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: 2Fecha: 10/09/2015Hora: 09:10 a 10:30Duración de la clase: 80’ Fecha de primera entrega: 05/09/2015

CLASS Nº 2

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 story.- Develop their writing skills to give directions by completing different activities.

Language focus:

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

police, bus stop, station, school, church, park.Prepositions: next to, near, behind, opposite, in front of, between.Directions: go straight, turn left, turn right

Follow commands and instructions.

. Turn /3:/ as I encourage students to pronounce it in the correct way while we sing the song.

NEW Queen, king, princess, wizard, bag of gold, tower, castle, monster, dragon.

Write directions to find a place.

Go past the ....The .... is on the left/right

Teaching approach: The lesson is delivered under the Communicative Approach and it is organized through the Presentation-Practice-Produce method.

Integration of skills: They will develop their listening during the storytelling activity. In addition, they will develop their writing skills as we work with the rest of the activities (writing a text, completing activities, writing the words in the correct way)

Materials and resources: the video, flashcards of: princess, castle, king and queen, map with buildings, little copies of the map, note for the princess, digital pictures for the story, copies for activity number 3 (complete) and 4 (unscramble), lesson plan summary with the text they need to copy in their folders.

Pedagogical use of ICT in class or at home: We will use the same video from the previous lesson and I will use the computer to show the pictures that describe the story.

Seating arrangement: Students will choose the place where they want to sit when they arrive the class. All the desks are opposite the boards. They are not allowed to arrange their desks in a different way, but depending on the classroom I will ask them to sit in a semi-circle on the floor to listen to the story. They sit in pairs, they choose where.

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: The following activities were designed taking into account their work pace and interest. Anyway, if any student starts talking instead of working I will ask him/her to continue with his/her activities or help a classmate.

Potential problems students may have with the language: I will use flashcards if they do not remember any word we learnt the previous lesson. I will repeat instructions with different words if they do not understand them.

Assessment: Students’ comprehension of the vocabulary and structures will be checked by monitoring if they complete the written activities and they participate in the oral activity.

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

I’ll say “Hello!” to each student as they arrive at the classroom. Then, I will wait until they choose their desks and I will say hello to the whole group “Good morning! How are you, kids?” EA: “Fine, thank you. / Great, and you?” After that, I will add “Fine, let’s start. A fantastic lesson is waiting for us! What day is it today?” EA: “September, Thursday the 10th” and I will say “That’s right, could you please spell Thursday? I don’t remember how to write it” EA: “T-H-U-R-S-D-A-Y” If they do not remember any letter I will help them.

Transition: I will say “Do you remember the song from last class? Let’s sing it!” I will play the video so they can review the new vocabulary with the pictures on it.

Excuse me, where’s the bank?Go straight and turn right.Oh! Thanks, thanks.Excuse me, where’s the school?Go straight and turn left.Oh! Thanks, thanks.

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 these instructions?” as I show them the flashcards that we used during the previous lesson (turn left, turn right, go straight). I will add “Well, I have a friend, she is a princess” and I will show them her picture. “She needs to get to her castle; her parents, the queen and the king are waiting for her because it is late and dark. Let’s help her” I will also show the castle, and her parents.

Then I will paste the following map on board. I will ask “How can she find the castle?” Students will answer different possibilities and I will point with my finger the way as I follow their instructions until we arrive to the castle. During the activity I will include orally the new vocabulary: “Go past the ___”, “Turn left/right at the ___” “The castle is on the left/right” with the instructions that they give them and I will allow students to complete the sentences. “Wow! Great work, kids!”

https://www.youtube.com/watch?v=XZJD80F9jW8 (castle’s source)

Transition: I will say: “Now we are going to send the princess a note with those instructions”

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

I will say “Open your folders; we are going to copy the date”. I will say: “The princess needs to get to the castle; the queen and the king are waiting for her, could you help her?. Now I will give you a text and you are going to complete and choose the correct options in order to help the princess. Write the shortest way so she gets to the castle early and add your name in the last empty blank” I will deliver the following copy

The princess needs to get to the castle; the queen and the king are waiting for her, could you help her?Complete and choose the correct options in order to help the princess. Write the shortest way and add your name in the last empty blank.

Dear Princess,Go past the _____cafe/hospital/restaurant/police station ______, turn left / right at the

______shop/church/restaurant/police station______, go straight on. The castle is on the left / right .Best,

____________

Also I will help them to complete the note if they have problems with that: I will ask them to show me with their finger a possible way and then I will tell them to complete the text with that information.

