Carpeta didáctica mercedes sánchez

INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE y TÉCNICA N° 55 PROFESORADOS en Educación PRIMARIA e INICIAL, MATEMÁTICA e INGLÉS

Teaching Practicum IV Digital Portfolio

Student: Sánchez Mercedes Teacher: Dominguez, Gabriela Date: December 2nd, 2016

INSTITUTO SUPERIOR DE FORMACIÓN DOCENTE y TÉCNICA N° 55 PROFESORADOS en Educación PRIMARIA e INICIAL, MATEMÁTICA e INGLÉS

REGLAMENTO de PRÁCTICAS INTEGRADO PAUTAS PARA LA REALIZACIÓN DE LA PRÁCTICA DOCENTE I. FUNCIÓN DE LOS PROFESORES DE LA PRÁCTICA El/los docente/s de Prácticas deberá/n: a) Convocar a los alumnos inscriptos para informarles sobre las actividades que deberán realizar. b) Proponer al Equipo Directivo los establecimientos escolares y cursos que se han seleccionado para la observación y realización de 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 realizar las observaciones, 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 meta-análisis 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 la 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 Equipo Directivo y al Consejo Académico del ISFD N’55 k) Orientar a los practicantes para la realización del informe final que contenga la autoevaluación del proyecto implementado. l) Participar en el proceso de evaluación y acreditación de los practicantes. m) Agregar en legajo de los alumnos, copia del informe final de práctica de cada año.

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 o en la sede que se asigne y cumpliendo con los requisitos de asistencia y trabajos prácticos que estipule el proyecto de Cátedra. b) No tomar compromisos laborales en el turno asignado para la realización de las prácticas profesionales. c) Cuidar la presentación personal, teniendo en cuenta la prolijidad, sobriedad y discreción, adecuando la vestimenta al contexto y a las normativas de este instituto formador y de los establecimientos asociados. d) Cumplir con los horarios asignados y con el 80 % de asistencia a las actividades previstas. En todos los casos las inasistencias deberán ser informadas al docente de Práctica previo al horario de la misma. Las mismas serán justificadas siempre y cuando se cumpla con informar el motivo de su causa, acreditando certificación que acredite la misma. Para quienes ya se desempeñan en el sistema público y habiendo tomado licencia psiquiátrica o de algún otro tipo que exceda la ordinaria, deberán informarlo al profesor de Prácticas, ya que no podrá comenzar las prácticas hasta el finalizar su licencia, extendiendo de ese modo el período de cursada. e) Constituir una carpeta de Prácticas, en la que se incorporarán todos los trabajos requeridos, además de los planes y/o proyectos de intervención docente que se vayan realizando a lo largo del ciclo lectivo. La misma deberá llevarse todos los días de asistencia a las escuelas asociadas. f) Realizar tareas de observación y diagnóstico de grupo cuyo informe deberá incluirse en citada carpeta. g) Realizar las prácticas docentes según las normas que establecen los profesores de las cátedras de Práctica Docente de las diferentes carreras. h) Permanecer frente al grupo de alumnos, siempre acompañado por el docente orientador o algún otro personal docente del establecimiento, y cuando este/os no se encuentre/n en el salón, el/ los practicante/s y/o residente/s, no podrán ingresar al curso hasta tanto se haga presente uno de ellos que pueda permanecer en el aula durante el periodo de práctica/residencia. 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) 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 Campo de la Práctica Docente. l) 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. Cada clase debe contar con el correspondiente informe realizado por el observante de turno: profesor del espacio o maestro orientador. m) Asistir al 80% de las actividades realizadas en la Institución Destino durante el período de Residencia o Práctica Intensiva. Sólo podrán ser justificadas las inasistencias por motivos graves. a. Se considera motivo grave: enfermedad/accidente/duelo por familiar directo (en todos los casos deberá certificar esta causa) b. Tiene la obligación, en caso de inasistir a la Escuela Destino, de comunicarlo a: i. la Institución Destino ii. la Institución Formadora iii. la / las profesoras de práctica iv. Nota: Teniendo en cuenta la reglamentación vigente para los docentes de la Provincia de Buenos Aires y con el objetivo de formarlos en conductas de responsabilidad, se exigirá que el certificado médico o él que corresponda deberá entregarlo al docente del Espacio o a la Preceptora del curso en un plazo que no excederá las 48 horas. c. En caso de que el ausentismo del alumno superarse el 20 %, se acordará con el profesor un periodo compensatorio, previa consulta al CAI, cuyos integrantes deberán evaluar cada situación en particular, permitiendo dar continuidad o no en el ciclo lectivo en curso, para lo cual se presentará un informe del alumno. d. Aquel alumno que abandonase las prácticas, deberá realizarlo a través de una nota, dirigida a docente de Práctica. El abandono de la misma provocará que en la cursada siguiente elija turno o escuela en último lugar. n) Cumplir con los requisitos de asistencia del 80% al Taller Inicial siempre que la propuesta de la cursada cuenta con el mismo, y de aprobación de los trabajos solicitados mediante su presentación en tiempo y forma.

III . CARPETA DIDÁCTICA ✓ La carpeta podrá estar escrita a mano o en computadora, pero siempre en forma clara, legible y prolija. ✓ Al asistir a la escuela asociada, 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: o En primer lugar, se colocará el presente reglamento firmado por los alumnos. En el caso que existiese taller inicial, los trabajos correspondientes a este periodo. o Luego se colocará el diagnóstico del año asignado, el mismo se elaborará de acuerdo a las especificaciones dadas por las profesoras y deberá estar completo antes de comenzar a dar las prácticas de ensayo. Finalizadas las mismas, será actualizado.

A continuación, se incluirán las propuestas de enseñanza, como también, las autoevaluaciones y los informes de su compañero, de acuerdo a los requerimientos de cada cátedra. Estos informes deben estar prolijos y al día, ya que la carpeta puede ser solicitada en cualquier momento para su corrección. o Finalmente, se escribirá una reflexión general sobre la experiencia de la práctica.

La carpeta didáctica, entonces, deberá constar de los elementos que cada cátedra considere necesarios, a modo de ejemplo enumeramos los siguientes: o

1.

2.

3.

4.

5.

Reglamento de práctica Taller Inicial (cuando correspondiera) Diagnóstico de grupo Los planes del proyecto que se vayan realizando a lo largo del ciclo lectivo Los informes que contengan las autoevaluaciones y las del par pedagógico para cada clase de práctica.

6. Reflexión final 7. Cuaderno de actuación IV. 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 o en una planilla registro que cada practicante lleve, según indicaciones de la cátedra.

Si alguna asistencia no fuera registrada debidamente en el cuaderno o planilla, el profesor de la práctica la considerará como inasistencia.

Las ausencias, feriados o cualquier otro motivo de suspensión de clase, deberá ser asentado en el cuaderno.

V. PLANIFICACIONES Se presentarán por duplicado: completas, prolijas, organizadas y legibles, con la debida anticipación, quedando una copia en poder del docente orientador. Las realizaciones “en borrador” no serán consideradas como válidas; tampoco podrán ser aprobadas en el momento previo a la clase.

En cada plan de clase, debe especificarse: Nº de clase, área, tema, objetivos, contenidos, actividades, estrategias metodológicas, recursos materiales, evaluación, bibliografía consultada, de acuerdo a las indicaciones del profesor a cargo. En el caso del proyecto, se deberán completar los ítems enumerados en la ficha de cátedra indicada.

Cada plan para ser aprobado debe dar cuenta de la apropiación clara de los contenidos a enseñar por parte del practicante.

Las planificaciones deberán estar aprobadas por el profesor de prácticas o por el docente orientador 48 horas antes de su implementación. Caso contrario, el alumnos no podrán dar 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 deberá preparar el material didáctico que considere pertinente, fuera del contexto del aula donde realizará la práctica. El material se adecuará a los objetivos establecidos en el proyecto y al Diseño Curricular vigente. 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, suficiente en cantidad y en el caso de contener textos, éstos deben 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 sus indicaciones o correcciones.

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.

VI. 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. Cada docente de Práctica establecerá medios de comunicación con los residentes para que ellos puedan cumplir con estos requisitos.

2.

Para que la práctica se lleve a cabo, debe estar presente entre el 50 y el 65 % del curso, acordando esto con el profesor orientador debido a las características propias de los cursos.

3.

Los días de lluvia, los alumnos deberán concurrir a sus observaciones/ prácticas, sin excepciones, salvo que las inclemencias del día así lo justifiquen.

4.

No se permite comer / beber / hacer uso del celular en las aulas.

5.

El alumno podrá comunicarse con el profesor orientador sólo en la forma que este se lo indique, en el caso que este solicite que solo sea en la escuela de destino. No se permitirá llamar al docente orientador por teléfono celular. Y 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 o una instancia de presentación que permitirá establecer vínculos entre las escuelas asociadas y todos los actores involucrados en el proceso de Práctica y/o Residencia.

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.

Una vez leído el presente documento, me notificaré completando los datos que figuran debajo de la línea, que luego cortaré y entregaré al docente de Prácticas como certificación de la Reglamentación existente para esta cursada. _____________________________________________________________________________

Declaro conocer y aceptar las indicaciones contenidas por el presente documento para la cursada regular de ___________Espacio de la Práctica Docente IV___________ del Profesorado en _______Inglés_____ del año 2016.

Notificada/o:_____________________________________________ (Firma)

Aclaración: Mercedes Sánchez (Nombre y apellido completo) DNI: 34621797

UNIT PLAN (Project skeleton) STUDENT TEACHERS’ NAMES AND TELEPHONE NUMBERS: Rinaldi Paula (11 34646888), Sánchez Mercedes (348 4566659) INSTITUTION ASSIGNED: E.S.B. N°16 Cooperating teacher: Valeria Acevedo COURSE: 2nd Year PERIODS PLANNED: 6 TIMETABLE: Wednesday 7.30 to 9.30 SUBMISSION DATE: Saturday 28th May PROJECT PRESENTATION DATE: June 8th …………………………………………………………………………

OVERALL THEME PLANNED: Healthy Habits THE LANGUAGE OF LEARNING(Content - related Vocabulary and structures)

THE LANGUAGE FOR LEARNING : Lang for communicating the content

THE LANGUAGE THROUGH LEARNING Lang that could emerge from the learning ( our guess)

Key vocabulary related to healthy and unhealthy food: salad, bananas, oranges, apples, spinach, tomatoes, carrots, hamburgers, meat, banana, mango, water, soup, potatoes, fish, prawn, chicken, orange, egg, chips, chocolate, milk, yoghurt, broccoli,carrots, lettuce, tomatoes, beans,cucumbers, spinach) white flour(pasta, bread, pizza), biscuits, whole grains(brown rice,white rice) Habits: go for a walk, do sports, take yoga lessons, swim,

Asking each other questions: What do you eat? When do you eat….?

Classifying the different healthy and unhealthy food and activities Do you eat….?

What time do you…?

I get up at……

I always/ never/sometimes/u sually/often do sports.

Other: How can I say….. in English?, What's the meaning of……. ?

Learn new words which arise from tasks.

Retain language revised by the teachers and learners.

Make use of classmates explanations.

Simple present used to talk about healthy habits.

Imperatives to follow instructions.

Giving advice.

Giving opinion.

run, eat, get up, ride a bike, have breakfast, skate,hike, get lots of rest, watch too much television, play football, sleep, get exercise.

Vocabulary related to nutrition: nutrients( Carbohydr ates, Lipids, Proteins, Water, Vitamins and Minerals), energy, calories.

