I.F.D.C. LENGUAS VIVASTALLER DE PRACTICA DOCENTE

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel SecundarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: 1° ESOCantidad de alumnos: 21Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: HabilidadesClase Nº: 8Fecha: 19 de noviembre de 2015Hora: 16:00 - 17:20Duración de la clase: 80 minutosFecha de primera entrega: 16 de noviembre de 2015

CLASS 8

• Teaching points: Can / Can’t for Abilities• Aims or goals: During this lesson, learners will be able to…

✓ Increase their vocabulary on abilities by brainstorming superheroes’ superpowers

✓ Develop their reading and writing skills by inferring information from a chart and writing about it.

✓ Develop their speaking and writing skills by playing a guessing game and describing their own superhero

✓ Develop their thinking skills by creating a superhero

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Giving/Sharing personal information

Talking about abilities

Imperatives listen / look at… / write down / glue / draw

NameOriginOccupations

SuperpowersFly / climb / Run fast / Talk to animals

Commands:- Write/Complete

the chart

- His/Her name is…- He/She s from…- His/her secret

identity is…

Can / Can’t- Superman can fly- Spiderman can

climb

Pronunciation of words will be practised through repetition (drilling)

Focus on difference between /æ/ and /ɑ:/ as in Can /kæn/ Can’t /kɑːnt/

New Simple Commands

Talking about abilities

Imperatives draw

Superpowers- Stop bullets- Throw webs- See through walls- Breathe underwater- Shape shift- Lift heavy things

Commands:- Draw your

superhero

Can / Can’t- Superman can see

through walls- She /he can’t

breathe underwater

Pronunciation of new words will be practised through repetition (drilling)

Focus on difference between /æ/

Talking about possessions

- Teleport- Go back in time- Super stretch- Walk on water

- Cape- Shield- Sword Has got

-He has got a shield

and /ɑ:/ as in Can /kæn/ Can’t /kɑːnt/

• Teaching approach: Communicative Approach• Integration of skills: Listening to the teacher and to each other, speaking by

role-playing and talking about a superhero students create, writing a description of their superhero, creating a superhero, discussing and agreeing on features of a superhero

• Materials and resources: superheroes logos1, superheroes templates arranged by the teacher2, worksheet of superheroes arranged by the teacher, pictures of superheroes3, lollipops or candies to give out as a prize, whiteboard.

• Pedagogical use of ICT in class or at home: none for this lesson • Seating arrangement: As is. students will work in pairs and then in groups of

three• Possible problems / difficulties and their possible solutions during the class:

timing could be an inconvenience, I intend to have students deal with a variety of activities; if necessary I will skip one out in order to let them work with the main one which is creating their own superhero.

• Classroom management strategies: as there are fewer boys than girls, I will mingle them with the girls since they tend to group together and do less work.

• Potential problems students may have with the language: students are familiar with the structure can/can’t to express abilities; however, they have not worked with superpowers as abilities so expressions and vocabulary related to them will be talk with examples

• Assessment: Understanding of the structure will be assessed through the creation of a superhero of their own. Pronunciation will be assessed as students share information about the abilities of their superheroes. Reading comprehension will be assessed through a written exercise where students infer information from a chart and write about what they have read.

Routine 2’I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little time to predispose themselves and pay attention.

Warm-up 10’Purpose: to brainstorm vocabulary related to superpowersIn order to brainstorm superheroes, I will ask students ‘What are you favourite superheroes?’. As students make their contributions, I will stick on the board the following pictures:

I will elicit the name of these superheroes: Batman, Spiderman, the Flash, Wonder Woman and Superman. Then, I will ask ‘Do you recognise these superheroes? What 1 https://www.pinterest.com/explore/superhero-logos/ 2 http://perfectspiral.co.uk/superhero-templates/ 3 http://mitofago.com.mx/nota/arte-animacion/7-razones-superman-apestahttp://luishenriquerc.deviantart.com/art/Wally-West-The-Flash-66473125http://marvel.wikia.com/wiki/Peter_Parker_(Earth-96283)

are their superpowers? What can they do?’ Students will probably answer in L1, so I will provide their equivalents in L2 on demand and I will add some others, for instance:• See through walls (X-Ray Vision)• Super Strength• Run fast• Climb buildings• Jump high• Fly• Stop bullets

I will list the information on the right side of the logos. Then I will ask ‘Who can fly?’ EA ‘Superman’ T ‘Great, Superman can fly’ and I will right his name next to fly. Each time I ask the questions, I will emphasise can. Once the list has its name next to each ability, I will ask ‘Can the Flash fly?’ in order to elicit short answers Yes, he can / No, he can’t. Then I will write on the board two questions with their answers:- Can Superman fly?- Yes, he can.- Can Spiderman stop bullets?- No, he can’t

I will ask students to copy the information about the superheroes and the questions and answers.

Transition: Great. Let’s keep working with superheroes.

Activity 1 20’Purpose: to infer information about superheroes and write about their abilities (superpowers)I will distribute the following chart, all its cell will be blank as follows:

What can they do?

