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I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Dario Bressan Período de Práctica: Nivel Primario Institución Educativa: Colegio Santa Eufrasia Dirección: Maria Olguín 653 Río Cuarto - Córdoba Sala / Grado / Año - sección: 5to grado A Turno Mañana Cantidad de alumnos: 33 estudiantes Nivel lingüístico del curso: Elemental Tipo de Planificación: Clase Unidad Temática: Revisar lo aprendido en la unidad mediante una Conversación grabada. Clase Nº: 4 Fecha: 29/10/2015 Hora: 12 a 13 hs. Duración de la clase: 60 minutos Teaching points: Revise already learnt clothes vocabulary trough listening and adding How much is..? / How much are..? constructions Aims or goals: During this lesson, learners will be able … - To revise the already learnt vocabulary in the previous classes. Clothes' vocabulary in a meaningful context. - To develop their listening skills by listening to two short conversations. - To develop their reading skills by reading the scripts of the previous listening. - To develop their speaking skills by reading out loud sentences from the scripts. Language Focus: Lexis Function Structure Pronunciation Revision Sunglasses Clothes Talking about belongings trough the use of possessive " 's ". Clothes / z / New Necklace Belt Asking about a price trough the use of "How much..." How much is...? How much are...? Necklace / əs/ Birthday / θ / Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under PPP as proposed by Jeremy Harmer.(Third Edition 2001) Extra information from Learning Teaching by Jim Scrivener (2003)

Lesson Plan Primary 4

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Page 1: Lesson Plan Primary 4

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

ALUMNO RESIDENTE: Dario BressanPeríodo de Práctica: Nivel PrimarioInstitución Educativa: Colegio Santa EufrasiaDirección: Maria Olguín 653 Río Cuarto - CórdobaSala / Grado / Año - sección: 5to grado A Turno MañanaCantidad de alumnos: 33 estudiantesNivel lingüístico del curso: ElementalTipo de Planificación: ClaseUnidad Temática: Revisar lo aprendido en la unidad mediante una Conversación grabada.Clase Nº: 4Fecha: 29/10/2015Hora: 12 a 13 hs.Duración de la clase: 60 minutos

Teaching points: Revise already learnt clothes vocabulary trough listening and adding How much is..? / How much are..? constructions

Aims or goals: During this lesson, learners will be able … - To revise the already learnt vocabulary in the previous classes. Clothes' vocabulary in a meaningful context.- To develop their listening skills by listening to two short conversations. - To develop their reading skills by reading the scripts of the previous listening.- To develop their speaking skills by reading out loud sentences from the scripts.

Language Focus:

Lexis Function Structure PronunciationRevision Sunglasses

ClothesTalking about belongings trough the use of possessive " 's ".

Clothes /z /

New NecklaceBelt

Asking about a price trough the use of "How much..."

How much is...?How much are...?

Necklace / sə /Birthday / θ/

Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under PPP as proposed by Jeremy Harmer.(Third Edition 2001) Extra information from Learning Teaching by Jim Scrivener (2003)

Materials and resources: Listening from "Sign up" book. Clothes flashcards with their names on the bottom. Use of the board to make the lesson more graphic. Different images to create context. CD player. A bag of paper representing a gift.

Pedagogical use of ICT in class: Use of listening source.

Reviewer, 28/10/15,
¿Cuál es el tema de la unidad?
Reviewer, 10/28/15,
This is not ICT but technology. ICT includes interactive and audiovisual materials / resources.
Reviewer, 10/28/15,
How is this approach reflected in your lessons if L1 is mostly used?
Reviewer, 10/28/15,
Not much vocabulary has been included. Please, specify all the words you will teach and revise.
Reviewer, 10/28/15,
This is not enough to develop speaking skills. Fluency is developed through actual communication.
Page 2: Lesson Plan Primary 4

Seating Arrangement: Students will be seated in groups of four students as they usually work in regular classes. (One of the activities require this type of seating) According to the school policies, this improves communication and group working among mates.

Possible problems/difficulties and their possible solutions during class: Children tend to talk if the class gets boring, so it is quite important to maintain their attention activated trough the use of games, clear instructions, making the classroom interactive with students and using the board, for instance. They may get over exited with the group working, so it is quite important to state clear rules before start the game. Using a book each, facilitates the visual work and help students to concentrate. Teacher always assists kids during the class.