Different types of diets: Vegetarian Diet, Detox Diets,Crash Explain the way you plan to go about the 4Cs along your project: COMMUNICATION: Language will be used for students to understand the topics and also to allow them to express themselves.

CULTURE: Context will be used to make students involved in the developing of the different tasks as well as to foster students´ participation in every class.

COGNITION: Cognition will be used as a tool for students to be active participants of the class. They will need to produce their own judgements and be able to verbalize their own ideas depending on the activity.

CONTENT: The content of the lessons will be used and chosen especially for the needs and interests of the students.

PREVIOUS KNOWLEDGE: Colours, Numbers, Simple Present, Present Continuous, Feelings, Giving personal information, Days of the week.

GENERAL OBJECTIVES: By the end of the unit, Sts will : ● Develop their oral skills through students’ interaction ● Gain new vocabulary related to healthy and unhealthy food, activities which are good for our life. ● Demonstrate understanding of the concept of healthy and unhealthy habits. ● Describe their habits. ● Successfully engage in visual matching between concepts and images. ● Interpret visual information. ● Use language creatively and spontaneously ● Recycle previous knowledge to connect it with the new vocabulary ● Ask and respond to wh-questions about their work.

TASKS/ OUTCOMES: Students will have to fill one chart from Wednesday to Wednesday writing about which healthy things they have done during the week. This activity is aimed to improve their health

apart from applying the topics taught in the class. The final outcome will be to share a roundtable discussion in which they will share how their life has been enriched with their new habits.

The teacher will ask them to talk about what “bad habits” they think teenagers are facing nowadays and also they will be asked to say feasible solutions for them.

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: · Physical Education · Nutrition: Healthy and unhealthy food MATERIALS AND RESOURCES: Every class the student teacher will include one of the following in the plan: · Video · Activity that involves the use of Netbooks · Poster/ realia · Presentations · Audio · Prop to contextualize settings BIBLIOGRAPHY: ● https://www.youtube.com/watch?v=XjIGYH4QJD0 ● Reading Comprehension about famous people´s lives. ● https://www.youtube.com/watch?v=ccn6IHivD5M

● Powerpoint presentation with healthy activities ● Powerpoint presentation about healthy and unhealthy people. ● Powerpoint presentation with activities. ● http://healthyceleb.com/lionel-messi-workout-trainingroutine-and-diet-plan/5782 ● http://www.healthline.com/health/malnutrition#Symptoms4 ● http://study.com/academy/lesson/what-isnutrition.html#lesson ● http://www.who.int/dietphysicalactivity/publications/trs916/ summary/en/ ● http://en.hesperian.org/hhg/Where_Women_Have_No_Do ctor:Poor_Nutrition_Can_Cause_Disease GROUP DIAGNOSIS The class starts at 7.30 and finishes at 9.30. For this reason I think they are quiet and sleepy. In spite of this, they work a lot and tend to participate. There are 26 students in the class. Although they do not speak in English, they do when the teacher asks some of them to read from the book or to check an exercise. The students usually listen to music in the class, which distracts them from the class. However, the teacher always asks them to put their mobile phones away. There is a group at the back that generally interrupts the class but as everybody is aware of this, they ask them to make silence.

The classroom is rather small, but as they are few, it’s ok for them. It has one wall full of windows which allows the sunlight to illuminate the classroom. There are some English posters stuck on the wall, but I think they are from the afternoon shift since they have grammar structures and vocabulary the

class has not dealt with. It is winter and the classroom is warm which makes it a comfortable place to stay as the students rush from the entrance of the school to the classroom.

Daily Plans DAILY PLAN CLASS PLAN #1 STUDENT TEACHER’S NAME (On practice) : Rinaldi, Paula STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: School N°16 COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: May 28th CLASS DATE: June 8th CLASS SUBTHEME: “Nutrition” THE LANGUAGE THROUGH LEARNING

THE LANGUAGE FOR : LEARNING

THE LANGUAGE OF LEARNING

Recycling Students will discuss what they .do eat every day Presenting .evidence in tasks Extending reading and speaking .skills Students will

What do you do eat …..?Do ? .……you /I always/never sometimes/ .……often/usually Classroom language: How do you say……?

What does…….

Verbs related to daily life activities: eat, drink, sleep, .wake up, play Vocabulary related to nutrition: nutrients( Carbohy drates, Lipids, Proteins, Water, Vitamins and

explain what diet .they have

?mean Classifying the different activities .people do Simple present used for talking .about routines

Minerals), energy, .calories Different types of diets: Vegetarian Diet, Detox Diets,Crash Diets,Weight .Control Diets Vocabulary related to food: , Sandwiches ,cheese vegetable and fruit ,salads , pizza fish and fried ,potatoes stewed , vegetables , coffee ,sweets and cakes , red wine , beer ,porridge , pasta ,chicken .milk and yoghurt

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● Write about a famous person they like. ● Ask what their classmates do every day. ● Discuss what people do every day.

● Prepare a glossary including the new words.

MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Reading Comprehension about famous people´s lives.

PROCEDURE/ DEVELOPMENT : The development should display the actions the student teacher will take in order to carry out the objectives: all the activities delivered in the daily plan and the procedures used to present them.

1. OPENING/ENGAGING ACTIVITY: ● The students will be shown a video including the definition of Nutrition and the different types of healthy food. ● http://study.com/academy/lesson/what-isnutrition.html#lesson ● Checking understanding: The teacher will ask some questions about the PowerPoint Presentation.

For example: 1) What is nutrition?

2) What are nutrients?

3) Which are the six classes of nutrients?

4) Which are the macronutrients?

5) Which are the different types of carbohydrates?

6) Which are the different types of fats? ● Students will complete these activities: “We are what we eat “ Task 1: Students will classify the food in their folders. Then the activity will be done on the board.

Healthy or unhealthy? Tick the healthy food. ● sandwiches

● ● ● ● ● ● ● ● ● ● ● ● ● ●

cheese vegetable and fruit salads pizza fish and fried potatoes stewed vegetables a Big Mac coffee sweets and cakes red wine beer porridge pasta chicken milk and yoghurt Task 2: Your personal DIET. Students will ask these questions to 5 other students and then they will share the results to compare them. ● Do you cook food at home? ● Do you eat a lot of fruit and vegetables? ● Do you eat fast food? ● Do you like salty food? ● Do you prefer boiled , baked or fried meat? ● Do you eat a lot of sweets? ● Do you prefer olive oil? ● Do you eat a lot of butter? ● Do you drink a lot of fresh water? ● Do you drink alcohol? ● Do you drink a glass of red wine at dinner?

2. DEVELOPMENT ACTIVITIES: ● The students will be shown another PowerPoint Presentation about the different diets.

● https://docs.google.com/presentation/d/1FOpgyw2ld2byY ZDc4XXaMExEmcAqZOMw23bj0bRcrOM/edit#slide=id.p ● Then, the students will have to write some statements in the correct diet. ● Write these statements in the correct diet: ● These diets are mainly focused on the consumption of vegetable products. ● Low-purine diet to avoid high levels of uric acid in blood is greatly reduced intake: beer, soda, liver, kidney, anchovies, sardines. ● A calorie control diet in which low-fat cookies are eaten to quell hunger, often in place of a meal. ● The addition of salt is removed at meals ● You could say that is a healthy diet, based mainly on fish, fruits, vegetables, whole grains, etc. ● All foods derived from wheat, oats, barley and rye are avoided. ● You have to include foods rich in iron, protein, zinc, calcium and vitamin B12. ● There are three variants: the vegan diet, lacto-vegetarian diet and lacto-ovo-vegetarian.

Therapeutic Diet

Mediterranean Diet

Weight control Diet

Vegetarian Diet

● Students will read a text about Messi's diet.

“The life of a celebrity” The time spent on the field must have a support of a great diet plan to fetch the desired results. One might not be able to match up Lionel Messi’s workout chart in a day, but one can definitely follow up his diet plan easily.

10 days before a football match: Messi never eats carbohydrates so the body maximizes the blood sugar available in ample, inside the body, giving the body a good shape. The diet is called low carb high protein diet, where he usually drinks protein shakes and 7-8 glasses of water in order to avoid dehydration.

5 days before a football match: He always has some vegetable soup before every meal.

A day before the match: Afternoon meal plays a crucial role, so Lionel always takes fish/prawn/chicken along with boiled potatoes plus green vegetables. Then, he sometimes eats an orange.

6 hours before the match: He rarely stays awake playing video games, he always sleeps.

Even in case Messi wakes up, he never takes any wheatrelated product as carbohydrates. Instead, he sometimes eats an egg for ideal balance of proteins and carbohydrates.

90 minutes before the match: Messi always eats fruits 70-90 minutes before the match.

Banana, mango, apple, etc. ● Checking understanding: Students will play a game.

Students will complete a true or false activity and then they will share the results on the board. ● Write true(T) or false(F) 1. He always eats carbohydrates.

2. 10 days before a match he usually drinks protein shakes.

3. He always drinks 5 glasses of water.

4. He never has some vegetable soup before every meal 5. Messi never eats potatoes.

6. He always plays video games at night.

7. He sometimes eats an egg 8. 90 minutes before the match Messi always eats fruits.

3. CLOSURE: ● Whole class: Quiz game. The group will be divided in three groups. The teacher will stick a poster on the board with different images of healthy food. At the back of each image there will be a question they will need to answer to win a point.

Questions: ➢ What do you eat in a Vegetarian diet? ➢ Which are the six classes of nutrients? ➢ What is nutrition? ➢ What do you eat in a Mediterranean diet? ➢ Which are the six classes of nutrients? ➢ What do you eat in a Therapeutic diet? ➢ Mention 5 healthy food. ➢ Mention 5 unhealthy food. ➢ Which are the different types of fats?

EVALUATION CRITERIA Criteria for evaluating the learning process: How you are going to evaluate students’ learning to make sure the objectives have been carried out? ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

DAILY PLAN 1- SCHOOL N° 16- PEER REPORT

At the beginning we were nervous, as we did not know how the class was going to respond. Fortunately, they participated a lot and we felt they were anxious to learn.

Paula’s first class was about “nutrition”. They already knew most of the vocabulary Paula taught, so it made the class very fruitful. They had some difficulties trying to understand the video as they were not accustomed to work with that kind of material without subtitles. However, the pictures in it and the fact that Paula paused it to check understanding made the topic clear. At the moment they had to answer some questions, as they were having trouble to write fully answers, Paula checked them on the board and they copied them.

Paula showed them a Power Point Presentation, and they had to answer some questions too. For this questionnaire, Paula stopped the slides and allowed the students to copy them. Finally, the game was a nice way to end the class as it included all the vocabulary seen in the class.

DAILY PLAN CLASS PLAN #2 STUDENT TEACHER’S NAME (On practice): Rinaldi, Paula STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: School N°16 COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School

PERIODS PLANNED: 2 SUBMISSION DATE: May 28th CLASS DATE: June 15th CLASS SUBTHEME: “Nutritional Deficiencies” THE

THE

THE LANGUAGE OF

LANGUAGE

LANGUAGE

LEARNING

THROUGH

FOR

LEARNING : LEARNING Recycling

Asking

Vocabulary related to healthy

vocabulary

classmates:

habits and food:

of the What healthy

fruit( apples,oranges,

previous

food do you bananas),vegetables(broccoli,

.lesson

?eat

sweet potatoes,carrots,

Students will

Activities to

lettuce, tomatoes,

provide

maintain a

beans,cucumbers,spinach)

evidence of

healthy life.

white flour(pasta, bread,

how healthy

(I go for a

,pizza), biscuits

are their

walk. I do

whole grains(brown rice,white

.lives

sports, etc)

rice)

Students will

Simple

) Nutritional Diseases

share what

Present to

Symptoms of deficiencies

they usually

talk about

,nutrition (pallor (pale skin)

.do

healthy and

fatigue,weakness, trouble

Students will

unhealthy

breathing, unusual food

give advice

.habits

cravings,hair loss, periods of

using :

Classroom

,lightheadedness

.Should Students will

language: constipation, sleepiness, heart How do you palpitations,feeling faint or

identify the

say……?

different

What

.diseases

does…….

