Fantili & Fenara Portfolio by Jessi Fenara

TEACHING PRACTICUM IV P rof. G ab rie la Dom ingue z

Student Teachers :  Fantili Andrea  Fenara Jesica Cooperating Teacher :  Acevedo Valeria School : ESB Nº4- Maschwitz Course : 3º B INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE 55 PROFESORADO DE INGLES 1

PAUTAS PARA LA REALIZACIÓN DE LA PRÁCTICA DOCENTE I. FUNCIÓN DE LOS PROFESORES DE LA PRÁCTICA

a.Convocar a los alumnos inscriptos para informarles sobre las actividades que deberán realizar. b.Proponer a Secretaría Académica los establecimientos escolares y cursos que se han seleccionado para la observación y la Práctica Docente. c. Designar a los alumnos un establecimiento y curso determinados. d.Guiar a los alumnos practicantes en la elaboración de la propuesta metodológica a desarrollar en un curso determinado. e.Orientar a los alumnos acerca del modo de acceder a las distintas instancias de la Práctica; cómo organizar los contenidos curriculares y contextualizar las experiencias educativas. f. Observar a los alumnos en la instancia del rol docente y registrar por escrito las observaciones de clase en su cuaderno de actuación g.Realizar reuniones de grupos de reflexión: a.Con sus pares (para proyectar actividades, realizar ajustes y resignificar los procesos concretados). b.Con los alumnos (para analizar las experiencias y realizar un metanálisis de las mismas). h.Dar a conocer al inicio del desarrollo el programa, las diferentes instancias de la Práctica Docente y los criterios de evaluación que permitirán la acreditación y calificación del alumno. i. Realizar reuniones con el equipo de cátedra para aunar criterios sobre los motivos de a prolongación y/o suspensión de la Práctica Docente. j. Informar al alumno sobre la prolongación y/o suspensión del período previsto y fundamentar la decisión adoptada. Ésta se comunicará al Director y a la Secretaría Académica del ISFD N’55 k. Orientar a los practicantes para la realización del informe final l. Participar en el proceso de evaluación y acreditación de los practicantes

II. COMPROMISOS DEL ALUMNO Dentro del encuadre general pre-establecido los alumnos asumen los compromisos de: a) Asistir a los encuentros en la Institución Formadora y cumplir con los requisitos de asistencia y trabajos prácticos. b) Cuidar la presentación personal, teniendo en cuenta la prolijidad, sobriedad y discreción.

c) Cumplir con los horarios asignados. (No se permite el cambio de curso una vez asignados) y asistir a TODAS las prácticas.1 d) Informar inmediatamente a las profesoras de la cátedra, en caso de tomar licencia psiquiátrica, ya que no podrá comenzar las prácticas hasta el fin de la licencia e) Llevar una carpeta en la que se incorporarán la guía de observación, los trabajos prácticos y los planes y/o proyectos de intervención docente que se vayan realizando a lo largo del ciclo lectivo. Dicha carpeta debe estar al día, conteniendo todas las actividades y los trabajos prácticos efectuados. f) Realizar tareas de observación y diagnóstico de grupo cuyo informe deberá incluirse en la carpeta del alumno g) Realizar las prácticas docentes según las normas que establecen los profesores del Espacio de la Práctica Docente h) Permanecer frente al grupo de alumnos, siempre acompañado por el docente orientador o algún otro docente del establecimiento.(Cuando el profesor orientador no se encuentre en el salón, los practicantes/residentes, no pueden ingresar al curso i) Establecer con los alumnos un trato respetuoso, en un clima calmo de trabajo. Por ningún concepto se elevará la voz más de lo necesario. j) Respetar los acuerdos realizados entre directivos de la Institución formadora Y profesores del espacio de la práctica. Éstos podrán ser ajustados, siempre que medie el consenso de todos los actores involucrados. k) Concurrir siempre con el “Cuaderno de Actuación del Practicante”. Este consiste en un cuaderno sin espiral, foliado, con portada identificatoria en el que se registrarán las observaciones de las prácticas realizadas l) Asistir al 70% de las actividades realizadas en la Institución Destino. No se podrá faltar a las prácticas excepto por motivos de enfermedad, fallecimiento de familiar, faltas que deberán estar justificadas a través de los respectivos certificados médicos. El alumno que por causas justificadas (enfermedad/accidente/duelo por familiar directo) debiera faltar a la Institución Destino tiene la obligación de comunicarlo a: o

su par

la Institución Destino

la Institución Formadora

la / las profesoras de práctica

Nota: Ese mismo día hará llegar a su par y/o las profesoras de práctica el certificado médico o el que corresponda.

Una vez comenzadas las prácticas, no se pueden suspender, por lo que los alumnos que no cumplan con este compromiso, no

podrán seguir practicando. Los alumnos no pueden faltar a sus prácticas, salvo que no puedan movilizarse, o que pongan en riesgo la salud de los alumnos. En todos los casos, deben presentar certificados que acrediten su condición

ll. Manifestar una actitud abierta y de aprendizaje, adoptando y valorando las sugerencias, orientaciones y/ o correcciones que realizarán tanto los docentes orientadores como los profesores del Espacio de la Práctica Docente II III CONDICIONES ESPECÍFICAS PARA EL ESPACIO DE LA PRÁCTICA  Para cursar la Práctica Docente, es condición haber aprobado todas las materias del año anterior al turno de Agosto. Por lo que sólo se permitirá tener al momento de ingresar al curso solamente una materia pendiente.  Aquellos que en el primer cuatrimestre adeuden no más de un espacio y/o área, están autorizados a comenzar los talleres y las observaciones en las escuelas destino. Estarán hasta agosto en el Espacio de la Práctica como condicionales.  Si aprobasen lo adeudado, seguirán en el Espacio, pudiendo finalizar sus prácticas.  En el caso de no aprobar, perderán lo cursado hasta ese momento debiendo dejar las prácticas. Los alumnos que no aprueben su Práctica deberán cursar el espacio nuevamente al año siguiente en forma completa, sin excepción de ningún tipo, aunque tenga las instancias evaluativas parciales aprobadas. Se debe recordar que es un espacio de cursada anual.  Los alumnos cuyas inasistencias superen el 40% durante los talleres, quedará, en condición de libre, debiendo recursar la materia IV . CARPETA DIDÁCTICA  La carpeta será tamaño A4, escrita a mano o en computadora, pero siempre en forma clara, legible y prolija  Al asistir a la escuela destino, deben hacerlo con la carpeta didáctica y el cuaderno de actuación ,sin excepción ya que la misma será solicitada por la profesora de práctica. Orden en que deben ser presentados los documentos :  En la primera hoja estará el cuadro de asistencia que será firmado por el profesor orientador cuando el alumno realice las observaciones o sus prácticas. En causa de ausencia del profesor orientador, la firmará un directivo(Si se produjera asueto, feriado, suspensión de clase, etc.,se completará la fecha, pero se aclarará el motivo por el que no se dictó la clase) Modelo de Planilla de asistencia Nombre de la institución:

Pf orientador:

Curso:

Alumno:

FECHA

Nº CLASE

CARÁCTER DE LA

FIRMA AUTORIDAD

ACTIVIDAD

 En segundo lugar, se colocará el presente reglamento firmado por los alumnos

 Antes de realizar la primera intervención didáctica, los alumnos deben realizar un diagnóstico de grupo que figurará en la carpeta antes de los planes de clase.  A continuación, se incluirá el proyecto de enseñanza( de residencia en el caso de IV), como también las auto evaluaciones y las de su par en orden cronológico Los informes de evaluación deben adecuarse a la guía presentada por la cátedra, y que se encuentra en la ficha de cátedra (booklet)

Informes de Evaluación deben encabezarse de la siguiente manera: ESCUELA:

FECHA

CURSO:

OBSERVADOR:

PF ORIENTADOR:

TEMA DE CLASE:

1. En cada informe debe estar lo observado, pero también lo que el alumno interpreta. Debe distinguirse cuando es interpretación o pensamiento personal mediante la aclaración pertinente 2. Debe aclararse que observar no significa solamente copiar del pizarrón los temas que se enseñan o la narración de lo que sucede en la clase, sino que además se espera una reflexión personal sobre la eficacia (producing the desired effect) de la metodología y las estrategias aplicadas en el aula. 3. Los informes deben estar prolijos y al día ya que la carpeta puede ser solicitada en cualquier momento para su corrección  También se escribirá una reflexión final sobre la experiencia de la práctica  Finalmente, presentará 2 o 3 muestras de la producción final de los alumnos de los curso en que se realizaron las prácticas La carpeta didáctica, entonces, deberá constar de: 1. Planilla de asistencia 2. Reglamento de práctica 3. Diagnóstico de grupo 4. Los planes del proyecto que se vayan realizando a lo largo del ciclo lectivo 5. Los informes que contengan las auto evaluaciones y evaluaciones del par pedagógico para cada clase de práctica 6. cuaderno de actuación 7. Reflexión final 8. Muestras de la “final task”

V. CUADERNO DE ASISTENCIA  La asistencia de los alumnos a las escuelas quedará registrada en un cuaderno que habrá en la institución y que el practicante/residente deberá firmar al ingresar a la escuela, y además en la carpeta didáctica, la que además, deberá ser firmada por el profesor orientador.

 Si alguna asistencia no fuera registrada debidamente en el cuaderno o la planilla de la carpeta didáctica y firmada por el profesor orientador, o directivo, el profesor de la práctica no actualizará la licencia del alumno  Las ausencias, feriados o cualquier otro motivo de suspensión de clase, deberá ser asentado en ella. VI. PLANIFICACIONES  Se presentarán por duplicado: completas, prolijas, organizadas y legibles, quedando una copia en poder del docente orientador. Las realizaciones “en borrador” no serán consideradas válidas  Los planes se escribirán en Inglés, junto con una síntesis en castellano (Práctica II)  En cada plan de clase, debe aparece el nombre, el teléfono del alumno, el nombre de la institución dónde se realizan las prácticas y el horario competo  Utilizar sólo un folio, o carpeta delgada (sin folios) para la entrega de planificaciones. Se entregará una carpeta por par pedagógico  Las carpetas didácticas con los planes y trabajos prácticos deberán estar aprobadas y firmadas por los profesores de las áreas curriculares, antes de ser presentadas al docente orientador.  Las planificaciones deberán estar aprobadas por el profesor de práctica una semana antes de ser usadas, y firmadas por el docente orientador 72 horas antes de su implementación. Caso contrario, el alumnos no podrán comenzar sus prácticas  El profesor de seguimiento suspenderá la intervención didáctica del alumno si comprueba la falta de la firma de la docente, pues interpretará que ella desconoce o no está de acuerdo con lo planificado por el alumno.  Todo practicante está obligado a preparar material didáctico. El material se adecuará a los objetivos establecidos en el proyecto. Se sugiere que a los efectos de ser evaluada su pertinencia y adecuación, sea presentada al docente orientador una muestra del mismo para su aprobación.  El material didáctico debe ser claro, y debe poder leerse desde los últimos bancos del aula  Si algún informe, o plan de clase debiera re-hacerse, deberán entregarse el que fue corregido por la profesora de la práctica, y la copia original con correcciones.  Si algún plan fuera corregido por vía mail, se debe presentar de la misma forma estipulada en el ítem anterior  En todos los casos, los planes deben ser presentados junto con la unidad de plan.

 Las planificaciones no serán aprobadas, si presentan errores ortográficos, gramaticales o de contenido.  Las actividades deben seleccionarse de acuerdo con los objetivos fijados en cada planificación, y deben contemplar la práctica de las cuatro macro habilidades. 