Potential problems students may have with the language: They may have problems with the meaning of some words, so I will use identification of the words before starting the listening activity. It is important to contextualize the reading (after the listening) improving students' understanding.

Assessment: What will be assessed and how: I will check understanding by listening to them and correcting with examples related to the topic which is being worked when reading answers and when they work alone in the listening and reading stage. Peer correction is always a good method to encourage them to feel comfortable or less intimidated with assessments. I will also encourage them by saying "Very good" "Excellent" "Well done" among others.

Procedures:

Routine : 5 minutes

Purpose: To greet students and let them know the class has started.

T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!! Sts: We are doing fine!! T: That is great!! Ok, let's start learning!!

I will ask them to look to my bag, a present one.

Warm up: 20 minutes

Purpose: To contextualize the topic of the lesson and begin with the class.

T: Ok, look here!! What is this? Sts: A present!! T: Good, a present bag!! When do we use these? Sts: On Christmas, birthdays!! T: Good. I have it here because I want to talk about presents. Do you like presents?? Sts: Yes!!! T: Great, me too!! Ok, before we go on, I'll ask Miss Valeria to read a question out loud, could you Miss?? (The idea here is someone else asks me the following questions, so I can answer) V: What do you want for your next birthday? T: For my next birthday I want... (I'll take out two pictures at random without looking at the bag) new jeans and a new jacket!!! Thanks miss Valeria!!

Reviewer, 10/28/15,
Darío, interaction should reflect what speakers actualy do with the language outside the classroom. Rather than ask SS ‘¿Qué es esto? You could introduce the gift bag by telling SS that you got that present on a special occasion, and explain who gave it to you, why, etc.
Reviewer, 10/28/15,
Language issues
Page 3: Lesson Plan Primary 4

(Here I show you only some of them, because they are a lot and they need their names on the bottom. I will do it to print them on Word files)

T: Ok, now you tell me, What do you want for your next birthday? (I'll write "For my next birthday I want..." on the board) I'll walk around the class so you can take out one image from the bag. Once you did it, you'll have to read the whole sentence out loud, are you ready?? Sts: Yes!! T: Ok, let's start!! Some students will take out one picture each until they run out. For example one girl takes a ring she will say: For my next birthday I want a ring!! T: Great, very good!! The idea is most of students may revise vocabulary.

As they say the sentence, I will be sticking the images the board.T: Ok, very good!! Now we will try your memory...take one minute to look at these images and memorize them...... Ok, now you will all close your eyes!!! Come on, close them!! While your eyes are closed, I'll remove one of them. Ok, open your eyes...which picture is missing?? Sts: Mmmm... trousers!! T: Very good!! Now, close them again!!! Now open...Sts: Shorts!! T: Very good!! Ok, pay attention, I'll remove two this time...Open!! Sts: Shoes and jeans!! T: Very good!! (And so on till all pictures have been removed)

Transition: OK, good job kids!! Now look to this image...

Presentation: 30 minutes

Purpose: To expose students to listening. They will use all the previous worked as context to enhance comprehension.

T: Ok, look at this image, what is it?? Sts: A phone!! T: Very good, what do we use it for? Sts: to make phone calls, to communicate... T: Yes, that's right. This is used by one person to communicate with another one. Ok, now pay attention to this image..

Reviewer, 10/28/15,
Nice!
Reviewer, 10/28/15,
How many?
Page 4: Lesson Plan Primary 4

T: What is this?? Sts: It's a shop, a clothes shop T: Great, it is!! Here we go when we need to buy some clothes, can these two images be related?? Sts: Yes, perhaps someone calls the shop to make a question...T: That's a possibility...what if I tell these images are related, but they belong to different conversations... Sts: Perhaps someone calls to another person to go together to buy something to the clothes shop.. T: Ok, that's another possibility!!! We are going to solve this mystery by listening to two conversations!!! The first one is related to the phone and the second to the shop!! Are you ready?? Sts: Yes!!! T: Ok, before we start, it is important you to pay attention to the number of people involved in each conversation and where they may be. Remember to pay attention only to the listening, do not distract with your stuff on the desk or with a partner....are you ready?? Sts: Yes!!! T: Ok, here go...!!

Please, include audio script.

