1. Taller de Práctica Docente II 2016:
Alumno Residente: Mariana Canellas
Período de Práctica: Nivel secundario – ciclo superior
Institución Educativa: Colegio Nº 738 “Pastor Schneider”
Dirección: Kaiquén 2135 Comodoro Rivadavia Chubut
Año: 6º año (1ª división Ciencias Naturales)
Nivel lingüístico: Pre- Intermedio
Tipo de planificación: Clase
Unidad temática: Juegos Olímpicos
Clase: Nº 3
Fecha: 29/09/16 (aplazada hasta el 13/10)
Duración: 120 minutos
Fecha de entrega: 06/10/16
 Teaching points:
- Revision of structures: Present simple, affirmative sentences. Present
perfect affirmative and negative sentences.
- Use of new structures: Present Perfect, Yes/No questions.
- Revision of functions: Present simple, giving opinions. Present Perfect,
telling life experiencies
- Use of new vocabulary: Olympic creed
- Revision of vocabulary: Olympic sports and related words (they are in the
chart below
 Aims or goals:
FUNCTIONS LEXIS STRUCTURES PRONUNCIATION
Revision -Giving
opinions about
The Olympic
Games
-Sports: aerobics,
judo, swimming,
tennis, boxing,
skiing, long jump,
running,
basketball, soccer,
-Present
simple:
affirmative
sentences
-Present
- Glottal /h/ as in
“have” or “has”
- Alveolar /t/ as in
haven’t or hasn’t
- Rising tones at the

2. handball, and
volleyball.
- Other sports and
words related to
the Olympics that
are in the video
Perfect:
affirmative and
negative
sentences
end of Yes/No
questions.
- Falling tones at the
end of information
questions.
New -Telling one´s
experiences
-Olympic creed:
significant,
triumph, struggle,
essential.
conquered, and
fought.
-Present
perfect:
Yes/No
questions _______
 Teaching Approach: Communicative Approach
 Integration of skills: Students abilities are integrated because students are
required to interact with the teacher and among peers, through listening and
speaking. They will also be asked to read definitions form dictionaries and to
watch a video.
 Materials: Photocopies, board, chalks, flashcards, recording, netbook, video,
videoprojector.
 Seating arrangements: The may stay in pairs during the first part of the
lesson. Then, a semicircle may be better to watch the video
 Cooperative work: the whole lesson demands cooperative work, because of
the use of the communicative approach; the first activity, students using
dictionaries and providing definitions is a good example of cooperative work.
 Possible problems and possible solutions: In case technology doesn’t work
students may be invited to make posters using the Olympic creed, pictures
and their own feelings and ideas about the event.
 Potential problems students may have with the language: several strategies
will be applied in order to maximize the learning opportunities, and solve
problems, the teacher will repeat commands as many times as necessary,
she will model the activities, and give examples and explanations
individually if it is required.

3.  Assessment: Some notes may be taken about the students’ performance
while they are working in pairs, using a chart like this one:
Name and last name Grammar Pronunication Fluency
 Adaptations: Students with cognitive problems will be invited to participate in
class as any other students as it has been done during the previous classes;
and in case they find it too difficult they will be given flashcards of sports to
recognise vocabulary and/or write sentences.
Routine: (10’)
- “Hello everybody! How have you been? I am going to be your teacher until
next week, that is my plan. Have you done your homework? Who can talk
about an important athlete? (the group’s teacher said they are not used to
doing homework, so no results may be expected). The teacher walks
around encouraging the students to share the information they searched for,
and in case they refused to do so, she may ask the students to give her the
papers for her to correct them for the following class.
Transition:
- “Ok, we are going to continue talking about sports and working on The
Olympic Games, and Rio 2016. These are our topics, and we have two
classes more to share. Today, I will invite you to listen to an opinion about
the Games of all times, and to watch another video about Rio 2016, in order
to keep on working on different activities and new structures”
Warm up: (15’)
- The teacher says "Here I have cards with words or pictures of sports (the
pictures are at the end of the plan), I will give you one to each of you, for
you to find a partner. I want you to walk around the class and find the
classmate who has the picture of your word, or the word for your picture”

