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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel SecundarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: 1 ESOCantidad de alumnos: 21Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: IntroductionsClase Nº: 1Fecha: 26 de octubre de 2015Hora: 13.40 a 14.20 amDuración de la clase: 40 minutosFecha de primera entrega: 25 de octubre de 2015

CLASS 1

• Teaching points: Introductions• Aims or goals: During this lesson, learners will be able to…

✓ Talk about and associate known vocabulary by recalling prior knowledge

✓ Develop their listening skills by working with a short dialogue✓ Develop their speaking skills by role playing introductions with other

partners• Language focus:

Functions Lexis Structures Pronunciation

Revision

Simple Commands

Introducing People

Imperatives listen / look at… / write down / glue

- Countries & Nationalities: Argentina / Argentinian, Germany / German- Mood: I’m fine/ok- Age: I’m 12 years

old

Commands:- Listen to the

conversation- Look at this

picture- Glue this copy

on your notebooks

- Verb ‘To Be’ & ‘WH’ questions

- Where are you from?

- How are you? / old are you?

Pronunciation of words will be practised through repetition (drilling)

New Simple Commands Imperatives- Role play- Ask

Commands:- Role play the

dialogue- Ask each

other questions

Pronunciation of new words will be practised through repetition

(drilling)

• Teaching approach: Communicative Approach• Integration of skills: Listening to the teacher and each other, listening to an

excerpt downloaded from the Internet. Writing words or phrases they already know in order to recall prior knowledge. Speaking about Introductions and role-playing with other partners.

• Materials and resources: post-it notes, photocopies of worksheet, pictures of teenagers conversing1, listening excerpt retrieved from https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing-friend, whiteboard

• Pedagogical use of ICT in class or at home: laptop to play listening excerpt and to show pictures

• Seating arrangement: As is. Seating arrangement does not allow moving desks around due to restricted room in the classroom. Students will work in groups of three; there will be an attempt to distribute them for working this way.

• Possible problems / difficulties and their possible solutions during the class: the classroom is small enough to allow listening from a laptop without major problems. If there is trouble with this, I will play the excerpt moving the laptop every time or holding it up standing in the middle of the classroom for students to listen properly.

• Classroom management strategies: There is little room to change seating arrangement; I will walk around between rows when explaining and giving instructions. During the activity students role-play, I will ask them to move their chairs so that they are facing each other. It is also a noisy group; I will kindly ask them to listen when necessary or change seats if the situation requires it.

• Potential problems students may have with the language: students are not used to listening or communicating in L2; there might be inconveniences when trying to include it during the lesson. I will resort, if necessary, to L1 after saying statements in L2 as a way to facilitate communication; however, I will let them know beforehand the lesson will be in L2.

• Assessment: I will assess students’ comprehension of the listening activity by pointing to specific students in a whole class check; I will encourage peer correction in case there is some mistake. During the speaking activity, I will monitor and correct students as the role play is taking place. Pronunciation will be corrected and practised through repetition.

Routine 2’I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little time to predispose themselves and pay attention.

Warm-up 10’Purpose: to recall students’ prior knowledge and reflect on it.

1 Retrieved fromhttps://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing-friendhttp://icebreakerideas.com

I will ask students ‘Do you like English?’, according to their answers I will ask ‘Why/Why not?’. I will allow answers in L1 and at the same time I will tell the equivalent in English, for instance S ‘Es aburrido/divertido’ T ‘Good, because it’s boring/fun’ Then I will say ‘I’m sure you know a lot of words in English’, at this moment I will produce one post-it note with the word ‘Monday’ and show it to them. Here I will ask ‘What does Monday mean?’ EA ‘Lunes’, T ‘Great! Monday is Lunes. Today is Monday’ and I will stick the note on the right side of the board and write the statement next to it. Then I will show them another post-it that says ‘Happy’ and repeat the procedure saying ‘I am happy’. I will link the two utterances pointing to the notes and saying ‘Today is Monday and I am happy’.I will ask students ‘What other words in English can you remember?’, if necessary, I will repeat the questions in L1 but I will attempt to move my hand to my head to make meaning clear before resorting to it. I will praise students saying ‘Great! /That’s wonderful!/Very good!’ Then I will show students the empty post-it notes and ask them ‘Now you write here a word in English you can remember. Think about a sentence where you can use it’. Again, for this instruction it would be necessary to explain in L1 to assure they all have understood the activity.I will distribute the notes and allow two minutes to write down a word. Once the time has passed I will say ‘Great! Who would like to start?’ If there is no volunteer I will appoint a student myself. I will show everyone the word and ask them to tell me what it means, here L1 probably will show up but I will use it to have students tell me about the context in which they can use the word. For instance ‘ice-cream’, I will ask ‘Where do you use ice-cream? Do you like ice-cream?’ in order to elicit or set ‘I like ice-cream’ as an example. I will write the examples on the left side of the board for students to look at.Most probably, there will be repeated words. In such a case I will attempt to elicit more than one example from students. I do not wish to force them to speak L2 as they have clearly not worked much on their speaking skills, but I will provide them with the L2 example for them to repeat. I will leave the words stuck on the board during the lesson.