T: I´ll stop in between two conversations to check general understanding by asking about how many people are involved What were their names? And the same with the second conversation. OK, did you like it?? Do you want to listen to them again?? Sts: Yes/ No, it will depend on students (as proposed by Jim Scrivener) T: OK, we will listen to it again, but this time pay attention to those words we worked previously like clothes and the words we wrote on the board...

(Here we listen to the audio again)

T: Ok, now we listened to it again, can you tell me what pieces of clothes were named? Sts: Yes!! Gift, birthday, t-shirt, trousers!! (I'll write them on the board) T: Yes, very good!! Now, please open your books on page 22 and look to activity N° 2. There you have the listening scripts, but some words are missing...could you complete the conversations with the words in the box?? Sts: Yes / No... T: Ok, we will listen to it again, so you can complete the gaps. Before we start again, pay attention to the words in the box, do you know them? Sts: Yes!! T: Ok, try not to tell me their meanings, just look at them and try to listen to them in the conversations...are you ready?? Sts: Yes!!

(Here we listen to the audio again)

Reviewer, 10/28/15,
This should be done during the second listenig, and then if a third one is required, goa head.
Reviewer, 10/28/15,
Purpose?
Reviewer, 10/28/15,
Why will they like it or not?Give SS a task while listening.
Reviewer, 10/28/15,
Please, include all the questions you will ask.
Reviewer, 10/28/15,
On a phone conversation, usually two people are involved.
Reviewer, 10/28/15,
It is advisable to devise a while-listening task for SS to be focused. If they don’t have one, it will be easier for them to get unfocused.
Reviewer, 10/28/15,
Who is this someone? Contextualise.
Reviewer, 10/28/15,
Again, make your speech more natural by avoiding these ‘what’s this exchanges’… Rather introduce the context and the words yourself.E.g. This is the clothes shop near my house. My family and I usually go there.
Page 5: Lesson Plan Primary 4

T: Ok, was it difficult?? Sts: yes / no!! Ok, let´s check your answers, but for that, we will read the sentences where you wrote the words, ok? I will the first and those who feel confident to do it, you are welcome!! The first says: "Hello Cathy! How are you?" Did you choose the same? Sts: Yes!! T: OK, great!! Let's follow with the rest!! (they read all the sentences with my help trying to motivate them) While they are reading, I'll highligth the words: "expensive (and the difference with cheap) / how much is...?/ how much are...?" I will explain when to use one or the other using the already worked context writing some examples on the board.

Transition: Very good!! Now, let's play a game!!

Development: 15 minutes

Activity 1: 5 minutes

T: Ok, after reading both conversations, you will have to say if the following sentences are true (T) or false (F) You have two minutes to solve it.

1. Today it is Cathy's birthday.

2. Sam and Cathy will buy a present for Jason.

3. Sam's present costs $21.

4. Sam loves old clothes.

5. Shop assistant gives Cathy and Jason the birthday gift.

6. Sam´s present is a watch.

After they finish the activity, students read their answers out loud to check them.

Transition: Great!!! Now, let´s play a game!!!

Activity 2: 10 minutes

T: This is a group task (they remain seated in groups). You have to work as a team if you want to win the game. I will give you a sheet of paper where you can see a word search. You have to find all words listed on the right, you may circle or highlight them. The faster group is the winner. Obviously all words have to be rightly identified. All words are hidden left to right and down.

Reviewer, 10/28/15,
Answer key must be included.
Reviewer, 10/28/15,
Please, include the explanation.
Page 6: Lesson Plan Primary 4

Once the teams have finished, we will check them.

Closure: 5 minutes

Purpose: Here I tell students the class has finished.

T: Ok kids, we will stop here. Now pick all your stuff up and put it in your bag. You have worked quite well!!

See you next class!!

Sts: Bye!!

Sources: Images downloaded from the Internet

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Page 7: Lesson Plan Primary 4

Language accuracy

Observations Minimum score: 20 / 32Score: 18 /32 = 8

Dear Darío

This lesson plan shows you are working hard to improve. Well done! Please,

take into account the comments made when delivering the lesson, revise the

last stage in which the SS should work on communication, and take them

requests into account for future lesson plans.

I have watched videos 2 and 3, and again the main issue is constant L1 use.

You tend to immediately translate every single utterance. Work hard to

avoid this by applying the necessary teaching strategies (showing, modeling,

pointing, etc.). Constant use of L1 hinders L2 learning and acquisition.

I know you can do it! Try your best!

Cecilia