4. she mimes the meaning of standing up, walking around and finding a
partner.
- She gives each student a card with a word or a picture and invites them to
carry out the actions she explained. She goes on “Great, now, have a sit
beside your partner, yes? stay in pairs, with the classmates you found”
- She shows a picture of a sport to the whole class and says “They have
played handball for many years”, she encourages the students to show their
pictures of different people playing sports and say similar sentences “What
has he done?” she asks “He has…” she waits for the students’ answer “ok,
he has played basketball…”
Transition: “Let´s think about values, do you remember the video we watched last
class? It says that the whole world unites for the Olympic Games and people share
good feelings and joy, they live their passion. I want you to pay attention to the
Olympic Creed”
Presentation: (20’)
Olympic Learn & Play Sports
- The teacher asks the whole class “Do you know what a creed is? Can you
look it up in the dictionary, please?” she says pointing to a student and giving
him or her a dictionary. She waits a few seconds and asks “ok thank you, can
you read the definition aloud?” the chosen student reads “a set of principles or
religious beliefs”. The teacher continues “ok, thank you, a creed is a set of
principles, values, ideas some people share that are important for them”. She
goes on “Here I have some more words for you to look up in the dictionary, can
you do it, please?” she requests giving some more dictionaries to other
students. She writes on the board: significant, triumph, struggle, essential,
conquered, fought; students are required to read the definitions aloud and the
teacher writes them on the board and make comments or give examples to
clarify the meanings. She puts a poster on the board with the Olympic Creed:
Lear
”” The most significant thing in the Olympic Games is not to win but to take
part.
Just asthe most important thing inlife isnot the triumphbutthestruggle.

5. The essential thing is not to have conquered but to have fought well.
BaronPierredeCoubertin
- The teacher goes on asking questions about the meaning of the creed to the
whole class or individually such as: “Do you like competitions? Do you
celebrate when you win? Do you feel depressed when you lose? Are marks
important for you at the end of the term? Don’t you have to make efforts to
get good marks?, when you make efforts you may say that you fight or
struggle, and that is very important for learning for example.
- The teacher asks the students to copy the creed, in order to use it later in
relation to the homework.
Transition: “Well, now I invite you to listen to a man giving an opinion about the
Olympic Games”
Activity 1: (10`)
- The teacher delivers photocopies: (the tapescript of the listening activity is at
the end of the plan: Listenaminute.com “Olympics” by Sean Banville)
Handout 1:
- Listen to a man giving an opinion about The Olympic Games and complete
the sentences below. He says:
1) I _______ The Olympics.
2) There is only one event in the world better than The Olympics and that is
The ___________ ___________ ____________.
3) The Olympics really is a celebration of ___________.
4) The whole world thinks it’s ___________.
5) I don´t usually get excited about seeing my country´s flag, but at The
_________ I love it.
6) Maybe I´ll be lucky and get a chance to see the _________ Games 2012.
- The teacher reads the incomplete sentences aloud and asks the students if
there are any new words in order to give definitions, examples or brief
explanations. Then, she makes the students listen to the recording “Are you
ready? pay attention and try to complete the blanks with the man´s opinions”
she says before pressing the start button on the computer. The recording

6. lasts a minute. After the first time they listen to it, the teacher asks the
students “How many words could you write? say the number aloud
please…”; she goes on “let´s listen to it again, and after that we will correct
it”, and they do it. In order to check the exercise, the teacher will ask
different students to read what they have written aloud, and all the
classmates together decide if the answer is right or wrong “Can you read the
first sentence, please?” she says, “What do you think?” to the rest of the
class "Is it o.k.?, I love the Olympics, is it o.k.?”. The process is repeated
until the exercise is corrected. Students may be invited to listen to the
recording a third time.
Transition: “Very good!, now we are going to watch a video about Rio 2016, many
different people celebrating and playing sports on the beach”
Activity 2: (20’/25’) Video: video_oficial_olimpiada_Rio_2016 available at Youtube
- The teacher delivers the following photocopies to the students:
Handout 1:
1) Mark the sports and activities you see in the video: (the handout won’t be
marked)
Example:
- running ___+___
- handball___x___
- singing___+___
- canoeing___+____
- long jump___x___
- swimming___+____
- volleyball___+___
- aerobics___x____
- soccer___x___
- play with a ball____+____
- hockey___-___
- boxing__+__
- cycling__+___
- ice hockey___+___
- tennis___-___
- knitting___+___

