Plan 7

1. TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 14 de agosto al 26 de septiembre.
Institución Educativa: Colegio Provincial J. M. Sobral
Dirección: Indios Yámanas 1572
Sala / Grado / Año – sección: 3er año “A”
Cantidad de alumnos: 20
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: Cuento: “Halloween Horror”
Clase Nº: 7
Fecha: 25/09/18
Hora: 7, 50 a 8,30.
Duración de la clase: 40 minutos
Fecha de primera entrega: 20/09/18
Teaching points: Halloween.
Aims or goals:
During this lesson, learners will be able to…
-Recycle information read in the first chapter
-Identify vocabulary related to Halloween.
-Develop listening skills in an authentic context by listening and reading
the first 2 pages of the chapter and completing the activity A in the practice
period.
-Develop speaking skills while providing personal answers during the
routine, warm-up and presentation periods by answering personal
questions, recycling information about the first chapter and predicting
what´s coming.
-Develop reading and understanding skills during the practice periods in
exercise B.
-To deepen their understanding of instructions and actions.
Language focus:
Functions Lexis Structures Pronunciation
Revision -Greetings:
A: Hello, how
are you?
B: Fine.
-Identifying the
meaning of
questions using
different
questions
words and
answering
them.
-Following
instructions.
Halloween
vocabulary:
-pumpkin.
-Jack-o-
lantern.
-ghost/spirit.
-Hanging.
-Neck.
-Cemetery.
-Barrel.
-Witch.
-Museum.
-Mysteriously.
-Evil.
-Strange.
-Do/does…?
Yes, I do.
No, I don´t.
-How often…?
Always,
Never, etc.
-Wh-questions
+do/does?
-There is/are.
Instructions:
-Look!
-Listen!
-Pay attention!
/ ˈpʌmpkɪn/
/ ˌdʒæk ə ˈlæntən/
/ ɡəʊst/
/ ˈhæŋɪŋ/
/ nɛk/
/ ˈsɛmɪtrɪ/
/ wɪtʃ/
/ ˈbærəl/
/mjuːˈzɪəm/
/mɪsˈtɪərɪəslɪ/
/ˈiːvə
l/
/streɪndʒ/

2. -Indentifying
and revising
vocabulary
presented
before.
-Silence,
please!
New -Talking about
Halloween
believes.
-Asking and
answering
questions.
-Interpreting
the text read.
-Identifying the
appropriate
information.
-Attendant.
-Rope.
-Upstairs.
-Downstairs.
-Scary.
-Strange.
-Visitors.
-Joke.
/əˈtɛndənt/
/rəʊp/
/ˈʌpˈstɛəz/
/ˈdaʊnˈstɛəz/
/streɪndʒ/
/ˈskɛərɪ/
/dʒəʊk/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Listening, speaking and reading skills will be integrated in the present
class through:
- Making oral question about learners´ daily routine stage, about the
story in the presentation and practice periods.
- Developing the listening and reading activity presented in the
practice period with the purpose to expose learners to authentic
material and improve their understanding.
- Developing a reading comprehension activity in pairs during the
practice stage.
Materials and resources:
-Flashcards: (Actions: to help learners understand the instructions)
-Book: Halloween Horror by Gina Clemen.
-Poster: (Presentation period.)
-Computer: (Practice period.)
Pedagogical use of ICT in class or at home:
ICT will be used during the practice period.
Seating arrangement:
-Students will sit as usual.
-Also, they will work in pairs during the practice period and in small
groups in the closure period.
Assessment: what will be assessed and how:
1) I´ll assess learners´ previous knowledge and understanding of
the simple present by making the personal questions during the
routine period.

3. 2) I´ll check learners´ comprehension of the text through asking
them questions about the first chapter of the story during the
warm-up period.
3) I´ll assess learners´ understanding of the text during the
practice period by listening and reading the story.
Potential problems students may have with the language:
-In case students don´t understand some lexis or instructions, I will
use pictures, gestures, miming, pointing to aid comprehension or
asking other learners who understand what was said to explain their
partners what to do.
-If students get bored reading the text in pairs, I´ll invite the whole
class to read one sentence each student with the purpose to help them
understand the last page of the chapter and be attentive.
-I´ll give some talkative students different roles with the purpose to
involucrate them, such as: using the camera to record the lesson,
taking pictures with my phone, googling words, pasting words on the
board, etc.

4. Routine: (5´)
Oral questionsinsimple presentaboutstudents´routines.
Transition: Greatjob!Now,listentothismusicand imagine whatwe are goingto continue
talkingabout.
Track 01.mp3
Ss: “Halloween”
Yes,we will continue reading“HalloweenHorror”.So,we are goingtoplayagame toremember
what we have read before.
Warm-up: (7´)
I´ll invite studentsto play a tic-tac-toe game inorder to help them remember the first chapter
of the story.
I´ll divide the classinto2 teams(boysand girls).Then,I´ll startprovidingtheminformationand
theyhave to saywhetheritistrue or false.Theycanchoose a place to complete withacircle or
a cross if they answer properly.
Possible sentences:
a) The story takes place in Salem. (T)
b) Salem is in England. (F)
c) Kelly and Megan are two brothers. (F)
d) Kelly plays basketball. (T)
e) Kelly and Megan like Halloween. (T)
f) Kelly, Megan and their friends want to organize a party. (T)
g) Megan has brown eyes. (F)
h) Nick is 14. (T)
i) Bill doesn´t believe in ghosts. (T)
Transition: Brilliantjob!Yourememberalotaboutthe story! Let´scontinue readingnow. First,
let´s make some predictions about chapter 2.
Presentation: (5´)
I´ll paste aposteronthe boardcontainingthefollowinginformationandaskstudentstoimagine
the possible answers in order to infer what´s coming. (I´ll help learners understand each
question beforehand with the purpose to help them imagine a possible answer.)
What time does school finish? A) 3,30pm, B) 4pm, C) 3 pm.
Where does Megan want to go? A) To the library, B) To the supermarket, C) To the museum.

5. Who is not afraid of witches? A) Megan, B) Kelly, C) Nick.
Who does Megan meet? A) An old lady, B) The museum guard, C) Her school teacher.
Practice: (17´)
a) As studentshave theircopiesof the story,I´ll invite themtofollow the textwhileIplay
the audio. So, we will listen to pages 17 and 18 and I´ll ask them to try to find the
appropriate answers for the four questions presented in the presentation period and
check whether their predictions were right or not.
Track 03 th witch museum.mp3
b) Next, students I´ll ask students to work in pairs and continue reading the last page of
chapter2. Theyhave tocomplete the informationof the followingchartwhile theyread
it.
The museum closes at….
Susan buys a …..
…..Megan sees an old lady.
There is a….. out of the museum.
Sally has… for Halloween party.
c) Then, I´ll ask studentstoinferwhothe womanMegan saw upstairsis and we will write
the ideas on a poster with the purpose to recall them later.
Closure: (6´)
Finally,I´ll askstudentstoworkinpairsand underline fromthe chapterasmany wordsrelated
to Halloweenaspossible.Then,theymime thosewordstoanother pairwiththe purpose to
helpothersdiscoverthe wordstheyfound.
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

6. Teaching strategies X
Language accuracy x
Observations Minimumscore:18 / 30
Score:_28___ /30
Great lesson!