Final reflection

Final reflection

Definitely, whereas at the start of this workshop I felt considerably anxious and uncertain about how this practice would develop, I was really relieved to notice this activity was not as severe as I thought it would be, but a very pleasant and didactic experience.

Even if I used to find lesson planning quite difficult and stressful, this year I enjoyed this activity, which proved to be crucial for each lesson to turn out successfully. As progressed I felt I was able to overcome the difficulties I had at the start of the practice period when I knew very little about the students’ overall profile, which disconcerted me when some points of the plan did not work out as thought.

As time progressed, I was able to employ certain strategies to optimise the classwork, which made me feel more relaxed and able to enjoy my lessons and my rapport with students to a greater extent.

Also, my teachers’ comments on my classes were priceless, as they guided me on the right course of action to take in certain circumstances. It was really rewarding to feel pupils were learning, in many instances, enjoying the activities I had prepared for them. Definitely, it was an amazing, inspiring experience (totally necessary for my career) and when this period concluded, I felt relieved though a bit nostalgic to say goodbye to such a great group of adolescents and a good teacher!

Listening plan (lovely songs Flame and Imagine).

STAGE	PROCEDURES (WHAT T DOES)
1.WARM UP To introduce the topic and the context To motivate Ss To activate prior knowledge	The T tells Ss: We're going to do something to relax after the test: Would you like to listen to a song? First, look at these pictures on your worksheets. They are related to the lyrics. What do you feel when you look at these images? What feelings do you associate them with? Faith           enthusiasm              warmth         triumph          working together           confidence What feelings does the torch provoke in you? Can you find any relationship with the Olympic Games or any team game or sport event?
2.PRE – LISTENING To make Ss predict.To create a purpose for listening.	The T tells Ss: We are going to listen to a song now, related to the pictures above. Looking at them, can you think what the message of the song will be? The T plays the song and asks Ss to listen to the song for the first time and check. The T tells Ss that was a song written for the Olympic Games. In what situations do you feel you can 'light the flame' in your lives? When do you have faith? Do you feel confident when you want to achieve something? Are you persevering? Do you agree with the lyrics?
3.WHILE – LISTENING To make Ss skim the text To make Ss work with meaning	The T gives asks Ss to listen to the song again to circle the correct option to complete the lyrics. e.g. : Free / Light the flame, free / light the flame, free / light the flame All the love / song that you get give the same Leave behind all the grief You can overcome the pain / game, and light the flame / same.
4. POST-LISTENING	The T asks Ss to tell her to which parts of the song they feel identified, what was their favourite part and which part of the lyrics they find a useful lesson for the rest of their lives. Then, she reproduces a cover of the song 'Imagine' and hands them the lyrics, for them to tell her if they like the song, and in what ways the 2 songs are related. She also asks if they can find any relation with the topic of the Olympic Games, and the vocabulary about 'crime', and 'pollution' they have learnt.

A listening plan for the last lesson!

A listening plan to deal with a game about the beautiful Olympic song 'Flame'.

https://docs.google.com/document/d/1XL6v-ww6vzy9oglkUv0yq4RAVHWPdBFbTFtjE3oPCy4/edit

CLIL lesson

Main Learning Outcome: By the end of this period, Ss will be able to develop their reading skills by learning about the Olympic Games.

