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Kindergarten lesson plans

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  • TALLER DE PRCTICA DOCENTE 2016

    ALUMNO RESIDENTE: Knye, Mara Isabel

    Perodo de Prctica: Nivel incial

    Institucin Educativa: INI 1467 - Hakuna Matata

    Direccin: Fgta. 25 de Mayo 588 - Rada Tilly - Chubut

    Sala / Grado / Ao - seccin: de 5 aos - Turno maana

    Cantidad de alumnos: 6

    Nivel lingstico del curso: Principiantes

    Tipo de Planificacin: Clase

    Unidad Temtica: El Aula

    Clase N: 1

    Fecha: 10/05/2016

    Hora: 10:00 a 10:30hs

    Duracin de la clase: 30 minutos

    Fecha de entrega: 30/04/2016

    Teaching points: School objects - Whats this...? This is a What are these? They

    are (pencil, crayon, glue stick, scissors)

    Aims or goals:

    During this lesson, learners will be able to:

    follow commands

    identify and name school objects

    improve their listening skills by listening to a song

    improve pronunciation of certain sounds through meaningful practice

    Language focus:

    FUNCTIONS LEXIS STRUCTURES PRONUNCIATION

    Revision Naming people

    in the

    classroom

    Giving

    commands

    school,

    teacher,

    boy(s), girl

    point to,

    walk, run, sit

    down, stand

    up, touch

    What is this?

    Its a(school)

    stand up,

    walk/run to ...,

    touch the...

    short vowel sound

    // as in up, run and

    touch

  • New Naming

    classroom

    objects

    pencil,

    crayon, glue

    stick,

    scissors,

    Whats this?

    This is a

    What are these?

    They are

    ..

    //

    Teaching approach: Communicative approach organized through PPP (Presentation,

    Practice, Production)

    Integration of skills: Listening and speaking through T-S exchanges, listening to and

    singing a song

    Materials and resources:

    Poster showing a photo of the childrens school, and images of a teacher, a boy and

    a girl.

    Poster showing the school, a typical kindergarten room, a table, a chair and the

    school objects to be introduced, plus realia.

    My computer to look at the video of the song and listen and sing. (Theres no internet

    available at the school so Ill download the videos I need.)

    Pedagogical use of ICT in class or at home: As students watch the video theyll have to

    pick up the object mentioned and put it down as soon as the next one is mentioned.

    Seating arrangement: Standing up to sing the Hello Song, in a semi circle while revising

    people in the classroom. Standing up for TPR activity about commands, in a semi circle on

    the floor for introduction of new vocabulary and while watching the video.

    Possible problems / difficulties and their possible solutions during the class: Children

    can get over excited so I'll make them sit down in a circle and ask them to breath calmly

    since Ive read that this kind of activity is very useful to calm students down, I could also just

    move on to the following activity. I have alternated TPR activities with others in which

    children will be sitting down. I can also use the chant 1, 2, 3 eyes on me mimicking eyes

    on me or just raising my hand to ask them to be quiet for a while.

    Classroom management strategies: reinforce routines within the classroom, foster and

    praise good behaviour, and keep students engaged through a variety of activities

    Comentario [R1]: miming

  • Assessment: what will be assessed and how?: I'll assess the children by checking if they

    can identify the objects that will have been introduced by asking them to pick up, touch or

    point to different ones .

    Routine (5')

    Purpose: to get students organised and ready to start the class

    I'll get into the classroom and greet students: "Hello children! How are you today?"

    SS: Hello

    I'll turn my computer on to watch and sing the "Hello song" that students are used to singing

    every English class.

    T: Ok, let's stand up and get ready for the song. Are you ready?

    https://youtu.be/x23rTDl4AMs

    Hello, hello.

    How are you?

    Hello, hello.

    How are you?

    Hello, hello, how are you?

    How are you today?

    I am fine,

    I am great,

    I am fine.

    I'm just great today.

    I am fine,

    I am great,

    I'm very well today.

    Great!

    Hello, hello.

    How are you?

    Hello, hello.

    https://youtu.be/x23rTDl4AMs

  • How are you?

    Hello, hello, how are you?

    How are you today?

    I'm hungry,

    I'm tired,

    I'm hungry,

    I'm tired,

    I'm hungry,

    I'm tired,

    I'm not so good today.

    Oh! Well, I hope you feel better soon!

    Hello, hello,

    How are you?

