discussthe meaning of each word/expression so they can get a clear idea. Then I will say “You have 5 minutes and we will correct” When they are finished, we will correct it and I will paste on the board a poster that I will make, which will be like this: NAME OF THE JOURNAL Date (day, number & month) ex. Wednesday 19th January TITLE OF THE NEWS Brief description of the news Name of the reporters NEWS I will explain it and then I will say “Now, in pairs, I want you to think of a crime news according to the crime you get” I will have pieces of paper with the name of different crimes and will make each pair pick one paper so they can know what type of crime they have to write about. Considering I will have 5 groups of 2 students and 1 group of 3, the crimes will be: - Murder - Theft
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  - Burglary - Robbery -Shoplifting - Assault I will tell them that they can guide themselves with the questions of Activity 2 page 76, while thinking about the crime, in order to have clearer ideas. Transition & closure: “Okay the groups that are finished, please give me your works and the ones that couldn’t finish will do so tomorrow, okay?, bye bye now” 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 Stages and activities X Teaching strategies X Language accuracy X Observations Minimumscore:18 / 30 Score:__18__ /30 Please,proofreadforlanguage mistakes.
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  Go overmy comments.Definelanguage functions.Scaffoldstages.Whataboutthe newsyou expectthemtowrite?Whydon´t youwrite an example sothattheyhave a model?Youshould draw theirattentiontothe use of past tenses,aswell.