STAGE	PROCEDURES (WHAT T DOES)
1.WARM UP To introduce the topic and the context To motivate Ss To activate prior knowledge	The T tells Ss: People, we're going to talk about a new topic today. First, I'd like to know: Do you like sports? Which ones? Do you prefer to watch sports on TV or to practise them yourself? Look at this picture: What is this man doing? Yes, cycling! And what is the bike like? The wheels represent the symbol of the O. Games! Good! And what are these people doing? They are running, maybe participating in the Olympic Games! And what is it? A torch, another symbol of the games. Do you know when and where are the next Olympic Games going to start? Bb. design SPORTS sports you like: - football - basketball - tennis - volleyball
2.PRE – READING To make Ss predict.To create a purpose for reading.	The T says: Do you like watching the Olympic Games? Are you going to watch the opening? Would you like to learn anything new about it? Look at this text: this is an introduction to the Olympic Games. What do you think it will tell us? (please see texts below the plan). 1. Tick the words you think will appear in the introduction. Began City Gods Difficult Welcome Amazing Apartments
3.WHILE – READING To make Ss top - down the text To make Ss work with meaning	2. The Ss read the text to check predictions. The Ss will work in groups of 4 and 2: each group will be given a worksheet with a text and questions about different sports played in the O.G. They will read them individually, but they will write or discuss the answers together with their group. 3. The T asks Ss fill in gaps to complete some sentences with words in a box. Began – inspired – Greek – officials – East – New – West - Olympia 1. The Olympic Games .................. over 2,700 years ago in …..........., Greece. 2. The ................Olympics ..................... the modern games. 3. The first day, London will welcome athletes and .................... from around the world. 4. The apartments will create a legacy as they become homes in a new community to be known as .............. Village. 4. The T asks Ss to answer some questions, some of them about the introduction they all have in common and others, about the sports the groups had to read about. When and where did the first Olympic Games begin? When and where will the O.G take place this year? How often does this event take place? About tennis, where was this sport originated? Which sport was the 'ancestor' of tennis? What do you think it means and why did the sport have that name? What sport became less popular than tennis by the late 19th century in England? How long was tennis out of the Olympic Games before participating again in it? The T asks Ss about the first questions, related to the introduction, in order to lead a short informal talk about the topic afterwards. As regards the next questions, she asks each group to go to the front of the class and report their answers.
4. POST-READING to make Ss report their work in front of the class.	The T asks Ss to go to the front of the class and report their answers about the sport they have read about. Apart from that, they will share some other points they found interesting or they didn't know from the sport. They will also try to mention at least sportsperson that they like and that practises that it. The rest of the Ss will have to take notes since, after the ‘presentation’, they will have to say what of that information did not know. E.g.: 'Tennis was originated in England, and its earliest relative was 'jeu de paume'. I didn't know that! It became more popular than croquet by the late 19th century. Tennis was played in the O.G. for... A famous tennis player is the Swissman Federer'. The T will make Ss listen to a song about the Olympic Games 2012.

The Olympic Games        

The Olympic Games began over 2,700 years ago in Olympia, in southwest Greece. The Games were part of a religious festival. The Greek Olympics, thought to have begun in 776 BC, inspired the modern Olympic Games (which begun in 1896). The Games were held in honour of Zeus, king of the gods, and were staged every four years (just like today!) at Olympia, a valley near a city called Elis. People from all over the world came to watch and take part.

This year, Olympic Games will take place in London, England, starting on July 27th. The former Olympic Games started the 8th of August of 2008 in Beijing, China (08/08/08!), as they occur every 4 years. London has become the first city to host the O.G. in three occasions (previously in 1908 and 1948). The first day will be the start of the huge process to prepare the new apartments and the Village to welcome athletes and officials from around the globe.

The facilities for what will be the largest catering operation in the world are also under construction. During the Games up to 60,000 meals will be served every day using a vast array of ingredients including 5,000 loaves of bread, 232 tonnes of potatoes, 75,000 litres of milk and more than 330 tonnes of fruit and vegetables.

The Olympics Delivery Authority started work the Village in June 2008 and completed the construction of the 2,818 new apartments on time. After the Games, the apartments will create a legacy as they become homes in a new community to be known as East Village. This will offer high-quality housing parklands, public squares and some of the best transport connections in the capital.

Tennis

Tennis has a long history, but we suppose the game played today has started in England.

11th century beginnings

The earliest recognisable relative to tennis was "jeu de paume", played in 11th century France. The game was firstly played in a monastery courtyard, and it used the walls and roofs as part of the court. Players hit the ball with the palm of their hands!

Tennis overtakes croquet

By the late 19th century, lawn tennis started to be more popular than croquet in England. For this reason, the All England Croquet Club accepted the sport and designated certain croquet lawns to be used for tennis. It was this natural supply of venues combined with the racquet game that resulted in the birth of the modern game in England.

An international sport

In 1913, lawn tennis was becoming more and more popular worldwide. Therefore it seemed natural that the existing National Tennis Associations should join forces to make sure the game was uniformly structured. An international conference was held between 12 nations in Paris and the International Lawn Tennis Federation (ILTF) was created.

Professional dilemma

Tennis has a long Olympic history but stopped participating in the programme after 1924. It did not return as a medal sport until 1988. Professionals are now welcome to compete, and the Olympic competition includes men's and women's singles and men's and women's doubles.

A song about the Olympic Games

http://www.youtube.com/watch?v=WZh5_s12ezM&feature=share

Olympic Theme Tune for London 2012 - "Superstar"

A revision game.

Main learning outcome: By the end of this lesson, Ss will have revised the contents given in units 4 and 5.

