Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain Co-tutoras: Prof. Eugenia Carrión

Cantón – Prof. Graciela Inés Manzur

I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO

PRACTICANTE: Estebo, Cynthia

Período de Práctica: Nivel Inicial

Institución Educativa: Jardín de Infantes “José Manuel Estrada”

Dirección: Roca 649 – Punta Alta, provincia de Buenos aires

Sala / Grado / Año - sección: Sala de 4 años - TM

Cantidad de alumnos: 25

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Colours and numbers

Clase Nº: 2

Fecha: 23/04/2015

Hora: 11.30 – 12 hs

Duración de la clase: 30’

• Teaching points:

• Aims: During this lesson, learners will be able to…

- Revise and recycle vocabulary.

- Use new content language in context.

- Develop their listening skills through listening to a song and following

instructions.

- Participate actively in a game to enhance their speaking skills.

- Follow simple commands while listening to a song.

• Language focus:

LEXIS FUNCTION STUCTURE PRONUNCIATION

REVISION - Red, blue,

- Recognizing

- I spy sth red

-Long vowels: blue /u:/, green

green,

purple, yellow

colours - What

colour is this? It´s

/gri:n/

NEW

-Numbers

from 1 to 10

- Counting from 1 to 10

- What colour is

number…? It´s

- Production of

Minimal pairs : two-blue,

• Teaching approach: I’ll use the Communicative Approach

• Materials and resources: Numbers poster, 1 to 10 number flashcards, cd

player, audio material (songs and chants), realia (stuffed animals), worksheet.

• Seating arrangement: Children will be standing to sing the song and sitting

on the floor in a circle for the game.

• Possible problems / difficulties and their possible solutions during the

class: Children may have forgotten the vocabulary and get bored easily,

leading to disruptive behaviour. Using chants, I ll re-focus students´attention.

• Potential problems students may have with the language: Children may

have forgotten the vocabulary and want to resort to Spanish. I ll help them by

modelling the language they will have to use.

• Assessment: I ll check students’ comprehension through their participation. If

i notice they do not understand, I ll mime, model the language or ask a partner

to model the activity.

• Use of ICT: there is no possibility of using ICT due to school resources

• Integrating skills: Students will integrate skills through the different tasks.

Speaking will be foster in the presentation skills leading to listening and doing.

Routine: 5’

I’ll get into the classroom and greet students:

“Hello!, how are you today?” “Let´s sing the Hello song”. As the students know

the song, they will listen, sing, mime and dance. I will play the cd:

Hello, hello, good morning

How are you today?

Hello, hello, good morning

How are you today?

I am fine, I am fine

I´m very well today

I am fine, I am fine

I´m very well today

Hello, hello, good afternoon

How are you today?

Hello, hello, good afternoon

How are you today?

I am fine, I am fine

I´m very well today

I am fine, I am fine

I´m very well today

Taken from “Claps” ALL English for Kids

(I´ll use this song as it is the one the teacher has used from the beginning of the

school year)

Transition: Well done! Ok everybody sit down, please!

Warm-up 10’:

Transition: “Look who is here!!

SS: “Bobby Bear!!”

T: “Say hello to Bobby Bear”

Sts: “Hello, Bobby Bear!”

Presentation 5’:

“Bobby Bear has lots of friends...Look!”

Bobby Bear: “ These are my friends! Juana, is Maria your friend?”

S: “Yes, she is”

Bobby Bear: “Juan, is Matias your friend?”

S: “Yes, he is”

Bobby Bear: “Look here (point at the poster), these are my friends: the zebra,

the giraffe, the lion and the crocodile”

I ll stick the following poster on the board.

Transition: “Ok, let´s play treasure hunt!”

“Development 15’:

Before the class started, stuffed animalshad been hidden around the

classroom. I ll tell them that they are going to play treasure hunt. I will explain to

them that Bobby Bear´s friends are in the classroom but they will have to look

for animals. When they have finished, I ll ask them “What´s that? It´s a ....”

Transtition: “Ok, let´s say goodbye to the animals and put them to sleep in this

bag. Goodbye, lion; goodbye elephant, etc”

Activity 1-10’: TPR

I will give students copies of the following worksheet. I will explain them that

they will have to count the animals on the worksheet and circle the correct

number.

Taken from http://prek-8.com/kidslearning/kidslearning_jungleanimalsMath3.html

When they finish, I will ask them “How many pandas are there””There ´re....”

Transition: Well done! Now, listen!

Activity 2-10’: Pelmanism

I ll place five sets of animal cards face down on the floor. When they get a

match, they will have to say the animal.

Closure - 5’:

When we finish, I will ask them what animal cards they have.

T” Who has the lion´s card?”

Ss: “ME”

T: “ and the giraffe´s card?”

Ss: “Pablo and me”

T:”What colour is the lion?”

Ss: “Brown”

T:” and the elephant?”

SS: “grey”

T:“How many eyes has it got?”