,fainting .depression

?mean

tingling and numbness of the

Classifying

joints

the different

menstrual issues (such as

activities

missed periods or very heavy

.people do

cycles) poor concentration

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● Write about what they do every day. ● Write a plan to maintain a healthy life.

MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL:

● Videos about people talking about healthy and unhealthy food. ● PowerPoint Presentation about healthy activities.

PROCEDURE/ DEVELOPMENT: The development should display the actions the student teacher will take in order to carry out the objectives: all the activities delivered in the daily plan and the procedures used to present them.

1. OPENING/ENGAGING ACTIVITY: ➔ Warm up: Students will read a text and complete the activity to revise the topics of the previous lesson.

READING The following text is from a website for parents who want their teenage children to have healthy and balanced diet. The text contains advice for parents.

TASK:Read the text and solve the activity below.

Normal Diet For Adolescents - 12 To 18 Years Of Age Changing Food Habits o

Teenagers are often very busy with school, work, and

sports schedules. Help your teenager plan his day if he will not be home for meals. Send healthy snacks or packed lunches with him. This will help him avoid filling up on "junk" food or high fat foods. They may need extra snacks to take with them or meals they can prepare quickly.

o

Your teenager still learns from your healthy eating habits.

Be an example and praise his good food choices whenever you can. Never criticize the way your child looks at this time of life.

Teenagers can easily become too worried about their body image. If they are eating too much or too little, it can affect their growth. Talk with your doctor if you are worried about your teenager's eating habits.

Food Group Choices o

Give your teenager at least one serving per day of a high

vitamin C food. Examples are citrus fruits and juices, tomatoes, potatoes, and green peppers. Your teenager also needs one serving per day of a high vitamin A food. This includes spinach, winter squash, carrots, or sweet potatoes. o

Choose lean meats, fish, and poultry foods for your

teenager. They are a source of proteins young people need in the period of growth. Also, give your teenager 2% milk and low-fat dairy foods. Avoid fried foods and high fat desserts, serve them only on special occasions. This will lower his risk for heart disease when he is older. âž” Reading Comprehension activity: What should parents do? â?– Tick the ideas that are not mentioned in the text:

➔ Parents should help their busy teenage children with planning their day. ➔ If the children do not eat at home, parents should give them money for healthy food. ➔ If the children do not eat at home, parents should pack healthy lunches for them. ➔ Parents can eat junk food, but they should inform their children about how unhealthy it is. ➔ Parents should never be critical about the way their children look. ➔ Parents should ask their doctor for information, if they don ´t know what to do ● The teacher will show a PowerPoint Presentation about the different diseases related to bad nutrition. ● https://docs.google.com/presentation/d/1AcrKORBnW_7dt fl1hnv5lN7ab1Hkqy12nDGsDu5MCIQ/edit#slide=id.g1353 251a67_1_44 ● Students will answer these questions about the PowerPoint presentation on their folders, and then they will share their results with the rest of the class.

For example: 1) What causes nutritional deficiencies?

2) What are the symptoms they present?

3) What is obesity?

4) What is anemia?

5) What is diabetes?

6) What is a cardiovascular disease?

7) What is osteoporosis?

2. DEVELOPMENT ACTIVITIES: ● The students will watch a PowerPoint Presentation. Then, they will have to say what activities that appear in the presentation they usually do. ● https://docs.google.com/presentation/d/1HYqQ4xHmr3S0 VA53Pb5cAqetfVibsjEtdj1xg5AVV1w/edit#slide=id.p4 ● The students will be given a specific case of a person with a nutritional disease and they will prepare a diet which improves their life. ● The students will be divided into different groups and they will make some posters for the rest of the students of the school. They will have to include some advice to maintain a healthy diet. (20 minutes) 3. CLOSURE: ● Students will listen to a song. Then, they are going to complete a food pyramid that will be stuck on the board using the food worked in this class. Each student will have

a different kind of food and they will have to stick it in the part of the pyramid they think is the correct one. (http://www.songsforteaching.com/preschoolkindergartenearlyc hildhood/foodpyramid.php )

Food Pyramid Marilyn M. Linford There are five food groups on the food pyramid That I should choose from each day.

Vegetables, grain, meat, dairy and fruit Will help my body work and play.

Each food group supplies needed nutrients To help my body to grow.

The fats and oils use sparingly, That's something that I should know.

Chorus: Vitamins and minerals are part of the plan That keeps me healthy and strong.

I will choose each day to do all that I can to help my body grow real strong.

Calories within my food becomes energy.

Energy my body will need, To help me think, work, and exercise.

They will help me to succeed.

Healthy body builders will choose carefully A healthy balance each day.

Eating foods from each category Will help me live a healthy way.

Repeat Chorus: I will choose each day to do all that I can to help my body grow strong

Food Pyramid

★ Finally, the teacher will give each student a fruit for break time.

EVALUATION CRITERIA Criteria for evaluating the learning process: How you are going to evaluate students’ learning to make sure the objectives have been carried out? ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

DAILY PLAN 2- SCHOOL N° 16- PEER REPORT The second class was about nutritional deficiencies. At the beginning of the class Paula made a warm up activity to activate previous knowledge. Then she showed a Power Point Presentation about nutritional deficiencies. The size of the words was rather small, so we should have made it bigger.

However, it was not a problem as she zoomed them and they could profit from the slides and answer some questions.

They seem to like the Power Point Presentation about the different activities to do to be healthy. Finally, they had to prepare a diet for a person with a nutritional disease and listen to a song in which they had to complete a food pyramid.

DAILY PLAN CLASS PLAN #3 STUDENT TEACHER’S NAME (On practice): Rinaldi, Paula

STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: School N°16 COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: May 28th CLASS DATE: June 22nd CLASS SUBTHEME: “Alternatives to improve our lifestyles" THE LANGUAGE

THE LANGUAGE

THE LANGUAGE

THROUGH

FOR

OF LEARNING

LEARNING

: LEARNING

Recycling content

Simple Present to Vocabulary related

of the previous

.talk about habits

to healthy habits

.lessons

Asking

and food: ride a

Discuss with their

classmates: What

bike, skate,hike,

classmates as

healthy food do

get lots of rest,

well as the

?you eat

watch too much

.teacher

Activities to

television, play

Presenting

maintain a healthy

football, sleep, get

.evidence in tasks

.life

exercise

.Giving opinion

Do you think…..?

Giving advice

?..……Do you

about having a

Classroom

.healthy diet

language: How do you say……?

What does……. ?mean Classifying the different activities .people do

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● Talk and write about sports people can do to improve their lifestyles. ● Reflect on their own experience with sports. ● Exchange and share ideas.

MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Fruits and vegetables ● Plastic objects ● PowerPoint Presentation about health PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY:

● Warm up: Students will be shown the first part of a PowerPoint Presentation about different activities they can do to be healthy. This presentation will open a debate among the students on how they can improve their lifestyle not only by eating healthy food. The teacher will also ask the students what activities they do. https://docs.google.com/presentation/d/1jsS8Y_XboZ8_bS57sU18O5nRSinpeJOd41 7pmU-IWyk/edit#slide=id.p16

● After the discussion they will have to write three sentences of their own conclusions about what they have discussed.

2. DEVELOPMENT ACTIVITIES: ● The teacher will show the students different outdoor and indoor activities and sports. ( The teacher will stick the photos on the board.) ● Students will ask their companions which outdoor or indoor activities or sports they do and will complete a chart.

Indoor activities

Outdoor activities

● Students will be shown a part of a PowerPoint Presentation about two people that have different

lifestyles. According to what they have learnt along these classes, they will have to write some sentences about how they can improve the life of the unhealthy person. https://docs.google.com/presentation/d/13fKSDzDmbfa2SRSU 9dl-enzb9uDcmgOHEZtnE40DBPE/edit#slide=id.p3 ● Students will have to read some descriptions of sports and they will have to guess what sport it is. Then they are going to write one riddle with a classmate and share it with the whole class.

Which sport is it? ★ You usually do this indoors, but you can also do it outdoors and even in the sea. You move your arms and legs to move through water. Which sport is? __________ ★ You often play this sport indoors, but you can also play it on a beach. There are two teams. First you have to throw a ball over a high net, then use your hands to stop the ball hitting the ground on your side. Which sport is it? _______ ★ People who play this sport are usually tall. They get points by throwing a ball through a net. Which sport is it? _______ ★ You play this sport outside with two teams. You have to pass the ball to other players with your foot and try to kick the ball into the goal. Which sport is it?_________ 3. CLOSURE:

● Students will complete a weekly chart and will comment on how their habits have changed in the last three weeks.

EVALUATION CRITERIA: ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

DAILY PLAN 3- SCHOOL N° 16- PEER REPORT Paula’s last class at School n°16 was about different alternatives to improve our lifestyles. At the beginning she showed a Power Point presentation with different activities.

They could guess their names as most of them are pronounced in the same way as in Spanish. The activities related to this topic seemed to be easy to them as they were connected with the vocabulary. Finally they played a game in which they had to guess the name of the activity according to the definition.

DAILY PLAN CLASS PLAN #4 STUDENT TEACHER’S

NAME (On practice) : Sánchez,

Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi, Paula INSTITUTION:

School

COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School PERIODS PLANNED: 2

N°16

SUBMISSION DATE: June 25th CLASS DATE: July 12th CLASS SUBTHEME: “Nutrition” THE

LANGUAGE THE LANGUAGE THE LANGUAGE

OF LEARNING Vitamins

FOR

THROUGH

LEARNING :

LEARNING

● Classroom

Recycling

( A,B,C,D,K).

language: How Students will talk

Vocabulary related

do

to food: fish oil, the

say……? What benefits of doing

yellow part of eggs

does…….

sports.

(yolk),

mean?

Presenting

carrots,

pumpkins,nuts, meat,

you about the different

● Classifying the evidence in tasks.

green

different

vegetables,cereals,

vitamins

dried beans, peas,

body needs.

nuts, raw cabbage, pork, liver.

Extending reading our and

speaking

skills.

● Simple present Students used for talking identify about sports.

vitamins

will which contain

different types of food.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will:

● Be able to identify the different vitamins. ● Be able to explain the important benefits of doing exercise. ● Be able to explain in which way vitamins help our body.

MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● An article about the benefits of doing exercise.

PROCEDURE/ DEVELOPMENT 1. OPENING/ENGAGING ACTIVITY: ● In connection with the previous class, the teacher will ask if they know the benefits of doing exercise. Students will brainstorm ideas that will be written on the board. The teacher will show them a video about the benefits of doing physical activity and finally they will altogether compare their ideas with the ones from the text. Then the students will write if the statements are true or false. https://www.youtube.com/watch?v=6YAtvXzgyZU Write true(T) or false(F) 1) Exercise is an activity requiring physical effort.