STAGE	PROCEDURES (WHAT T DOES)	TASKS (WHAT STS DO)
1.LEAD-IN/PREPARATION	The T asks Ss to sit in a semi-circle so as to play a board game to revise the contents given before the test. She sticks the board on the bb and asks Ss to get divided in 2 groups (one of them will represent a bus and the other, a bicycle).	The Ss sit in a semi circle and get divided in 2 teams.
2.SETTING UP	The T explains the game to Ss: People, the game is simple and fun: one of the teams will be the car team and the other, the bicycle team. The game will represent a journey from the countryside to the city. Each of the teams will choose a representer who will come to the front to throw the dice and move the counters on the board. You begin from the ‘start’ square. You throw the dice and advance as many places as the dice indicates. If you get to a green square, you get a vocabulary card. If you stand on a yellow square, you get a grammar card, so the whole team will have to answer questions. For each right answer, you will move 1 square and, for each wrong answer, you will stay where you are. If the other team answers when it is not their turn, they will miss one turn. The team who first gets to the city, wins! Any questions?	The Ss listen attentively to the game’s instructions If necessary, they ask questions.
3.RUNNING THE ACTIVITY	The game starts. The T asks: Which group wants to start? The bicycle or the car? The first team chooses a representer, who will throw the dice and move the counter. If the dice shows the 5, for example, he/she moves the bicycle or the car 5 squares forward, and get a card according to the colour their counter is standing on. One answer may be: 'Which is the opposite of 'noisy'? The whole team think together and answer 'quiet'. So, they move one square and the other team continues. If any language problem arises, or there is trouble with the grammar questions, the T writes it down on a paper in order to give a feedback session after the game.	The Ss start to play the game
4.CLOSING THE ACTIVITY	The team which first arrives on the 'welcome to the city' chart, wins. She handles a candy to all the Ss for participating in the game.
5. POST-ACTIVITY	The T runs out a feedback session: If there has been any content or language problems, she writes the target item or the inaccurate utterances on the bb and asks the class if they can provide the right answer or structure. Once the mistake has been identified, she highlights the wrong form and asks Ss how they would rephrase that sentence. E.g.: ‘I am practising for be a singer’ ------- Is it OK? How would you correct it?	Ss notice the mistakes and try to correct them.

My best speaking part (2nd part)

MLO: By the end of this lesson, Ss will be able to develop their speaking skill to communicate effectively.

WHILE- SPEAKING To apply their linguistic resources to communicate effectively	Then, still working in pairs, Ss have to do exercise 2 on the book: St A will survey st. B to find out some facts about their hometown or neighbourhood: From 1 to 5, how polluted it is, how noisy and expensive it is, and other issues. St A will circle a number from 1 to 5 to indicate St B’s answers on the table on the book. St B has to compose answers in the form of sentences, and avoid saying only ‘4’, ‘5’, ‘3’, etc. E.g. ‘Do you think our city/your neighbourhood is noisy or peaceful?’; ‘Rosario/my neighbourhood  is very noisy. It is a 4’. Then, each pair has to report their answers so as to compare them to the rest of the class. St. A will say: ‘Melina thinks Rosario is quite lively, but very expensive’. After each student has reported their partner’s answers, he or she has to say if they agree with those answers or not. E.g.: ‘I don’t agree with her. I think Rosario is very noisy, not quite noisy’. Each pair will compare their answers with the rest of the pairs’.	The Ss do the survey in pairs and report the answers. The Ss report their partners’ answers and give their opinions about them.	Interacting, describing, selecting Planning, reporting, comparing, producing
POST-SPEAKING	The T tells Ss to do ex. 4 and 5 on the book, in which Ss have to prepare an interview (they can write it down) and then, perform in pairs  the role play on the same page: St A will be the reporter and st B has to answer the questions. They have to get ready to report (standing on the front of the class).	Ss prepare the interview and do the role play. Ss report their answers to the interview.	Planning, speaking (speaking clearly, choosing and maintaining a suitable level of formality/informality, being aware of the appropriate topics and style of the context, offering relevant info., conveying clear info., turn-taking, having lexical resources to express meanings). Reporting

My best speaking plan (1st part)

Main learning outcome: By the end of this lesson, Ss will be able to look at a picture and expand their linguistic resources to describe it.

STAGE	PROCEDURES (WHAT T DOES)	TASKS (WHAT STS DO)	AIM / SKILL
1. WARM UP To introduce the content To activate prior knowledge To make Ss motivated	1.The teacher writes on the bb the phrase ‘The place where we live’, and she asks Ss to tell her if they like living in the city, if any of them has ever lived in the country and if they liked the experience. Then she asks: What things do you like of living in Rosario? What don’t you like? Why?	1.Sts look answer the questions by saying if they like living in the city, which things they like, which not, what they would change, etc.	1. Producing, describing. Speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responding appropriately).
2.PRE – SPEAKING To create a purpose for speaking	2.a Then, the T asks Ss to go to page 47 on the book and to look at the pictures. She asks them to describe what they see. ‘What can you see in pictures 1 and 2? What is the difference between these places? Are there any similarities between them? Look at the following words and think about how you would use them to describe the pictures. Take 2 minutes to think which words you would use to describe the pictures and which not (you may put ticks or circle the words you choose): noisy expensive peaceful boring lively clean unpolluted cheap friendly polluted unfriendly dirty So, tell me: Do you think picture 1 shows a noisy or a quiet place? What about the other words? Do you think it is expensive to live there?	2.a The sts open the book , look at the pictures, describe the pictures and answer the T’s questions. The Ss use the words in the list to describe the places in the images.	Observing,  producing. Selecting, describing, speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responding appropriately)
3.WHILE – SPEAKING To develop the speaking skill to communicate.	3. The T asks Ss to work in pairs: One S will be given a picture of a city and the other, of the countryside. They will both have to tell each other about the picture they have (using some of the expressions on page 46 or others) and, while each of them listens, they have to make notes. After 15’, the one who made notes will have to share some info. in 2 or 3 sentences about their partner’s picture with the rest of the class.	3. Sts work in  pairs: Each of them has to describe briefly the picture they have and, later, they have to report to the rest of the class.	Observing, describing, producing. Listening,taking notes. Reporting Speaking (Speaking clearly, using  connected speech, offering relevant information, conveying clear, accurate information, using lexical resources to express meanings).

