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Lesson plans primary practicum period

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  • TALLER DE PRCTICA DOCENTE 2016

    ALUMNO RESIDENTE: Knye, Mara Isabel

    Perodo de Prctica: Nivel primario

    Institucin Educativa: Colegio Bilinge Abraham Lincoln - N 1008

    Direccin: Escalada 1567 - Comodoro Rivadavia - Chubut

    Sala / Grado / Ao - seccin: 5 Grado - Zampa - doble escolaridad

    Cantidad de alumnos: 25

    Nivel lingstico del curso: A2 - CEFR - Elemental

    Tipo de Planificacin: Clase

    Unidad Temtica: De dnde proviene la comida que consumimos?

    Clase N: 1

    Fecha: 30/06/2016

    Hora: 15:00 a 15:45hs

    Duracin de la clase: 45 minutos

    Fecha de entrega: 27/06/2016

    Teaching points: Food and farming and the world around us. Informational text (nonfiction)

    Aims or goals:

    During this lesson, learners will be able to:

    recognize and understand words related to food and farming

    scan a nonfiction text for new vocabulary and country names

    infer meaning from context

    identify main idea and details

    reinforce their listening skill through the recording of the text

    improve intonation through meaningful practice

    Language focus:

    FUNCTIONS LEXIS STRUCTURES PRONUNCIATION

    Revision Recognizing,

    identifying and

    naming words

    being defined

    related to food

    and farming.

    Summarizing

    Convenient

    Agriculture

    Local

    Decrease

    Package

    Export

    Process

    This action...

    Something that..

    When you do

    this...

    The unvoiced

    consonant /k/

    New Defining

    Scanning

    Grocery store

    Food labels

    Organic food

    It is a place

    where...

    It is something

    / u/ long sound

    Comentario [A1]: Names of countries.

    Comentario [A2]: In this new lesson plan, they are not actually scanning.

    Comentario [A3]: If they have the text, do you think this activity does foster their listening skills?

    Comentario [A4]: You havent included activities to work on intonation.

  • Whole food that...

    It is food that...

    Teaching approach: Communicative approach organized through CLIL

    Integration of skills: Reading, listening, writing and speaking through an informational text

    (nonfiction), listening to the text, T-S and S-S exchanges, writing a summary

    Materials and resources:

    Blackboard

    Realia to show that food we buy at the supermarket or grocery stores comes from all around

    the world (Should I include a photo of the products I collected which say where each item

    comes from?)

    Student book - Oxford Discover 4 - informational text (nonfiction)

    A world map to locate the different countries (Available at school)

    Comentario [A5]: Its OK. You may just list the products and mention where they come from.

  • A CD player to listen to the recording of the informational text (nonfiction)

    Pedagogical use of ICT in class or at home: No use of ICT in class or at home.

    Seating arrangement: Students will sit in pairs as they always do. Although students will confer

    with their partner, individual students will stand up in order to unscramble the words written on the

    board as a revision of vocabulary they have already worked with. And they'll sit in groups of four by

    just turning their chairs around in order to, first, find where the food I will take come from by reading

    the food labels and later while they summarize the different paragraphs of the text they'll be working

    with.

    Possible problems / difficulties and their possible solutions during the class: As I don't know

    the group yet, I cannot anticipate problems and their possible solutions. As soon as I have

    observed them I will be able to provide this information. I'm just relying on their teacher's knowledge

    of the group to plan this class.

    Classroom management strategies: reinforce routines within the classroom, foster and praise

    good behavior, and keep students engaged through a variety of activities. Also, timing will be an

    important factor in order to make students work and not waste their time.

  • Assessment: what will be assessed and how?: I'll assess the children by checking if they can

    identify the words that have already been introduced by asking them which of the words they have

    unscrambled match the definitions I'll be reading. At a later stage, their ability to recognize main

    ideas and details regarding the text they'll be reading will be assessed. Different groups' summary

    sentences will be shared on board and the best one will be chosen by the whole class.

