I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PARTICIPANTE: María Cecilia Nievas

Período de Práctica: Nivel InicialInstitución Educativa: Liceo Militar General RocaDirección: Av. Hipólito Irigoyen s/nSala / Grado / Año - sección: Sala de 5 años – Azul – Turno tarde Cantidad de alumnos: 20 Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Presentación personalClase Nº: 4Fecha: 05/06/2015Hora: 13:40 a 14:30Duración de la clase: 40’ Fecha de primera entrega: 30/05/2015

CLASS Nº 4

Teaching points: Personal presentation (name and age) Aims or goals: During this lesson, learners will be able to…

- Develop their communicative skills by sharing their personal information.- Deepen their understanding of classroom commands.

Language focus:

Lexis Functions Structures PronunciationREVISION Say hello.

Commands: Clap your handsstretch up hightouch your toesturn aroundStamp your feet.Name. Numbers.

Following commands.

Imperatives /aɪ/ and / ɔː/ in five and four.

NEW Years old. Candles, cake, happy birthday. Fingers.

How to communicate their personal information.

“I am ...” name/age

Controlled practice: pronouncing the new structures./3ː/ /θ/ in birthday.

Teaching approach: The lesson follows the Communicative Approach as it fosters students’ communication and participation. It is organized through the PPP method.

Integration of skills: Speaking and listening through oral practice, writing when completing the last activity with their names.

Materials and resources: Hello and Good-bye songs, Pablo’s and Sandra’s flashcard, the coloured and the black and white cakes, the candles, the Happy Birthday song.

Pedagogical use of ICT in class or at home: In this class we are not including ICT in the class.

Seating arrangement: Students will be sitting on the floor or on their chairs and standing in the middle of the classroom.

Possible problems / difficulties and their possible solutions during the class: 1. They would want to touch the flashcards, cake or candles; I will ask them not to do it

as I usually do. Classroom management strategies: Say “1, 2, 3, hush!” to remind them to keep silence. Potential problems students may have with the language: Students may have problems to

answer about their personal information, but I will help them with examples. Assessment: I will check if children understand the new vocabulary and the classroom

instructions monitoring if they participate in the oral activities and completing with the correct amount of candles in their cakes.

Routine– 4’ Purpose: To create a good atmosphere to work and make the students move.

I’ll greet each student at the door and I will ask them to stay in the middle of the class. I will tell them: “Let’s sing our hello song!”.

Hello, hello. [Wave one hand, then the other hand.]Can you clap your hands? [Clap.]Hello, hello.Can you clap your hands?

Can you stretch up high? [Stretch towards the ceiling.]Can you touch your toes? [Bend down and touch your toes.]Can you turn around? [Turn around.]Can you say, "Hello"? [Wave, then say, "Hello" to as many people as you can!]

Hello, hello.Can you stamp your feet? [Stamp your feet.]Hello, hello.Can you stamp your feet?

Source: http://supersimplelearning.com/songs/original-series/three/hello-hello/

Transition: When we finish the song I will say “Great!” as I clap my hands. Then I will ask them to sit on the floor.

Warm-up – 3’Purpose: To create the context to start working on the new topic.

I will show them Pablo’s picture. I will say: “Do you remember him?” EA: “Yes! Pablo!” Then I will show them Pablo’s sister picture and I will add: “Hello, I am Sandra” and I will ask them to say hello to Sandra. EA: “Hello!” “Hello, Sandra”.

SOURCE: http://steeleteaching.blogspot.com.ar/2013/08/new-family-product.html

Transition: I will say: “Let’s know more about our new friends”

Presentation – 3’Purpose: To present the new topic.

I will show them Pablo’s flashcard and I will say: “I am 4 years old”. Then I will show Sandra’s flashcard and I will say “I am 5 years old”. In both cases I will show my hand with 4/5 fingers and I will wait until they do the same so I check that they understand we are talking about the age (during the story in the previous lesson we read that Pablo is 4 years old).

Transition: I will say “What about you?”

Development – 27’ Purpose: To provide contexts where students can practise the language.

Activity 1 – 7’I will ask one student “I am Sandra, and you?” If she is not able to answer, I will help her, first using my name as a example and then providing the beginning of the answer. I will do the same with all of the students, so they are able to say their names with the full sentence. I will help them using Pablo’s flashcard or helping with the beginning of the answer, too.

Transition: I will say “Do you want to know more about them?”

Activity 2 – 7’I will work in a similar way with the age. I will choose one student and I will say “I am 4 years old” as I show him/her Pablo’s flashcard. Then I will add “And you?” Then I will do the same with other students. If any student is not able to answer, I will help him/her.

Transition: I will say “Very good! Look at this cake!”

Activity 3 – 4’I will show them a cake on the board and I will say “Today is Pablo’s birthday. This is candle” And I will show them a candle, I will add “Repeat: candle. Very good!” and I will ask “How many candles do we need?” and I will show them several candles, as they answer me, I will paste the candles next to the cake. I will add “Great! Let’s sing now!” and I will start singing the Happy Birthday song and clapping my hand. We will sing it a second time if they were not able to participate during the first one.

SOURCE: http://imgarcade.com/1/torta-dibujo/

Transition: “Great, now see this cake”

Activity 4 – 9’I will put a black and white cake on the blackboard and I will ask a student “How old are you?” EA: “Five” and I will add “So, let’s count together!” and I will put the amount of candles in the cake. Then I will add “Great! Now, go to your places so you can paint and complete your cakes!”I will give them a black and white cake and a lot of candles. They will have to paste the amount of candles they need for their next birthday. Then they will paint the cake with their favourite colours. Finally, they will copy the sentence “I am ... ” and complete it with their names.

Closure – 3’Purpose: To greet students.I will say: “This is our last class together, let’s sing and dance our good-bye song” We will sing the same song from the previous classes and I will give them a candy.

“Clap your hands, spin around,jump up high, OK!Clap your hands, sit down, stand up, one, two, three,fourGood-bye, good-bye see you again.Good-bye, good-bye see you my friendsGood-bye, good-bye I have fun today.”

Taller de Práctica Docente 2015Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one?

17 Language of instructions

Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…- Modeling- Exemplifying- Showing- Pointing- Explaining- Paraphrasing- Miming- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

22 Grammar, Appearance, and Language

Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes?

Observations: Dear CeciliaThe context and the activities provided are meaningful to learners of this age. Well done! Make sure you avoid repetition of isolated words. Also, include direct speech in all the stages of your next lesson plans.Way to go!Cecilia

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 27 /32= 8.5