2) Doing exercise does not improve our mood.

3) Doing exercise controls our weight.

4) Doing exercise promotes better sleep.

5) Swimming is anaerobic exercise.

6) 5-10 minutes of physical activity is bad.

2. DEVELOPMENT ACTIVITIES: ○ The teacher will elicit from the students if they think we need something in special to do exercise. Then, she will introduce the vitamins as an essential fuel for our body.

2. The teacher will give the students a text about why vitamins are important and then they will solve a questionnaire about it.

Why are vitamins important?

A good, well-balanced diet is important for maintaining good health. We get most vitamins from food. If the food we eat doesn’t contain all the vitamins we need, we will probably develop a number of disorders.

The word “vitamin” was introduced by Casimir Funk, a Polish scientist, in 1912. The prefix “vita” comes from Latin and it means “life”. Later research showed that Funk was right in recognizing the importance of vitamins for life.

Scientists have discovered 13 different vitamins: A, B group, C, D, E, K etc.

Vitamin A prevents skin from drying out and it helps us see better in the dark. We can find it in fish oil, the yellow part of eggs (yolk), carrots and pumpkins.

Vitamin B-1 helps the heart and nervous system work properly. Without it we could not grow. It is found in nuts, meat, green vegetables.

Vitamin B-3 prevents a disease called pellagra. We can take this vitamin from meat, fish, cereals, dried beans and peas, nuts.

Vitamin B-12 prevents anemia. Good sources of vitamin B-12 are eggs, meat and milk products.

Vitamin C is necessary for strong bones and teeth and for healthy blood vessels. It also helps wounds heal faster. Food rich in vitamin C includes citrus fruits, tomatoes and raw cabbage.

Vitamin D is necessary for normal bone formation and it prevents a disease in children called rickets. We can find it in fish liver oil. Ultraviolet rays from the sun help the formation of this vitamin in our body.

Vitamin K is needed for the coagulation of blood. It is produced in our body but we can also find it in pork, liver, cabbage or spinach.

Answer these questions

1) 2)

Where do we get our vitamins from?

What vitamin do you need if you do not see well in the dark?

3)

Where is vitamin-1 found?

4)

Why is vitamin C important?

5)

What vitamin can prevent rickets?

6)

What vitamin can stop bleeding?

â—? Students will find some of the names of the different types of food mentioned in the text: A

C

D

P

F

L

M

H

L

B

E

A

N

S

K

L

M

A

B

L

I

N

V

S

A

V

B

Y

U

D

P T

I O

N T

E

P

J

Z

R

P

L

K

I

T O

E

A

R T

K R

C D

H

â—? The teacher will show the students a Powerpoint presentation with different statements about the different vitamins. After each image they will have to say which vitamin it is.

https://docs.google.com/presentation/d/1YOf9fR8uEmFrhhKO4 IE7u0aXjpWtH5oGXTDMuVswwvU/edit#slide=id.p ● The teacher will stick on the board pictures about food.

They will have to guess which vitamin we find in them and they will complete a chart on their folders. The they will share the results with the class.

VITAMIN A VITAMIN B VITAMIN C VITAMIN D VITAMIN K

3. CLOSURE: ● Students will write a healthy day menu, trying to include all the vitamins seen in the class. Finally, they will share it with their companions.

EVALUATION CRITERIA ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

PLAN 4- SELF-ASSESSMENT At the beginning, we talked about the benefits of doing exercise, we watched a video and finally solved a true or false activity. Some of the sentences were not clear for them, so I mimic them for a better understanding. Then we talked about vitamins and what could happen if we did not have them in our bodies. Some of the things in the text were new to them, so I

think it was helpful for their lives. Then they did a word search which was a review of food vocabulary seen with Paula in previous classes and with me that day. The following activities were to check understanding and I could see they were easy for them to solve as they had pictures and flashcards. Finally they got in groups and prepared a healthy menu and they stuck them on the walls.

DAILY PLAN CLASS PLAN #5 STUDENT TEACHER’S

NAME (On practice) : Sánchez,

Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi, Paula INSTITUTION:

School

N°16

COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: July 5th CLASS DATE: August 3rd CLASS SUBTHEME: “Working out” THE

LANGUAGE THE LANGUAGE THE LANGUAGE

OF LEARNING Bigorexia, Coronary Heart

Disease,

FOR

THROUGH

LEARNING :

LEARNING

● Classroom language:

Recycling Students will talk

strokes, high blood

How do you about the different

pressure,

say……?

risks of not taking

breathlessness,

What

exercises.

does…….

Presenting

mean?

evidence in tasks.

flabby

body,

little

energy, stiff joints, osteoporosis, poor

● Classifying

Extending reading

posture,

the

different and

speaking

overweight,

risks

steroids, stamina.

avoiding doing Students

will

exercise

and identify

the

doing

too advantages

and

of skills.

much

disadvantages

exercise.

doing exercises.

of

● Simple present used for

talking

about sports.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● be able to talk about the causes of not doing exercise. ● be able to talk about people who do too much exercise. ● be able to identify the advantages and disadvantages of doing exercise.

MACROSKILLS:

● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● An article about the risks of not taking exercise. ● A video about Bigorexia.

PROCEDURE/ DEVELOPMENT 1. OPENING/ENGAGING ACTIVITY: ● The teacher will ask the students what they think happens if we do not exercise. Students will brainstorm ideas about the topic. Finally, the teacher will introduce an article about what happens if we do not exercise. In addition to this, they will solve a true(T) or false(F) activity.

The risks of not taking exercise Introduction Whatever your age physical activity plays an important part in your health and wellbeing.

Some people think it is only sportsmen and women who need to build physical activity into their lives. However everyone needs to keep their bodies working well in order to be healthy.

Physical activity is necessary to stimulate the body's own natural maintenance and repair system.

Your bones, joints and muscles - especially your heart - will actually stay younger if

you keep them busy. If you are not physically active you increase your health risks in many ways.

Risks to you Coronary Heart Disease, strokes, high blood pressure, breathlessness, flabby body, little energy, stiff joints, osteoporosis, poor posture, overweight.

Risks to your family Lack of energy for your children and grandchildren; a poor role model.

Advice The three main components of being physically fit are stamina, strength and suppleness.

Stamina: You need a well-developed circulation to the heart and lungs to give you the ability to keep going without gasping for breath.

With stamina you have a slower more powerful heartbeat and will be able to cope more easily with prolonged or heavy exercise.

Strength: You need well-toned muscles to give you the ability to do physical work.

When your shoulder, trunk and thigh muscles are toned-up they will work well and you will not experience strains and injuries as often.

Suppleness: Developing good mobility in your neck, spine and joints will prevent you spraining

ligaments and pulling muscles and tendons.

You will also be less likely to experience aches and pains from stiff joints.

● Answer true(T) or false(F) 1. Only sportsmen and women need to do physical activity.

2. Physical activity is not very necessary 3. Your heart will stay young if you do exercise 4. It is a risk to our family if we don’t exercise 5. The three main components of being physically fit are stamina, dopamina and suppleness 6. With stamina you have a faster more powerful heartbeat 7. You need muscles to do physical activity 2. DEVELOPMENT ACTIVITIES: ● The teacher will show the students a video about what Bigorexia is. Then the whole class will discuss about what happens when a person does too much exercise. Finally, they will answer some questions. ● https://www.youtube.com/watch?v=7M-fiVU0RK0 ● Answer these questions 1. What is bigorexia?

2. What is the name of the complex?

3. Can a beautiful body be accomplished without steroids?

4. According to the video, what is the percentage of men that are not satisfied with their bodies?

5. What is the effect of bigorexia? ● The

students

will

complete

this

chart

about

the

advantages of doing sports and the disadvantages of doing too much exercise.

NONE

MODERATELY

IN EXCESS

● Students will be divided in two groups: The “fitness” group( in defence of exercise) and the “lazy” group( in defence of not doing exercise). Each will defend the side they were given. The teacher will stick on the board one statement at a time and they will have to defend or oppose according to their side. ● A person needs to do some exercise for 60 minutes a day. ● We can avoid doing exercise and stay fit. ● We need to take steroids to be healthy ● If we do exercise every day, we can eat junk food every day too.

● We have to go to the gym every day and stay there for 3 hours to be beautiful 3. CLOSURE: ● The students will play Bingo of the different activities seen

in the previous classes.

EVALUATION CRITERIA ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

PLAN 5- SELF-ASSESSMENT Related to the previous class, this one was about different extremes: what happens if we do not do exercise and what happens if we do a lot of exercise. First, we brainstormed ideas of what happened if we did not do exercise. I had to mimic some words from the vocabulary they did not know, but they got the idea of the instruction. Then we read an article about what happens if we do not exercise and solved a true or false activity.

After this, I introduced what Bigorexia was by showing them a video. As some of them did not know what was it about, I had to explain it again and also mimic to make the topic clearer. Next, they solved a questionnaire. As they were having

trouble solving the questions, the Teaching Practicum teacher suggested me to write options on the board of the possible answers for each question. This tip was really helpful. Finally, they

completed

a

chart

about

the

advantages

and

disadvantages of doing sports moderately, in excess or not doing any sport, and we corrected it orally.

DAILY PLAN CLASS PLAN #6 STUDENT TEACHER’S

NAME (On practice) : Sánchez,

Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi, Paula INSTITUTION:

School

N°16

COOPERATING TEACHER: Valeria Acevedo COURSE: 2nd Year Secondary School PERIODS PLANNED: 3 SUBMISSION DATE: August 4th CLASS DATE: August 10rd CLASS SUBTHEME: THE

LANGUAGE THE LANGUAGE THE LANGUAGE

OF LEARNING Revision

of

the

FOR

THROUGH

LEARNING :

LEARNING

● Classroom

Recycling

language of the last

language:

Students

five lessons.

How do you review

will all

the

say……?

vocabulary

and

What

expressions

seen

does…….

in the previous five

mean?

classes.

● Classifying the

different

risks

of

avoiding doing exercise

and

doing

too

much exercise. ● Simple present used for

talking

about sports.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● be able to talk about the causes of not doing exercise. ● be able to talk about people who do too much exercise. ● be able to identify the advantages and disadvantages of doing exercise.

MACROSKILLS: ● Reading

● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Real life situations PROCEDURE/ DEVELOPMENT 1. OPENING/ENGAGING ACTIVITY: ● The teacher will divide the class in groups. Then she will give the students some concepts and then she will stick some sentences on the board. The groups will have to match the concepts with the correct sentence on their folders. Finally, they will share it with the whole class. ● It is when I do a lot of exercise, but I look in the mirror and I feel skinny( Bigorexia) ● It prevents skin from drying out and it helps us see better in the dark. We can find it in fish oil, the yellow part of eggs (yolk), carrots and pumpkins. ● It is a green vegetable. It gives us vitamin K. ● The imbalance between declining energy expenditure due to physical inactivity and high energy in the diet (excess calories whether from sugar, starches or fat) is the main determinant of the obesity epidemic. ● It is an outdoor and indoor activity. We play it with a ball and a net.( Basketball)

â—? It is necessary for normal bone formation and it prevents a disease in children called rickets. We can find it in fish liver oil. Ultraviolet rays from the sun help the formation of this vitamin in our body. â—? It happens when a person does not eat enough food rich in iron, since iron is needed to make red blood cells. (Anemia) 2. DEVELOPMENT ACTIVITIES: TEST 1) This is a case about a lazy girl. Give suggestions that can help her lifestyle.

