Profesorado de Inglés – Semipresencial

Práctica Docente IV
Subject:

N° of Students: 28

Students Background: The students have English class on Thursdays from 3:40 to 4:20 and on Fridays from 6:00 to 7:30. They are fourth-year
students aged 16-17. It's a calm group; they carry out activities in an orderly manner and are supervised daily by the teacher in charge of the
subject.

Level: intermediate

Book: On the pulse 3.

Teaching Points:

Language Functions: Reacting to news. Expressing surprise, relief, and excitement

Linguistic Exponent: "I don't know, what happened?", "No way!", "That's terrible news", "I'm really pleased about that", "That's amazing!."

Lexical Items: Vocabulary related to storms, accidents, and media (e.g., storm, tree fell, interview, TV station.

Previous Knowledge: Students are familiar with basic past tense structures and common vocabulary related to everyday events and disasters.
 Profesorado de Inglés – Semipresencial
Práctica Docente IV
Aim: By the end of the class students will learn and practice how to react to news and events using appropriate language functions and linguistic exponents.

Anticipated Problems:

Students might struggle with understanding the audio.

Students may be hesitant to speak in pairs.

Possible solutions:

Play the audio twice and provide additional support by pausing and discussing key points.

Model the activity with a confident student first to demonstrate what is expected.

STAGES TECHNIQUES / AIMS ACTIVITIES AIDS/RESOURCES TIMING

STRATEGIES
The teacher will start with the class routine, and then
 Profesorado de Inglés – Semipresencial
Práctica Docente IV
she will instruct the students to open their textbooks
Lead in Activate schema on page 27. The teacher will ask the students to look Teacher’s voice. 5’
at the pictures of Lucy and Chris on page 27,
To engage students instructing them to take a moment to observe the
Pre- Listening activities and activate their pictures carefully. To engage the students and “On the Pulse 3”
background encourage predictions, she will ask shorter questions textbook, Page 27
Making Predictions knowledge related to such as: "Who are they?", "What are they talking (pictures of Lucy and
the topic. about?", "How does Lucy feel? Why?", "How Chris).
does Chris feel? Why?", "Is it good news or bad
Group discussion news? Why?", and "What happened?" The Whiteboard.
teacher will discuss with the class group about their
answers. Markers.

Global The teacher will transition from the lead-in by

presentation Eliciting from pictures Students will be able introducing the listening activity, explaining that Teacher’s voice. 5’
to predict the context students will listen to a conversation between Lucy
Listening and content of the and Chris. The teacher will ask students to look at
conversation by the pictures again and she will ask students the “On the Pulse 3”
Group discussion examining the pictures questions from exercise 1: “Who is telling the news? textbook, Page 27
and discussing key Who is surprised by the news? What can the news be (pictures of Lucy and
Using whiteboard questions. about? After the group discussion, the teacher will Chris).
prepare students for the listening activity discussing
Students will be able the context briefly and explaining that Lucy and Audio (Track 15), Page
to confirm their Chris are talking about an event that happened. She 27.
predictions through will then play Track 15. Then the teacher will ask
focused listening. questions from activity 1 again eliciting the answers Audio player.
from students in order to allow them to confirm their
predictions.
 Profesorado de Inglés – Semipresencial
Práctica Docente IV
Detailed The teacher will play the track 15 again and then will 5’
presentation Eliciting Students will be able ask students the questions from activity 2 (“Was Teacher’s voice.
to identify and there a storm or a hurricane? What happened in the
Listening understand specific girl’s house? Was anyone hurt?”) eliciting answers “On the Pulse 3”
details from the from the students, ensuring that everyone has textbook, Page 27.
Using whiteboard conversation, understood the main points. She will write the Audio (Track 15), Page
demonstrating their correct answers on the board for students to see and 27.
comprehension by confirm their understanding Audio player.
answering targeted Whiteboard.
questions accurately. Markers.

Controlled Listening for specific Students will be able The teacher will play the audio again and pause after Teacher’s voice. 5’
practice information to comprehend the each section, guiding students to complete the
specific details and conversation in Activity 3. The teacher will play the “On the Pulse 3”
Guided discovery structure of the audio, pausing after each relevant section and will textbook, Page 27
conversation to replay any difficult sections if students need (Activity 3).
Using whiteboard facilitate their additional help. The teacher will review the answers Audio (Track 15), Page
understanding. with the class, asking students to provide their 27.
responses. Then, she will write the correct answers Audio player.
on the board for everyone to see and learn from. Whiteboard.
Markers.

Less The teacher will instruct the students to look at

controlled Direct instructions Activity 4 on page 27, starting with the first prompt: 5’
practice Students will be able role-play the conversation from Exercise 3. She will Teacher’s voice.
to use the target explain that they should use the expressions learned
language more freely in the previous activities to react to the news as they “On the Pulse 3”
Post- listening
by role-playing and perform the role-play in pairs. After the role-play, textbook, Page 27
activities creating their own students will use the additional prompts in Activity 4 (Activity 4).
 Profesorado de Inglés – Semipresencial
Práctica Docente IV
conversations based on to create their own conversations. The teacher will
Role-play given prompts. model the activity with a confident student,
demonstrating how to use the prompts to create a
natural conversation. As the students work in pairs,
the teacher will circulate around the room, listening
to their dialogues and providing feedback and
assistance as needed. After a few minutes, the
teacher will ask a few pairs to share their
conversations with the class.
Free The teacher will instruct the students to turn to page 10’
practice Direct instructions Students will be able 95 and look at Activity 13. She will ask the students Teacher’s voice.
to demonstrate to read a provided conversation and choose the
Role- play comprehension by correct option between two choices at each point. “On the Pulse 3”
reading and Once they've made their selections, she will instruct textbook, Page 95
understanding a them to practice the conversation in pairs, (Activity 13).
provided conversation. emphasizing intonation and natural expression.
Then, assigning each pair the roles of Maggie and
Students will be able Rachel, she'll ensure they convey appropriate
to apply critical emotions and reactions in a role-play activity.
thinking skills to
choose the correct
option between two
choices at each point
in the conversation.

Round up In this closing activity, students will work in pairs to 5’

Direct instructions Students will be able create conversations based on another incident, using Teacher’s voice.
to demonstrate their vocabulary related to disasters from page 92 and
Role- play comprehension of answering to specific questions: "What happened? “On the Pulse 3”
 Profesorado de Inglés – Semipresencial
Práctica Docente IV
vocabulary related to When did it happen? Why did it happen?" The textbook, Page 95
disasters , and apply teacher will emphasize the importance of applying (Activity 14).
critical thinking skills learned vocabulary and grammatical structures while
to create conversations monitoring their progress and offering assistance as
based on another needed. Once students finish the task, some pairs
incident. will present their conversations
to the class. The teacher will thank students for their
participation and effort.