Transition: When they finish I will say “Nice work everybody! Now we are going to help the princess again,”

Development – 50’Purpose: To provide contexts where students can practise the language.

Activity 1 – 15’I will say “Now, the princess is in the castle. It is a sunny and bright day, she wants to go to the park to read a book. Could you help her? Let’s write her a new note to give her some instructions. You can use the previous note as an example. Let’s copy this first.” I will write on board: “Today, the princess wants to go to the park to read a book. Write her a note in 10 minutes. You can work in pairs” I will walk among the students while they copy. After that, I will deliver the copy of the previous map (the princess will be next to the castle). I will walk among the students while they write the note and I will help them in a similar way as I did in the previous activity.

Transition: I will say “You all did very well! Now, do you want to listen to what happened when the princes got to the park? I will tell you” Depending on the class I will be delivering the lesson, we will all sit on the floor in a circle”

Activity 2 – 10’This is the original story, from their English book: Explorers 4 - Oxford

I will sit on the floor with them and I will tell them the story using different voice and body language. I will show them these pictures without the text with my computer.

Transition: “Did you like the story?” EA: Yes! “Great, let’s go back to our places, we are going to work with other activities about the story”

Activity 3 – 10’“I will give you a copy and you have to complete it with the words from the box, try to remember the story” I will give them the following copy and I will help them if they need it, repeating the part of the story that they need to complete the sentences. Once they finish, we will correct the activity on board.

under – opposite – in – is reading – next to – woman – behind – bag of gold.

The princess ____is reading______ in the park. The park is ___opposite_____ the palace. The king and the queen offer a ____bag of gold_______. There is a monster __in__ the river. There is a dragon ____next to_____ the castle. The brave knight swims ___under____ the monster and walks ____behind____ the dragon. The brave knight is a ____woman____.

Transition: “Wow! That was quick! Excellent memory! Now, let’s review the name of the characters”

Activity 4 – 12’We will review the name of the characters while I show them the flashcards if they forget about any of them. After that I will ask “Which is your favourite character from the story?” EA: “Wizard/Knight, etc” “Oh! My favourite character is the knight; she is such a brave person. Copy this sentence and complete it with your favourite character.” I will copy on board: My favourite character is _____________.. When they finish I will add “Now you are going to draw a different ending for the story using your favourite character” while I show them the last pictures from the story. “For example, that the knight and the princess escaped flying with the dragon” while I show them the three characters and I will add “Come on, let’s draw a beautiful ending for the story in 10 minutes!” I will walk among the students in order to check how they are working and encouraging to continue working with their drawing.

Transition: “You did a great job today!.”

Closure – 10’Purpose: To close the topic and greet students. “Now, I will deliver a copy and you are going to cut the letters and write the name of these characters. Let’s do the first one together on the board” I will show them the copy and a pair of scissors in order to help them understand what they will cut at home. After that I will show an example on board with bigger letters.

Z D R W I A

I will say: “How do you write the name of this character?” I will show them the wizard. EA: “Wizard” and I will add “Exactly, could you spell it for me?” EA: “W-I-Z-A-R-D” I will put the letters in the correct order and I will say “You are so brilliant! You have to do the same at home with these copies” and I will deliver them.

I A R W Z D

R I C P N S S E

E E Q U N

G N K I

R G A N D O

Sources:http://galeria.dibujos.net/cuentos-y-leyendas/caballeros/castillo-medieval-pintado-por-manelet-7895976.html

M S O E R T N

L E S A T C

http://galeria.dibujos.net/cuentos-y-leyendas/princesas/princesa-y-rey-pintado-por-lucer-8309970.htmlhttp://www.zazzle.com/princesa_linda_del_clip_art_del_dibujo_animado_con_escultura_fotogr%C3%A1fica-153236939130893701?lang=eshttp://galeria.dibujos.net/fantasia/dragones/dragon-echando-fuego-pintado-por-arlish-9758984.htmlhttp://www.123colorir.com/fantastico/paginaparacolorir,das-criaturas.htmlhttp://www.dragoart.com/tuts/7896/1/1/how-to-draw-a-wizard-for-kids.htm

Finally I will say “Well, we are on time, time to clean up! Put things away and let’s go. See you next Thursday. Bye!”