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: Información PersonalClase Nº: 2Fecha: 29 de octubre de 2015Hora: 16:00 a 17:20 hsDuración de la clase: 80 minutosFecha de primera entrega: 28 de octubre de 2015

CLASS 2

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

✓ Read a graph and draw conclusions from it✓ Develop their listening and speaking skills by asking his/her partner

personal information questions✓ Develop their writing skills through the use a personal information

graph to write a paragraph

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Giving/Sharing Personal Information

Imperatives listen / look at… / write down / glue / draw

- Age: I’m 12 years old- Hometown: I am

from…- Preferences:

favourite subject, colour, music

- Family: brother, sister

Commands:- Draw a stickman- Write down

information about yourself

Verb ‘To Be’ & ‘WH’ questions for 1st and 2nd persons singular- Where are you from?

Where is he/she from?- What’s your/his/her

favourite…?

Expressing possession:- I have got one brother- She /he has got two

sisters

Pronunciation of words will be practised through repetition (drilling)

New Simple Commands

Imperatives- Stand up- Find

Commands:- Stand up and find your

sheet of personal information

Pronunciation of new words will be practised through repetition (drilling)

• Teaching approach: Communicative Approach• Integration of skills: Listening to the teacher and to each other, building up a

personal information graph, writing a short paragraph about themselves using their own drawings as prompt

• Materials and resources: photocopies worksheet assembled by the teacher, picture of Taylor Swift1, cardboard A6 sheets, whiteboard, blu tack

• Pedagogical use of ICT in class or at home: none for this lesson• Seating arrangement: As is. Students will work in pairs for one of the

activities, and in order to make them find their own information sheets they will need to stand up and walk around the classroom asking questions.

• Possible problems / difficulties and their possible solutions during the class: there were some students absent the previous lesson who might feel confused, a worksheet summarising the previous class’s content will be provided.

• Classroom management strategies: When students need to get up to practise asking each other questions; there will probably be some disorder and as there is little room for them to mingle I will attempt to monitor them all and ask to sit down the ones I have already listened to.

• Potential problems students may have with the language: students had difficulties managing L2 the previous lesson and I needed to resort to L1 quite a lot; I will continue using L2 and translating when necessary or provide instructions in L2 and ask a volunteer to explain in L1. There are also students with learning difficulties; the lesson is charged with speaking activities and I am afraid they would not cope with the activity. In such a case I will carry those activities out with them in order to reassure them or not feel threatened to interact with their partners, praising will take place in any case.

• Assessment: I will assess the learners’ command of previous lesson’s content by providing a worksheet students need to complete, speaking activities will be monitored and corrected when necessary, writing activities will be corrected in their folders/notebooks.

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 5’Purpose: to recall previous lesson’s expressions used for introductions. I will say ‘Let’s see how much you remember about last class’ at the same time as I take my fingers to my temple in order to make myself clear. I will distribute the following worksheet2 for students to complete the speech bubbles and model the activity by helping them complete the first speech bubble. I will tell students ‘There is one option that is wrong. You should not use it’I will allow two minutes to complete the bubbles and then check the exchanges with the whole class. I will ask them to glue the worksheet in their folders/notebooks.

1 Retrieved from http://cdn2.uvnimg.com/f2/38/297c9328444b9c53ffe82c227b13/taylor.png 2 Pictures retrieved fromhttp://thumbs.dreamstime.com/x/teenagers-sitting-conversing-6883085.jpg http://thumbs4.dreamstime.com/x/handshake-16070551.jpg

Pablo, this is Greta Hi. How are you?

Where are you from, Greta?

Nice to meet you, too

Nice to meet you, Greta

I’m from Germany.

I’m 12 years old

Hi, Greta. I’m Pablo

25

USA POP

BIOLOGY

Complete the speech bubbles

Transition: Very good everyone! What other questions can we ask to someone we meet for the first time?