Si la entrega de las planificaciones no se realizara en el tiempo estipulado en el presente reglamento, y

el alumno no se comunicara con las profesoras para fijar nueva fecha de entrega, 24 horas después del tiempo en cuestión, el/la alumno/a será apartado/a de la cátedra. VII CONSIDERACIONES A TENER EN CUENTA PARA LAS PRÁCTICAS 1. Si hubiere algún inconveniente en las instituciones en que se realicen las prácticas (falta de docente, paro, falta generalizada de alumnos u otras situaciones impredecibles) el alumno deberá informar a las profesoras de la práctica antes de tomar cualquier decisión. 2. Para que la práctica se lleve a cabo, debe estar presente las 2/3 partes(100/75) del curso. 3. Los días de lluvia, los alumnos deberán concurrir a sus observaciones/ prácticas, sin excepciones. 4. No se permite comer / beber / hacer uso del celular en las aulas. 5. El alumno podrá comunicarse con el prof. orientador sólo en la escuela de destino. No se permite llamar al docente orientador por teléfono celular. En todo caso, será el docente quien eventualmente se comunicará con los alumnos. 6. Antes de comenzar con las observaciones y/o prácticas la institución de destino podrá solicitar a los alumnos que concurran a una entrevista con la dirección del nivel/ departamento de la escuela destino 7. Sólo pueden ingresar a las aulas los alumnos que previamente se hayan inscripto como observadores o practicantes. 8. No se permite ingresar a las aulas una vez comenzada la clase, por lo que deben presentarse 10 minutos antes del inicio de la misma. 9. Luego de finalizadas todas las prácticas, los alumnos no podrán pedir la extensión del informe de actuación al docente orientador

A TTENDANCE F ORMS

ESB Nยบ4 - INGENIERO MASCHWITZ COURSE: 3ยบ B 8

ESB Nยบ4 - INGENIERO MASCHWITZ COURSE: 3ยบ B 9

U NIT P LAN

TEACHING PRACTICUM IV

UNIT PLAN: JESICA FENARA - (0348) 15 4231892 / ANDREA FANTILI – (011) 15 51278962 MEDIA 4- INGENIERO MASCHWITZ

/ COOPERATING TEACHER: VALERIA ACEVEDO

COURSE: 3º B PERIODS PLANNED: 2 TIMETABLE: TUESDAYS FROM 13 TO 15 DESCRIPTION OF THE GROUP OVERALL THEME PLANNED: SOCIAL NETWORKS (PRESENT SIMPLE)

THE LANGUAGE OF LEARNING

Use of present simple and verb to be Vocabulary related to social media such as cyber bullying- groomingIdentity theft- social networking community- virtual world- Web surfers

THE LANGUAGE FOR LEARNING Comparing and contrasting: One of the advantages of social networks is…/ One of the disadvantages of social networks is… Comparatives/Superlatives Asking personal questions: Whquestions- adverbs of frequency. My name is…/I am… When is your…?/How old are you?/How often do you…? Should/should not

THE LANGUAGE THROUGH LEARNING

Comparative forms and structures Make decisions Give personal opinion Ask for and give personal information Ask for and give suggestions



COMMUNICATION: group work-dialogues-exposition- interaction -discussion-role play. To be able to communicate their thoughts and attitudes by sharing and interchanging opinions.  CULTURE: Social networks. To be aware of the use of social networks nowadays. To be aware of the social media phenomena in our country.  COGNITION: critical thinking To be conscious of the advantages and disadvantages of using social media. To reflect on their learning by making questions and taking part in real-life tasks in order to make decisions and evaluate situations.  CONTENT: simple present, adverbs of frequency, verb to be , wh-questions To differentiate between the advantages and disadvantages of social media. To comprehend the correct use of social media. To be able to talk about personal information as well as to ask for it. 12

To be able to perform diverse tasks by making use of the different social networks. PREVIOUS KNOWLEDGE:      

Verb to be Adjectives Comparatives Have got/has got Advantages and disadvantages structures Grammar Structures, vocabulary and skills of the students

GENERAL OBJECTIVES: By the end of the unit, students will:      

Gain new vocabulary related to social media. Distinguish between the advantages and disadvantages of social networks. Develop their oral skills. Solve problems and use language for suggestions. Be aware of the social media phenomena in our country. Be aware of the risks of giving personal information on the social networks.

TASKS/ OUTCOMES: Post an opinion about a comment on Facebook – Make a brochure and a survey - Create an event on a social network. EVALUATION: Apart from the assessment stemming from the outcomes, the students will be evaluated by means of a formal test in agreements with the cooperating teacher. CROSS-CURRICULAR RELATIONS:  

Technology Youth behavior problems

MATERIALS AND RESOURCES:      

Video Activity with netbooks Poster Presentations Audio (listening/song) Prop to contextualize settings

BIBLIOGRAPHY:      

Video (Daily Plan Nº1): https://www.youtube.com/watch?v=bMQ2kmGrxCs https://atikahpuspita.wordpress.com/2012/09/22/is-social-networks-good-for-us-analyticalexposition-example/ http://fadilahmedinaaaaa.blogspot.com.ar/2013/11/analytical-exposition.html https://www.fbi.gov/about-us/investigate/counterintelligence/internet-social-networking-risks http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp http://smallbusiness.chron.com/should-make-facebook-events-27211.html

DESCRIPTION OF THE

G ROUP

Institution Assigned: ESB Nยบ 4 Ingeniero Maschwitz 14

Cooperating teacher: Acevedo Valeria Student teachers: Fantili Andrea and Fenara Jesica Course: 3ยบ B Description of the Group

There are twenty-four students in the class, seven boys and seventeen girls. Students have a beginner level of English. The teacher tries to speak in English but most of the time she speaks in Spanish because students do not understand what she is saying. She tends to speak in English and then she translates everything into Spanish. It is a talkative group but they are engaged with the subject and the majority participates in the different tasks. Girls participate with more frequency than boys but in general all of them have a good predisposition to work during the class. However, there is a group of three students (two girls and one boy) who are speaking, laughing and using their mobile phones all the time in class but when the teacher asks them to make silence they respect her and stop misbehaving, at least for some minutes. Along this period classes have had many interruptions. One Tuesday they were suspended because of a strike and the following Tuesday because of a problem with the toilets, and another Tuesday because of the performance of a rock band at school. The day we could start practicing students had a meeting so we were able to deliver our lesson just for one hour with all the students and then we could continue but there were few students left. In a typical day, the class also has many interruptions. The preceptor comes in the classroom to call the roll, the teacher asks some students to go to the library to look for their books and it is very common that some students arrive later. Students get distracted quite easily by these interruptions and the lesson starts almost twenty minutes later. The sitting arrangement in the classroom is four lines of four desks with two chairs on each. Usually, there are several empty desks because of students` absences. The classroom includes a blackboard and a projector with its screen and speakers. Students love working with the projector so we take this into account when planning. To sum up, the group is a bit talkative but it is a nice group. They are very hard- working and they are always ready to participate. Nevertheless, they do not like reading and when they are asked to read at first they try to avoid it but then they accept the challenge. They seem to enjoy the subject and they like their teacher who treats them in a respectful way and she is interested in their learning process. We hope students enjoy our lessons and get something positive from this experience, as it will be for us!

DAILY PLANS

TEACHING PRACTICUM IV 16

DAILY PLAN CLASS PLAN: Nº1 STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA INSTITUTION: ESB 4 – ING. MASCHWITZ

COOPERATING TEACHER: ACEVEDO VALERIA

COURSE: 3º B PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Social Networks THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO SOCIAL NETWORKS PHENOMENA: GROOMING-CYBER CRIME- CYBER BULLYING-ETC.

TALKING ABOUT SOCIAL NETWORKS

STUDENTS WILL TELL HOW OFTEN THEY USE SOCIAL NETWORKS

DISCUSS THE PROS AND CONS

STUDENTS WILL DISCUSS ABOUT THE USE OF SOCIAL NETWORKS (PROS AND CONS)

BENEFITS AND NEGATIVE ASPECTS OF USING SOCIAL NETWORKS

THE USE OF PRESENT SIMPLE

THE USE OF ADVERBS OF FREQUENCY: ALWAYS, USUALLY, OFTEN, SOMETIMES AND NEVER IN ORDER TO SPEAK ABOUT THE FREQUENCY WITH WHICH THEY USE SOCIAL NETWORKS SUCH AS FACEBOOK, TWITTER, YOUTUBE, LINKEDIN, PINTEREST, INSTAGRAM.

PRESENT SIMPLE AND VERB TO BE

STUDENTS WILL SHARE THEIR OPINION ABOUT SOCIAL NETWORKS

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:    

Recognize new vocabulary about social networks Understand the advantages and disadvantages of social networks. Discuss the information read in the text. Provide an answer to a comment (personal opinion). 17

MACROSKILLS:    

Reading: Read an article about social networks Writing: Write a comment (personal opinion) Speaking: Discuss the advantages and disadvantages of social networks Listening: Listen to a video

AUTHENTIC MATERIAL:    

Flashcards Youtube Video Poster (blog) Newspaper article PROCEDURE: 1. WARM- UP PERIOD: (15 minutes) First, students will be asked to discuss about social networks phenomena. The teacher will encourage students to use simple present structures in the discussion, for example “Do you have Facebook?,” My son always uses YouTube”, “ how often do you use twitter? Then, students will have to find the most popular social networks in a word search.

Find the famous social networks in the wordsearch SOCIAL NETWORKS

E V P E F B I S U D T L U S O E Y O K N I U V U R F D J

P L W G W O S T O H U F

FACEBOOK INSTAGRAM LINKEDIN PINTEREST

U P R D B T E S U I C X

F K A E A V F E J O D G

M A C G K M B R B X E C

F A R J H B C E H C Z I

R W W Z T F Y T C O L T

L Q G I Y R K N D X L D

E Y E V T D I B W M I

I T T I W T P P N V Z

N K E D I N P M D Z

- TWITTER - YOUTUBE

2. DEVELOPMENT OF THE CLASS: (60 minutes) The teacher will ask students to discuss about the advantages and disadvantages about the social networks. The teacher will show students a poster (blog) about it in order to analyze the ideas given. Then, students will 18

watch a video about the benefits and negative aspects of social networks and then, they will have to tell if the ideas shown in the blog are included in the video: VIDEO: https://www.youtube.com/watch?v=bMQ2kmGrxCs A. Look at the blog about social networks advantages and disadvantages that has been written by Mark Zuckerberg. Then, watch a video and, in pairs, tell if the ideas shown in the blog are included there. SOCIAL NETWORKS (POSTER)

SOCIAL NETWORKS ADVANTAGES

DISADVANTAGES

 Share information



Cyber crime

 Make plans without joining together  Be aware of what is happening around us  Look for a job



Cyber bullying

 

Become addicted to social networks No confidentiality

 To be in contact with people around the world  Advertise your businesses



Identity theft



Grooming

In the following activity the teacher will hand over each student a photocopy of a newspaper which deals with the advantages and disadvantages about social networks. The teacher will ask students to read it aloud. While students read the text the teacher will scaffold them when necessary. After reading it, students will have to write a title for the newspaper and answer whether the statements below are true or false.

B. Read the following statements that the famous Argentinian Youtuber called Lucas Castel has posted. Do you agree with him? Are the statements True or False? Complete the chart: 1. 2. 3. 4. 5. 6. 7.

Everybody is talking about social networks. Web surfers don’t have accounts in the social networking sites. Social networking don´t have negative sides. Meeting people through social networks saves you time and effort. People from different races don’t get to know each other in the virtual world. People don´t use your personal information. You should trust and share some information about yourself.

True 

False

C. Read Lucas CastelÂ´s comment. What do you think? Provide an answer to his post taking into account the advantages and disadvantages of social networks.

3. CLOSURE: (30 minutes) As a final activity, students will play TIC TAC TOE game in which they will have to put into practice the content seen throughout the lesson. Students will be divided into two groups (Twitter vs. Facebook) and each group will have to answer some questions orally related to the text about social networks. If their answer is correct one student of each group will come to the front and stick in the poster the respective picture (Facebook or Twitter logo) in the place they decide with his/her partners.

TIC TAC TOE: FACEBOOK VERSUS TWITTER

Tic tac toe questions: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Tell me one advantage of using social media. Tell me one disadvantage of using social media. Explain Cyber crime with your own words. Explain Cyber bullying with your own words. Do we have to share all the information about ourselves in the social media? Do we have to talk to strangers in the social networks? Can we look for a job in the social media? Can we be in contact with people who live in other countries? What is grooming?

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:    

Talk about social media phenomena. Discuss about social media phenomena. Identify the advantages and disadvantages of social networks. Provide an opinion about a comment.

Institution assigned: ESB Nº4-Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Jesica Fenara Course: 3ºB Date: 14/06/2016

Self-report Nº1 This report is intended to comment on my first lesson experience at ESB Nº4 in Ingeniero Maschwitz. At the very beginning I was a bit nervous but then I tried to calm down and enjoy my lesson. There were twenty students in the classroom and they were very curious about the topic “Social Networks”. They participated whenever they were asked to but they did not want to read since they felt they were not good readers in the target language. However, the teacher in charge and I tried to encourage them to read so eventually some of them agreed and started to read some lines.

That day some students had a meeting at 1.30 so I was able to deliver my lesson with all students during the first period but then I could just keep on with my lesson with the presence of the boys. For that reason I was not able to finish the activities brought for that day. All in all, the classroom atmosphere was good. Students were really nice and respect both the teacher and their classmates. To sum up, I am able to say it was a good lesson. I never lost control of the class but I have to improve on the timing.