7. - sweeping ___+___
- judo___-____
- water polo___-___
- fishing___+___
- climbing___+____
- cable car ___+___
- skating___+___
- cutting the grass____+____
- Gymnastics___+___
- playing the piano___-___
- dancing___+___
- eating___+____
- Paralympics/basketball___+___
- cooking___-___
- painting___+___
- sailing___+___
- Tai Chi Chuan____+____
- watching TV___-___
- surfing___+____
- windsurfing____+____
- playing the guitar___+___
- Then, she says “I want you to write down which sports or activities you see in the
video, and which sports or activities you don´t see” it lasts 2 minutes. When it
finishes, the teacher reads the list above and asks the students for the answers
“The first activity is running, is it ok?” she waits for the students answer “yes, you
are right”, she may write all the correct answers on the board, in order to make
sure that everyone is able to check their work.
- The teacher presses play to watch the video again, and presses pause in order to
pay attention to one image, she points to the people in the video and asks the
students “Have they stayed at home?”, she waits for the students answer and
continues “ok, No, No they haven´t…”, and she writes the example on the board.
She presses play again, on the computer to keep on watching the video, and she
presses pause, at another moment, and asks other questions “Has she sung a
song?” she waits for the students answer and repeats “ok, Yes, Yes, she has”, and
she writes the example on the board. The process is repeated many times, and the
board will look like this:
AT AN INDEFINITE POINT IN THE PAST:

8. QUESTIONS: ANSWERS:
Have they played volleyball? Yes, they have.
Has she played tennis? No, she hasn`t.
Has he played the guitar? Yes, he has.
(…) (…)
Transition: “Excellent! I´d like you to continue working in pairs using these new
structures”
Activity 3: (20’)
- They are twenty one students, so they will be ten pairs of students (one
group of three if there are no absences). The teacher will deliver cards with
pictures of people playing sports to the students who have remained in pairs
since the beginning of the class. She says “I want you to ask and answer
questions about what these people have or haven`t done, pay attention to
the examples on the board, I will walk around to help you” and she does
that.
Closure: (15`)
- The teacher writes on the board:
HAVE YOU EVER PLAYED CARDS?
- She reads the question to the whole class waiting for an answer “Do you
understand? I want to know if you have played cards or not at any time in
your life” she may mime the action, she repeats the question and says “ok,
Yes, I have”. She continues “I will write some activities for you to ask and
answer with your partner similar questions, and I will walk around to listen to
you”
Activities:
- written e – mails
- written poems
- played handball
- played volleyball

9. - gone to the cinema
- used Power Point at school
- etc.
Homework: (5´)
- The teacher says “for next class I want you to draw a picture related to the
Olympic Creed”.
- The teacher says good bye “What a nice class! Have a nice week” good
bye!”
Resources:
- Tapescript: Listenaminute.com “Olympics”, by Sean Beale
“I love the Olympics. It really is a unique and world occasion. There is only one
event in the world better than the Olympics and that´s the football World Cup.
Olympics really is a celebration of humanity, the whole world watches and thinks it
is exciting, we love watching our heroes trying to win a gold. I don’t usually get very
excited about seeing my country’s flag, but at the Olympics, I love it. I think the
Olympics were better many years ago; then, they had traditional Olympic sports.
Nowadays we have professional tennis and baseball stars playing sports that
aren´t really Olympic sports. I would love to see an Olympic Games, may be I´ll be
lucky and get a chance
Flashcards:

15. 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
Class. management
strategies
X
Language accuracy X
Observations Minimumscore:21 / 35
Score:_26___ /35 = 7
Dear Mariana,
We are sure studentswill benefitfromthe exposure tothe differentresourcesandthe activities
youhave planned.Please,make sure the examplesaboutthe use of the presentperfectfor
indefinite pastactionsisreallyclear,andrevisethe laststage inwhichstudentshave toreferto

16. the activitiestheyhave done.A classsurveymaybe muchmore interestingthansimply
answeringquestionsinpairs.
Hope our feedbackcontributestoyourdevelopmentof teachingstrategiesandskills.
Best
AureliaandCecilia