Fly

Climb buildings

Lift heavy things

Run fast

Throw webs

Go back in time

I will tell students ‘This is a superhero chart, can you help me complete it?’ EA ‘Yes’ T ‘Good, thank you. Tell me, can the Flash fly?’ EA ‘No’ T ‘You’re right, he can’t fly. So, in this cell you will write an X’ and I will write an X on the board, I will go on with Spiderman and Superman ‘So, Superman can fly, right? So in this cell you’re going to write a tick’ and I will write a tick on the wall. I will ask students to complete the rest of the chart and I will clarify vocabulary if it did not come out during the brainstorming (e.g. throw webs) ‘Please, complete the rest of the chart according to each superhero superpowers’, this will take them less

than a minute but I assume they will start discussing about their abilities so I will call the activity off right after the allotted time. I will go on saying ‘So, Superman can fly, am I right?’ EA ‘Yes’ and I will write this sentence on the wall. T ‘What about throwing webs, can Superman throw webs? EA ‘No, he can’t’ T ‘Ok, Superman can’t throw webs’ and I will write this sentence on the board. T ‘Who can run fast?’ EA ‘Superman, the Flash and Spiderman’ and I will write on the board ‘Superman, the Flash and Spiderman can run fast’ I will ask students ‘Good. We’re going to work in pairs, now. Each pair will look at the chart and write sentences about these superheroes, like these ones’ and I will point to the sentences on the board. T ‘Write two sentences about what the superhero can do and one about what he can’t do’ I will write on the board the following questions as instructions:What can Superman / the Flash / Spiderman do?What can’t Superman / the Flash / Spiderman do?

As students work, I will monitor and correct their productions. As a follow up, we will discuss orally their abilities; I will encourage students to use the structure can/can’t when describing the superheroes.

Transition: Very well, everyone! We will continue to work in pairs for our next activity

Activity 3 10’Purpose: to practice structure ‘Can you…?’ by role playingI will tell students ‘We are going to play a guessing game. I am going to give you a picture of one these superheroes and you have to pretend you are him. With your partner, you have to ask each other questions in order to guess who he or she is’ I will demonstrate the task by holding a picture myself. ‘Here I have a picture of a superhero, you have to ask me about my superpowers. How can you ask me about my superpowers?’ I will elicit the structure ‘Can you…?’ but if it does not come out I will provide it. I will tell students ‘You need to use the vocabulary we’ve seen of superpowers, for instance ‘Can you fly?’’ and I will provide short answers ‘Yes, I can / No, I can’t’ until they guess who my character is. I will distribute students the following pictures, one for each4:

Transition: Very well, everyone! Now, for our next activity, we are going to be creative

Activity 4 25’

4 Captions arranged using http://bighugelabs.com/captioner.php

Female?

Male?

Purpose: to integrate content by creating a superheroIn order to begin this little project, I will tell students ‘Good. Now it’s time to create our own superheroes. To do so, we’re going to work in groups of three, so please decide who you’re going to work with.’Once students are grouped, I will distribute the following worksheet per group:

What are his or her superpowers? Choose 4 abilities

Run fast Talk to animalsWalk on water Breathe underwaterStop bullets Go back in timeSee through walls Lift heavy thingsFly TeleportShape shift Be invisibleSuper stretch Climb buildings

I will ask students to read the information with me ‘First, we need to decide is our superhero a man or a woman? So choose and tick the right square here on the top. Then, we have superpowers, let’s read them.’ As we go through them, I will explain new vocabulary by providing examples, for instance ‘The girl from Fantastic 4 can be invisible, Aquaman can breathe underwater’T ‘Superheroes have secret identities, right? We need to decide what our superhero’s secret identity is. Here is a list of possibilities but you can decide on a different one’T ‘Where is your superhero from? Is he or she from another planet? Which planet? You can invent a planet if you want. Is he or she from Earth? Which country is he or she from? What about special weapons? Has she or he got a shield to protect himself or herself? Or a cape? You can think of another alternative as well. And last, what is his or her name? This information is very important.’I will grant students 3 or 4 minutes to decide their superheroes’ characteristics. I will walk around the classroom in case they have doubts or need any vocabulary they do not know.

Once each group has finished, I will distribute the following worksheets according to the gender of their choice:

Our Superhero

Name:

What is his or her secret identity?

ReporterScientistSingerSports playerActor / ActressDancerOther?

Where is he or she from?Another planet?Country?

Has he or she got any weapons?Shield SwordCape Other?

My secret identity is …………………….

Hi! My name is ………….. and I am from ……………..

I can …………………………………………………………………………………..

I can’t …………………………………………………………………………………..

My secret identity is …………………….

Hi! My name is ………….. and I am from ……………..

I can …………………………………………………………………………………..

I can’t …………………………………………………………………………………..

After handing out the worksheets I will tell students ‘Before drawing and designing our superhero, were are going to complete the speech bubbles’ I am going to point to each of them and ask them ‘What information are you going to write here, where it says ‘Hi! My name is…’ EA ‘Name’ T ‘Good. Your write here his or her name. Then you have other speech bubbles: secret identity, I can and I can’t’ To fill in this information, go back to your superhero’s characteristics.’I will assist each group with the information they need to complete their bubbles, I will go on asking ‘What can your superhero do? Where is she/he from?’ in order to elicit information in L2.Once everybody’s finished, I will allow them to draw and paint on their superheroes’ templates.

Activity 5 15’Purpose: to talk about their superheroes and organise a contest to decide on the most amazing superheroI will ask students to give their productions and I will stick them on the board. I will ask each group to tell me about their superhero, if necessary I will help them asking ‘What’s his/her name? What’s his/her secret identity?’ I will praise everyone for their good work and say ‘Now, we are going to decide who the most amazing superhero is. We are going to vote!’ I will ask each student ‘Who’s your favourite superhero?’ As they answer, I will assign a point to each one and the winners will share a prize of candies & lollipops.

ClosureAs this is my last lesson, I will probably address them in L1. I will thank the L2 teacher and the students for granting the opportunity to work with them. I will also tell them it has been a pleasure teaching English to them and congratulate them for all the hard work they have done during our lessons together.