SS: ”It has got two eyes”

Transition: “Ok, now, let’s sing the good bye song:” I will play the cd:

Closure - 10’:

“Ok, now, let’s sing the good bye song:” I will play the cd:

“Ok, now, let’s sing the good bye song:” I will play the cd and we will sing,

dance and mime the song

See you next class

See you next class

I hope you have a lovely weekend

Enjoy yourself

Goodbye, goodbye, goodbye

See you next class

See you next class

I hope you have a lovely weekend

Enjoy yourself

Goodbye, goodbye, goodbye

See you next class

See you next class

I hope you have a lovely weekend

Enjoy yourself

Goodbye, goodbye, goodbye

See you next class

See you next class

I hope you have a lovely weekend

Enjoy yourself

Goodbye, goodbye, goodbye

Taken from “Claps” ALL English for Kids

(I´ll use this song as it is the one the teacher has used from the beginning of the

school year)

I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO

PRACTICANTE: Estebo, Cynthia

Período de Práctica: Nivel Inicial

Institución Educativa: Jardín de Infantes “José Manuel Estrada”

Dirección: Roca 649 – Punta Alta, provincia de Buenos aires

Sala / Grado / Año - sección: Sala de 5 años - TM

Cantidad de alumnos: 25

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: ANIMALS IN THE JUNGLE

Clase Nº: 3

Fecha: 23/03/2015

Hora: 11.00 – 11.40 hs

Duración de la clase: 40’

• Teaching points: ANIMALS IN THE JUNGLE

• Aims or goals: During this lesson, learners will be able to…

- Revise and recycle vocabulary.

- Use new vocabulary in context.

- Develop their listening skills through listening to a song and following

instructions.

- Participate actively in a game to enhance their speaking skills.

- Follow simple commands while listening to a song.

• Language focus:

LEXIS FUNCTION STUCTURE PRONUNCIATION

REVISION

- Red, blue,

green, purple, yellow

-Numbers from 1 to

-Revising vocabulary -

Requesting cards

-What colour is number…?

It´s - Give me something

red

- Short vs. Long Vowels: Blue /blu:/, red /red/;

Two /tu:/, three /θriː/

10

- Body parts

NEW

-Animals in the

jungle

- Using vocabulary

in context - Counting

body parts

How many…(eyes)

has it got? It has got two

eyes

- Consonants: body /ˈbodi/,

hands/hӕnd/,

head/hed/

• Teaching approach: I’ll use the PPP method.

• Materials and resources: balloons of different colours, 1 to 10 number

flashcards, cd player, audio material (songs and chants), worksheets.

• Seating arrangement: Children will be standing to sing the song and sitting

on the floor in a circle for the game.

• Possible problems / difficulties and their possible solutions during the

class: Children may get too excited during the balloon game. I’ll allow them to

play with the balloons for a short moment and then, with the help of the chant,

re-focus their attention towards the class.

• Potential problems students may have with the language: They may want

to turn into Spanish when working with numbers or count in a rush, without

matching the lexis with a concrete object. I will help them match the word to

objects, so they can count rationally.

• Assessment: I ll check students’ comprehension through their participation. If

i notice they do not understand, I ll mime, model the language or ask a partner

to model the activity.

Routine: 5’

I’ll get into the classroom and greet students:

“Hello!, how are you today?” “Let´s sing Hello song”. As the students know the

song, they will listen, sing and dance. I will play the cd:

Everybody say hello! (wave)

Everybody, everybody. (point to all the class)

Everybody, here we go! (walk on the spot)

Everybody now! (cross your arms over your chest, one by one)

Everybody clap your hands, (clap your hands)

Everybody, everybody. (point to all the class)

Everybody, here we go! (walk on the spot)

Everybody now! (cross your arms over your chest, one by one)

Everybody say hello! (wave)

Everybody, everybody. (point to all the class)

Everybody, here we go! (walk on the spot)

Everybody now! (cross your arms over your chest, one by one)

Everybody stamp your feet, (stamp your feet)

Everybody, everybody. Everybody, here we go! Everybody now!

Everybody shake your hands, (shake your hands)

Everybody, everybody. Everybody, here we go! Everybody now!

Taken from “Tiny and You 1” Ed. Macmillan

Transition: Well done! Ok everybody sit down, please!

Warm-up 10’:

Transition: “Look who is here!!

SS: “Bobby Bear!!”

“Say hello to Bobby Bear”

Presentation 5’:

“Bobby Bear has lots of friends...Look!”

I ll stick the following poster on the board.

Transition: “Ok, let´s play treasure hunt!”

Development 15’:

I ll hide stuffed animals around the classroom. I ll tell them that they are going

to play treasure hunt. They will have to look for animals. When they have

finished, I ll ask them “What´s that? It´s a ....”

Transtition: “Ok, let´s say goodbye to the animals and put them to sleep in this

bag. Goddbye, lion; goodbye elephant, etc”

Activity 1-10’:

I will give students copies of the following worksheet. I will explain them they

will have to count the animals on the worksheet and circle the correct number.

Taken from http://prek-8.com/kidslearning/kidslearning_jungleanimalsMath3.html

When they finish, I will ask them “How many pandas are there””They´re....”

Transition: Well done! Now, listen!

Activity 2-10’: Pelmanism

I ll place two sets of cards face down on the floor. When they get a match, they

will have to say the animal.

Closure - 5’:

When we finish, I will ask them what animal cards they have. “It´s a lion,

etc””What colour is the lion?” “How many eyes has it got?””It has got two eyes”

“Ok, now, let’s sing the good bye song:” I will play the cd:

Goodbye friends, goodbye friends,

Until another lovely day.

When we finish, we can say, ‘Goodbye friends today!’

Goodbye friends, goodbye friends,

Goodbye friends today!

Goodbye friends, goodbye friends,

Goodbye friends today!

Taken from “Tiny and You 1” Ed. Macmillan