    Routine (3')

    Purpose: to get students in the mood to start the language class and make them feel at ease with

    the fact of having a different teacher for a few classes.

    I'll get into the class and greet students.

    T: Hello, do you remember my name? (I'm sure they will)

    SS: Miss Marisa

    T: How are you today?

    SS: Fine, thank you and you?

    T: I'm great. Happy to be here with you! How about you? How do you feel about having a different

    teacher for a few classes?

    SS: Ok, it is fun to change teachers.

    T: Good, I hope so!

    Transition:

    T: Are you ready to start working?

    SS: Yes, Miss

    T: We will start by revising some vocabulary you have already learned.

    Warm-up: (5/7')

    Purpose: To revise vocabulary related to food and farming students having working with in previous

    classes and which they will revisit in the text they will be reading.

    Interaction pattern:

    Student - Student

    Teacher - Student

    Comentario [A6]:

  • T: Ok, look at the scrambled words. The first letter is in a different color. Talk to your partner and

    raise your hand as soon as you unscramble it. Ready, steady, go!

    WORDS SCRAMBLED ON THE BOARD:

    T - N - I - O- C - N - V- E - I - N (convinientconvenient)

    C - R - G - A - R - U - U - L - T - E (agriculture)

    C - L - A - O - L (local)

    E - R - A - C - E - S - E - D (decrease)

    K - E - G - A - A - C - P (package)

    P - E - T - R - O - X (export)

    S - C - E - O - P - R - S (process)

    While students talk to each other I'll move around to check they are using their English. As soon as

    anyone raises his/her hand, I'll call his/her name out and ask him/her to go to the board and write

    the word correctly. Once all of the words have been unscrambled I'll read the definitions and the

    students will mention the word being defined.

    Definitions:

    This action puts food into containers such as bottles or boxes. package This action turns oranges into orange juice. process Something that causes no trouble; easy to do. convenient Something in your area or neighborhood. local When you do this, you make something smaller or become less. decrease This gives us the food we need to live. agriculture This action sends things out of a country. export

    Transition:

    T: Great job everyone! Now, this is the title of the text we are going to read. Presentation: (5')

    Purpose: To preview the nonfictional text students will be reading

    Interaction Pattern:

    Teacher - Students Student - Student On board:

    From the World to Your Table

    What do you think the text will be about? SS: answers cannot be predicted. As they mention their ideas I'll write them on the board. Then, I'll give different food items imported from several countries around the world to different groups .

    Comentario [A7]: Will you stick a poster? Or will you copy the activity on

    the board?

    Comentario [A8]: As soon as they unscramble all the words?

    Comentario [A9]: Check!

    Comentario [A10]: What kind of food?

    Comentario [A11]: You should connect the previous stage with the following one.

  • T: These are things I bought at the supermarket in different occasions. Look at the packages carefully and find where they come from. Items are from USA, Peru, Chile, Thailand, Spain and Japan As students find where the items have been imported from and call them out, I'll write them on board and we'll locate the countries on the World map. (Link with Social Studies: Geography)

    T: Who wants to locate the countries on the map?

    SS: Me, me, me

    T: Ok, (name) come and find the country.

    S: This is USA and so forth.

    T: So, does any of your predictions fit what we've learned about how far food travels?

    SS: (They will be able to read from the board the prediction that best fits the topic.)

    Development:

    Activity #1 (5')

    Before reading: (Individual)

    T: Open your books at pages 58-59, work with your partner, scan the text and circle the following

    words: (on board)

    GROCERY STORES - FOOD LABELS - ORGANIC FOOD - WHOLE FOOD

    As you read, guess what they mean. (Strategy: Guessing meaning from context)

    Grocery Store: store that sells food and other small things for the home.

    Food labels: information on food packages that tells you about the food inside it.

    Organic food: food that is grown or made in a natural way, without using chemicals.

    Whole food: food that is considered healthy because it is in a simple form and does not contain any

    chemicals.

    SS: (find the words and give a definition or example in which the meaning is clear)

    T: Did you find the names of other countries?

    SS: South Africa, Costa Rica, Mexico, Ita