EVALUATION REPORT Nº1

The class was quite good. At the beginning she was very nervous but gradually she relaxed. Students were actively engaged with the topic presented and they made all the activities successfully. One of the disadvantages of this lesson was that she delivered most of the lesson in Spanish. She was forced to do that because students didn’t understand her instructions in English. I think that she should have tried to employ different techniques to improve this difficulty. Another disadvantage was that day girls’ students had a meeting at 1.30 so she delivered her lesson with all students present during the first period but then she continued the lesson but just with the boys’ students. The class was not resulted as she expected as all the activities planned for that day weren’t approachable due to this interruption. Consequently, she was not able to deliver the whole plan. Overall, although she delivered a short period, her lesson was well. It was an enthusiastic group ready to work. And she is a responsible and hard- working teacher and I hope next class things could go better! 25

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº2 STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA INSTITUTION: ESB 4 – ING. MASCHWITZ COOPERATING TEACHER: ACEVEDO VALERIA COURSE: 3º B PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: MY PROFILE

THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO CREATE PROFILES:

TALKING ABOUT PROFILES

STUDENTS WILL TALK ABOUT PERSONAL INFORMATION

CREATING THEIR OWN PROFILES

STUDENTS WILL MAKE USE OF THEIR PERSONAL INFORMATION TO CREATE THEIR PROFILES

PRESENT SIMPLE AND VERB TO BE

STUDENTS WILL SHARE THEIR PROFILES

THE USE OF PERSONAL INFORMATION IN ORDER TO MAKE A PROFILE: NAME, AGE, COUNTRY, EMAIL ADDRESS, PHONE NUMBER, BIRTHDAY

THE USE OF THE VERB TO BE AND WH-QUESTIONS

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to: • Discuss the information needed in profiles. • Understand a listening. • Make their own profile. MACROSKILLS: • • • •

Reading: Read an article. Writing: Make a brochure. Speaking: Discuss dangers in the social networks. Listening: Listen to the video (included in the Power Point Presentation).

AUTHENTIC MATERIAL: • •

Power Point Presentation Audio material PROCEDURE:

1. WARM- UP PERIOD: (15 minutes) The teacher will show students a Power Point Presentation about the different risks that we face when publishing our personal information on the social networks. After watching the presentation the teacher will ask the students a few questions in order to check understanding. If the questions have a positive answer they will raise the like icon and if they don´t they will raise the dislike icon.

2. DEVELOPMENT OF THE CLASS: (60 minutes) First, students will be asked to read a text about the social networking risks. Next, they will have to answer questions about the article in order to check reading comprehension. After that, students will be asked to make five questions about the text to include in a web page which helps to prevent the bad use of the social networks. Then, using those questions they will have to make a survey among their classmates. A. Read an article about the social networking risks. B. In order to take part in the organization “No more social networks victims” you have to answer the following questions about the article. abcd-

What do hackers do? What does the word “social engineer” refer to? Which are the risks of social networking sites? Make a list. Are you for or against social media?

C. Make five questions about the text to include in a web page which helps to prevent the bad use of the social networks. When you finish use those questions to make a survey among your classmates.

3. CLOSURE: (30 minutes) Students will be asked to make a brochure to deliver in different schools in order to prevent teenagers from the possible dangers that they would come across when they post their personal information on the social networks.

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ______________ 29

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:   

Discuss about the dangers that we face using the social media. Understand the vocabulary related to social networking risks. Use the vocabulary when completing the different tasks.

Institution assigned: ESB Nยบ4-Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Jesica Fenara Course: 3ยบB Date: 21/06/2016

Self-Report Nยบ2

This report is intended to comment on my second lesson experience at ESB Nยบ4 in Ingeniero Maschwitz. This day I was really nervous because I was worried about Gabriela`s feedback on my lesson. There were nineteen students in the classroom. There was a group of three students who kept on talking and not paying attention to what I was saying. Nevertheless, the rest of the students were paying attention and hopefully, willing to participate. There was a problem of communication since in one of the tasks students were not able to follow me when I was speaking in the target language. I asked them some questions in English orally but they did not understand what I was asking so I had to use Spanish many times. The rest of the activities were delivered in a successful way. The plan was delivered completely. In conclusion, I believe my lesson was good but I need to improve on some things. I do not have to translate them but to guide them to understand from the context. Furthermore, I have to reduce teachertalking time in order to give students more autonomy.

EVALUATION REPORT Nº2

Luckily, this class was much better than the previous one. However, Jesica was nervous again because our teacher came to observe her and she wanted to demonstrate her best performance. The warm up activity was good and fun. Students had to watch a power point presentation about the different risks people can face when publishing personal information on social networks. Nevertheless, there was a problem between teacher and students communication. After watching the PPP Jessica asked some questions in English and if the answer was positive they had to show the positive icon, and if the answer was negative they had to show the negative icon. The problem was that they didn’t understand what Jessica said in English (they have a beginner level) and as the activity was oral they hadn’t a written register of their answers, so this activity was a bit disorganized. The rest of the activities were successful. The plan was delivered completely. There were some moments in which students were shy to read or shy to public speaking, but Jesica insisted on the importance of the participation during the class and then students lost their shyness. To sum up, the group was actively involved in the activities and Jesica could guide them very well. Everything worked and closed up as she expected.

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº3 STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA INSTITUTION: ESB 4 – ING. MASCHWITZ

COOPERATING TEACHER: ACEVEDO VALERIA

COURSE: 3º B PERIODS PLANNED: 2 periods SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Create an event on Facebook THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

FRIENDS, INVITATIONS, POST, INFORMATION, PUBLIC, PRIVATE

CREATE AN EVENT

STUDENTS WILL BE LIKELY TO SPEAK ABOUT THE BENEFITS OF CREATING AN EVENT ON FACEBOOK

MODALS (SHOULD, WOULD) VERB TO BE ( AM, IS , ARE)

DECIDE WHAT TO EAT AND DRINK MAKE A DIALOGUE

STUDENTS WILL MAKE GROUP DECISIONS

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:   

Recognize new vocabulary related to this technological method of invitation. Make a suitable group decision. Create an event on Facebook.

MACROSKILLS:    

Reading: Read a text about the benefits of making Facebook events. Writing: Create a birthday party on Facebook. Speaking: Decide the birthday`s present and what to eat and drink. Listening: Listen to a short video about how to create an event of Facebook.

AUTHENTIC MATERIAL:  

Video Newspaper article PROCEDURE: WARM- UP PERIOD: (15 minutes) The teacher will begin the class introducing the topic of “creating an event” on social networks. The teacher will encourage students to talk about the advantages and disadvantages of creating an event on Facebook, for instance. She will provide students with specific vocabulary asking questions as a guide, What is the benefit of creating an event on Facebook?, What kind of people do you invite in the event?, Is the event public or private?, How do people know about the event?” Then, students will be asked to make a crossword with the specific vocabulary needed to create an event. (10 minutes) Read the meanings and guess the words to complete the crosswords 1. _ _ _ E _ _ 2. _ _ V _ _ _ _ _ _ _ 3. _ _ _ E _ _ _ _ _ 4. _ N _ _ _ _ _ _ _ _ _ 5. _ _ _ _ _ T _ 6. _ _ S _

1. 2. 3. 4. 5. 6. 2.

People who are in your Facebook are your _________________. People send you an ____________ when there is an event. When people confirm you that he or she will be go to the event. People post ___________ about the event. Your event can be public or ___________. People _________ information about the event.

DEVELOPMENT OF THE CLASS: ( 80 minutes) The teacher will hand over each student a photocopy with an online newspaper article about the benefits of making events on Facebook. The teacher will ask students to read it aloud. While reading it, the teacher will scaffold students when necessary to check meaning or pronunciation. After reading it, in order to check understanding the teacher will ask questions orally and then students will be asked to make an activity about circle the correct option. After that, the teacher will show students a video about how to create an event of Facebook. Moreover, students will have to create a birthday party on Facebook taking into account the information given in the video. Finally, they will be asked to perform a dialogue in pairs.

A. Read the newspaper article

B. Circle the correct option 1) Create an event on Facebook save time and money / save energy and electricity. 2) Create an event is difficult and takes a lot of time / easy and takes few minutes. 3) When people are not sure about going to the event they can the option of “Not attending” / “Maybe”. 4) The event can be public or private / just public. 5) Use this method of notification has only benefits / has both, benefits and negative effects. Watch the following video and create and event on Facebook: 37

https://www.youtube.com/watch?v=8s25MWoxN34 C. In this opportunity students will have to create an event (a birthday party) on Facebook taking into account the information given in the previous video. They will work in groups and they must include all the information necessary for the event: the date, the time, when it will take place, etc. The teacher will provide students with the structures needed. Moreover, students will have to decide the present for the birthday boy/ girl, what kind of food and drink they will have in the party. In order to develop thinking skills they need to know the birthday boy/ girl interests. Then, the students will have to complete a dialogue showing the final decisions on Messenger template. Finally, each group will performance their dialogues to be shared with the rest of the class. While working in group the teacher will monitor their works and intervene when necessary. Create an event on Facebook

D. Complete the dialogue answering some questions about the event.

Today is Diegoâ&#x20AC;&#x2122;s birthday! Letâ&#x20AC;&#x2122;s celebrate!!! We need to buy a present for him. What does he like?

OK, letÂ´s buy a skateboard. Diego loves skateboards, you are right! Very good idea!

ADVANTAGES OF CREATING DISADVANTAGES OF CREATING AN EVENT What aboutAN theEVENT food? I mean, what would you like to eat? Pizza or burgers?

Yes, I`d like burgers and chips too but we need to ask the rest. We should look for the cheapest supermarket. Well, see you later….

3. CLOSURE: (30 minutes) As a closure, students will be asked to debate about the advantages and disadvantages of creating an event. They will be divided into two groups. One group is going to focus on the advantages and the other on the disadvantages. Then each group will have to make a poster and talk about what they have written. The teacher will provide them with the structures needed.

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Talk about the benefits of making Facebook events.  Discuss about Facebook events.  Create an event using a social network.  Make group decisions.

Institution assigned: ESB Nยบ4-Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Jesica Fenara Course: 3ยบB Date: 28/06/2016

Self-Report Nยบ3 I really enjoyed my last class in that school. The kids were nice and the working atmosphere was excellent. Despite students` lack of knowledge of the target language, they were always willing to participate and performed each activity that was suggested. They were very cooperative and showed a good predisposition to work all the time. I am able to say that they could understand the topic and they also were able to provide their opinion about the advantages and disadvantages of using the social media. Most of the students liked working in groups and shared with each other the results of their learning process. The students loved creating an event on Facebook. They worked really hard in this task and they were also engaged in this topic. The good thing was that they could make use of English in a real life situation. They had fun while doing the task and that was great because all the students were able to enjoy it as much as I did. Unfortunately, I did not have enough time to deliver my whole plan as students delayed too much doing the previous activity.

Concerning my performance, I consider I reduced my teacher-talking time and translation of the words in order to provide the students the chance to deduce the meaning from the context and to give them more autonomy. Nevertheless, I need to continue working on timing.

EVALUATION REPORT Nº3

This was a remarkable class! Students were extremely involved in the topic and this was Jesica’s last class, so this made things better! The warm up activity was easy but entertaining for them. Students had to solve a crossword related to the most common words to create an “event” on Facebook. Students had a good predisposition and came to the front and solved the big crossword on the board. During the development of the plan, students were asked to read a text and then in order to check reading comprehension they had to circle the correct option into some sentences. One more time, Jesica had to insist with the participation in class. At the beginning, they didn’t want to read aloud but then after much persistence they did it. I think that this problem occurred because students had a beginner level of English and they were afraid of committing any pronunciation mistakes. The activities were quite demanding for their level but they were very flexible and ready to participate and assume new responsibilities. The activity students most enjoyed was to create an event on Facebook. They worked very hard in this task and they were also really involved in this updated topic. They used English in a real life situation and Jesica was happy that their performances have improved a lot. There were moments in which Jesica had to guide them but they did their best. The only difficulty presented was that she hadn’t enough time to deliver the whole plan as students delayed much than expected to make the previous activity. But all in all it was an excellent class. Well done Jesica!!

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº4 STUDENT TEACHER`S NAME (ON PRACTICE): FANTILI ANDREA STUDENT TEACHER`S NAME (OBSERVER): FENARA JESICA INSTITUTION: ESB 4 – ING. MASCHWITZ

COOPERATING TEACHER: ACEVEDO VALERIA

COURSE: 3º B PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Social Networks THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO SOCIAL NETWORKING

TALKING ABOUT SOCIAL NETWORKING BENEFIT TO BANDS AS WELL AS ITS DISADVANTAGES

STUDENTS WILL DISCUSS THE VIDEO AND THE ARTICLE

BENEFITS OF USING SOCIAL NETWORKS THE USE OF PRESENT SIMPLE

DEBATE ABOUT THE IMPORTANCE OF SOCIAL NETWORKS

STUDENTS WILL MAKE GROUP DECISIONS

SPECIFIC OBJECTIVES: 44

At the end of the class, the students will be able to:    

Understand the vocabulary used in the video. Be aware of the one of the benefits of social networking. Recognize the main idea of a text. Write about the advantages and disadvantages of social networks.