Activity 1 15’Purpose: to elicit wh-questions to ask for personal informationI will encourage students from the transition to elicit some of the questions that came out the previous lesson, for instance:How old are you?Have you got any brothers or sisters?This activity will be carried out orally. I will draw on the board a picture with arrows and information about Taylor Swift, it should look similar to this:

I will go on saying ‘Do you know who she is? She’s Taylor Swift. What questions do you ask to know somebody’s name?’ EA ‘What’s your name?’ T ‘Great! What’s your name?´I will write on the right side of the board:Name: What’s your name?In order for students to elicit the information about my age, I will point to the number on the board and say ‘Very good. Look at this number, 25. What is this information about?’ EA ‘Edad/Age’ T ‘Very good. How do we ask somebody’s age?’ EA ‘How old are you?’. I will then write on the board:Age: How old are you?

I will proceed with the rest of the arrows, eliciting questions and writing them on the board:Hometown: Where are you from?Family: Have you got any brothers or sisters?Favourites: What’s your favourite subject? / colour? / music?

Transition: Excellent! All this information is about me, now I would like to know about you.

Activity 2 30’Purpose: to draw a personal information graph; to share that information by asking each other questions

I will distribute the A6 cardboard sheets, one for each student and say ‘Now, you’re going to draw about yourselves on these sheets’ I will emphasise ‘you’ and point to the students in order to make myself clear. Then I will say ‘What information are you going to include?’ in an attempt to elicit their answer I will point to the questions on the board ‘Good, you’ll write down your name, your age, your hometown, information about your brother or sister, and favourite colour, and so on’

I will grant students some minutes to draw their stickman while I go around the classroom monitoring their work and helping. If possible I will take some pictures of their work to post on my blog.Once they have finished I will say ‘Have you all finished? Very good, can I have your information sheets, please?’ and I will take their drawings and redistribute them, making sure they receive a drawing that is different from their own one and from the student sitting next to him/her. I will say ‘Now, you have the information of one of your partners. We are going to ask each other questions and pretend we are a different person.’ In order to model the activity, I will select a student and ask him/her personal questions, as I point to the questions written on the board for them to use as reference, and repeat the procedure the other way around. I will say ‘Now, we are going to work in pairs and ask our partners these questions’ as I point to the

board. I will monitor students’ performance by listening to their conversations, correcting and praising their performance.

Transition: Very good everyone! Now, let’s have another look at the sheets of paper we have another minute.

Activity 3 15’Purpose: to practise use of ‘to be’ for third person he/she in the present and the possessive pronouns his/her by talking about the information sheets students got.I will erase my drawing and questions off the board and I will take a girl’s and a boy’s information drawing. I will show them to the students and say ‘What’s his/her name?’ EA ‘(name)!’ T ‘Great. She/He is…’ I will write on the board this sentence, asking questions about the rest of the items and proceed the same way with the other student’s sheet. I will emphasise the use of the pronouns by stressing them when I speak and underlying them when I write them on the board. When I finish, I will stick the sheets on the board above the correct information:

She is…She is… year oldShe is from…She has got…Her favourite music / subject / colour is…

He is…He is… year oldHe is from…He has got…His favourite music / subject / colour is…

I will ask for two volunteers to share information about their partner using the sheet they got when I redistributed them. Then, I will stick out the sheets from the board and return them.

Follow up: I will say ‘Now, we need to get our sheets back! We are going to stand up and ask our partners their name until we find our sheet of information’ I will model this activity with a student in order to make it clear before letting them wander around.

Transition: Ok, everyone. If you found your sheet, please sit down and listen.

Activity 4 15’Purpose: to consolidate lesson’s content by writing a paragraph about themselves.I will say ‘Alright, now that we all have our sheets of information, we are going to write about it.’ I will take a different sheet from a student and say ‘For instance, what is his/her name?’ EA ‘(Name)’, and next to the other two columns I will write as I say ‘Good. He/She is (name). So in your notebooks, you will write ‘My name is…’. What about age, how old is she/he?’ and proceed orally with the rest of the items writing on the board only the first part of the sentence, for example:I am (name)I am from…I have got…My favourite…

I will go around the classroom correcting their performance. In case I run out of time and am not able to correct everyone, I will take their productions home and assessed them.

ClosureI will tell student ‘You worked great today, congratulations! See you on Monday.’