Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain Co-tutora: Prof. Graciela Inés Manzur

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

PRACTICANTE: Estebo, Cynthia

Período de Práctica: Nivel Primario

Institución Educativa: Escuela Primaria “José Manuel Belgrano”

Dirección: Ushuaia 348 – Punta Alta, provincia de Buenos aires

Sala / Grado / Año : 5to “C” – Turno Tarde

Cantidad de alumnos: 22

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: “Comidas”

Clase Nº: 3

Fecha: 18/08/2015

Hora: 15-16 hs

Duración de la clase: 60´

• Teaching points: Food

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

- Revise, recycle and use food vocabulary in a communicative way

- develop listening skills by watching a video

- develop speaking skills by talking about healthy food

- develop writing skills by writing a healthy menu

• Language focus:

LEXIS FUNCTION STUCTURE PRONUNCIATIONREVISION - Logical

connector of constrast “But”

- Expressing contrastive ideas

- I like..but I don´t like..- He/She likes…but she doesn´t like…

- short vowel:But /b t/ʌ

NEW • Teaching approach: I’ll use the Communicative Approach through activities that have a communicative outcome.

• Materials and resources: weather pictures, written piece of structures “What day is it today? August...”, number flashcard, “healthy vs Junk food” poster, a laptop to watch the video

• Seating arrangement: Children will be sitting in horseshoe fashion in order to be able to watch the video from my laptop properly.

• Possible problems / difficulties and their possible solutions during the class: Children lose their spam of attention quickly and become naughty. I´ll approach each distractive student and ask him/her if she/he has problems or doubts, because, sometimes, they misbehave as they do not understand or do not know what to do.

• Potential problems students may have with the language: Children may complain about the class being conducted in English, but, as I will model and/ or mime and/or demonstrate the vocabulary and/or the activities, they will gradually get used to listening to English. Anyway, I will approach those students who still feel uncomfortable with working with the language and help them in the process.

• 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 or the class to model the activity.

Routine: 10’

I’ll get into the classroom and greet students:

“Hello!, how are you today?”

I will write the following phrase on the board:

What day is it today?

Teacher:“What date is it today?” “Is it August?” and I will show them the word written on a cardboard.

Students: “yes”

I will stick it on the board.

Teacher: “Is it 10th?” ( and I show them the number on a small flashcard)

Students: “no”

Teacher: “Is it 11th?” ( and I show them the number on a small flashcard)

Students: “YES!”

Teacher: “Great”, “Now, what´s the weather like today?” “Is it cloudy?”(I will show them the picture)

Students: “no” “It´s sunny”

Teacher: “Very good!”

I will write on the board “It´s sunny today” and I will stick the picture next to the phrase.

Transition: “Well done!”.

Warm-up 10’:

Presentation 5’:

I will tell students “I like healthy food. I eat vegetables and fruits”

I will stick the following poster on the board.

.

“What kind of food do you like? Do you like junk food? Do you like healthy food?”

“Look at the picture, what can you see in the junk food section?”

Students: chocolate!

Teacher:”great! What else?”

Students: “sweets”

Teacher: “very good! And in the healthy food picture? What can you see?”

Students: “Vegetables!”

Teacher: good! What vegetables can you see?”

Students: “carrots, apples”

I will ask them: “What is good, healthy or junk food?”

Students: “Healthy food!”

Teacher: “Do you really eat healthy food?”

Transition: Great!, “Let´s watch a video about it”

Development 25’:

Activity 1-10’: Speaking

I will draw on the board the chart on page 55, exercise D. Then, I will use a cap, a pair of glasses and two wigs to customize the volunteers similarly to the characters in exercise D on page 55. Then, I will give them a tag each with the name of the characters to put on.

SUSAN HELEN SIMON DAVID

Each student will hold a card to similar to the followings:

SUSAN

I like hamburgers

I don´t like soup

HELEN

I like doughnuts

I don´t like fish

SIMON

I like sausages

I don´t like salad

DAVID

I like orange juice

I don´t like milk

Each volunteer will assume a character, wear the costume and will have a card facing his/her direction, hiding the information to the rest of the class. I will explain that the rest of the group will ask questions with “Do you like...?”. The volunteers can only answer yes or no. When they have guessed an answer, I will copy it on the chart on the board. When we have completed the chart, I will thank the volunteers and will ask them to return to their seats.

Transition: Great!, Let´s open your books on page 55, exercise D.

Activity 2 -15’: Writing

I will say “Look at the chart on exercise D, is it similar to the one on the board?”

Students:“Yes!”

I will ask students to copy the answers on their books. I will go around the desks to monitor and act as a facilitator.

When they have finished, I will revise the “but” structure. I will point at the board where the phrases we copied and ask “Do you remember? Great, now let´s look at the chart again. Susan likes hamburgers but she doesn´t like soup...What about Simon?” I will elicit the answers for the other three characters. When they have understood, I will ask them to write the sentences on their book. I will go around the desks to monitor and act as a facilitator.

Closure - 10’: Miming Game

I will divide the class into two teams. I will explain to them that I will mime things that I like and things that I don´t like. In order to score a point, they will have to construct the phrase: “She likes....but She doesn´t like...”

The student who uttered the sentence will come to the front and take my place. If his/her team guesses, it will be allotted one point. If the opposite team guesses, two points will be given.

I will say goodbye to students and give them lollypops as presents due to “Child´s Day”.

I will say goodbye to students and give them lollypops as presents due to “Child´s Day”.