MACROSKILLS:    

Reading: Read an article about social networking and its benefit to bands. Writing: Write about the pros and cons of social networks. Speaking: Discuss the video and then the article. Listening: Listen to a video on YouTube.

AUTHENTIC MATERIAL:    

Flashcards YouTube Video Template (Twitter) Newspaper article PROCEDURE: 3. WARM- UP PERIOD: (15 minutes) To begin with, students will watch a video on YouTube and after watching it they will have to guess what the video is about. For doing so, they will have to discuss it and come to a conclusion as a group. Apart from that they will be given different pictures about the video and they will have to order them chronologically as they appear in YouTube. Link of the Video: https://www.youtube.com/watch?v=1gwMAPUpGPU Pictures:

ď&#x201A;ˇ After this task, students will be asked some questions about the importance of the networks for this band so as to allow them to anticipate the main themes in the reading.

4. DEVELOPMENT OF THE CLASS: (60 minutes) First, students will be asked to read an article about social networking and its benefit to bands. Next, they will have to answer questions about the article so as to check reading comprehension. After that, students will be asked to write about the pros and cons of social networks using Twitter with the purpose of taking part in a famous social networking event in Las Vegas.

Read the following article about social networking and its benefit to bands.

A. First of all, in order to participate in a very famous social networking event in Las Vegas you have to answer the following questions about the article. a. What is this text about? b. Do you think that social networking is useful for bands? Why? c. What are the benefits of social networking sites? d. Which famous people are mentioned as examples of YouTube successes? e. What do you think are the disadvantages and risks of social networks? B. Second, you will have to write about the advantages and disadvantages of social networks in Twitter.

#advantagesofsocialnetworks

#disadvantagesofsocialnetworks

3. CLOSURE: (30 minutes) As a closure activity, students will have to imagine they have a band. In groups, they will be asked to write about their band and what would they do so as to have more followers.

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:    

Understand the video and talk about it. Recognize the main idea of the article. Write about the pros and cons of social networks in Twitter. Use the new vocabulary when completing the different tasks.

Self- Report Nยบ 1

This was my first class in ESB Nยบ 4 since my partner Jesica delivered the three previous ones. It was an excellent class. At the very beginning students were a bit shy but they gradually involved in the class. The environment for learning was good. They enjoyed watching the video and put the pictures in order and later they read the article aloud and answered some questions orally. They always showed a good predisposition to work although there were some things to improve. One of the improvements found was that girls were the only ones who participated. There were some boys who participated, but they just participated in class when I asked them to do it but then during the class they behaved inappropriately. (Nothing serious, they just talked) but when I called their attention they stopped talking and started working. After that, students were asked to write the advantages and disadvantages of using networking sites to promote a band. They were really engaged with the activity but there were some students who occasionally encountered difficulty in expressing ideas clearly. I think that they experienced these difficulties because they were not accustomed to make this type of activity with their tutor teacher. Even 50

there were some students who demonstrated discomfort with public speaking. So in this activity I needed to guide students much more, since they couldn’t work independently. However, I was glad because they really got involve in the activity and I made them think critically. Finally they felt so enthusiastic that they wanted to share their opinions in public. So students read their ideas and I wrote them on the board to get a final conclusion. Another negative aspect was that I couldn’t deliver the closure activity as the previous one took more time than expected. But overall, it was an enthusiastic group, very responsible, although they needed guidance in making some activities. They were very cooperative and showed a good predisposition not only to learn new contents but also new ways of working. I hope that next class I could manage with the problems encountered in this class.

Institution assigned: ESB Nº4 – Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Andrea Fantili Course: 3ºB Date: 09/08/2016

Evaluation Report Nº 1

Concerning teaching, Andrea is much more experienced than me and it showed. She had a good command of the group and control of the class. There were twenty-two students in the classroom. As usual, there were three students talking and thus disturbing the rest of the group. Andrea called their attention and told them to stop behaving in that 51

way. At first, it worked but then they continued again and that was the reason why the teacher in charge told them off. As regards her performance, she was really good. She is self-confident and the students were able to notice that. Whenever she talks she makes some mistakes but she is aware of them and tries to correct them. Students enjoyed the different tasks she had prepared for that day. They did the activities showing enthusiasm and they were motivated to fulfill them. They understood the topic. All in all, it was a nice lesson. Andrea had an appropriate use of her body language and it helped learners to understand what she was saying. She needs to improve on pronunciation and use of the language.

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº5 STUDENT TEACHER`S NAME (ON PRACTICE): FANTILI ANDREA STUDENT TEACHER`S NAME (OBSERVER): FENARA JESICA INSTITUTION: ESB 4 – ING. MASCHWITZ

COOPERATING TEACHER: ACEVEDO VALERIA

COURSE: 3º B PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Social Networks THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING 52

PICTURES, OPINIONS, STATUS, LINKS, VIDEO, PLANS, ETC. ALWAYS, OFTEN, USUALY, SOMETIMES AND NEVER. SHOULD, SHOULDN’T

TALKING ABOUT THE DIFFERENT POSTING ON SOCIAL NETWORKS TALKING ABOUT THE FREQUENCY PEOPLE POST ON SOCIAL NETWORKS DEBATE ABOUT POSTING AND HOW TO PRESERVE PRIVATE LIFE

DISCUSS USING THE NEW VOCABULARY MAKING GROUP DECISIONS GIVING SUGGESTIONS

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to: • • • •

Recognize vocabulary related to posting on social networks. Make a survey. Design a graphic bar. Give suggestions about how to preserve private life when posting.

MACROSKILLS: • Reading: Read a short article. • Writing: Make a survey. • Speaking: Discuss the article. • Listening: Listen to a video on YouTube. AUTHENTIC MATERIAL: • Infographic • YouTube Video • Newspaper article

DEVELOPMENT OF THE CLASS: (60 minutes) A) Students will read a short article with infographic which shows averages about the different things people post on social networks. While reading it the teacher will encourage students to provide their opinions about it, for example “look at this, post pictures is the most frequent posting on social networks. Do you agree?” “How often do you post pictures?”

B) Now, students will make a survey among them about the types of things they like posting on social networks and how frequent they do that.

Always 100%

Usually 90%

Often 70%

Sometime s 50%

Never 0%

Picture Opinions Status update of how you are doing. Links to articles. Personal recommendations of things you like. New items. Links to other websites. Links to other peopleâ&#x20AC;&#x2122;s 55

post. Status update of what you are feeling. Video clips Plans for future activities trips and plans. C) After that, students will make a graphic bar with the averages obtained.

3) CLOSURE: (15 Minutes) As a closure of this topic, students will have to think critically about what types of things you shouldn’t post on social networks. In order to further their ideas students will watch a short video to reflect on it. https://www.youtube.com/watch?v=ThxmgXMBpoM Now, students will be asked to write 5 suggestions about what types of things you shouldn’t post. The teacher will provide students with the structures needed for their suggestions. Then, they will share them to the rest of the class orally. Example “you shouldn’t post about every simple detail in your life. Everyone will know about your personal life”

Extra activity: Students will make a report about the averages obtained in their survey. EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:   

Use the new vocabulary when completing the different tasks. Make a survey and create a graphic bar with the averages obtained. Give suggestions about what types of posting people should avoid to preserve their private life.

Self- Report Nยบ 2

This class was much better than the previous one. Obstacles were gradually solved and all the activities were done successfully. I could manage the time well. The warm up activity was quite easy but enjoyable. Students had to recognize the correct icon related to posting on social networks. They could do it without problem because it is an update topic and I could appreciate that this was the reason why they got involve easily in learning English with such an interesting topic for them, this is what CLIL is about. Although the activity was easy, they could understand my English instructions. This was one of the obstacles that began to be solved. As their tutor teacher does 59

not deliver her lesson in English it was quite difficult for us to get students to understand us. But then with “exaggerated” body language and pictures and taking as example an accurate student the relationship between students and me began to improve. The main activities were engaging for students. They were asked to read an infographic about the most common posting on social networks. One more time girls were the volunteers to read but I chose a boy, at the beginning he didn’t want to but then I convinced him to do it. I explained to him that participation in class is part of the final mark and he didn’t hesitate anymore. This encouraged` boys’ to participate with more frequency. The following activity was more enjoyable than the previous one. I introduced Maths in English and students made a graphic bar related to their most common posting on social networks. It was fun but a bit disorganized as they were excited and shouted telling the frequent and what they post on social networks. Finally as a closure activity, students watched a video about a girl who posted everything she did on social networks and everybody knew about her. This was a moving and reflective video and this was the started point to ask them to write five suggestions about what people shouldn’t post on social networks. One more time students thought critically and made a real life activity. I monitored and helped them when it was necessary. It took them time to complete the activity but it is a characteristic of this group, they have a beginner level and they were not accustomed to work in this way. To sum up, it was an enthusiastic class for the students, they were pleased with the activities and it seemed they really enjoyed them. My participation as a teacher was better and I felt comfortable when I noticed that the previous problems began to be solved. I also enjoyed the class, it was a pity that my teacher couldn’t come to observe me but the tutor teacher gave me a positive feedback and this was good for me!

Institution assigned: ESB Nº4 – Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Andrea Fantili Course: 3ºB Date: 16/08/2016

Evaluation Report Nº 2

Today was Andrea`s second lesson. There were twenty students in the classroom. They were very talkative but she managed to calm their anxiety while performing the several tasks. While doing the first task students were a bit confused but finally, they were able to complete it with the teacher`s help. Once again there was a group of students who weren`t paying attention so she called their attention and asked them to behave properly. However, the rest of the class remained in silence, doing the task. Whenever the learners did not understand something they asked Andrea. They seemed to be very interesting on the topic since they provided their point of view regarding “Social networks” and discussed both its advantages and disadvantages. Her timing was very good. She was able to deal with all the activities proposed for that day. She needs to improve on her weaknesses.

TEACHING PRACTICUM IV

DAILY PLAN DAILY PLAN: Nº6 STUDENT TEACHER`S NAME (ON PRACTICE): FANTILI ANDREA STUDENT TEACHER`S NAME (OBSERVER): FENARA JESICA INSTITUTION: ESB 4 – ING. MASCHWITZ

COOPERATING TEACHER: ACEVEDO VALERIA

COURSE: 3º B 61

PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Social Networks THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO SOCIAL NETWORKING

TALKING ABOUT ONE OF THE MOST POPULAR SOCIAL NETWORKS.

STUDENTS WILL DISCUSS THE TEXT AND THE AUDIO

THE USE OF PRESENT SIMPLE

DISCUSS THE ADVANTAGES AND DISADVANTAGES OF INCLUDING PERSONAL INFORMATION ON NETWORKING SITES

STUDENTS WILL SHARE THEIR IDEAS WITH THEIR CLASSMATES AND THE TEACHER

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:    

Understand the new vocabulary. Talk about social networks. Recognize the main idea of a text. Discuss the advantages and disadvantages of including personal information on networking sites.

MACROSKILLS:    

Reading: Read a short text about Facebook. Writing: Create a profile in Facebook. Speaking: Discuss the text and the audio. Listening: Listen to an audio about Facebook.

AUTHENTIC MATERIAL:    

Flashcards Text about Facebook Audio material Template (Facebook) PROCEDURE: 5. WARM- UP PERIOD: (15 minutes) As a closure of the topic “Social Networks” in this opportunity we will work with one of the most popular, Facebook. In order to introduce students with the vocabulary presented in the following text they will be asked to match the definitions with the correct words. 62

Match

 Social networking sites

A fierce and long public dispute concerning a matter of opinion.

 Profile

It is a useful way to keep a troublesome user out of your mentions.

 Membership

A network of friends, colleagues, and other personal contacts

 Controversy

A brief written description that provides information about someone or something.

 To be blocked

To prohibit, forbid or ban.

 To be banned

The state of being a member.

6. DEVELOPMENT OF THE CLASS: (60 minutes) First, students will be asked to read a short text about “Facebook”, one of the most popular social networks. Next, they will have to choose the correct answers taking the text into account so as to check reading comprehension. After that, students will be asked to listen to an audio about Facebook and complete the text with the missing words. Link of the audio: http://www.listenaminute.com/s/social_networking.mp3 A. Read the following text about Facebook. Then follow the instructions to complete the different tasks in order to be part of Mark`s next project.

If your answers are correct I will choose you to join my team. Do not waste your time and start working!

WHAT IS FACEBOOK?

