Naiman tpd - lesson 10 - secondary
Published on: Mar 3, 2016
Transcripts - Naiman tpd - lesson 10 - secondary
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Institución Educativa: Colegio Provincial “Kloketèn”
Sala / Grado / Año - sección: 5to año “C” ESO
Cantidad de alumnos: 20
Nivel lingüístico del curso: Intermedio
Tipo de Planificación: clase
Unidad Temática: Reading a short story.
Clase Nº: 10
Hora: 7:45 a 8:25 hs
Duración de la clase: 40’
Fecha de primera entrega: 25/11/15
Revision of Present Perfect uses and adverbs
Aims or goals: During this lesson, learners will be able to…
Use the Present Perfect tense in dialogues to talk about the
Develop speaking and listening skills by interacting with peers
and the teacher
Function Lexis Structure Pronunciation
that have a
“She’ just bought
a London ride”
missed the bus”
+have + verb
“I haven`t seen
my aunt since las
He/she/it + has+
verb participle +
FENCE – A
NAILS – TO
“I’ve never read
Short form of
Teaching approach: The lesson is based on the Communicative
Integration of skills: During the lesson students’ listening and
speaking skills will be developed through the use of flashcards and
word – cards, group discussion and student – student and student–
teacher interaction. They will develop their reading and speaking
skills through reading a short story and commenting on it.
Materials and resources: The board, markers, flashcards, a short story
http://www.english-for-students.com/Bad-Temper.html called “A Short
Story: Bad Temper” ( unknown author)
Seating arrangement: Semi circle so that to enhance students’
Possible problems / difficulties and their possible solutions during
the class: Classroom management strategies:
Students will have to work with a short story. It could happen that
students do not want to read the story on their own, so I will ask them
if there is a student who wants to read the story aloud. I nobody
wants to read, I will read the story but I will ask them to follow the
reading as they will have to answer some questions.
Some students could be reluctant to speak; therefore, I will ask the
rest of the group to help with the answer or I will change the types of
questions. I can also give more time to the student to think about the
answer or give him/her more examples so that to elicit the answer
A last option could be to enhance students to make exchanges in pairs
before sharing with the group, so that they feel more confident at the
moment of speaking and also share information with a mate.
Potential problems students may have with the language:
One difficulty I may find could be that students use L1 instead of L2
during the lesson. At the beginning of the lesson I will insist on using
L2 at least when asking for permission or to know the meaning of a
word; I can model the questions for them to repeat and use every time
they need to.
Students could find it difficult to work with the participle form of the
verbs as there are regular and irregular types. In this case I will work
as a resource trying to help students find the words they need
through oral examples, miming or gestures.
Another difficulty could be that students do not understand the short
story. Before reading, I will ask them to predict the topic and the
vocabulary they may come across in the story. Moreover, I will
encourage them to focus on the full message of the story first and then
to work with specific information. I will guide students through these
activities and serve as a resource when necessary. Students could
need to read the story several times. If they still do not understand the
story, I could read it pausing after each paragraph and making
questions that may help them understand the content of the story.
Assessment: what will be assessed and how
Students will be assessed on their understanding of the topic and on
their ability to identify specific information during the reading
Purpose: To greet the students and open the lesson. To create a positive
atmosphere with the group.
I will greet students and ask “How are you today?” and I will ask them
about the date. I will invite one student to write the date on the board
for the rest of the group to copy in their English binders.
Transition: Have you ever read a short story? EA: yes! / No.
Warm Up (10’)
Purpose: To present the vocabulary necessary to understand a short
I will explain to students that a short story focuses on a situation that
happens in the same setting, with the same characters and it generally
includes a moral or a practical lesson. I will use L if students get lost in
I will tell students that they are going to read a short story, and that to
be able to understand it they will have to learn more vocabulary.
I will show students pictures that represent the vocabulary:
I will ask students “What do you think each picture stands for” EA: a
Then, I will invite students to match the pictures with the word -
cards. The word – cards will be:
HOLE – BAD TEMPER – TO LOSE YOUR TEMPER – HAMMER – FENCE
– A BAG WITH NAILS – TO DWINDLE DOWN
Transition: Have you ever lost your temper? Why? EA: yes!
Activity 1 (20’)
Purpose: To read and understand a short story.
I will ask students: “What do you think the story is about? EA: bad
I will ask students to read the tittle of the story and to look at the
drawings. I will ask them:
“What do you think it happens to the boy?” EA: he fixes the fence.
I will give out the following copy of the story:
KOLEGIO PROVINCIAL KLOKETÉN
A Short Story: Bad Temper
There once was a little boy who had a bad temper. His father gave him a bag of
nails and told him that every time he lost his temper, he must hammer a nail into the
back of the fence.
The first day, the boy had driven 37 nails into the fence. Over the next few weeks,
as he learned to control his anger, the number of nails hammered daily gradually
dwindled down. He discovered it was easier to hold his temper than to drive those
nails into the fence.
Finally the day came when the boy didn't lose his temper at all. He told his father
about it and the father suggested that the boy now pull out one nail for each day
that he was able to hold his temper. The days passed and the boy was finally able to
tell his father that all the nails were gone.
The father took his son by the hand and led him to the fence. He said, "You have
done well, my son, but look at the holes in the fence. The fence will never be the
same. When you say things in anger, they leave a scar just like this one. You can put
a knife in a man and draw it out. It won't matter how many times you say I'm sorry.
The wound is still there."
A verbal wound is as bad as a physical one.
Retrieved from: http://www.english-for-students.com/Bad-Temper.html
called “A Short Story: Bad Temper” ( unknown author)
After predicting the content of the story I will write the tittle of the story on
the board. Then, I will write some questions for students to answer while
they read the story:
1- What is the story about?
2- Who are the characters?
3- Where does the situation happen? (setting)
I will ask students to read the story. I will invite them to read it aloud, but if
they do not want to, I will help them reading aloud.
While students read the story I will ask them to work in pairs so that to
answer the questions.
Once the group reads the story, I will invite them to answer the questions
and discuss about their ideas.
After reading, I will ask students to continue working in pairs and to order
the events of the story:
a- The boy has left holes in the fence.
b- The boy has lost his temper.
c- The days passed and the boy was finally able to tell his father
that all the nails were gone.
d- The boy had driven 37 nails into the fence.
e- His father gave him a bag of nails and told him that every time
he lost his temper, he must hammer a nail into the back of the
f- The father told the boy that when he says things in anger, they
leave a scar just like the holes.
If students do not understand the sentences, I will remind them that they
could take a look at the vocabulary that will still be on the board, and I
will also work as a monitor and as a resource whenever they need it.
When students finish ordering the events, they will compare their results
to another groups’ results. After that, I will ask the group to say the
answers while I write them on the board.
Transition: Great work! Now, let’s think about the message of the story.
Purpose: To reflect on the meaning of the story.
I will ask them:
“What is the message of the story?”
“Did you feel identified with any of the characters?”
“Have you ever hurt somebody with words?”
“What can we do so as not to lose our temper?”
I will invite students to a group discussion. I will work as a resource when
students need it.