I am Meredith. I am 20 years old. I always eat hamburgers, chips and pizza. I love chocolate, junk food, ice cream and drinking coke. I never eat any vegetable or fruit.

I sometimes walk, but I never go to the gym or play any sport.

2) Complete this menu with healthy food BREAKFAST LUNCH SNACK DINNER 3) Write true(T) or false(F)

1. The three main components of being physically fit are stamina, strength and suppleness 2. Vitamin K is needed for the coagulation of blood..

3. Doing exercise does not improve our mood.

4. You need muscles to do physical activity 5. Doing exercise promotes better sleep.

6. Vitamin A prevents skin from drying out and it helps us see better in the dark.

7. Your heart will stay young if you do exercise 8. Exercise is an activity requiring physical effort.

9. Doing exercise controls our weight.

10.

The six types of nutrients are fats, proteins, water,

sugar, fruit and milk.

3. CLOSURE: ● The final outcome will be to share a roundtable discussion

in which they will pretend they are nutritionists. The teacher will ask them to talk about what “bad habits” they think teenagers are facing nowadays and also they will be asked to say feasible solutions for them.

EVALUATION CRITERIA ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson. ● The teacher will evaluate their exams.

PLAN 6- SELF-ASSESSMENT This class was a review of all the content taught in the previous 5 classes. First, they were divided in groups. Then they were given some concepts and I stuck some sentences on the board. The groups had to match the concepts with the correct sentence on their folders. Finally, they shared their answers. After this activity, they had a test of the vocabulary taught. Finally, they shared a roundtable discussion where they pretended to be nutritionists and had to talk about what “bad habits” teenagers are facing nowadays and say feasible solutions for them. This was really enriching as they could talk about what things they and their friends do and what do they think about them.

Unit Plan UNIT PLAN (Project skeleton) STUDENT TEACHERS’ NAMES AND TELEPHONE NUMBERS: Rinaldi Paula (11 34646888), Sánchez Mercedes (348 4566659) INSTITUTION ASSIGNED: Maschwitz English School Cooperating teacher: Ines Uria COURSE: 4th Year

PERIODS PLANNED: 6 TIMETABLE: Friday 10.50 to 13.00 SUBMISSION DATE: August 30th PROJECT PRESENTATION DATE: September 30th …………………………………………………………………………

OVERALL THEME PLANNED: “Wasting of energy “ THE LANGUAGE OF LEARNING(Content related Vocabulary and structures): Energy, types of energy, renewable and nonrenewable energy.

THE LANGUAGE FOR LEARNING : Simple Present Simple Past.

THE LANGUAGE THROUGH LEARNING Language that could emerge from the learning ( our guess) Explain the way you plan to go about the 4Cs along your project: COMMUNICATION: Language will be used for students to understand the topics and also to allow them to express themselves.

CULTURE: Context will be used to make students involved in the developing of the different tasks as well as to foster students´ participation in every class.

COGNITION: Cognition will be used as a tool for students to be active participants of the class. They will need to produce their own judgements and be able to verbalize their own ideas

depending on the activity.

CONTENT: The content of the lessons will be used and chosen especially for the needs and interests of the students.

PREVIOUS KNOWLEDGE: Simple Present, Simple Past, Present Perfect, Conditional Sentences.

GENERAL OBJECTIVES: By the end of the unit, Sts will : ● Develop their oral skills through students’ interaction ● Gain new vocabulary related to energy resources ● Demonstrate understanding of the concept of wasting of energy ● Describe different kind of processes ● Successfully engage in visual matching between concepts and images. ● Interpret visual information. ● Use language creatively and spontaneously ● Recycle previous knowledge to connect it with the new vocabulary ● Ask and respond questions related to energy ● TASKS/ OUTCOMES: ● The students will make a solar oven with which they will have the possibility to experience another way of cooking.

Make a Pizza Box Solar Oven What you will need: * Recycled pizza box

* Black construction paper * Aluminum foil * Clear plastic (heavy plastic laminate works best) * Exacto or scissors. * Pen/Pencil/Marker * Tape * Newspaper Step 1 Have the student place the construction paper on top of the box and trace the outline. The tutor should then cut three slits, leaving the edge closest to the box opening. Step 2 Form a flap by gently folding back along the uncut line to form a crease.

(Diagram 2) Cut a piece of aluminum foil to fit on the inside of the flap. Smooth out any wrinkles.

Step 3 Measure a piece of plastic to fit over the opening you created by forming the flap in your pizza box. The plastic should be cut larger than the opening so that it can be taped to the underside of the flap.

Step 4 Measure a 2nd piece of saran wrap. Tape this piece to the top side of the box. (This will make a total of two layers of saran wrap with a small layer or air in between). It is important to get these seals tight! Step 5 Cut another piece of aluminum foil to line the bottom of the pizza box and carefully glue into

place. Cover the aluminum foil with a piece of black construction paper and tape into place. (Diagram 3) Note: the layer of Al foil underneath the black is optional.

Step 6 Line the sides of the pizza box with rolled newspaper for added insulation.

Step 7 Close the pizza box top (window), and prop open the flap of the box with a wooden dowel, straw, or other device and face towards the sun. (Diagram 4). (Mike and I found that the prop in not necessary with these boxes). Adjust until the aluminum reflects the maximum sunlight through the window into the oven interior.

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 .

CROSSCURRICULAR RELATIONS: ● Natural Science MATERIALS AND RESOURCES: Every class the student teacher will include one of the following in the plan:

∙ Video ∙ Activity that involves the use of Netbooks ∙ Poster/ realia

∙ Presentations ∙ Audio ∙ Prop to contextualize settings BIBLIOGRAPHY: ● https://www.youtube.com/watch?v=pBTnVoEIb98 ● http://www.eia.gov/kids/energy.cfm?page=about_homebasics ●http://www.api.org/oilandnaturalgas/consumerinformation/inth eclassroom/energyresources/whatisenergy ● https://www.youtube.com/watch?v=jCrOtF7T4HE ● https://www.nvenergy.com/kids_conservation/learn/forms.html ● http://www.alstonpublishinghouse.com/public/userfiles/resource s/260/TRG6%20C2.p df GROUP DIAGNOSIS There are 25 students in the class. They have English lessons in the last two periods, so they tend to be noisy.

However, they tend to participate a lot. There is a group at the back that generally misbehaves, and the teacher sometimes calls their attention. Students use their mobile phones to look for information or to read a chapter of the book they are dealing with. Unfortunately, they also use it to listen to music during the class. Although this calms them down, they are not paying attention.

The classroom is small for the quantity of people in it.

There are only two lines, and one of them has three tables all together. This fosters chatting among students and misbehaviour. There are two boards in the classroom, one to use with chalk and another with a sharpie. The one that is possible to use is the one with sharpie.

Daily Plans DAILY PLAN CLASS PLAN #1 STUDENT TEACHER’S NAME (On practice) : Rinaldi, Paula STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: Maschwitz English School COOPERATING TEACHER: COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: August 30th CLASS DATE: September 30th CLASS SUBTHEME: “Energy” THE LANGUAGE

THE LANGUAGE

THE LANGUAGE

OF LEARNING

FOR

THROUGH

LEARNING :

LEARNING

Definition of Energy

● Simple

●

Students will

Types of energy: Stored (potential)

Present Questions:

ideas about

energy

How do you

the different

Working (kinetic)

say…?

types of

energy Sources: ● Heat (thermal)

●

exchange

●

What´s the

energy they

meaning of…?

know. ●

● Light (radiant) ● Motion (kinetic)

Students will discuss the different sources of the energy.

● Electrical ● Chemical ● Nuclear energy ● Gravitational

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● work with the different types of energy. ● work with the definition of energy.

● work with the different resources of the energy.

MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Videos ● Reading Comprehension PROCEDURE/ DEVELOPMENT : 1. OPENING/ENGAGING ACTIVITY: ● The teacher will show the students a video and she will ask them what they think the class is going to be about.

She will also ask them if they know which type of energies appear in the video. ● https://www.youtube.com/watch?v=oTyWeW5MEio ● Students will answer these questions on their folders and then they will share them with the whole class.

2. DEVELOPMENT ACTIVITIES: ● Students will watch a video and then they will do a True or False activity. https://www.youtube.com/watch? v=jCrOtF7T4HE 1. Answer this true(T) or false(F)

a. The word “energy” comes from the Latin and means “to work” b. Energy is the ability to do something c. When an object is near another object, it is called Potential energy d. When something moves, it has Thermal energy e. When something shines it has Kinetic and Light energy f. An explosion is an example of chemical energy g. We do not have chemical energy h. Thermal, chemical, nuclear and mass are examples of external energy i. Everything seems to be only potential energy ● Students will read this text.

WHAT IS ENERGY? Energy is the capacity of a system to do work. That system may be a jet, carrying hundreds of passengers across the ocean. A baby’s body, growing bone cells. A kite, rising on the wind. Or a wave of light crossing a space.

In moving or growing, each of these systems is doing work, and using energy. Every living organism does work, and needs energy from food or photosynthesis. Humans also create machines that do work for them, and that derive energy from fuels.

SOME OF THE MANY FORMS THAT ENERGY TAKES

Mechanical Energy

●

Potential energy, stored in a system

●

Kinetic energy, from the movement of matter

Radiant Or Solar Energy Coming From The Light And Warmth Of The Sun

●

Thermal energy, associated with the heat of an object

●

Chemical energy, stored in the chemical bonds of molecules

●

Electrical energy, associated with the movement of electrons

●

Electromagnetic energy, associated with light waves (including radio waves, microwaves, x-rays, infrared waves)

●

Mass (or nuclear) energy, found in the nuclear structure of atoms

Answer these questions: 2) What is energy?

3) Which system of work can you mention?

4) What is potential energy?

5) What is kinetic energy?

The two basic types of energy Directions: Determine the best match between basic types of energy and the description provided. Put the correct letter in the blank. (a) Kinetic Energy (b) Potential Energy (c) Both forms of Energy

● ______ 1. A skier at the top of the mountain ● ______ 2. Gasoline in a storage tank ● ______ 3. A race-car traveling at its maximum speed ● ______ 4. Water flowing from a waterfall before it hits the pond below ● ______ 5. A spring in a pinball machine before it is released ● ______ 6. Burning a match ● ______ 7. A running refrigerator motor

● The teacher will stick some photos on the board about the different forms in which energy comes and they will have to match with the correct definition. Firstly, they will complete it on their folders and then with the whole class.

★ Your muscles use this energy to generate mechanical force and also heat. Chemical energy is really a form of microscopic potential energy, which exists because of the electric and magnetic forces of attraction exerted between the different parts of each molecule - the same attractive forces involved in thermal vibrations. These parts get rearranged in chemical reactions, releasing or adding to this potential energy. (CHEMICAL)

★ Temperature is really a measure of how much thermal energy something has. The higher the temperature, the faster the molecules are moving around and/or vibrating, i.e. the more kinetic and potential energy the molecules have. (HEAT) ★ All matter is made up of atoms, and atoms are made up of smaller particles, called protons (which have positive charge), neutrons (which have neutral charge), and electrons (which are negatively charged). Electrons orbit around the center, or nucleus, of atoms, just like the moon orbits the earth. The nucleus is made up of neutrons and protons. (ELECTRICAL) ★ Sound waves are compression waves associated with the potential and kinetic energy of air molecules. When an object moves quickly, for example the head of drum, it compresses the air nearby, giving that air potential energy. That air then expands, transforming the potential energy into kinetic energy (moving air).

