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I.F.D.C. LENGUAS VIVAS TALLER DE PRACTICA DOCENTE ALUMNO RESIDENTE: Ludmila Ruiz Díaz Período de Práctica: Nivel Inicial Institución Educativa: Juvenil Instituto Fueguino Dirección: Libertad 965, Rio Grande, Tierra del Fuego Sala / Grado / Año - sección: Sala Celeste de 5 años Cantidad de alumnos: 29 Nivel lingüístico del curso: Principiantes Tipo de Planificación: Clase Unidad Temática: Family & Toys Clase Nº: 3 Fecha: 18 de mayo de 2015 Hora: 09.50 a 10.30 am Duración de la clase: 40 minutos Fecha de primera entrega: 14 de mayo de 2015 CLASS 3 Teaching points: The Family (mother, father, brother and sister) and Toys (dinosaur, ball, car, telephone, teddy bear, doll) Aims or goals: During this lesson, learners will be able to… Introduce their family members using a picture of their own. Identify vocabulary related to toys through visual aid and use it in a meaningful context. Develop listening skills by following simple instructions. Develop speaking skills by naming members of their family using a picture. Language focus: Functions Lexis Structures Pronunciatio n Revisio n Simple Commands Identifying colours Identifying family members: This is my Imperatives listen / come here / sit / stand Colours: red, blue, orange, green Polite Requests -Please, sit down / listen Wh- question: -What colour is Peppa’s dress? -It’s red 1

Lesson 3 kindergarten

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Page 1: Lesson 3   kindergarten

I.F.D.C. LENGUAS VIVASTALLER DE PRACTICA DOCENTE

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel InicialInstitución Educativa: Juvenil Instituto FueguinoDirección: Libertad 965, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: Sala Celeste de 5 añosCantidad de alumnos: 29Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Family & ToysClase Nº: 3Fecha: 18 de mayo de 2015Hora: 09.50 a 10.30 amDuración de la clase: 40 minutosFecha de primera entrega: 14 de mayo de 2015

CLASS 3

• Teaching points: The Family (mother, father, brother and sister) and Toys (dinosaur, ball, car, telephone, teddy bear, doll)

• Aims or goals: During this lesson, learners will be able to… ✓ Introduce their family members using a picture of their own.✓ Identify vocabulary related to toys through visual aid and use it in a meaningful context.✓ Develop listening skills by following simple instructions.✓ Develop speaking skills by naming members of their family using a picture.

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Identifying colours

Identifying family members: This is my mother/father/brother/sister

Asking and answering questions in the simple present

Imperatives listen / come here / sit / stand

Colours: red, blue, orange, green

Family members:mother, father, brother, sister

Polite Requests-Please, sit down / listen

Wh- question:-What colour is Peppa’s dress?-It’s red

Wh- question:- Who is this?- This is my mother

New Identify and naming toys

Simple commands

Doll, ball, teddy bear, telephone, car, dinosaur

The imperative glue

- Peppa has got a doll

- George has got a dinosaur

- Glue the picture on the frame

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Page 2: Lesson 3   kindergarten

• Teaching approach: Communicative Approach• Integration of skills: Listening mainly to the teacher and speaking by

repetition• Materials and resources: Poster of the Peppa Pig Family1 members, a

poster to make a collage of Ss’ family pictures, a frame template2, a picture of a family3, toys (dinosaur, teddy bear, ball, doll, telephone, car) blu tack, glue, pencils and a worksheet for the matching exercise (pictures taken from the Internet assembled by the teacher)

• Pedagogical use of ICT in class or at home: none• Seating arrangement: Horseshoe arrangement and groups of 5/6 the

same way they are arranged by the class’ teacher• Possible problems / difficulties and their possible solutions during the

class: I have asked for a family picture, in case there are Ss who do not bring one I will ask them to draw their family in the frame template.

• Classroom management strategies: as it is a large group and due to previous lessons; I will make use of transitions markers for Ss to know an activity has finished and predispose for the following one.

• Potential problems students may have with the language: Ss may not remember certain words, I will encourage other Ss to help or remind them, especially when they speak about their families.

• Assessment: I will assess recognition of new words will be assessed through a matching exercise.

Routine 3’Purpose: to greet students and begin the lesson. To continue practising and setting the routine for the opening of the class.Before starting the lesson, I will resort to a transition marker in order to settle students and predispose them to sing the Hello Song. I will call their attention by chanting and miming:1, 2, 3, eyes on me1, 2, 3, listen carefully

Once I draw students’ attention I will sing the song to greet encouraging them to repeat:Hello, everyone. Tra-la-la-la-la.Hello, everyone. Tra-la-la-la-la-la.Hello, everyone. Tra-la-la-la-la.Hello, everyone.4

Transition: ‘Excellent, everyone! You’re great singers!’