My best reading plan

STAGE	PROCEDURES (WHAT T DOES)	TASKS (WHAT STS DO)	AIM / SKILL
1.WARM UP To introduce the topic and the context To motivate Ss To activate prior knowledge	The T tells Ss they are going to read a short story for homework. But, before that, she tells them to look at some images and the expressions around it. She tells them: What relationship can you find between the expressions and the images? If there are any words you don’t know, what do you think they mean? (see pictures below the plan). About these pictures: You can see there are a lot of expressions around. Some of them appear in the story and others, not. Which ones do you think will appear and which not?	1.a Sts look at the pictures, read the phrases and answer the questions	1.a Observing, relating, producing, describing. Speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responsing appropriately).
2.PRE – READING To make Ss predict. To create a purpose for reading.	After looking at the pictures and the phrases, which of these articles do you think is the title of the story? Circle the title you think the short story will have. - ‘The town hall’ - ‘The last lesson’ - ‘A big surprise’ - ‘A beautiful day’ 2.b. The T tells Ss they are going to read a short story at home, and she hands a copy to each of them. But, before that, she gives them a brief introduction and asks them to predict what things will happen in the story and which will be different. The T asks Ss to underline the ideas they think will suit the story. ‘It was a stormy Sunday morning. However, I was really excited to go to my French lesson, since we would talk about particles, a subject which I knew a lot about. When I was passing by the town hall, I was surprised to see a lot of people outside, and I wondered: ‘What is happening outiside the town hall? I knew that indicated there were good news in the town, but I I didn’t stop to find out; I went on my way to school.’	The sts look at the possible titles and circle the one they think will be the title of the story. The sts read and predict.	Observing, selecting. Inferring, hypothesising. Speaking (Speaking clearly, using an appropriate pace, speaking spontaneously, offering relevant information, listening and responsing appropriately). Skimming (reading to get the gist), predicting.
3.WHILE – READING To make Ss skim the text To make Ss work with meaning To make Ss work with vocabulary	3. The T asks Ss to read the text at home to check predictions. After the text, there are some exercises to work with the story: 1. Read the text and answer these questions 1. Why was the protagonist afraid when he started to school? Did he feel he knew anything about particles? 2. What was the day like? What did he wanted to do? 3. Why did he think there were bad news in the town? 4. How did the teacher react when the protagonist entered the room? What did he say? 5. What news did the teacher give the students? 6. How did the protagonist feel? What about the other people? The T gives Ss an exercise to work on vocabulary Find the word that means... 1. A strong fear of something that is going to happen or may happen (Dread) (page 1 paragraph 1) 2. To angrily criticize someone, especially a child, about something they have done (scolding) (page 1 paragraph 1) 3. Busy and usually noisy activity (bustle) (page 1 par. 7) 4. (Informal) Bad-tempered (cranky) (page 2, par. 15). 5. To look at someone or something for a long time, giving it all your attention, often without realizing you are doing so (gaze) (page 3 par. 24) 6. Not moving at all (motionless) (page 3 par 20) 7. With a single sudden action (at one stroke) (page 3, par 20) (The pages and the paragraphs will be ennumerated to facilitate Ss’ work).	The Ss read again to answer the questions Ss do the exercise on vocabulary.	Skimming. (Top-down processing). To read to get an overall impression of the text. Comparing, matching Scanning, answering Scanning, matching
4. POST-READING	The T asks Ss to imagine the ending of the story and to tell it as if they were the protagonists, writing 2 or 3 sentences. The ending will be shared next class but one with the rest of the class. Can you imagine how the story continued? Imagine you are the protagonist and write the ending of the story in 2 or 3 sentences.	The Ss invent an ending for the story. Ss share their productions with the rest of the group.	Producing Reporting