The moving air then pushes on and compresses other air, and so on down the chain. A nice way to think of sound waves is as "shimmering air". (SOUND) ★ Mechanical energy moves objects from place to place. You use mechanical energy when you kick a ball or turn the pedals of a bicycle. Other examples of mechanical energy include water flowing in a stream or tires rolling down a road. (MECHANICAL) ★ Nuclear energy is energy contained in the nucleus at the center of an atom. Nuclear energy is released when nuclei are split apart into several pieces, or when they are combined to form a single, large nucleus. (NUCLEAR)

3. CLOSURE:

➢ Study the pictures below and state the energy conversions that are taking place

EVALUATION CRITERIA ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

DAILY PLAN 1- CARLOS MASCHWITZ- PEER REPORT

The topic of the first lesson was “energy”. She showed the students a video and asked them what they thought the class was going to be about. She also asked them if they knew which type of energies appeared in the video. The students could answer perfectly the question. After this they watched a video about what energy is and its different types. In this class they could learn what energy is, which different types of energy exist and how can energy be converted. The topic was clear as they seemed to had studied it before.

DAILY PLAN CLASS PLAN #2 STUDENT TEACHER’S NAME (On practice): Rinaldi, Paula STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: Maschwitz English School COOPERATING TEACHER: COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: CLASS SUBTHEME: “ Renewable and nonrenewable energy” THE LANGUAGE

THE LANGUAGE

THE LANGUAGE

OF LEARNING

FOR

THROUGH

LEARNING :

LEARNING

Vocabulary related Simple Present

Recycling

to renewable and

vocabulary of the

nonrenewable

previous lesson.

energy.

Students will provide evidence of the different types of energies.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: ● differentiate renewable or nonrenewable energy ● provide examples of both energies MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Videos ● Reading comprehension PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY:

➔ Warm up

2. DEVELOPMENT ACTIVITIES: ● Students will be shown a video introducing renewable and nonrenewable energy. After this they will have to answer a questionnaire. https://www.youtube.com/watch?v=TYgChdCEEOA

Answer these questions a. Which are the two types of energy? b. Describe and give examples of the types of energy c. Why is nonrenewable energy harmful? â—? Students will read a text about the different practical sources of energy.

WHAT ARE THE PRACTICAL SOURCES OF ENERGY? The practical sources of energy include the fossil fuels, natural gas, petroleum (or oil), and coal. Fossil fuels are referred to as nonrenewable energy sources because, once used, they are gone.

Scientists are exploring the practicality of other sources called renewable energy sources. These include sun, wind, geothermal, water, and biomass. The renewable energy resources are important in long range energy planning because they will not be depleted.

Natural Gas: Sometimes natural gas is 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 burning fossil fuel. This means it contributes little environmental pollutants when bummed.

Petroleum or Oil : 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. Products from the remaining portions include synthetic rubber, detergents, fertilizers, textiles, paints, and pharmaceuticals.

Coal Coal 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.

Solar 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. Fusion releases far greater energy than splitting the atom (fission, see below).

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. It is the hope for the energy source of the future and scientists at NREL are actively working on ways for solar energy to supply more our energy needs!

Wind 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.

In summary, energy sources can be classified as renewable or nonrenewable: Renewable

Non Renewable

sun

coal

water

natural gas

wood

petroleum

wind

nuclear fission

biomass geothermal ●

Write if the statements are true or false:

1) Fossil fuels are referred to as renewable energy sources because, once used, they are gone.

2) The renewable energy resources are important in long range energy planning because they will not be depleted.

3) Natural gas and gasoline is the same.

4) Natural gas contributes little environmental pollutants when bummed.

5) Wind energy can be converted into mechanical and electrical energy.

6) Solar energy can be used to cook food, heat water and generate electricity.

7) Coal causes pollution.

8) Solar energy remains the cleanest energy source and it is renewable.

3. CLOSURE: ● Students will have to complete a chart with the different sources of energy. Finally, the teacher will stick a poster with a chart on the board with the words “renewable” and “nonrenewable”. The teacher will call some students and

they will be given a picture and they will have to stick it in the correct column. ● Complete the chart with these sources of energy: biomass, wood, natural gas, sun, coal, petroleum, geothermal, nuclear fission, water, wind

RENEWABLE

NONRENEWABLE

EVALUATION CRITERIA ● The teacher will monitor group and individual activities. ● Learner´s interaction with their partners. ● Learner's participation in the lesson.

PLAN 2 CARLOS MASCHWITZ This class was about renewable and non-renewable energy. Paula gave them a crossword puzzle to complete related to the previous class. After this, she introduced the topic with a video and gave them a questionnaire. Before watching the video she explained the characteristics of renewable and non-renewable energy. The students knew them very well and could provide examples. Later, they read an article about the different sources of renewable and non-renewable energy and solved a true or false activity. Finally, students had to complete a chart with the different sources of energy DAILY PLAN

CLASS PLAN #3 STUDENT TEACHER’S NAME (On practice): Rinaldi, Paula STUDENT TEACHER’S NAME (Observer): Sánchez, Mercedes INSTITUTION: Maschwitz English School COOPERATING TEACHER: Inés Uria COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: September 23rd CLASS SUBTHEME: “Renewable and nonrenewable energy” THE LANGUAGE OF

THE LANGUAGE FOR THE

LEARNING

LEARNING :

LANGUAGE THROUGH LEARNING

Vocabulary related to the

●

Simple Present

Plastic, glass,

use of renewable and

●

Questions: How

wood, coal,

do you say…?

water, wind, air

What's the

conditioner,

non-renewable energy: wood-burning- windmillwater pump

●

meaning of…?

electricity…

Sources:wind,solar,hydro

Discuss with

electric, tidal, coal,

their

petroleum, coal, natural

classmates as

gas.

well as the

teacher.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: MACROSKILLS: ●

Reading

●

Writing

●

Speaking

●

Listening

AUTHENTIC MATERIAL: ●

Pictures

PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY: ●

Warm up

Students will be shown pictures with some of the uses renewable and non-renewable energy. They will have to identify them orally and why they think it is that kind of energy.

After this, they will have to carry out a 5 sentence survey with 5 mates and they will answer what kind of energy is more frequently used at their homes.

What kind of heater do you have?Is it electric or a

wood-burning one?Gas? How often do you charge your

phone?

How often do you use a microwave or an oven?

Do you have a fridge?

Do you have a windmill or a water pump?How do you obtain the water you use?

2. DEVELOPMENT ACTIVITIES: ●

Think about the advantages and disadvantages of the use of renewable and non-renewable energy and write arguments for and against using the information in your folders.

●

Students will prepare an oral presentation presenting the results they got on the survey and their deductions about the energy used. They will have to talk about the advantages and disadvantages of the uses of renewable and non-renewable energy and some pieces of advice about their uses.

●

For example:

The advantages of non-renewable energy are found in two areas: cost and availability. Most of the energy-consuming products that run off of non-renewable energy sources have

very little real competition from similar or comparable products that utilize renewable sources. For example, it is difficult to find a car or truck that runs off of rechargeable battery power, solar power, or electricity. If you did find one, it would be less efficient (wouldn't go as fast, be as practical, etc.) and cost a LOT more. The disadvantages, of course, are that they are non-renewable, meaning that when they're gone, they're gone.

You can't replace natural gas, oil, or coal. Also, mining for these sources at such an intense rate can have devastating environmental effects.

Renewable energy, on the other hand, provides for cleaner, environmentally friendlier power sources. Once fully developed, they have the potential to be much more cost efficient (consider solar power; it's not like the sun is a marketbased commodity that can be over or under produced to obtain a better selling price). However, until this type of power source is fully integrated into the market, products utilizing it will remain more expensive, less readily available, and more of a unique alternative rather than viable competitor. â—?

You can use these useful phrases:

Personal opinion:

In my opinion/view, To my mind, To my way of thinking, I am convinced that, It strikes me that,

It is my firm belief that, I am inclined to believe that, It seems to me that.As far as I am concerned, I think that the economic recession of the previous decade was foreseeable.

To list advantages and

One advantage of, Another

disadvantages:

advantage of, One other advantage of, A further advantage of, The main advantage of, The greatest advantage of.The first advantage of riding a motorbike in a large metropolis is that of not getting caught in major congestion.

Tolistpoints:

Firstly, First of all, In the first place, Secondly, Thirdly, Finally.To start/begin with, we have to address the inadequacies within the education systembefore we

can tackle unemployment fully.

To add more points to the

What is more, Furthermore,

same topic:

Apart from this/that, In addition (to this), Moreover, Besides...

â—? Students will read a text about why we should conserve energy. This will open a debate among the teacher and the class about what they think we can do to conserve energy, what activities they can change to help the environment and they will also have to think which changes they could implement if they worked for the government. They will have to write a text about their reflections on their folders and then we will share them with the rest of the class.

Why Should we Conserve Energy?

Energy needs to be conserved to protect our environment from drastic changes, to save the depleting resources for our future generations. The rate at which the energy is being produced and consumed can damage our world in many ways. In other words, it helps us to save the environment. We can reduce those impacts by consuming less energy.

The cost of energy is rising every year. It is important for us to realize how energy is useful to us and how can we avoid it getting wasted.

To start saving energy is not a big thing at all. We can start saving the energy from our home itself, just by turning off the lights during day hours, washing clothes in cold water or using public transport instead of using our own vehicle and later can implement these things on much wider scale at society level, then at city level then district level and finally at country level.

You might notice a small change in your monthly bills by implementing these changes as they would be getting decreased more and more. With so many alternatives and so many techniques about there, if millions of people like us start doing these things, it will help us to help the environment and save much more money too.

3. CLOSURE: Students will be asked to prepare a quiz like “preguntados” with 10 questions to be solved in class.

EVALUATION CRITERIA: ●

The teacher will monitor group and individual activities.

●

Learner´s interaction with their partners.

●

Learner's participation in the lesson.

DAILY PLAN 3 CARLOS MASCHWITZ- PEER REPORT Paula’s class was about the advantages and disadvantages of renewable and non-renewable energy.

Throughout the class the students could deal deeply with these topics and bring their own thoughts and conclusions about it.

The aim of this class was to make students reflect about how we are contaminating our planet using non-renewable energy, and how we can change this situation. Students got involved and were at easy with the topic too.

DAILY PLAN CLASS PLAN #4 STUDENT TEACHER’S NAME (On practice): Sánchez, Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi, Paula INSTITUTION: Maschwitz English School COOPERATING TEACHER: Inés Uria COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: September 30th CLASS SUBTHEME: Biomass energy THE

THE LANGUAGE

THE LANGUAGE

LANGUAGE

FOR

THROUGH

OF

LEARNING :

LEARNING

LEARNING Vocabulary

●

related to the

Simple Present

● Pollution,

Questions:

greenhouse

renewable

How do you

effect, states of

energy:

say…?

the

What's the

matter( gas,

meaning

water…),

use of

biomass( plan t material,

●

●

of…?

waste

Carbon

substances,

dioxide,

animal waste,

ecosystems,

chemical

environment,

waste,

organic matter,

methane,

acid rain, living

landfill,

organisms,

arboricultural,

combustion,

fossil fuels)

flora and fauna.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: MACROSKILLS: ●

Reading

●

Writing

●

Speaking

●

Listening

AUTHENTIC MATERIAL: ●

Pictures

●

Videos

●

Article

PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY:

The teacher will work on the common errors of the oral presentations of the previous class. They are : ● Definite article: The renewable energy ● 3rd Person + s : It require less maintenance. ● Pronunciation mistakes: available, renewable, nonrenewable, maintenance, advantages, disadvantages, generators, pollute. ● Omission of subject: Never runs out, can't be replaced, can be unpredictable.

