I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PARTICIPANTE: María Cecilia Nievas

Período de Práctica: PrimariaInstitución Educativa: Liceo Militar General RocaDirección: Av. Hipólito Irigoyen s/n – Comodoro Rivadavia (Chubut)Sala / Grado / Año - sección: 5to grado – Azul – Turno mañana Cantidad de alumnos: 30 Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Instrucciones en la ciudadClase Nº: 1Fecha: 03/09/2015Hora: 09:10 a 10:30Duración de la clase: 80’ Fecha de primera entrega: 29/08/2015

CLASS Nº 1

Teaching points: Giving directions Aims or goals: During this lesson, learners will be able to…

- Identify and produce vocabulary related to directions in a meaningful context- Develop their listening skills by listening to a song/dictation and completing activities.- Develop their abilities to give directions (communicative skills).

Language focus:

Lexis Functions Structures PronunciationREVISION Buildings: shop, museum, restaurant,

police, bus stop, station, school, church, hospital, park.Prepositions: next to, near, behind, opposite, in front of, between.

Follow commands and instructions.

Excuse me.Is there ... ?Yes, there is...No, there isn’t.

NEW Turn left, turn right, go straight. Give directions to find a place.

Where’s the ... ?

Turn /3:/

Teaching approach: The lesson is delivered under the Communicative Approach in order to encourage students’ communication. It is organized through the Presentation-Practice-Produce method.

Integration of skills: They will develop their listening (presentation, activity 1 and activity 2), speaking (activity 4) and reading (activity three) skills throughout the lesson.

Materials and resources: first map (warm-up), Sally, Paula and Pablo’s picture, the video, the little posters with the directions, lyrics from the video, copies of the first map and Pablo, copies of the empty map and text to complete it (activity 3), colored pieces of paper representing the buildings, maps student A and student B.

Pedagogical use of ICT in class or at home: We will see a video about directions. Furthermore, there will be flashcards about the vocabulary we will review in case that students need to see them.

Seating arrangement: Students will be sitting at their desks as usual. Possible problems / difficulties and their possible solutions during the class: If there is no

electricity I will have the laptop’s battery completely full. Classroom management strategies: Activities are designed in order to encourage students

to participate during the whole class so they do not feel bored and behave properly while they study. Anyway, if any student prefers to talk instead of work, I will stand near him/her and encourage him/her to continue with the activities.

Potential problems students may have with the language: If students do not remember the vocabulary from the previous lessons, we will use the flashcards. If students do not understand the instructions of any activity, I will repeat the explanation with different words, use gestures and examples in order to help them understand.

Assessment: Students’ comprehension of the vocabulary and structures will be checked by monitoring if they participate and complete activities using the correct directions and structures.

Routine – 5’ Purpose: To create a good atmosphere to work and make the students move.

I’ll greet each student when they arrive to the class saying “Hello”. I will wait until they choose their desks and I will say hello to the whole group “Good morning, kids! How are you?” EA: “Fine, thank you. / Fine, and you?” Then I will add “Do you remember my name?” EA: “Miss Cecilia / No”. I will repeat my name if it is necessary and then I will explain to them “I am going to be your teacher during a few weeks. Let’s start working and having fun together!” I will write at the board while I ask them “What day is it today?” EA: “August, Thursday the 3rd” and I will say “Exactly, could you please spell Thursday? I need help” EA: “T-H-U-R-S-D-A-Y” If they do not remember any letter I will help them.

Transition: As I paste the following map on the blackboard I will say “Let’s see a map of a little town in our province”

Warm-up – 7’Purpose: To review vocabulary they learnt during the last part of the previous class and create the context to start working on the new topic.

I will ask them “Do you remember the name of this building?” as I point to the bank. EA: “A bank/ It’s a bank” And I will add “That’s right! And, where’s the bank?” as I point to the church and the hospital EA: “Next to the hospital/church. / Between the church and the hospital.” “Hooray!” I will

continue asking about other buildings until we review the prepositions (behind, between, opposite, in front of and next to). Finally I will add “Wow! I’m impressed.”

SOURCES: http://www.clipartpanda.com/categories/hospital-clip-art-free-printablehttps://www.timetoast.com/timelines/history-of-banking-ed7c3378-2d9e-4110-8bad-35776d80bf3ahttp://www.clipartpanda.com/categories/church-building-clip-arthttp://www.freelargeimages.com/museum-clipart-4179/http://www.clipartpanda.com/categories/city-park-cliparthttp://cliparts.co/bus-stop-cliparthttp://classroomclipart.com/clipart-search/all-phrase/restaurant/http://classroomclipart.com/clipart-view/Clipart/Transportation/Train/train_station_travel_02_jpg.htmhttp://clipgid.com/coffee-shop-building-clipart.htmlhttp://www.clipartpanda.com/categories/store-clipart-black-and-whitehttp://images-pictures.org/school-building-clip-art-photo-and-pictures.html

Transition: I will say: “Look, this is Sally, she wants to go to the bank”

Presentation – 10’Purpose: To present the new topic.

