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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel PrimarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: 5 GradoCantidad de alumnos: 20Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Días de la SemanaClase Nº: 1Fecha: 10 de septiembre de 2015Hora: 08.40 a 09.20 amDuración de la clase: 40 minutosFecha de primera entrega: 05 de septiembre de 2015

CLASS 1

• Teaching points: Days of the Week • Aims or goals: During this lesson, learners will be able to…

✓ Identify and name days of the week in the context of routines and school duties

✓ Develop listening skills by following simple instructions ✓ Develop speaking skills by naming days of the week and school

subjects

• Language focus:

Functions Lexis Structures Pronunciation

Revision Following simple commands

Identifying and talking about School Subjects

Imperatives listen / read / complete

Music / Science / Geography / English / PE / Maths / History / Art

Requests:- Read the text and complete the timetable

Likes & Dislikes:- I like (PE)- I don’t like (Science)

New Identify and name days of the week to organise School Subjects in a timetable

Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday

Wh-question- When’s

(PE)?- It’s on

(Friday)

Voiceless dental /θ/ as in Thursday

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

repetition and answering simple questions. Reading and writing by reading a short text and completing a timetable.

• Materials and resources: flashcards of school subjects, flashcards of days of the week, copies a timetable worksheet (designed by the teacher), sets of cards with ‘Days of the Week’ for each pair of students, copies a short text1, blu tack.

• Pedagogical use of ICT in class or at home: none• Seating arrangement: traditional, Ss facing the board sitting in rows.• Possible problems / difficulties and their possible solutions during the

class: it is a rather small group; students who are usually disrupting the lesson will be kindly asked to work.

• Classroom management strategies: the classroom is very small, there is no much room for moving around so for the first lesson Ss will be working in pairs. I could spot two Ss who may disrupt the flow of the class, should this happen I will kindly ask them to be quiet.

• Potential problems students may have with the language: students may have difficulties completing the timetable or putting the days of the week in order; especial assistance will be offered should this inconvenience arise. Pronunciation of dental sound /θ/ will be attended during the lesson through repetition.

• Assessment: I will assess Ss pronunciation by having them repeat words, recognition of new words will be assessed by having students complete a timetable.

Routine I will greet Ss and ask them how they are in L2 so as to let them know the lesson has started.

Warm-up 3’ Purpose: to set the mood for work by revisiting vocabulary from the ‘School Subjects’I will show Ss school subject flashcards and attempt to elicit the names of the different school subjects they have been working with the last two lessons; at the same time, I will encourage Ss to repeat their names as I stick them on the board. As I stick the pictures, I will ask different Ss ‘Do you like (Science)?’ and I will encourage Ss to produce the chunk ‘I like / don’t like (Science)’

1 https://elt.oup.com/elt/students/newtreetops/pdf/activitysheets/ntt_4_activity_extension_unit03.pdf?cc=ar&selLanguage=en

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Transition: Very good, everyone! Now, look at the board. As I draw a timetable I will ask Ss ‘Can you tell me what this is?’

Development

Activity 1 10’Purpose: to introduce topic vocabulary I will draw the following timetable on the board and attempt to elicit its name by asking Ss ‘Can you tell me what this is?’ Ss probably will say the name in L1, should this be the case I will reassure them by saying ‘Yes, very good. It’s a timetable’ and write Timetable above the chart and encourage students to repeat its name.

08:00 -

12:30

I will colour the last two columns in order to make explicit those are Saturday and Sunday and Ss do not have school those days.Using the flashcards of Days of the Week I will complete the chart. I will procede by saying ‘Today is Thursday’ and stick the word in the correspondent cell. I will encourage Ss to repeat the names of the week. Then I will say ‘Tomorrow is Friday’ signalling with my hand to make the meaning of ‘tomorrow’ clear and ask Ss where I should place the card. I will continue with this procedure with the rest of the days and tell Ss that Saturday and Sunday are the weekend.

Transition: Great! So, these are the days of the week. Monday, Tuesday… and I will encourage Ss to go on repeating the rest of the days.

Activity 2 10’Purpose: to associate topic vocabulary - School Subjects and Days of the Week - by completing the chart. I will say ‘Today is Thursday, English is on Thursday’ and I will write ‘English’ in the correspondent column. Then, I will ask ‘When’s English?’ EA ‘Thursday’

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I will write next to the timetable this exchange so that Ss have a visual aid when they answer the questions.A: When’s (Science)?B: It’s on …We will continue completing the timetable with the rest of the school subjects.

Transition: Great work! Now we’re going to work in pairs, work with the student next to you. At the same time I will remove some of the week days cards from the board.

Activity 3 10’Purpose: To recognise new topic vocabulary by putting the days of the week in order. To complete a timetable using topic vocabulary inferring information from a small text. I will distribute each pair of students a set of cards with the name of the weeks so Ss put them in order. I will walk around the classroom monitoring the activity and quickly check orally with the rest of the class.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

Then, I will distribute the following photocopy; one for each student:

Wednesday

I will tell Ss ‘This is Kreshnik’s timetable, you need to complete her timetable’ I will ask for a volunteer to read the text out loud and then I will say ‘Ok, now complete the timetable with this information. You can work with your partner’ I will monitor Ss while the activity is in progress and help them where necessary.

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Transition: Once the time set for the activity is over, I will say ‘Great everyone, let’s check’I will use the same chart I have drawn on the board in order to check the activity.

Closure 5’Purpose: To check the previous exercise and end the lesson.I will read out loud the text once more and ask for volunteers to come to the board and complete the chart. I will say ‘Excellent work! Check that you have the same information in your timetables. You can now glue the copy in your notebooks’I will wish Ss a great weekend and tell them I will see them the following week.

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