Warm up ●

The students will watch a video about Biomass

https://www.youtube.com/watch?v=HZoPNJGi6ig Then they will do a true or false activity.

1. Biomass is a type of non-renewable energy.

2. Plants waste is burned to make steam.

3. The turbine is the last step of the biomass process.

4. You can produce biomass energy by using animal and plants waste.

5. Animal waste is collected in a digester.

6. Methane is collected from landfills to produce energy 2. DEVELOPMENT ACTIVITIES: ● Students will read a text about Biomass and they will have to answer some questions about it.

What is BIOMASS? Biomass is biological material derived from living, or recently living organisms.

In the context of biomass for energy this is often used to mean plant based material, but biomass can equally apply to both animal and vegetable derived material.

Chemical composition Biomass is carbon based and is composed of a mixture of organic molecules containing hydrogen, usually including atoms of oxygen, often nitrogen and also small quantities of other atoms, including alkali, alkaline earth and heavy metals.

These metals are often found in functional molecules such as the porphyrins which include chlorophyll which contains magnesium.

Plant material The carbon used to construct biomass is absorbed from the atmosphere as carbon dioxide (CO2) by plant life, using energy from the sun.

Plants may subsequently be eaten by animals and thus converted into animal biomass. However the primary absorption is performed by plants.

If plant material is not eaten it is generally either broken down by micro-organisms or burned: ¡

If broken down it releases the carbon back to the atmosphere, mainly as

either carbon dioxide (CO2) or methane (CH4), depending upon the conditions and processes involved. ¡

If burned the carbon is returned to the atmosphere as CO2.

These processes have happened for as long as there have been plants on

Earth and is part of what is known as the carbon cycle.

Fossil fuels Fossil fuels such as coal, oil and gas are also derived from biological material, however material that absorbed CO2 from the atmosphere many millions of years ago.

As fuels they offer high energy density, but making use of that energy involves burning the fuel, with the oxidation of the carbon to carbon dioxide and the hydrogen to water (vapour). Unless they are captured and stored, these combustion products are usually released to the atmosphere, returning carbon sequestered millions of years ago and thus contributing to increased atmospheric concentrations.

â—?

The teacher will pause the reading to produce some reflective thinking among the students. She will ask some questions that students will have to answer in pairs.

Answer these questions: 1. How is Biomass different from other energy sources?

2. How are these kinds of fuels different?

3. What effects do they have on Earth?

4. How do you think they can change our lifestyles if we replace non-renewable sources of energy with them? â—?

After this, the class will continue with the reading.

The difference between biomass and fossil fuels The vital difference between biomass and fossil fuels is one of time scale.

Biomass takes carbon out of the atmosphere while it is growing, and returns it as it is burned. If it is managed on a sustainable basis, biomass is harvested as part of a constantly replenished crop. This is either during woodland or arboricultural management or coppicing or as part of a continuous programme of replanting with the new growth taking up CO2 from the atmosphere at the same time as it is released by combustion of the previous harvest.

This maintains a closed carbon cycle with no net increase in atmospheric CO2 levels.

Categories of biomass materials Within this definition, biomass for energy can include a wide range of materials.

The realities of the economics mean that high value material for which there is an alternative market, such as good quality, large timber, are very unlikely to become available for energy applications. However there are huge resources of residues, co-products and waste that exist which could potentially become available, in

quantity, at relatively low cost, or even negative cost where there is currently a requirement to pay for disposal.

There are five basic categories of material: ● Virgin wood, from forestry, arboricultural activities or from wood processing ● Energy crops: high yield crops grown specifically for energy applications ● Agricultural residues: residues from agriculture harvesting or processing ● Food waste, from food and drink manufacture, preparation and processing, and post-consumer waste ● Industrial waste and co-products from manufacturing and industrial processes.

Answer these questions: 1. What is biomass?

2. How is biomass composed? Can you give some examples?

3. Why do fossil fuels contribute to increase atmospheric concentrations? What impact do you think it has on the environment?

4. What is the difference between fossil fuels and biomass?

5. Which are the basic categories of biomass material?

Exemplify. What do you think is the most frequently used?

Why? ● The teacher will introduce orally some consequences of the use of biomass Like all our energy sources, biopower has environmental risks that need to be mitigated. If not managed and monitored carefully, biomass for energy can be harvested at

unsustainable rates, damage ecosystems, produce harmful air pollution, consume large amounts of water, and produce net global warming emissions.

Assessing the potential role of biopower as a climate solution requires a look at its lifecycle carbon emissions—which vary according to the type of feedstock, the manner in which it is developed and harvested, the scale at which it is used and the technology used to convert biomass into electricity. The lifecycle carbon emissions of biopower should also be compared to the fossil fuels it’s displacing and other zero and low carbon solutions it’s competing with. ● Students will have to write a reflection about the use and consequences of biomass, taking into account what they have previously seen in the previous classes about renewable and non-renewable energy.

3.

CLOSURE: ❖ The teacher will stick on the board some key words.

Students will have to make a conceptual map using all the information of the class. They will have to add more words too. Then they will share it with the rest of the class. ❖ Biomass ❖ Sources ❖ Energy ❖ Consequences

❖ Fossil fuels ❖ Renewable ❖ Advantages EVALUATION CRITERIA: ●

The teacher will monitor group and individual activities.

●

Learner´s interaction with their partners.

●

Learner's participation in the lesson.

PLAN 4- SELF-ASSESSMENT I started the class talking about some mistakes they made in their previous class presentations. I showed them a video about Biomass and played it twice. After it I explained the topic on the board and they solved a true or false activity. Then we read an article about what Biomass is and solved a questionnaire. Finally I explained them some of the consequences of Biomass use and asked them to write a reflection of it. They already knew the topic in Spanish so I could see that it was easy for them to understand the topic in English.

DAILY PLAN CLASS PLAN #5 STUDENT TEACHER’S NAME (On practice): Sánchez, Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi, Paula INSTITUTION: Maschwitz English School COOPERATING TEACHER: Inés Uria

COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: CLASS DATE: September 30th CLASS SUBTHEME: “Hydroelectric power” THE

THE LANGUAGE

THE LANGUAGE

LANGUAGE

FOR

THROUGH

OF LEARNING

LEARNING :

LEARNING

Vocabulary

●

Simple Present

related to the

●

Questions:

● Pollution,

use of

How do you

greenhouse

renewable

say…?

effect, states of

What's the

the matter

meaning of…?

( water),

energy:

●

hydroelectric (power

environment,

machinery,

living

global cycle,

organisms,

water cycle,

precipitating as

turbines and

rain or snow,

generators ,

plants.

pump water) SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: MACROSKILLS: ●

Reading

●

Writing

●

Speaking

●

Listening

AUTHENTIC MATERIAL: ●

Pictures

●

Videos

●

Article

PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY: Warm up:

The teacher will deliver the students a true or false activity to activate their previous knowledge. Then they will take turns to read it and discuss about the correct answer. ●

True or False:

Hydropower dams reduce pollution (Answer: True) Hydropower dams are cheap to build (Answer: False: they can be very expensive to build.)

Hydropower dams rarely interfere with natural wildlife (Answer: False: dams can disrupt migratory fish patterns and spawning habits, especially for species like salmon. This can have devastating effects on both the fish population and people whose livelihoods depend on these fish.)

● The students will watch a video about hydroelectric power.

Then they will do an activity about it. https://www.youtube.com/watch?v=q8HmRLCgDAI

·

Complete the statements with the correct information:

1. Hydropower is a renewable source of energy because ………..

2. Hydropower refers to the conversion of energy from……….

3. The moving water spins……….

4. A dam is…….

5. The dam is a barrier constructed to block water to flow(F) 6. Some dams contain…..

7. Run of river is……

8.

Hydropower holds the largest……

2. DEVELOPMENT ACTIVITIES: ■

What is hydropower?

Hydropower is electricity generated using the energy of moving water. Rain or melted snow, usually originating in hills and mountains, create streams and rivers that eventually run to the ocean. The energy of that moving water can be substantial, as anyone who has been whitewater rafting knows.

This energy has been exploited for centuries. Farmers since the ancient Greeks have used water wheels to grind wheat into flour. Placed in a river, a water wheel picks up flowing water in buckets located around the wheel. The kinetic energy of the flowing river turns the wheel and is converted into mechanical energy that runs the mill.

In the late 19th century, hydropower became a source for generating electricity. The first hydroelectric power plant was built at Niagara Falls in 1879. In 1881, street lamps in the city of Niagara Falls were powered by hydropower. In

1882 the world’s first hydroelectric power plant began operating in the United States in Appleton, Wisconsin.

A typical hydro plant is a system with three parts: an electric plant where the electricity is produced; a dam that can be opened or closed to control water flow; and a reservoir where water can be stored. The water behind the dam flows through an intake and pushes against blades in a turbine, causing them to turn.

The turbine spins a generator to produce electricity. The amount of electricity that can be generated depends on how far the water drops and how much water moves through the system. The electricity can be transported over long-distance electric lines to homes, factories, and businesses.

Hydroelectric power provides almost one-fifth of the world's electricity. China, Canada, Brazil, the United States, and Russia were the five largest producers of hydropower in 2004. One of the world's largest hydro plants is at Three Gorges on China's Yangtze River. The reservoir for this facility started filling in 2003, but the plant is not expected to be fully operational until 2009. The dam is 1.4 miles (2.3 kilometers) wide and 607 feet (185 meters) high.

Hydropower is the cheapest way to generate electricity today. That's because once a dam has been built and the equipment installed, the energy source— flowing water—is free. It's a clean fuel source that is renewable yearly by snow and rainfall.

Hydropower is also readily available; engineers can control the flow of water through the turbines to produce electricity on demand. In addition, reservoirs may offer recreational opportunities, such as swimming and boating.

But damming rivers may destroy or disrupt wildlife and other natural resources. Some fish, like salmon, may be prevented from swimming upstream to spawn. Technologies like fish ladders help salmon go up over dams and enter upstream spawning areas, but the presence of hydroelectric dams changes their migration patterns and hurts fish populations. Hydropower plants can also cause low dissolved oxygen levels in the water, which is harmful to river habitats.

● After reading, the students will have to do a mind map about the text. They will be divided into different groups. ● The teacher will give them some keywords to use.

TYPES- EFFECTS- BENEFITS- ENERGY- RENEWABLEAVAILABLE ● The students will complete with the correct names of a hydropower plant.

● Students will read a text about the impacts

hydropower energy may produce in the different stages of the project. After it, they will answer some questions about it

Low-Head Hydropower Project Phases and Activities Impacts from a low-head hydropower project can result from activities that occur during each phase of the project: site evaluation, construction, operation, and decommissioning and reclamation.

What Activities Occur During the Site Evaluation Phase?

The purpose of site evaluation is to determine whether a given site is suitable for a low-head hydropower plant. The technical and financial viability are specific to each site. Activities would include map studies, surface hydrology and floodplain mapping, delineation of drainage basins, and estimates of flow. The power capacity of a site depends upon the amount of water available and the head (i.e., the drop in elevation from the water source to the power generator). An estimate of the power in kW is given by the following equation:

â—?

P = 7QH

In this equation, Q is the flow rate in cubic meters per second and H is the head in meters.