I will stick Sally (the girl from the video) next to the restaurant and I will ask the students “Where’s the bank?” EA: “It is between the church and the hospital” “Oh! Yes!” and I will point the way to the bank. “Let’s see a video to help Sally in order to arrive there.” And I will play the first part of this video.

https://www.youtube.com/watch?v=AgTkKGM0TWE

After that, I will encourage them to repeat the instructions in the video. “So... where’s the bank?” as I point the way. EA: “Go straight and turn right” and I will add “Great job!” I will paste some little posters with the instructions: “Go straight” and “Turn right” onthe board. After that I will place the other girl that appears on the video next to the shop and I will say “Paula wants to find the school, could we help her?” as I point the shortest way. EA: “Go straight and turn left”. If they do not remember the word left I will help them. Additionally I will paste the little poster with the instruction “Turn left”. “Now, let’s see if we did it right” and I will play the last part of the video.

Transition: I will say “It’s a class record! Now I will deliver some copies with the lyrics so we can complete it and sing the song”

Development – 55’ Purpose: To provide contexts where students can practise the language.

Activity 1 – 10’I will explain the activity. “Look at the copy, there are some words missing! We will watch the video again and you will complete it with the word from the box, OK?” and I will deliver the copy to each student. I will show the video again without the transcription in it.

While they see the video I will tell them when the second part starts.When they finish, I will ask them “Do you need to watch the video again” EA: “Yes/No” According to the answer I will play the video again or not. If not, we will check the activity all together. “Let’s read the song altogether” While we do it, I will copy the answers on the blackboard so they can

Go straight – turn left – turn right – bank – school – thanks

PART 1

Excuse me, where’s the _______?

Go straight and __________.

Oh! Thanks, __________.

PART 2

Excuse me, where’s the ________?

___________ and __________.

Oh! Thanks, thanks.

check their copy. Then I will say “I will play the video again and we can sing the song!” I will play the video and I will start singing to encourage them to participate.

Transition: I will say “Well done everybody, you are great singers!”

Activity 2 – 10’I will give them another copy, with the same map that we used previously and a little boy.

“Look, now you have a copy of this map! This little boy is Pablo” while I show them a copy of the boy. “Paste Pablo next to the station.” I will walk between the students while they paste it and I will add “Now we are going to do a listening activity, a dictation so you need to be silent in order to listen to me. You have to trace his way.” And I will point in one copy a way, so they understand the instruction. “Let’s start.” I will read the following text slowly.

“Pablo goes straight and turns right. Then, he turns left at the bus stop and he goes straight. After that, he turns left again. Finally, he turns right at the hospital and he goes straight... where is he?”EA: “At the park!” “That’s the correct answer very good!” If they need it, I will read the text again so everyone is able to complete the activity.Transition: “Very good! You did it! Let’s visit and complete a new town now.”

Activity 3 – 15’I will deliver a new copy, an empty map and pieces of colored paper that will represent buildings (I made some examples below).

Text: This is my town. There is a very big park here, I love it! My school is behind the park. There is a restaurant in front of my school. If you go straight from my school, there is a hospital, a police

station and a bus stop. The police station is between the hospital and the bus stop. If you turn left from the bus stop, you can find a museum. There is a church opposite the museum. There is a bank near the restaurant, too. And there is a station in front of the bank. What else? Oh! Yes, there is a Café near the bank, too.

I will explain the activity “This is an empty map and you have to paste the buildings in the red boxes. But, you need to read the text in order to complete it. Let’s do the first one together. Who wants to read the first part of the text?” A volunteer will read the first two sentences. I will ask “So, where’s the park?” EA: “Here!” Students will point to the biggest square. “Wow! Very good. Now, continue working, you can do it in pairs” I will walk among them as they develop the activity, I will help them if they need it with some clues in English.

Transition: “Well done everybody! In the following activity we will need our mate’s help.”

Activity 4 – 15’

Now, they will work in pairs, too: I will give a different copy to each student. One student makes questions about missing buildings, the other one answers using prepositions or directions. “You will work with your same classmate from the previous activity. You have different copies so don’t show it to your partner.” I will check that they understand up to now, and I will continue “Student B makes questions about the missing buildings, for example, Is there a bank?. The other student could answer No, there isn’t or Yes, there is a bank next to the park. Let’s do the first one together.” I will take a copy as a second student: “So, students A, is there a bank?” EA: “Yes, there is a bank between the museum and the shop” “Very good. Students B should write the work bank in this empty box between the museum and the shop.” I will wait until all students B complete their maps and I will add “Great, now start working in pairs” I will walk among the students guiding and helping them when they need it.

BANK SHOP RESTAURANT

STUDENT A

STUDENT B

Transition: Once I check that all the students finish the activity I will say “Wow, we only have a few minutes, let’s do our last activity”

Closure – 5’Purpose: To close the topic and greet students. “We are going to sing one last time our song about directions” We will sing the song and I will say “Well, we are on time, we should leave. Put things away and let’s go. This was a fantastic lesson! See you next Thursday. Bye!”