B. First, choose the correct answers: 1. WhatÂ´s Facebook? ______A______________.

4. Who are the most users of Facebook? ___________

A. site to interact B. government launched website C. website whose membership is limited D. website created to increase productivity in work places 2. What is the purpose of joining Facebook? To___________ A. publish papers B. keep your privacy C. upload school assignments D. catch up with old and new friends

A. working staff B. teenagers and adults exclusively C. people all over the world D. college and university students 5. How was the Facebook received in some countries? It has___________ A. been rejected B. been welcome C. increased their work production D. been accepted by the governments

3. What might be at risk of Facebook? ___________ A. fun B. privacy 64

C. membership D. entertainment

Second, listen to an audio about Facebook and complete the sentences using the words below: FRIENDS – TWITTER – DON’T – PEOPLE – INFORMATION – PROFILE - COMPUTERS

What is the big deal with social networking? I _______ understand it. I know a lot about ______________. I spend a long time every day on computers. I also have a lot of __________. But I don’t see the point of social networks. I joined Facebook but couldn’t be bothered to make my ___________. I can’t see a single use of this site. Most of what I’ve heard about it isn’t so good. Putting too much personal _____________ on this site isn’t a wise idea. I’ve also experimented with _____________, but again, I don’t really see what use it has. I suppose it’s good to tell the world what’s happening in countries that take away people’s freedom. My idea of social networking is meeting ___________face to face and talking to them.

GOOD LUCK!

3. CLOSURE: (30 minutes) As a closure activity, students will be asked to create a profile in Facebook. After that they will debate about the advantages and disadvantages of including such personal information on this networking site. Students will share their ideas orally.

1. 2. 3. 4. 5. 6.

Add a photo Add a name Add a city Add your status Add a birth date Add a country

7. Add countries or cities you have visited 8. Add a list of 4 friends on Facebook 9. Invent two groups that you’ve joined 10. Add your school’s name and work 11. Invent two updated status.

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Understand both the text and the audio.  Recognize the main idea of the text.  Talk about and discuss the text and the audio.  Use the new vocabulary when completing the different tasks.

Self- Report NÂş3

This was my last class with this group. The class atmosphere was suitable and students were actively engaged in the lesson. All the students were working harder this class than the previous ones, I believe it was because they knew that they were going to be evaluated this class during the development of the lesson. One of the main goals was that students became more independent. The main objectives of the lessons were achieved. In this opportunity I little intervene and it promoted learnerâ&#x20AC;&#x2122;s independence successfully. 68

As a war up activity students could easily match the words with the definitions related to the text they were going to read. After that, they read a text about Facebook and made a multiple choice activity. Later they made a listening activity in which they listened to an audio and completed with the missing words. Finally they made their own profile. All the activities were closed successfully and students enjoyed and were engaged to every activity during the class. I even had enough time to correct them all the activities and gave them their marks. The most important thing in this third class was that there was a progress towards overall expectations and goals. And students felt satisfied with the experienced. As a reward we gave them chocolate as present and thanked them and their tutor teacher for such well predisposition and acceptance. To conclude, it was a wonderful experience for me. The lesson was much better than I expected. The final results in their activities and the feedback received by students made me feel happy and realized that my duty as a teacher was achieved.

Institution assigned: ESB Nº4 – Ingeniero Maschwitz Cooperating teacher: Valeria Acevedo Student teacher: Andrea Fantili Course: 3ºB Date: 23/08/2016

Evaluation Report Nº 3

This was Andrea`s last class. There were twenty-three students in the classroom. As expected, she had prepared several activities in order to evaluate the students` performance. At first, they were a bit lost but then the student teacher provided an example so that students were able to understand what they were asked to do. They loved doing their Facebook profile. In the middle of her lesson the student teacher had to call her attention to some students who were saying dirty words. It was an inappropriate behavior and it could not be overlooked. It was an outstanding lesson because students could complete all the activities concerning the four skills. It was quite a challenge for them since they did not have a good level of English and sometimes they felt frustrated but fortunately they never lost the faith to keep on trying. The student teacher`s performance was really good. She was able to get to the students and to teach them both the content and the language. Finally, Andrea and I said goodbye to the students and the cooperating teacher. We gave them our present. We let them know that we were really thankful for having the chance to practice with them. Most of the students were very respectful and they showed gratitude towards us.

FINAL REPORT

Final Report In the following report we are going to tell you about our experience in our practice lessons. We chose this school as some practice students have told us that this was a nice school to work and it was very well equipped. Through our experience we could noticed that it was like that. During our observations we could appreciate that the tutor teacher didnâ&#x20AC;&#x2122;t deliver her lessons in English and we also noticed that it was a beginner group. Furthermore, we were able to see that students used their mobile phones in class and they were allowed to do that. These things made us felt nervous and 71

scared as we did not know how to deal with these obstacles in our lessons. Luckily, the delivery of the lessons in English was gradually improved. At the beginning, it was not an easy task at all. Students couldn’t understand our instructions in English and forced us to use Spanish. But through observing this problem we thought of the way to solve it in our practice lessons. So we began to use many body languages, pictures and word reference on the board, and use an accurate student as example to clarify doubts among them. Hopefully, it could be solved. As regards the use of mobile phones we got to an agreement. We allowed them to use their cell phones with their earphones with the condition that they had to work in class. We would prefer to prohibit the use of cell phones in class but the tutor teacher told us that it was not a good idea since all the teachers allowed them to use them while working so we had no alternative. Unfortunately, these problems were not the only ones we had to face. First of all, the classes were extended much more than expected. We were supposed to finish our practice lessons before the winter holidays but due to a variety of things (strikes, and school’s unexpected problems) they were concluded after the winter holidays. Fortunately, students were easily involved in the topic again after much time. Another difficulty was the constant interruptions during the class. Students never arrived on time and when they finally got organized the preceptor came to call the roll. Although we had to deal with some difficulties, our practice lessons were magnificent. The use of CLIL in our plans was a successful experience. We were quite enthusiastic that it would work because in the school where Andrea works they also plan using CLIL and she knows that these types of lessons encourage students a lot. There was always an excellent atmosphere for learning and the school facilitated me all the materials I needed. Every lesson was planned with the use of the projector and the speakers which were installed in the classroom and this was very useful for students as they got a better appreciation in the learning process. Students showed enthusiasm and responsibility for learning. They were quite flexible, at the beginning they couldn’t adapt to our plans but then they could. We insist on highlight the excellent predisposition they had to work. It was a nice group and they were very cooperative with us. To sum up, we had an excellent experience. As we previously said, students were always cooperating and ready to do the activities we proposed, learning in a natural way. This was very gratifying for us. All the teaching points were covered but we also were interested in teaching enthusiasm, solidarity and respect among them. They seemed to enjoy our classes as well as we enjoyed such an admirable experience.

TEACHING PRACTICUM IV 72

P rof. G ab rie la Dom ingue z

Student Teachers :  Fantili Andrea  Fenara Jesica Cooperating Teacher :  Inés Uría School : Carlos Maschwitz Course : 6º

A TTENDANCE F ORMS

U NIT P LAN

TEACHING PRACTICUM IV

UNIT PLAN: JESICA FENARA - (0348) 15 4231892 / ANDREA FANTILI – (011) 15 51278962 CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 TIMETABLE: TUESDAYS FROM 13:30 TO 15:30 DESCRIPTION OF THE GROUP OVERALL THEME PLANNED: ENERGY

THE LANGUAGE OF LEARNING Sources of energy- Petrol- Wind power- Solar power- Nuclear energy- Natural gas- Hydro powerHydrogen- Geothermal- Fossil fuel- Electric power- HeatingDams- Coal- Bioenergy Renewable and Non- renewable resources- Nature- Science Electronic devices and gadgets



THE LANGUAGE FOR LEARNING This is used for… It is created from… It is located… It (never) runs out. Wh-questions. Present and Past forms Perfect forms Should/shouldn`t Comparatives and Superlatives Third conditional Type

THE LANGUAGE THROUGH LEARNING Simple present used for law of nature. Comparative forms and structures Imperatives in order to follow instructions. New words that comes from the activities.

COMMUNICATION: group work-dialogues-exposition- interaction -discussion-role play.  To be able to solve energetic issues by sharing and interchanging opinions about the content seen throughout the lessons, taking into account the vocabulary and linguistic elements when discussing.



CULTURE: Energy.  To be aware of the use and waste of energy.  To be aware of the waste of energy in our country.



COGNITION: critical thinking  To be conscious of the advantages and disadvantages of different power sources. 78

 To reflect on their learning by making questions and taking part in real-life tasks in order to make decisions and evaluate situations.  CONTENT:    

To differentiate between renewable and non-renewable energy sources. To comprehend the correct use energy and understand its waste. To be able to talk about energy as well as to ask for it. To be able to perform diverse tasks by making use of the different sources of power.

PREVIOUS KNOWLEDGE:        

Tenses Adjectives Comparatives/ Superlatives Modals Conditionals Advantages and disadvantages structures Hypothetical If Grammar Structures, vocabulary and skills of the students

GENERAL OBJECTIVES By the end of the unit, students will: 

   

Gain new vocabulary related to: energy, renewable and non-renewable energy, sources of power. Distinguish between the different types of energy. Develop their oral skills. Solve problems and use language for suggestions. Be aware of the daily energy consumption at home and in their country.

TASKS/ OUTCOMES: Role playing- Making decisions- Making posters - Listening- Matching- Fill in the gap task. Solving problems and giving solutions. As a final task, students will make the house of the future. EVALUATION: Apart from the assessment stemming from the outcomes, the students will be evaluated by means of a formal test in agreements with the cooperating teacher. CROSS-CURRICULAR RELATIONS:    

Science Biology Ecology Mathematics

MATERIALS AND RESOURCES:    

Video Activity with netbooks Posters Presentations 79

  

Newspaper articles Audio (listening/song) Prop to contextualize settings

BIBLIOGRAPHY:       

https://www.youtube.com/watch?v=KEeH4EniM3E Www.nrel.gov/docs/gen/fy01/30927.pdf https://www.youtube.com/watch?v=__zB80Saglk https://es.pinterest.com/qgaby50/energy-project/ http://hc-solar.de/Bericht_AR_2004_en_cm.pdf http://www.eschooltoday.com/energy/renewable-energy/wind-energy.html http://city-press.news24.com/Impact-Journalism/a-frenchman-who-makes-solar-ovens-in-the-north-of-

argentina-20160625  http://www.treehugger.com/clean-technology/bcksolar-the-argentinean-solar-cooker.html  https://es.pinterest.com/pin/495396027743854158/

DESCRIPTION OF THE

G ROUP

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Teacher: Inés Uría Student teachers: Fantili Andrea y Fenara Jesica Course: 6º

DESCRIPTION OF THE GROUP

It is a small group. There are eighteen students in the class, five boys and thirteen girls. Students have an advance level of English. The teacher speaks in English throughout her lessons. Students are able to understand what she says but they talk to her almost always in Spanish. However, whenever they are asked to, they try and speak in the target language. It is a very talkative group. The boys are more talkative than the girls but they are engaged with the subject and most of them participate in the lessons. Girls participate with more frequency than boys since the latter are seated together at the bottom and they are always speaking, laughing, or just using their mobiles phones. However, whenever the teacher asks them to make silence they respect her and stop misbehaving, at least for some minutes. In the classroom, there aren`t posters in English but there is a calendar with the students` birthdays marked on it. Furthermore, students mark on the calendar the countdown for their graduate trip. They are really anxious about it. They speak a lot about the trip in class. The sitting arrangement in the classroom is two lines of two desks with two chairs on each. The classroom includes a blackboard and a whiteboard. There is a projector but whenever the teacher needs it she has to ask for it. To sum up, the group is a very talkative but it is a nice small group. They are hard-working and they are almost always ready to participate. However, they do not like reading and when they are asked to read at first they try to avoid it but they accept the challenge after all. They seem to enjoy the subject and they like their teacher who treats them in a respectful way and she is interested in their learning process. We hope students enjoy our lessons and get something positive from this experience, as it will be for us.

DAILY PLANS TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº1 STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: Types of Energy. THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO ENERGY: COAL – OCEAN TIDES – NUCLEAR FISSION – NATURAL GAS – WIND – WOOD – PRETOLEUM OR OIL – HYDROELECTRIC- GEOTHERMAL – BIOMAS- SOLAR.

SIMPLE PRESENT USED FOR LAW OF NATURE

STUDENTS WILL PREDICT AND LEARN NEW WORDS

SOURCES OF ENERGY RENEWABLE / NON-RENEWABLE ENERGY

STUDENTS WILL MAKE USE OF COMPARATIVE FORMS AND COMPARATIVE STRUCTURES (THE MORE...THE BETTER)

PRESENT PERFECT

STUDENTS WILL THINK AND TALK OF POLLUTION AS RESULT OF THE USE OF COAL.

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:    

Recognize the different types of energy. Understand the text about energy. To gain knowledge about renewable and non-renewable energy. Discuss about the posters about energy.

