Alumno residente: Vanesa D´Onofrio Monla

Profesora observadora: Verónica Mac Loughin

Periodo de Practica: Nivel Secundario
Institución Educativa: SB N1
Dirección: Padre Brady Suipacha
Año: 5to B
Cantidad de alumnos: 11
Nivel Lingüístico: Lower intermediate.
Tipo de planificación: Clase teórico práctica.
Unidad Temática: Discovering city attractions.
Clase: 3
Hora: 14hs a 15hs
Duración: 60 min
Fecha de: 17/11/17
Teaching Points:
Reinforcement of their previous knowledge and the new items learnt, Commented [A1]: About?

Revision
Adjectives ( Descriptive and superlative).
If clause (1t type) to give suggestions.
Abilities (can)
Learning aims

To learn vocabulary related to the topic.

To develop listening abilities.
To develop reading strategies. Commented [A2]: How?
To develop guessing and confirmation strategies.

Language focus
 LEXIS FUNCTION STRUCTURE Pronunciation
REVISION Population, Talking about it How many people live /ʃ/
scenery, nice, Describing. there?.
large... Compare it How is the place? /ai/

NEW Tourist, tourism, Describing the He is a tourist. He /iz/

Language situation. studies Spanish.
school, Describing a place This is a marvellous /ɑ:/ /ʧ/
Native/non city.
native speaker. Giving suggestions If you like to ride on a
Horse riding, bike, you can go to
canoeing, Independence Park.

Teaching approach: This lesson is based on Communicational approach.

In this lesson plan, students apply listening and speaking skills. These are integrated
through the teacher´s introduction to the topic and learners’ interaction with the teacher and
among them.

Pedagogical use of the ICT in class: The use of the cell (to look for certain words) and
the net to watch a short video.

Materials: Blackboard to write some words related to the topic.

Seating arrangement: In lines.

Cooperative work: Learners will use their previous knowledge and learn some of the new
one, so as learners would be able to communicate with the teacher or others.

Possible problems/difficulties and possible solutions: Learners don´t like-to participate

much but I think I have chosen a topic that could be attractive for them, so they could
speak and interact.
If they do not understand a word, I will try to find synonyms if not gestures or pointing to a
picture shown on the video. When they do the reading activity and they do not know a word,
they could search for it in the online dictionary.
Giving them a positive feedback will encourage learners to participate. If they make
pronunciation mistakes, I will correct them after speaking.

Assessment:
Obesrving, monitoring learners during the development of the class.

Routine: (5 min)

Hello students! How are you today?

Transition:
It´s almost summer time, it´s hot outside and we are near the end of the year, so we can talk
about going on holidays, visiting nice places, taking sunsunbathing, going to the beach,
going out…
Now, let´s see if we can guess the name of the city that we are going to visit.

Activity 1 (10 min) Commented [A3]: How will you go over this stage? Will these
sentences be read aloud? You may write them on strips of paper
and give them out.
 It is the most populous city in Argentina that it´s not a provincial capital…
 The main attractions include the Neoclassical Architecture.
 On the 7th of October they celebrate the Virgin´s Day.
 It is located at the mayor Industrial corridor…
 It has a big port – a shipping center. The ships reach the city via the Parana River..
 This city is 300 km away from Buenos Aires.
 There is a large bridge opened in 2004. It connects two cities.
 Some notable people born in this city: The revolutionary Che Guevara, the well-
known model, Valeria Mazza, writers/cartoonist; Fontanarosa. Singer/author: Fito
Paez. Football players: Messi, Icardi, Di Maria, Maxi Rodriguez. Football
coaches: Bielsa, Menotti.

Transition: Ok, now that you found out the name of the city we could go further and
discover more about Rosario.

Activity 1: (20 min)

Before watching a video https://youtu.be/fzVe5mkpdWo

We are going to watch a short video (5min. 33 sec.) about the city of Rosario. There you
can see a tourist man studying Spanish at a Language School. As part of the lesson, Steve
has to put his Spanish into practice so, he interviews his Spanish teacher; he will tell him
interesting things about Rosario.

While watching

I will tell them to pay attention to the different sites shown by the Spanish teacher. They
will also have to pay attention to Steve´s pronunciation. If it is necessary, I will stop the
video whenever necessary to explain words or show places.

After watching

I will ask them their opinion about what they have seen on the video. Commented [A4]: Orally??
 1. Do you think, Steve is a tourist or a native speaker?
2. Why do you think is it necessary for him to speak Spanish?
3. Does he have a special pronunciation? Do you think we have that special
pronunciation when we speak English?
4. Do you think a good pronunciation is necessary when travelling? Why?
5. Do you think Rosario has a lot of tourist attractions?

Activity 2 (15 Min)

Transition: ok, let´s sit in small groups or in pairs and see if you can remember what you
have seen on the video in order to answer this true and false written statements.

B. True or False information (if the answer is false write it correctly)

1. Only tourists from Argentina visit Rosario

2. Rosario is well known as the birthplace of Che Guevara.

3. In the past trains were important for people.

4. You can watch the magnificence of the city from top of the Flag Monument.

5. The old port was transformed into a beach.

6. There are only a few universities in Rosario.

 The teacher asks students to read aloud their answers and interchange opinions.

Transition
Ok, now let´s see if we can give some recommendations for people that want to travel to
Rosario.

Activity 3 (10 min)

The teacher writes down an example on the board.
If you are interested in historical sites, you can visit the Guevara house.
She writes the first part and then, students participate and try to complete it.
If you like nature, you can……….
The teacher tells students to give other examples, she helps students by giving some hints.,,
Drive, to run, to sail, to drink something, to take sunsunbathe, to see a play.

Transition
Now, sit in pairs and try to find the adjectives needed when describing a place. Commented [A5]: It would be great if they could actually use
those adjectives. They may write about different places they know.
Activity 4 (10 min)
Students complete this word search.

This word search was done by me. I wrote down the adjectives I needed to work.
It can be done on line. It´s a pity that these students cannot create their own
Word search because most of them do not have nets and sometimes internet Commented [A6]: Internet access?
connection is bad.

Closure: (5 min)
Did you like the video?. Where the activities easy or difficult? Ok, time is up, have a nice
day and I see you next class.

 To be completed by your tutors:

 Lesson plan Excellent Very Good Good Acceptable Below Standard
component
5 4 3 2 1

Visual organization x

Coherence and x
sequencing

Variety of resources x
– Learning styles

Stages and x
activities

Teaching strategies x

Language accuracy x

Observations Good job!

How could you recycle contents from previous class? Perhaps you can
encourage them to give advice in exercise 3, so that they can use
should/shouldn`t. This way you would be linking lessons.

Have a great time!

Aure