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: FamiliaClase Nº: 5Fecha: 9 de noviembre de 2015Hora: 13:40 - 14:20Duración de la clase: 40 minutosFecha de primera entrega: 8 de noviembre de 2015

CLASS 5

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

✓ Identify and name family members through a family tree✓ Develop their reading skills by working with a comic strip and

completing a paragraph✓ Develop their writing skills by drawing their family trees and writing

about it

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Giving/Sharing PersonalInformation

Talking aboutfamilies

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

- Age: I’m 12 years old- Favourites: food,

music. football team, singer

- Hometown: Rio Grande

Family members: mother / father / grandmother / grandfather / brother / sisteraunt/uncle/ husband/wife / pets

Commands:- Draw a family tree

Verb ‘To Be’- I am 12 years old- My favourite (sport)

is..- I am from (Rio Grande)

’S Genitive- Bart’s father is Homer

Have/haven’t got- I have got one sister

Pronunciation of words will be practised through repetition (drilling)

Focus on /h/ will continue since students tend to not produce the sound in his/her/husband/Homer

New Giving/Sharing Personal Information

Vocabulary related to the comic strip

School and friendship

Adjectives: stinkyNouns: brainiacVerbs: hide, attack

Verb To Be- I’m in the 4th Grade- My best friend is…

Present Simple- Lisa likes stinky

flowers/books- Lisa hides / a tiger

attacksVerb To Be

- She is a brainiac

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, reading and

completing a paragraph, drawing a family tree and writing about it• Materials and resources: the Simpsons’ Comic Strip1, a text arranged by the

teacher2, whiteboard• Pedagogical use of ICT in class or at home: none for this lesson• Seating arrangement: As is. students will work in pairs and then individually• Possible problems / difficulties and their possible solutions during the class:

there are students who do not take pen/pencils or sheets of paper; I will take some spare ones for those who do not have the material to work with the activities.

• Classroom management strategies: for those students who feel reluctant to perform the activities, changing seats worked the previous lesson so I will resort to this strategy again if students continue to disperse

• Potential problems students may have with the language: students could have difficulties arranging a text about their personal information and families; I will provide strategies for them to take into account when organising and writing their pieces of writing.

• Assessment: I will pay attention to pronunciation of /h/ when students read since they tend to make is silent as in L1, I will assess students writing performance individually and take them home if the time does not allow it or assign it for homework to those students who do not complete the activity during the lesson.

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 vocabulary related to Family by the use of a comic stripI will ask students ‘Last class we talked about families. What famous family did we talk about?’ EA ‘The Simpsons’ T ‘Great! The Simpsons’ I will distribute the following comic strip for students to read. The content is not directly linked to the target vocabulary but I will use it as a springboard to review Family vocabulary as it is simple and graphic enough for students to understand.I will say ‘Let’s read this comic strip written by Bart. I will help you.’

1 Downloaded from http://www.lardlad.com/comicstrip.shtml 2 Picture retrieved from http://orig09.deviantart.net/7f3f/f/2012/009/9/b/bart_by_alexkidd2-d4ltqsr.png

Once we read and analyse each picture, I will explain the punch line in L1 if necessary and allow some time to discuss ss’ relationships with their siblings.Then I will ask them to take out the Simpsons family trees we worked with the previous lesson (I will take copies for those students who were absent that day) and go on ‘Good, Lisa and Bart are brother and sister. What’s their father’s name?’ EA ‘Homer’ T ‘Great. What about Marge, who is she?’ EA ‘His mother’ T ‘And can you remember who Patty and Selma are? Abraham? Herb?’ I will congratulate students for their good memory and instruct them to complete the date and glue the comic strip in their folders/notebooks.

Transition: I hope you liked this comic strip! Let’s do some reading now.

Activity 1 15’Purpose: to develop reading comprehension skills by completing a text about Bart’s personal information and familyI will tell students as I hold the following copy for students to look at ‘Now you will work with your partner in pairs. We are going to read about Bart, but this text is not complete. Can you see? There are some sentences below it that you need to include in this text. So, you are going to read and complete the text with these sentences below’I will tell students some strategies that could be useful to perform the activity; for instance ‘It is better if you read the text and the sentences before completing the text’ or ‘Read the previous and following sentences and think which sentence goes in the middle’I will monitor students’ performance and offer assistance if they wish to. Once the time is up, I will ask a volunteer to read the text as we check the activity with the whole class.

I’m Bart Simpson. I am 9 years old and ______. My favourite sport is skateboarding and _________.I am in 4th Grade and my best friend is Milhouse van Houten. ________. My dad’s name is Homer and my mum’s name is Marge. I have got two sisters; _________.We have got two pets. ________ and our cat’s name is Snowball.

2.I am from Springfield

1.her names are Lisa and

Maggie

3.Our dog’s name is Santa’s Little

Helper

4.my favourite TV programme

is The Krusty the Clown Show

5.I have got a big

family

Last, I will tell learners to glue the photocopy in their folder.

Read about Bart and complete the text with the sentences below.

Transition: Very well everyone. Now, it is our turn to talk about our families.

Activity 2 20’Purpose: to develop writing skills by drawing a family tree and writing a paragraph about it.I will tell students ‘Now, you are going to share information about your families. First, we are going to draw a family tree similar to the Simpsons’ but about your family.’ As this could be a delicate matter for students, I will not tell them to draw mum, dad, and siblings but I will let them include whoever they consider family without much instruction. The time allotted for the family tree drawing will be five minutes; as they perform the task I will go about the classroom looking at their trees and asking ‘Who’s this? And this one? How many sisters/brothers have you got?’Once the 5 minutes have passed, I will tell students ‘Good. Now we have our family trees; we are going to write about them. We are going to describe our family. We are going to use Bart’s description as a model’

I will encourage students to organise the paragraphs and not write a sentence below the other ‘Look at Bart’s text. The first paragraph, what is about? His family, his personal information?’ EA ‘Personal information’ T ‘Good. Then, the second paragraph. What does he include here?’ EA ‘Family’Here I will model on the board certain information that they need to include; for instance topic sentences as ‘I have got a big/small family’ or ‘I have/haven’t got pets’ and the organisation of paragraphs, for example:Paragraph 1: Personal InformationParagraph 2: FamilyParagraph 3: Pets

I will monitor students by walking around their desks and looking at their paragraphs, assisting them where necessary. I will correct their paragraphs or take them home to correct; those student who do not finish during the time allotted will have to complete the description for homework.

Closure‘You’ve done great today! See you next class.’