Transition: Excellent! You know a lot of English.

Activity 1 30’Purpose: to recall students’ knowledge about introductions by listening to a conversation.I will show students these pictures from my laptop.

I will ‘What can you see? What are these people doing?’ in order to elicit ‘Talking/Conversing’, if they answer in L1 I will provide the equivalent in L2 and ask them to repeat the statement, e.g. ‘They are talking’

Pre-listening (5’)I will ask students ‘What do you say to someone you meet for the first time? Hello? Goodbye?’ EA ‘Hello’ T ‘Excellent! What else? What about your name, ‘My name is…’?’ EA ‘Yes’ T ‘Good!’ I will distribute the following copy for students to complete the multiple choice activity2

Circle the best option for what people normally say when they first meet.1. Hi, it’s Pablo. / Hi, I’m Pablo.2. Hi. Who are you? / Hi. How are you?3. Where are you? / Where are you from?4. You are nice. / Nice to meet you.

I will say at the say time that I mime the action ‘Read and circle the right option. What do you say to someone you meet for the first time? ‘Hi, it’s Pablo’ or ‘Hi, I’m Pablo’?’ EA ‘Hi, I’m Pablo’ T ‘Good! Now you circle ‘Hi, I’m Pablo’. As students complete the activity I will write the date on the board. Once they finish, we will check the answers and I will ask them to glue the copy on their folders and copy the date. Meanwhile I will set the laptop to play the excerpt.

Transition: Excellent work! Let’s move on.

While Listening (15’)T ‘Very good everyone! Now we are going to listen to this conversation’ I will point to my ears to make meaning clear and I will distribute the following copy3.

1. Check your understanding: gap fillDo this exercise while you listen. Complete the gaps with the correct name.Greta Sumi Pablo1. _______________ introduces Greta to Pablo.2. _______________ is German.3. _______________ is Argentinian

2. Check your understanding: gap fillDo this exercise while you listen. Write the words to fill the gaps.Fine - How - Nice - Where - This - I’m

Sumi: Hi, Pablo. How are you?Pablo: Hi, Sumi. I’m _____, thanks.Sumi: Pablo, ______ is Greta.Pablo: Hi, Greta. _______________ Pablo.Greta: Hi. How are you?Pablo: I’m fine, thanks. ______ are you from, Greta?Greta: I’m from Germany. Where are you from?2 Retrieved and adapted from https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing-friend3 Retrieved and adapted from https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/introducing-friend

Pablo: I’m from Argentina. _______________ meet you.Greta: Nice to meet you too.

I will tell students ‘First, we listen and do activity 1.’ I will read the instructions and explain and at the same time point ‘Here you complete the blank with one name. For instance ‘Pablo is German’. Is it clear?’I will play the excerpt once and check the answers with the students. As we check, I will write on the board the correct answer. We will move one to the second activity ‘Great work, everyone! Now we are going to listen again and do activity two. This is the conversation, you need to listen and complete the gaps with these words’ and I will point to the words above the dialogue. I will read the dialogue once pointing to the blanks students need to complete. Then, I will play the dialogue again.

Once students finish, we will check the exercise and I will walk around the classroom in order to monitor their self-correction. Then, I will ask them to glue the copy on their notebooks.

Transition: Very good! Now we are going to practise introducing each other.

Post-Listening (10’)I will praise the class for their work saying ‘Very well, done!’. Then, I will ask ‘What else can you ask someone you meet for the first time? What about school or age?’ EA ‘Yes’ T ‘Great! How do you ask about age?’ I will attempt to use L2 but L1 probably will be necessary here as well. I will focus on eliciting the questions in English, such as ‘How old are you?’ or ‘What is your school?’ or ‘Have you got a hobby?’I will tell students ‘Now, we are going to work in groups of three and role-play this dialogue’. In order to make the activity clear, I will ask for everyone to pay attention and act out the dialogue with two appointed students. During this instance, I will include another question students have suggested, like ‘How old are you?’ and encourage students to do so when they role play the dialogue. As the activity takes place I will walk around the classroom monitoring, checking pronunciation and praising. I will grant two or three minutes for them to practice and then I will say ‘Ok, who would like to act out the dialogue for the whole class?’ If students are willing, I will offer to come to the front of the class or they can just demonstrate from their seats; as this is the first lesson, I do not wish to make them feel too self-conscious or uncomfortable.

Closure ‘Great work everyone! I had a wonderful time. See you on Thursday’