A topographic survey would be performed during the site evaluation phase in order to establish the basic project design and layout to locate the intake and powerhouse; dam or weir; access roads, pipes, or canals; and other project components.

Geological investigations would include drilling when necessary. Borrow areas for sand and gravel would be delineated and tested. If the site was not accessible, access roads would need to be constructed to support such activities. Ecological studies would concentrate on the terrestrial and aquatic biota of the project area. Surveys might be conducted during this phase to determine whether cultural resources are present in the project area.

What Activities Occur During the Construction Phase?

A large portion of the low-head hydropower project area could be impacted by site preparation activities such as clearing and grading; construction of the intake system, which could include a dam or weir; construction of access roads, canals, tunnels, and pipelines; construction of the powerhouse and installation of the turbine and generator; construction of an electrical substation and transmission line; and preparation and use of material and equipment laydown areas.

Concrete ingredients (e.g., sand, aggregate) may need to be extracted and hauled to the site if an appropriate borrow area cannot be found on the site. A refueling station (with diesel and gas storage tanks) would likely be used during construction.

What Activities Occur During the Operation and Maintenance Phase?

No additional land-disturbing activities and associated impacts are anticipated during the operation phase. Routine operation of a low-head hydropower facility to produce electricity would most likely be automated, and not require on-site personnel. Weekly monitoring and maintenance activities would ensure safe and consistent operation. Maintenance activities could include periodic replacement of various facility components.

What Activities Occur During the Decommissioning and Reclamation Phase?

Decommissioning of a low-head hydropower plant could range from mothballing to full removal of turbines, generators, and other equipment for reuse or for scrap. Buildings, concrete pads,

foundations, and intake and tailrace facilities would be removed. Any dam or weir could either be removed or left to maintain the head pond for adapted aquatic biota and recreational activities. A decommissioning plan would need to be prepared and approved prior to the actual decommissioning of the project.

Underground components would be removed to a depth of at least three feet to ensure an unobstructed root zone for revegetation. More deeply buried components might be abandoned in place.

Following removal of site components, site reclamation and revegetation would mitigate some impacts, such as soil erosion, habitat fragmentation, and visual impacts.

â?– Answer these questions: 1. Which are the steps to follow in the construction of a hydropower energy plant?

2. What is site evaluation?

3. What could be impacted by site preparation activities?

Why? 4. Are impacts anticipated during the operation phase?

5. What impacts do you think may occur during the decommissioning and reclamation phase?

6. Which ingredients may be extracted and hauled to the site if an appropriate borrow area cannot be found on the site?

7. What can mitigate impacts in the decommissioning and reclamation phase?

3. CLOSURE: â—? Students will have to order this text which is about how hydropower works.

Turbines and generators convert the energy into electricity, which is then fed into the electrical grid to be used in homes, businesses, and by industry _______ There are several types of hydroelectric facilities; they are all powered by the kinetic energy of flowing water as it moves downstream. _______ The energy of this water cycle, which is driven by the sun, can be tapped to produce electricity or for mechanical tasks like grinding grain. ________ Water constantly moves through a vast global cycle, evaporating from lakes and oceans, forming clouds, precipitating as rain or snow, then flowing back down to the ocean..________ Hydropower uses a fuel—water—that is not reduced or used up in the process. Because the water cycle is an endless, constantly recharging system, hydropower is considered a renewable energy.______ When flowing water is captured and turned into electricity, it is called hydroelectric power or hydropower. ________

SOLUTION

Water constantly moves through a vast global cycle, evaporating from lakes and oceans, forming clouds, precipitating as rain or snow, then flowing back down to the ocean. ____1____ The energy of this water cycle, which is driven by the sun, can be tapped to produce electricity or for mechanical tasks like grinding grain. ____2____ Hydropower uses a fuel—water—that is not reduced or used up in the process. Because the water cycle is an endless, constantly recharging system, hydropower is considered a renewable energy.____3____ When flowing water is captured and turned into electricity, it is called hydroelectric power or hydropower. ____4_____ There are several types of hydroelectric facilities; they are all powered by the kinetic energy of flowing water as it moves downstream. ___5____ Turbines and generators convert the energy into electricity, which is then fed into the electrical grid to be used in homes, businesses, and by industry.____6____

EVALUATION CRITERIA: o

The teacher will monitor group and individual activities.

o

Learner´s interaction with their partners.

o

Learner's participation in the lesson.

DAILY PLAN 5- SELF-ASSESSMENT The topic of this class was hydropower energy. Students were given a true or false activity to check previous knowledge.

Then, they were shown a video about hydropower energy and I explained on the board with drawings too. After it they read an article and did a mind map of it in groups with some keywords I gave them. They explained their mind maps to their companions. I think this activity was really helpful as by repetition the content was fixed.

DAILY PLAN CLASS PLAN #6 STUDENT TEACHER’S NAME (On practice):Sánchez Mercedes STUDENT TEACHER’S NAME (Observer): Rinaldi Paula INSTITUTION: Maschwitz English School COOPERATING TEACHER: Inés Uria COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: October 18th

CLASS DATE: October 21st CLASS SUBTHEME: “Energy” THE LANGUAGE OF LEARNING

Vocabulary related to the use of renewable and nonrenewable energy.

THE THE LANGUAGE LANGUAGE THROUGH FOR LEARNING LEARNING : ● Simple Present ● Questions: How do you say…? ● What's the

Discuss with their classmates as well as the teacher.

meaning of…?

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: MACROSKILLS: ● Reading ● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Pictures ● Videos PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY: ● Warm up: ● Students will share with the whole class their mind maps of the previous class.

2. DEVELOPMENT ACTIVITIES:

â—?Complete this text about how hydropower works.

Turbines and generators convert the energy into electricity, which is then fed into the electrical grid to be used in homes, businesses, and by industry.

There are several types of hydroelectric facilities; they are all powered by the kinetic energy of flowing water as it moves downstream.

The energy of this water cycle, which is driven by the sun, can be tapped to produce electricity or for mechanical tasks like grinding grain.

Water constantly moves through a vast global cycle, evaporating from lakes and oceans, forming clouds, precipitating as rain or snow, then flowing back down to the ocean.

Hydropower uses a fuel—water—that is not reduced or used up in the process. Because the water cycle is an endless, constantly recharging system, hydropower is considered a renewable energy.

When flowing water is captured and turned into electricity, it is called hydroelectric power or hydropower.

Written Test A) Write if the following statements are true or false. Justify the false ones.(___/12) 1. Solar energy is a renewable source.

2. Renewable energy will run out one day 3. Wind energy is a renewable source 4. Non-renewable energy causes less environmental problems than renewable energy 5. When an object is near another object, it is called Potential energy 6. When something moves, it has Thermal energy 7. An explosion is an example of chemical energy

8. Biomass is a type of non-renewable energy 9. The turbine is the last step of the biomass process 10. Animal waste is collected in a digester 11. Methane is collected from landfills to produce energy 12. Hydropower dams are cheap to build B) Complete these sentences with the correct information.

1. A damis …

2. Wegetbiomassby...

3. Hydropower refers to the conversion of energy from …

4. Hydropower and Biomass emit...

5. Fossil fuels are…

6. Some sources of renewable energy can be…

7. The advantages of renewable energy are……

8. The disadvantages,of non-renewable energy are…

9. Energy is…...

10. Potential energy is….

11. Kinetic energy is…

12. Solar energy can be used to….

3) Choose the correct option.

1) The entrance of a dam is called: a. Penstock b. Intake c. Reservoir 2) Biomass can be obtained by burning: a. coal b. methane c. wood 3)Sometimes natural gas is taken for a.gasoline b.wood c. petrol 4) The practical sources of energy include: a.solar energy, coal, natural gas and wind energy. b. wind energy and natural gas c. fossil fuels, natural gas, petroleum and coal.

5) Sound waves are compression waves associated with:

a. potential and kinetic energy b. solar and wind energy c. nuclear and mechanical energy 3. CLOSURE: Students will be shown a map of Argentina with its regions. The class will be divided into groups of 4 students and students will decide how they would use the different resources studies in the areas they have been assigned. Then they will be asked to share their conclusions on how we can reduce the use of nonrenewable energies through the use of the ones they have studied.

DAILY PLAN 6- SELF-ASSESSMENT The aim of this class was to review the content of the previous class and evaluate all topics seen in our classes.

Students had to complete a text about hydropower plants and then we checked it on the board. After it, the students did a written test about the topics taught. Finally, the students were shown a map of Argentina with the different regions. The class was divided into groups of 4 and students had to choose one region and decide how they would use the different resources studies in the areas they had been assigned. They were asked to bring information about the region they had chosen and material to prepare posters.

DAILY PLAN CLASS PLAN #7 STUDENT TEACHER’S NAME (On practice):Rinaldi, Paula

STUDENT TEACHER’S NAME (Observer): Sánchez,Mercedes INSTITUTION: Maschwitz English School COOPERATING TEACHER: Inés Uria COURSE: 4th Year Secondary School PERIODS PLANNED: 2 SUBMISSION DATE: October 25th CLASS DATE: October 28th CLASS SUBTHEME: “Energy” THE

THE LANGUAGE FOR THE LANGUAGE

LANGUAGE

LEARNING :

OF LEARNING

THROUGH LEARNING

Vocabulary

●

related to the

●Questions: How do you

Discuss with their

use of

say…?

classmates as

●

well as the

renewable and nonrenewable

Simple Present

What's the meaning

of…?

teacher.

energy.

SPECIFIC OBJECTIVES OR LEARNING OUTCOMES: At the end of the class, the students will: MACROSKILLS: ● Reading

● Writing ● Speaking ● Listening AUTHENTIC MATERIAL: ● Pictures PROCEDURE/ DEVELOPMENT: 1. OPENING/ENGAGING ACTIVITY: ● Warm up: ●The teacher will do a revision of all the renewable energies students have been working with. It will help them to work on their final task.

2. DEVELOPMENT ACTIVITIES: Final task: ●Students will work in groups of 3 students and they will decide how they would use the different resources studied in the areas they have been assigned. Then they will be asked to come to their conclusions on how we can reduce the use of non-renewable energies through the use of the ones they have studied. They will have to prepare 3 slides for a presentation in which they will have to include the energies that could be used/developed in their zones and why they think it’s possible. ●Students will read different articles about how they can bring the different energies studied to our homes. Then

they will have to prepare posters or banners for a campaign use in the fair.

3. CLOSURE: Students will be asked to prepare a quiz like “preguntados” with 10 questions to be solved in class.

EVALUATION CRITERIA: ●The teacher will monitor group and individual activities. ●Learner´s interaction with their partners. ●Learner's participation in the lesson.

DAILY PLAN 7 CARLOS MASCHWITZ- PEER REPORT Students worked in groups of 3 and they decided how they would use the different resources studied in the areas they have been assigned. They prepared some white sheets of paper with all the information they achieved. After it they told their students their conclusions. Paula helped the students with the information they got and monitored the class perfectly. We could see that the students could get to great conclusions with all the information and knowledge they got.

CONCLUSION As a conclusion, I think this year I learnt a lot. I have never dealt with CLIL, and I think it works very good with secondary school students. It is always interesting to get involved with new strategies for our classes, and I never thought this one would help in this way. It surprised me how the students in school

n°16 could learn so much with CLIL. As some students from Carlos Maschwitz school had a higher English level, we could work much better, allowing them to create reflexive thinking with such an important topic like “energy”. This is was my first year working in secondary school in a private school, so this subject helped me a lot to bring innovating activities to my own practice.