MACROSKILLS:    

Reading: Read the definitions of the different sources of energy. Writing: write a text reflecting upon the use of renewable and non-renewable resources. Speaking: Discuss the text “What is energy” and the posters. Listening: Listening to their partners talking about their posters.

AUTHENTIC MATERIAL:   

Envelopes with definitions Photocopies YouTube Video PROCEDURE: 1. WARM- UP PERIOD: (10 minutes) As a warm up activity, in order to introduce the topic “ENERGY” the student teacher will show students several pictures related to energy and then they will be asked to guess the theme. Furthermore, she will ask them why they think this theme is important. She will explain to them that the classes will be part of a project on energies. Then, since it is necessary to comprehend what energy is we will work with the definition given by the NREL (National Renewable Energy Laboratory). The activity consist on delivering words inside an envelope and then students, in groups, will have to put the words in order to get the definition. There are four definitions. When the students finish ordering the definitions they will come to the board and stick them in the correct order and then they will have to copy those on their folders. The definitions which students work on will be:

  

Energy is the ability to do work. Work is the application of a force through a distance. Force is that which can put matter into motion or stop it if it is already moving. 84



Motion is a change in distance or direction with time.

DEVELOPMENT OF THE CLASS: (60 minutes) A. First, students will read a short text: “What is Energy?” At the end of the text there will be an empty line in order they can complete it. They will have to classify two examples of energies into potential and kinetic energy. After reading, we will discuss the text orally and the student teacher will ask students some questions related to it in order to check understanding.

Questions about the reading: 1. 2. 3. 4. 5.

What is energy? What is matter made up of? Which are the characteristics of the nature of energy? What is called `kinetic energy´? What is `potential energy´?

WHAT IS ENERGY? Matter is made up of invisibly small particles, occupies space, has mass, and exhibits gravitational attraction. Energy, on the other hand, possesses none of these characteristics. Evidence of energy is everywhere. All you need to do is look for motion, heat, and light. The nature of energy is very complex, but it is best described by these characteristics:  energy is the ability to do work,  work is the application of a force through a distance (e.g., carrying yourself and a loaded back pack up a mountain trail),  force is that which can put matter into motion or stop it if it is already moving ( e.g. , you are stopped at a stop sign and the car behind you doesn't see you stop, and can't stop before colliding with your rear bumper, pushing you into the intersection), and  motion is a change in distance or direction with time (e.g., making a right hand turn). Energy can be possessed by an object in two different ways, as kinetic energy and potential energy. If this energy is due to the fact that matter is moving or is in use, it is called kinetic energy. If it is due to the position, structure of matter, or composition, it is called potential energy. Potential energy is stored energy. Potential Energy Water behind a dam (due to its position)

Kinetic Energy Falling water

Car parked on a hill (due to its position)

Car rolls down a hill

Wound clock spring

Clock's hands begin to move

Gasoline or sugar (due to their chemical Energy appears as movement of the car or composition) muscles and as engine or body heat Students are supposed to complete the last line.

B. Students will watch a short video in which the different sources of energy are explained. The aim of this activity is to introduce students with the topic. After watching the video, in order to check understanding, the teacher will ask them for some examples like “give me an example of fossil fuel” and also students will have to answer some questions such as “what are the different types of energy sources?”

VIDEO: https://www.youtube.com/watch?v=KEeH4EniM3E C. The teacher will ask students to think and write a text reflecting upon the use of renewable and nonrenewable resources. They will be asked to compare the pros and cons. D. Task: You are teachers at a primary school. In pairs, prepare a 2 minutes explanation about what you have learnt on energy and provide other examples about kinetic and potential energy. You may use posters to explain and give examples.

POSTERS` MODELS

3. CLOSURE: (30 minutes) The student teacher will ask students to deliver the class. After doing their posters students will have to come to the front and explain to the rest what they did. They must use the vocabulary and the structures learnt during the lesson. They will be tested in grammar, pronunciation, and intonation since they will present their posters in the science fair in front of the audience. EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Talk about the different sources of energy.  Discuss about types of energy.  Identify the renewable and non-renewable resources.  Provide an opinion about energy.

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Cooperating teacher: Inés Uría Student teacher: Jesica Fenara Course: 6º Date: 04/10/2016

Self-report Nº1

As soon as I entered the classroom I was surprised to find that there were only 18 students. They did not behave properly at all. The learners never stopped talking. They said many dirty words and treated each other and also the teacher in a disrespectful way. At the very beginning I was quite nervous because I did not know how to deal with the group if misbehavior took place. However, despite their lack of respect towards their teacher and me, I was able to deliver my plan as planned.

The students had an advanced level of English and it showed. They understood the topic without problem. They could provide their opinion about energy and its waste. Nevertheless, they did not speak in English but when I asked them some questions they did comprehend and were able to answer them. In general, my first experience there was good. The learners did know about the topic and hopefully, they participated a lot and sometimes they had a good predisposition.

Evaluation Report NÂş 1 Although students misbehaved most of the time, this was a good class. They tended to be disrespectful toward their teacher and they wanted to do the same with Jesica, but she tried to model them. At the beginning they had a bad predisposition to work but then after explaining to them why Jesica and I were there some students began to cooperate. The warm up activity resulted successfully. They had to put in order the definition of energy. There were four definitions; the three first definitions they could do it easily, but the last definition took them more time as it was longer. Then some students cooperated with Jesica and came to the front and put the words in order. During the development of the plan there were some problems as regard timing. First, they read a text and answered some questions related to it, but every time Jesica explained to them what they had to do the students complained. After that, they watched a video about the different resources of energy and as a closure activity they had to make a poster to present in the science fair taking into account what they have watched in the video. Students started to make the posters in class but they didnâ&#x20AC;&#x2122;t finish them so Jesica asked them to bring the posters ready for the following class (they have never brought the poster). Jesica was not able to deliver the whole plan due to the constant interruptions to ask for silence and for calling them their attention. To sum up, the class was quite good taking into account that this is a difficult group. I hope next class things can go better. 90

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº2 STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: 11/10/16 CLASS SUBTHEME: Types of Energy. THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO ENERGY: COAL – OCEAN TIDES – NUCLEAR FISSION – NATURAL GAS – WIND – WOOD – PRETOLEUM OR OIL –

SIMPLE PRESENT USED FOR LAW OF NATURE

STUDENTS WILL TALK ABOUT ENERGY. 91

HYDROELECTRIC- GEOTHERMAL – BIOMASS- SOLAR. SOURCES OF ENERGY POTENTIAL ENERGY/ KINETIC ENERGY

CAN/CAN`T

STUDENTS WILL DISCUSS RENEWABLE / NON-RENEWABLE ENERGY RESOURCES

PRESENT PERFECT

STUDENTS WILL TALK ABOUT POTENTIAL ENERGY/ KINETIC ENERGY

RENEWABLE / NON-RENEWABLE ENERGY RESOURCES SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:   

Understand and use the appropriate words related to energy. Be aware of the different sources of energy. Distinguish between renewable and non-renewable energy resources.

MACROSKILLS:      

Reading: Read the definitions. Writing: Complete the energy sources and the chart. Speaking: Discuss the different sources with their partners. Listening: Listen to their partners when talking about energy. AUTHENTIC MATERIAL: Wordsearch Photocopies PROCEDURE: 1. WARM UP PERIOD: (10 minutes) Students will be asked to do a wordsearch with the vocabulary learnt in the previous lesson in order to revise it. The teacher will read the definition of each source of energy that appears in the warm up and they will have to guess the one she is talking about and then find the words. Find the following definitions in the wordsearch

COAL – OCEAN TIDES – NUCLEAR FISSION – NATURAL GAS – WIND – WOOD – PETROLEUM – HYDROELECTRICGEOTHERMAL – BIOMASS- SOLAR

DEVELOPMENT OF THE CLASS: (60 minutes) A. In this activity students will be asked to match the pictures with the different sources of energy.

B. Then, students will be asked to classify the previous definitions into renewable and non-renewable energy.

CLOSURE: (60 minutes) Complete the chart with the appropriate source of energy

COAL – OCEAN TIDES – NUCLEAR FISSION – NATURAL GAS – WIND – WOOD – PETROLEUM OR OIL – HYDROELECTRIC- GEOTHERMAL – BIOMASS- SOLAR.

SOURCE OF ENERGY

DEFINITION It is sometimes confused with gasoline, the fuel in cars. They are not the same. Gasoline is a mixture of liquids, and natural gas is mainly methane and is piped into homes and office buildings where it is used as an energy source for heating, cooking washing, and drying. It is raw material to make other chemicals, and is the cleanest bumming fossil fuel. This is the black, thick liquid pumped from below the earth's surface wherever you see an oil rig. To make it useful, it is refined. Refining separates the gasoline portion which is used in transportation. It is the most abundant fossil fuel. It is not a widely used energy source due to the cost of mining and its impurities, which cause pollution (acid rain). There are two ways to mine coal; underground mining and strip mining. Disadvantage to these methods is the environmental change caused in the process. New ways of using coal are being explored, such as liquefaction, in which a product similar to oil is produced. The sun is 93 million miles away and yet, this ball of hot gases is the primary source of all energy on earth. In the high temperature of the sun, small atoms of hydrogen are fused, that is, the centers of the two atoms are combined. Without sunlight, fossil fuels could never have existed. The sun is the supplier of energy which runs the water cycle. The uneven heating of the earth produces wind energy. Solar energy can be used to cook food, heat water and generate electricity. It remains the cleanest energy source and it is renewable. The unequal heating of the earth's surface by the sun produces wind energy, which can be converted into mechanical and electrical energy. For a long time, the energy of wind has been to drive pumps. Today windmills can be connected to electric generators to turn the wind's motion energy into electrical energy, and wind over 8 miles per hour can be used to generate electricity .It is a renewable, but unpredictable, energy source. It provides U .S. homes and industries as much power as nuclear plants. Burning is the major global source of carbon dioxide in the atmosphere. Worldwide, wood is poor man's oil, providing 50-60% of the people with the barest energy necessities. Roughly half of the earth's forests have disappeared since 1950. Wood is considered a renewable energy source.

When water is collected behind dams on large rivers, it provides a source of energy for the production of electricity. The enormous power of falling water is 96 capable of turning giant turbines. These turbines drive the generators, which produce electricity. The degree of power is determined by the amount of water and the distance it falls. The environmental

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Read and understand the definitions.  Identify the different sources of energy.  Classify renewable and non-renewable energy.  Talk about what they do using the new vocabulary.

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Cooperating teacher: Inés Uría Student teacher: Jesica Fenara 99

Course: 6ยบ Date: 11/10/2016

Self-report Nยบ2

My second class I was much more confident than my first. There were sixteen students in the classroom. I think I was able to manage the group effectively. Most of the learners worked in the tasks suggested. They came to the front in order to correct the different activities. The majority showed enthusiasm during the lesson. I wanted all the students to participate so I encourage them to read and to complete the tasks. The boys were more engaged than the girls. They paid attention and raised their hands whenever they wanted to answer a question or add something to what I was saying. Unfortunately, some students were using inappropriate language in the classroom so I told them to mind their language and to behave properly. Furthermore, students were allowed to use their mobile phones during class thus they got easily distracted from the tasks. Technology sometimes is a problem.

Evaluation report Nยบ2

This class was better. Students had a better predisposition to work although some students continued misbehaving. 100

As a warm up activity students made a word search. This was quite easy for their level but they enjoyed doing it. Then they had to match pictures with the appropriate resources of energy. This activity was also easy for them but they loved the pictures. Students felt more encouraged working with pictures. Finally students had to classify some definitions into a renewable and non-renewable energy chart. The whole plan was delivered successfully. Students’ level was excellent. Activities should have been more demanding as they had an advanced level. As regard behaviour, some students continued misbehaving and Jesica had to call their attention with the use of cell phones all the time. This class our teacher came to observe the lesson and they behaved a bit better. But when Jesica told them that next class mobile phones would be in a box but they were disrespectful with her. To conclude, this class was nice and interesting. Students’ attitude began to improve.

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº3 101

STUDENT TEACHER`S NAME (ON PRACTICE): FENARA JESICA STUDENT TEACHER`S NAME (OBSERVER): FANTILI ANDREA CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: 25/10/16 CLASS SUBTHEME: Types of Energy. THE LANGUAGE OF LEARNING

VOCABULARY RELATED TO ENERGY: bio-energy, geothermal energy, hydroelectricity, solar energy, wind energy, wave energy, and tidal energy.

THE LANGUAGE FOR LEARNING

SIMPLE PRESENT USED FOR LAW OF NATURE

RENEWABLE ENERGY SOURCES

CAN/CAN`T

THE LANGUAGE THROUGH LEARNING STUDENTS WILL TALK ABOUT RENEWABLE ENERGY SOURCES. STUDENTS WILL DISCUSS WHAT KIND OF ENERGY REPRESENTS EACH PICTURE.