Warm-up 3’ Purpose: to set the mood for work by revisiting vocabulary from the ‘Family’

1 Pictures Retrieved from:http://www.independent.ie/lifestyle/article30179868.ece/BINARY/HEA_2014-04-14_LIF_008_31207881_I1.JPGhttps://blokecalleddave.files.wordpress.com/2014/04/papacerdito.jpghttp://media.claires.co.uk/pws/client/images/catalogue/products/27448/zoom/27448.jpghttp://fc07.deviantart.net/fs71/f/2014/033/3/1/peppa_pig__mummy_pig_eating_an_orange_by_dev_catscratch-d74w76k.pnghttp://www.movieforkids.it/wp-content/gallery/peppa-pig/peppa-pig-vi-01_0.jpg

2 Cookie & Friends Plus B, Student’s Book. Worksheet No 7

3 http://www.abc.es/Media/201306/14/Fotolia_51964365_Subscription_Monthly_XXL--644x362.jpg

4 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP

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Page 3: Lesson 3   kindergarten

I will show Peppa’s pictures and attempt to elicit the names of the family members we have been working with the last two lessons; at the same time, I will encourage Ss to repeat the chunk ‘This is the…’ and stick the pictures on the board. As I stick the pictures, I will ask students to tell me the colours of the characters’ clothing in order to revisit colours.I will say as I point to the pictures ‘This is Peppa’s Family; this is the mother, this is the father, this is the sister and this is the brother.’

Transition: Well done, everyone! I will resort to the transition marker in case students start to disperse.

Development

Activity 1 15’Purpose: to practise ‘Family’ vocabulary by asking students to show and name the family members in their pictures. To make up a collage of the family pictures to display on the classroom walls.For this activity I will ask the Spanish teacher to retrieve Ss’ family pictures

beforehand in order to avoid major distractions.I will show the students the following picture and say ‘This is MY family’ emphasising on MY so students understand whose family it is:

I will point each person in the picture and present my family by saying ‘This is my…’I will distribute Ss’ pictures, this could cause students to get distracted so I will resort to a chant or transition marker once each S has their picture.I will ask a volunteer in each desk to show their family picture and tell who the people are; I will guide and help each S to present their family encouraging them to say ‘This is my…’ and praise them after participation. There will

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Page 4: Lesson 3   kindergarten

possibly be pictures with other family member other than the ones we have seen, I will provide vocabulary in this case for the S to repeat.I will tell students we are going to make a poster with all the pictures and that we are going to glue them to the following frames:

I will distribute the frame copies and glue. I will tell students they need to glue their picture on the frame placing it in the middle. In case there are Ss who do not bring their picture, they will draw their family; for this purpose I will give them some markers. As Ss finish, I will stick the pictures to the poster with the heading ‘My Family’ that will be stuck on the board for the time being.I will call Ss’ attention to Peppa’s family pictures which are still stuck on the board. I will point to the pictures and say ‘This is Peppa’s family’, then to the poster with the Ss’ pictures and say ‘These are your families’ pointing to everyone in the room.

Transition: Look at this beautiful poster, you have wonderful families! Transition marker would be necessary as Ss will not finish at the same time and some might be involved in conversation o wandering around the classroom.

Activity 2 15’Purpose: to present ‘Toys’ vocabulary, to have students do a matching exercise to assess recognition of vocabulary.

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Page 5: Lesson 3   kindergarten

I will take the pictures of Peppa’s mother and father on the board and leave the ones of brother and sister. I will say ‘This is Peppa and this is George, they are brother and sister’ pointing to each of them. Then I will show the following picture and say ‘Look! Peppa and George’. I will make Ss describe the picture asking questions in L1 and L2 such as ‘Donde estan? Where are they?’ and ‘Qué hacen Peppa y George? What are they doing?’ Once it is agreed that they are in their bedroom playing with toys, I will point to each character and say ‘Peppa has got a teddy bear, it is her toy’ and ‘George has got a dinosaur’ I will encourage students to repeat the words and then, I will stick the picture

on the board.

I will take two chairs, one for Peppa and one for George, and place their pictures on the back rest of each chair. I will take the bag with the real toys and place them on each chair as I say:Peppa has got a teddy bear / a doll / a telephoneGeorge has got a dinosaur / a ball / a carI will ask students to repeat the name of the toys and encourage them to reproduce the whole language chunk ‘Peppa has got a … / George has got a…’I will distribute the following worksheet for students to match the characters with their correspondent toys. Before distributing pencils, I will tell students they have to ‘match/unir’ Peppa with her toys and George with his.The worksheets will be given to Ss’ English teacher to keep in their portfolio.

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Page 6: Lesson 3   kindergarten

Transition: Great work! I will resort to the transition marker in order to say goodbye and end the lesson.

Closure 3’Purpose: To end the lesson with a chant and to say goodbye.I will attempt to have Ss sing the goodbye song in order to follow the plan of setting a routine for opening and ending lesson.

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Page 7: Lesson 3   kindergarten

I will say ‘It’s time to say good-bye, do you remember the song to say

goodbye?’ Then I will ask Ss to repeat the stanzas after me.Bye-bye, everyone. Tra-la- la-la-la.Bye-bye, everyone. Tra-la- la-la-la-la.Bye-bye, everyone. Tra-la- la-la-la.Bye-bye everyone.5

5 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP

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