    Hello, hello,

    How are you?

    Hello, hello,

    How are you?

    I'm very bad well today.

    Transition:

    T: Very good!! Lets sit down on the floor in a semicircle looking at the white board.

    Warm up: (5)

    Purpose: To revise vocabulary and commands

    Interaction patterns:

    Teacher - Students

    While the students sit down Ill draw out of a bag a photo of their school and leave the other

    pictures of a teacher, a boy and a girl inside it.

  • T: Good! Lets start.

    T: Look at the photo I have here! Whats this?

    Ss: El jardn (This is what I expect the children to answer)

    T: Yes, it is the school!! What is it? Encouraging children to repeat my words

    Ss: (It is the) school.

    T: Lets see what else I have in here. Oh look, Its a boy! Whats this?

    Tom

    Comentario [M2]: This is your school. It is the school!! Can you say that? "It is the school"

    Comentario [R3]: What is the purpose of this elicitation here? If you are introducing the new lexis you

    may mention the place yourself. SS will probably say the words in Spanish, but you make communication more

    meaningful. Imagine the same procedure from the point of view of the learners and you

    will realize what meaningful learning is / implies. Great idea to use their own context!

  • Ss: (Its a) boy.

    T: Great, its a boy. Whats this? Encouraging children to repeat the whole chunk of words

    Ss: Its a boy

    T: Looking curiously inside the bag. Sofi, would you like to take another picture from the

    bag?

    S: Yes!!!

    T: Show it to the rest.( Ill guide her so that she understands that she has to show the

    picture to her partners) Once she is facing her partners Whats this? Is it a boy?

    Maggie

    Ss: Nooooooo! Es una nena

    T: Yes, its a girl! What is it?

    Ss: (Its a girl)

    T: Oh, look Mati, theres one are more pictures. Take it one out and show it to the rest..

    T: What is it? Pointing to the teacher.

    Romina

    T: Its a teacher!!! What is it?

    Ss: (Its a) teacher.

    Comentario [M4]: I thought that if I gave the boy a name, the children would learn the name not the word

    "boy". I could add: "His name is Tom", "Tom is a boy"

    Comentario [R5]: Again, imagine this Exchange in Spanish. How meaningful would it be?

    Try to contextualize your teaching by naming this boy, saying who he is, etc.

    Comentario [R6]: Careful! All of them will want to take pictures out of the bag.

    Comentario [M7]: I could have more than one girl, boy, and teacher in the

    bag so that they can all have a go and they repeat the words more than once.

    Con formato: Ingls (Estados Unidos)

    Comentario [M8]: Her name is Maggie. Maggie is a girl. Is Maggie a

    boy or a girl?

    Comentario [M9]: If I change the activity it might be another boy, girl or

    the other new word "teacher"

  • T: Lets repeat (while showing the pictures one at a time). Its a school.

    Ss: (in lockstep) Its the school

    And so forth

    T: Great job everyone! Now, stand up and come with me. Ill place the 4 pictures in

    different corners of the classroom..(Revising commands - TPR)

    T: Ok, now follow me and do as I do. Walk. Ill walk around the class with the kids following

    me walking. Then Ill change the action and Ill say Run. Sit down, touch the school,

    point to the girl, run to the boy. I expect a little bit of chaos.

    T: Good job! Now come next to me and sit down. (For them to understand come next to me

    Ill signal with my hands in my direction and onto the floor)

    Presentation

    Purpose: To introduce vocabulary

    Activity #1: (10)

    Transition: Would you like to watch a video and sing a song?

    SS: Yeeees!

    Before watching the video:

    T: Look what I have for you!!! Ill mention the objects as I hand them out: a pencil, one for

    you Sofi, one for you Elas, one for you Bauti and so on till I have handed out all of the

    necessary objects. Ill give the children a pencil, a crayon, a glue stick and a pair of

    scissors (they have scissors among their material in the classroom) Ill also place a poster

    on the white board with the objects.

    Development

    T: Ok, now put your objects on the floor in front of you. Look, like this. (Ill place my objects

    in front of me for them to do the same)

    As we watch the video (151):

    Comentario [A10]: This is a nice idea. Connecting the action verbs they

    have been working on with the new vocabulary items. You should do this from the very beginning, e.g. Walk to

    school, Sit down next to the boy, etc.

    Comentario [M11]: good idea! Thanks.

    Comentario [A12]: What would you