PRESENT PERFECT

KINDS OF ENERGY

STUDENTS WILL PREDICT AND LEARN NEW WORDS.

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:    

Recognize and use the appropriate words related to energy. Be familiar with the renewable energy sources. Understand the importance of renewable resources. Locate the places where the different sources of renewable energy are being experienced.

MACROSKILLS:    

Reading: Read the explanation of renewable energy. Writing: Write down questions about energy for the game. Speaking: Discuss the different tasks with their partners and the teacher. Listening: Listen to their partners when talking about energy.

 

AUTHENTIC MATERIAL: Pictures Photocopies PROCEDURE: 1. WARM- UP PERIOD: (10 minutes) As a warm up activity the teacher will show students different pictures of renewable energy sources and they will have to discover what kind of energy represents each picture. Then they will go to the front and they will 102

match each picture with the appropriate energy source. Besides, they will have this activity in their folders as the teacher will hand in photocopies. Match each of the images below to the correct source of renewable energy

2. DEVELOPMENT OF THE CLASS: (60 minutes) Students will be asked to make the game called “Preguntados”. The student teacher will provide students with different materials they will need to make the roulette. They will be divided in 3 groups; the first group will have to make seven questions about “Energy”, the second seven questions about “Renewable resources”, and the last one seven questions about “Non-renewable resources”. The student teacher will help them when necessary. Whenever they finish students will play the game. 103

Possible questions: 1- Which one is a non-renewable resource of energy?

2- Which one is NOT a renewable resource of energy? Correct answer

3- Energy cannot be created or lost but it can beâ&#x20AC;Ś Correct answer

3. CLOSURE: (30 minutes) A) Students will be asked to match the source of renewable energy to the correct explanation and the relevant example. Match the source of renewable energy to the correct explanation and the relevant example

104

B) Then students will mark in a world map the places where the different sources of renewable energy are being experienced.

105

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Talk about the different renewable energy sources.  Discover what kind of energy represents each picture.  Match the source of renewable energy to the correct explanation.  Provide an opinion and discuss the topic.

106

107

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Cooperating teacher: Inés Uría Student teacher: Jesica Fenara Course: 6º Date: 25/10/2016

Self-report Nº3

My last class took place after their graduate trip. As soon as we entered the classroom students were talking excitedly about their experience in Bariloche. They wanted to talk about that so I had to stop them and I started delivering my lesson. There were eighteen students in the classroom. 108

I enjoyed that class and I am sure the students did enjoy that class as well. They were asked to make the Trivia Crack game (“Preguntados”). They were separated in three groups of six and they had to make seven questions about Energy and then, they had to make the spinning wheel. In order not to repeat the questions the first group had to make questions about Energy, the second about Renewable resources and the third about Non-Renewable resources. The majority of the students worked in an organized way. Some of them were in charge of making the questions and some were I charge of making the spinning wheel. They had a good time while performing the activity and they really liked to see the work finished. The game was supposed to be useful in the Science Fair but eventually it did not take place.

Evaluation report Nº 3

This was Jesica last class. Students worked very well and everything closed up successfully. Taking into account that students love pictures, as a warm up activity students had to classify pictures with the appropriate resource of energy. They did it very well. Then students were asked to do a trivia crack to be presented in the science fair. It took them more time than expected but the final task was perfect! They were really hard working with this task and did their best performance. The only disadvantage was that Jesica couldn’t deliver the whole lesson due to the waste of time with the previous activity, but the closure activity will be delivered for me next class. To sum up, this was a remarkable class and Jesica’s development has improved.

109

PICTURES OF THE TRIVIA CRACK Students worked really hard in order to fulfill the task. We wanted to show you their final production. There are three different spinning wheels as they were divided in three groups. I hope you like it as much as we like!

110

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº4 STUDENT TEACHER`S NAME (ON PRACTICE): FANTILI ANDREA STUDENT TEACHER`S NAME (OBSERVER): FENARA JESICA CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: 08/11/16 CLASS SUBTHEME: Types of Energy. 111

THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

VOCABULARY RELATED TO ENERGY: bio-energy, geothermal energy, hydroelectricity, solar energy, wind energy, wave energy, and tidal energy.

SIMPLE PRESENT USED FOR LAW OF NATURE

RENEWABLE / NON RENEWABLE ENERGY SOURCES

PRESENT PERFECT

CAN/CAN`T

KINDS OF ENERGY

THE LANGUAGE THROUGH LEARNING STUDENTS WILL TALK ABOUT RENEWABLE AND NON RENEABLE ENERGY SOURCES. STUDENTS WILL DISCUSS WHAT KIND OF ENERGY REPRESENTS EACH PICTURE. STUDENTS WILL PREDICT AND LEARN NEW WORDS.

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:   

Recognize and use the appropriate words related to energy. Be familiar with both renewable and non-renewable energy sources. Locate the places where the different sources of renewable energy are being experienced throughout the world and in our country.

MACROSKILLS:    

Reading: Read the tasks and perform them appropriately. Writing: Write down a draft for the poster. Speaking: Discuss the different places in Argentina where energy is being experienced Listening: Listen to their partners when talking about energy.

AUTHENTIC MATERIAL:   

Pictures Photocopies World Map PROCEDURE: 4. WARM- UP PERIOD: (20 minutes) As a warm up activity, the teacher will show students pictures of renewable and non - renewable energy and they will have to guess what kind of energy it is. In order to do that, students will be given a flashcard saying “renewable” or “non - renewable” and every time the teacher shows a picture they will show the correct flashcard and will say the name of the energy too.

112

RENEWABLE GEOTHERMAL

NONRENEWABLE COAL

5. DEVELOPMENT OF THE CLASS: (60 minutes) a- Students will be asked to match the source of renewable energy to the correct explanation and the relevant example.

Match the source of renewable energy to the correct explanation and the relevant example

113

b- Then students will mark in a world map the places where the different sources of renewable energy are being experienced.

c- Now, students will do the same activity but in our country. First of all the teacher will show photos of renewable energy and she will tell students in which part of Argentina that energy is being experienced. Then they will match the source of renewable energy to the correct explanation and the relevant example. BIOMASS, SOLAR AND WIND ENERGY

 

BIOMASS AND SOLAR ENERGY

 

Uses the energy derived from bacteria Uses the energy from the sun

PATAGONIA

Uses the energy of refining gasoline portion Uses the energy derived from bacteria

COMAHUE

114

BIOMASS AND SOLAR ENERGY OIL AND BIOMASS ENERGY

BIOMASS ENERGY

OIL, BIOMASS AND WIND ENERGY

HYDROELECTRIC, WIND AND GEOTHERMAL ENERGY

HYDROELECTRIC AND WIND ENERGY

Uses the energy derived from bacteria  Uses the energy in running water  Uses the energy of moving air currents  Uses the natural heat from deep within the Earth  Uses the energy in running water  Uses the energy of moving air current  Uses the energy of refining gasoline portion  Uses the energy derived from bacteria  Uses the energy of moving air currents  Uses the energy derived from bacteria  Uses the energy from the sun  Uses the energy of moving air currents  Uses the energy derived from bacteria  Uses the energy from the sun

BUENOS AIRES AMBA (AREA METROPOLITANA DE BUENOS AIRES)

CUYO

NEA (NORTHEAST OF ARGENTINA)

LITORAL

NOA (NORTHWESTOF ARGENTINA)

3. CLOSURE: (30 minutes) As a closure activity, students will make a poster showing the previous renewable sources in our country.

115

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Talk about the different renewable and non-renewable energy sources.  Discover what kind of energy represents each picture.  Match the source of renewable energy to the correct explanation.  Locate the places where the different sources of renewable energy are being experienced 

throughout the world and in our country. Provide an opinion and discuss the topic.

116

Self- Report Nº1 Unfortunately, this was not one of my best experiences. The lesson started bad as students knew that the science fair was not going to take place and all the activities planned for that day had no sense (according to them.) Apart from that, the students would have the “integradora” evaluation in English next class so they preferred to practice with me instead of doing the activities planned. As soon as I came into the classroom they started to attack me with these problems. The tutor teacher tried to calm them but it was not possible. Then I got students’ attention and I explained to them that it was not our fault that the science fair was cancelled. We had our plans already prepared and passed by our teacher for that reason we couldn’t help them to study for their test because I had to deliver my lesson related to the energy project. Few students understood the situation, the rest were angry and showed little interest in the class. After all these inconveniences it was difficult to deliver the lesson but I tried anyway. The first activity was done without much enthusiasm. I showed them some pictures related to different resources of energy and I gave them a little placard which said “renewable” and “non-renewable resource” and every time I showed them a picture they must showed me the appropriate phrase. They did it quite well, in fact it 117

was an easy task for their level, but when the activity was finished they erased what the placards said and wrote in them whatever they wanted. For example one placard said “queremos milanesas” but most of the placards reflected their discomfort as regard their graduate ceremony. So during the break they stuck the placards on the school’s gate. I felt so frustrated to see the way they waste my labor that to be honest, I hadn’t forced to call their attention. I know that my participation as teacher was not good enough that time. I should have taken part in the situation and not allow students to get out of control. However, this conflict made me stronger for next class. I proposed myself to be more demanding and be able to manage any unexpected situation. Later, in the development of the class they had to cut some charts and stick them in the correct column. Few of them did it the way they were supposed to do it. Some of them matched with arrows and some others directly didn’t do anything. Then they had to mark on a map the places were the different energy sources were being experienced. The girls who always participate came to the front and marked on the board. After that, they did the same kind of activity but with our country. I thought that the activity would be interesting for them since we were working with our country however they showed little interest in the activity. After the break they were asked to mark in an Argentina map the places were the different energy resources were being experienced. If in the previous activities they didn’t want to do anything, imagine after the break! When I explained to them what they had to do the only thing I received was complaints. But I told them, one more time, that they would be evaluated for me and they must work in class. Some of them did the activity. Although students showed a very bad predisposition I found that the activities were quite easy for their level and the plan was short in time. When they finished all the activities it was quite early to go home, so I corrected the activities to catch the time. Overall, my first experience with this group was not good. Students were tired at this time of the year (the beginning of November) and did not want to work. They were being taught with the topic they already knew and the final task was cancelled. So in this case both students and I were a bit frustrated. I found that I had several things to improve. One of them is to get students’ attention in the activities and encourage them to work. I have to be more demanding and show myself more determined in front of them. I hope I could solve these problems next time.

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Cooperating teacher: Inés Uría Student teacher: Andrea Fantili Course: 6º Date: 08/11/2016

Evaluation Report Nº1

118

Andrea`s first lesson was quite difficult because students knew that the Science Fair was not going to take place after all. For that reason they wanted Andrea to revise all the content they had seen so far with Inés because the following week they were having the integrative assessment. The student teacher explained to them that we had to follow our plan and kept on dealing with Energy. At first, they refused to work with the activities given by Andrea but finally they understood and began working. However, students` behaviour was rather poor as usual. It was an extremely difficult group. In conclusion, Andrea´s performance was well. She explained the topic clearly and students were able to fulfill our expectations. Nevertheless, it was rather frustrating to deal with students` behaviour and lack of interest in the Energy project.

TEACHING PRACTICUM IV

DAILY PLAN CLASS PLAN: Nº5 STUDENT TEACHER`S NAME (ON PRACTICE): FANTILI ANDREA STUDENT TEACHER`S NAME (OBSERVER): FENARA JESICA CARLOS MASCHWITZ - INGENIERO MASCHWITZ

/ COOPERATING TEACHER: INÉS URÍA

COURSE: 6º PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: 15/11/16 CLASS SUBTHEME: Types of Energy. 119

THE LANGUAGE OF LEARNING

THE LANGUAGE FOR LEARNING

THE LANGUAGE THROUGH LEARNING

VOCABULARY RELATED TO ENERGY: bio-energy, geothermal energy, hydroelectricity, solar energy, wind energy, wave energy, and tidal energy.

SIMPLE PRESENT USED FOR LAW OF NATURE

RENEWABLE / NON RENEWABLE ENERGY SOURCES. ITS ADVANTAGES AND DISADVANTAGES

PRESENT PERFECT

STUDENTS WILL TALK ABOUT RENEWABLE AND NON RENEABLE ENERGY SOURCES. STUDENTS WILL DISCUSS ITS ADVANTAGES AND DISADVANTAGES

CAN/CAN`T

STUDENTS WILL BE AWARE OF ENERGY WASTE AND ITS CONSEQUENCES.

SPECIFIC OBJECTIVES: At the end of the class, the students will be able to:   

Distinguish between renewable and non-renewable energy sources. Recognize both the advantages and disadvantages of renewable and non-renewable energy sources. Be aware of the consequences of the energy waste.

MACROSKILLS:    

Reading: Read the charts (renewable and non-renewable energy sources). Writing: Write in order to complete the different tasks. Speaking: Discuss both renewable and non-renewable energy sources. Listening: Listen to the Energy song.

AUTHENTIC MATERIAL:  

Photocopies Song PROCEDURE: 1. WARM- UP PERIOD: (15 minutes) As a warm up activity students will solve a crossword puzzle with the most common definitions related to the topic. The teacher will help them orally when necessary. Solve the crossword puzzle reading the clues below

1 2

120 i

1) 2) 3) 4) 5) 6)

An item which can be used either in its original form or being made into something else. A finite resource, this will eventually run out. Infinite resources which will never run out. The prevention of the wasteful use of resources. A gas used to fuel cars and produce no harmful emissions. A simple activity that people, schools and businesses can carry out to reduce their consumption of resources.

2. DEVELOPMENT OF THE CLASS: (60 minutes) In this opportunity, the following activity will be developed as a game competition. Students will have two charts of renewable and non – renewable sources of energy, each of them with their advantages and disadvantages. The class will be divided into two groups, one group will be “renewable energy” and another group will be “non – renewable energy”. The chart will be on the board with the advantages and disadvantages explanations mixed in another place. They will have to come to the front and put the correct explanation in the correct column. They will be asked to do it in 10 seconds. After that, whenever the chart is solved it will be ready to be exposed in the science fair. Finally, the teacher will give students the same chart in photocopies to be solved and stuck it in their folders.

NON-RENEWABLE ENERGY SOURCES TYPE OF FUEL Coal (Fossil fuel)

Oil (Fossil fuel)

Natural gas (Fossil fuel)

WHERE IT IS FROM Formed from fossilized plants and consisting of carbon with various organic and some inorganic compounds. Mined from seams of coal, found sandwiched between layers of rock in the earth. Burnt to provide heat or electricity. A carbon-based liquid formed from fossilized animals. Lakes of oil are sandwiched between seams of rock in the earth. Pipes are sunk down to the reservoirs to pump the oil out. Widely used in industry and transport. Methane and some other gases trapped between seams of rock under the earth's surface. Pipes are sunk into the ground to release the gas.

ADVANTAGES

DISADVANTAGES When burned coal gives off atmospheric pollutants, including greenhouse gases.

Oil is a ready-made fuel. Relatively cheap to extract and to convert into energy.

Gas is a ready-made fuel. It is a relatively cheap form of energy. It's a slightly cleaner 121

Often used in houses for heating and cooking.

Nuclear

Radioactive minerals such as uranium are mined. Electricity is generated from the energy that is released when the atoms of these minerals are split (by nuclear fission) in nuclear reactors.

When burned, it gives off atmospheric pollutants, including greenhouse gases. Only limited supply of gas. When burned, it gives off atmospheric pollutants, including greenhouse gases. Only a limited supply.

fuel than coal and oil. to run.

Nuclear reactors are expensive

Nuclear waste is highly toxic, and needs to be safely stored for hundreds or thousands of years (storage is extremely expensive). Leakage of nuclear materials can have a devastating impact on people and the environment. The worst nuclear reactor accident was at Chernobyl, Ukraine in 1986. Ready-made fuel. It is relatively cheap to mine and to convert into energy. Coal supplies will last longer than oil or gas. A small amount of radioactive material produces a lot of energy. Raw materials are relatively cheap and can last quite a long time. It doesn't give off atmospheric pollutants.

RENEWABLE ENERGY SOURCES TYPE OF ENERGY Solar

Wind

Tidal

Wave

WHERE IT IS FROM Energy from sunlight is captured in solar panels and converted into electricity.

ADVANTAGES Potentially infinite energy supply. Single dwellings can have own electricity supply.

Wind turbines (modern windmills) turn wind energy into electricity.

The movement of tides drives turbines. A tidal barrage (a kind of dam) is built across estuaries, forcing water through gaps. In future underwater turbines may be possible out at sea and without dams.

Ideal for an island such as the UK. Potential to generate a lot of energy. Tidal barrage can double as a bridge, and help prevent flooding.

The movement of seawater in and out of a cavity

Ideal for an island country.

DISADVANTAGES Manufacture and implementation of solar panels can be costly. Manufacture and implementation of wind farms can be costly. Some local people object to on-shore wind farms, arguing that it spoils the countryside. Construction of barrage is very costly. Only a few estuaries are suitable. Opposed by some environmental groups as having a negative impact on wildlife. May reduce tidal flow and impede flow of sewage out to sea. Construction can be costly. 122

on the shore compresses trapped air, driving a turbine.

Geothermal

Hydrological or Hydroelectric Power (HEP) Biomass

Wood

More likely to be small local operations, rather than done on a national scale.

In volcanic regions it is possible to use the natural heat of the earth. Cold water is pumped underground and comes out as steam. Steam can be used for heating or to power turbines creating electricity. Energy harnessed from the movement of water through rivers, lakes and dams. Decaying plant or animal waste. An organic material, which can be burned to provide energy, heat, or electricity. An example of biomass energy is oilseed rape (the fields of yellow flowers you see in the UK in summer), which produces oil. After treatment with chemicals it can be used as a fuel in diesel engines.

Obtained from felling trees, burned to generate heat and light.

May be opposed by local or environmental groups. Can be expensive to set up and only works in areas of volcanic activity. Geothermal and volcanic activity might calm down, leaving power stations redundant. Dangerous elements found underground must be disposed of carefully.

Creates water reserves as well as energy supplies. It is a cheap and readily available source of energy. If replaced, biomass can be a longterm, sustainable energy source.

When burned, it gives off atmospheric pollutants, including greenhouse gases. Biomass is only a renewable resource if crops are replanted.

A cheap and readily available source of energy. If the trees are replaced, wood burning can be a longterm, sustainable energy source

Costly to build. Can cause the flooding of surrounding communities and landscapes. Dams have major ecological impacts on local hydrology.

When burned it gives off atmospheric pollutants, including greenhouse gases. If trees are not replanted then wood is a non-renewable resource.

Can be found singularly, but usually many together in wind farms. Potentially infinite energy supply.

Potentially infinite energy supply. Used successfully in some countries, such as New Zealand and Iceland.

123

3. CLOSURE: (30 minutes) To conclude with the topic students will be asked to do a listening comprehension activity with a song, which includes the most popular definitions and ideas about energy. The listening activities will be different. On the one hand, they will have to complete with the missing words. On the other hand, they will have to circle the correct options and finally, they will have to put the sentences of the lyrics in the correct order. The song will be heard twice, first to be able to do the activities and second to check the answers.

VIDEO: https://www.youtube.com/watch?v=dbrv9LGBcDo

Listen and complete with the missing words

124

Listen and circle the correct option We’re humans Humans. Try’ na surviving / survive Using resources To keep us alive And moving through life. Two kinds Two kinds. You need to know Renewable and Nonrenewable resources. Sources / Resources that could take Thousands of years To replenish / replace Are non – renewable. So let’s be clear Once we use them up, they’re gone / went. Long gone. Like Florida’s famous limestone / stone.

Listen and put the lyrics in the correct order

125

EVALUATION CRITERIA: Criteria for evaluating the learning process: the objectives have been carried out if the students are able to:  Distinguish between renewable and non-renewable energy sources.  Identify the advantages and disadvantages of both energy sources.  Understand where the different types of energy come from.  Provide an opinion and discuss the topic.

Self- Report Nº 2 This was an unusual but approachable class. Students were more relaxed than the previous one. This was a special class due to their tutor teacher was absent so students would go home earlier. Consequently, all the activities that I have planned must be delivered in the first two periods. Apart from that, our teacher Mrs. Dominguez came to observe my class and incredibly students were quieter. To make things better, I announced students that that class was the last one, therefore they were happier. I believe that these positive things made the class enjoyable. The warm up was quite good. Students had to solve a crossword related to the most common energy words. I gave them some minutes to do the crossword and then we checked it all together on the board. Some students cooperated and came to the front and solved the crossword. It was an easy activity for their level but was useful as they should rehearse concepts before the “supposed” test. In the development of the class, students had to complete with the missing columns inside a chart of renewable and non-renewable resources with their advantages and disadvantages. It was visually stimulating and boys offered to come to the front and complete the activities. Boys always used to participate in class but they did not work in their folders. Actually, they had to do this activity in a photocopy and just some of them did it. And a closure activity, students were asked to do a listening comprehension. They had to listen to a song related to energy and make several activities. First, complete with the missing words, then circle the 126

correct words and finally put the paragraphs in order. At the beginning they made jokes with the song, but later they were really involved in the activities and seemed to like it. They could do the activities without my intervention, and they were anxious for telling me the answers. To conclude, this class was much better than the previous one. However, I felt that something was missing. I would have liked that students have a closure lesson. Furthermore, I would have liked students to have a test as a closure of the topic and gave them a reward for their collaboration. We did it with the previous group and they loved it. But as the decision to be “this” the last class was taken unexpectedly, things resulted quite well. Luckily, I could deliver the lesson in the periods required. The lesson design was well organized and I was able to achieve the lesson goals for that day as all the activities were successfully achieved. The only problem I found was that I must control my nerves and avoid grammar and pronunciation mistakes. I was more nervous than usual because my teacher was observing me, but in a way it was better for the class since they performed better.

Institution assigned: Carlos Maschwitz– Ingeniero Maschwitz Cooperating teacher: Inés Uría Student teacher: Andrea Fantili Course: 6º Date: 22/11/2016

Evaluation Report Nº2

This day was Andrea`s birthday and luckily, her last class. We were extremely happy to know that it was our last lesson. Students behaved really well that day. They seemed to be relieved. This was a special class due to their tutor teacher was absent so students had to go home one hour earlier.

127

Andrea delivered her last lesson during the first period. The learners worked properly. They were given some photocopies and they had to complete them taking into account the content seen throughout our lessons. As a closure, they were asked to do a listening activity with a song and made different activities related to the song. Some of the learners were engaged in the tasks but there were others who did not seem to enjoy them. Most of the students participated in the correction of the several activities. Finally, we said goodbye to the students and expressed our gratitude for having the chance to teach them. We hope they can get something positive from us apart from the knowledge and the experience.

128

FINAL REPORT

Final Report

Even though my practice in this course took only two classes, I found this group challenging. At the beginning I faced several problems which I could solve. It was not an easy task but I could solve them at least. It was a difficult group and I also had many obstacles in the middle, but I could deal with them (Andrea Fantili). 129

Concerning my experience in that school I am able to say I did not feel comfortable with the group. It was a complicated group of students who were all the time complaining about something or talking to each other while we were explaining to them the topic. They were rather disrespectful towards us, especially at the end of our practice lessons. All in all, we can always get something positive from a negative experience (Jesica Fenara). The class atmosphere was disorganized, the majority of the students used their mobile phones during the class, some others talk a lot, and most of the time they kept on saying dirty words and others showed discomfort with the fact that we were there. They had a bad predisposition to work and their behavior was not good enough. We tried to solve these problems explaining to them how important was for us to be there. We also explained to them the fact that we are student teachers and we are about to graduate and we have chosen that group to make our practice lessons. Since we talked to them there was a positive change although some students seemed careless to what we said and continue misbehaving. The use of CLIL in our lessons engaged us in several ways of planning for effective learning. Even, we would have liked to make some experiments with them since with this topic there were many things to do. But we did not have enough time due to some obstacles (the students’ graduate trip, their graduate party, the integrative test, training, and so on) and as this was a difficult group we fear that the experiments couldn’t have done properly. The level of the students was excellent. They were able to realize activities successfully, especially oral activities. They were actively involved in oral tasks and in those which involved coming to the front. They were very competitive. On the contrary, they didn’t engage in written activities. Every timewe asked them to do something in their folders we received complaints. As regards the characteristics of the classroom and the school, we had assumed that it was not well equipped. There were two boards, one chalkboard and one whiteboard. We had to bring our materials (chalks, duster, and markers) because these weren’t in the classroom and every time we wanted to use the projector we had to ask the preceptor to bring and connect it in class. We didn’t like this way of working, we thought that we bother the preceptor when we needed to use the projector. For that reason, we planned few lessons with the projector. The school couldn’t give us a world map, when we asked them for one world map they answered us that they didn’t know where it was, so the following class we had to bring our own world map. The classroom was too small and children seem to be tightened. When we were observing their tutor teacher we hadn’t any tables or chairs. Students looked for them and brought to the classroom in order we could take a sit. And we were uncomfortable because we hadn’t got much space to stay there. We assumed that the tutor teacher must have been the same way when she was observing us. We agreed this was not our best experience but it was very significant for us. Although this was a stressful group, I could learn a lot from them. This experience taught me that you can get positive things talking with your students, explaining to them the important of certain things. People understand better talking and not screaming of being disrespectful. I hope students have enjoyed our lessons the way we enjoyed them. It was a positive experience in spite of facing some inconvenient.

130