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: Familia / HogarClase Nº: 6Fecha: 12 de noviembre de 2015Hora: 13:40 - 14:20Duración de la clase: 80 minutosFecha de primera entrega: 10 de noviembre de 2015

CLASS 6

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

✓ Identify and name family members by completing a puzzle.✓ Identify and name rooms in a house in a meaningful context.✓ Identify and name different objects and pieces of furniture in a house✓ Develop their reading skills by working with descriptions of plans✓ Develop their writing skills by describing pictures

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Talking about families

Identifying and naming rooms in a house

Identifying and naming objects and pieces of furniture

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

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

Rooms in a house:bedroom / bathroom / garage / dining room / sitting room / kitchen

Bed / desk / fridge / table/ char/ TV / sofa / lamp / cupboard

Commands:- Write/Complete the

chart

’S Genitive- Bart’s father is Homer

There is / are to show existence:- There are four bedrooms- There is one kitchen- There are two lamps- There is a desk

Pronunciation of words will be practised through repetition (drilling)

Focus on dental /ð/ as is There

New Identifying and naming rooms in a house

Identifying and naming objects and pieces of furniture

Rooms in a house:laundry / walk in closet / TV room

candlestick / fireplace

There is / are to show existence:- There are two walk in closets

- There is a fireplace

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, speaking by

watching a video and identifying parts of a house, writing a vocabulary chart and classifying its information, writing a picture description

• Materials and resources: Puzzle based on the Simpson’s family tree arranged by the teacher1, video of the Simpsons’ house tour2, a worksheet of the Simpsons’ house3 arranged by the teacher, pictures of the real Simpsons’ house in Nevada, US4, colour copies of different rooms of the Simpsons house, A4 sheets, whiteboard.

• Pedagogical use of ICT in class or at home: laptop and projector • Seating arrangement: As it is. Students will work in pairs and then in groups

of four• Possible problems / difficulties and their possible solutions during the class:

the projector is already booked, but in case there is a problem with the video I will play it on my laptop.

• 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 remembering topic vocabulary, I have already checked they have dealt with it in the past but I will help them in case they cannot recall much; picture description is not an activity they have practised with me before, so I will suggest some procedures for them to write one as organised and accurate as possible.

• Assessment: I will correct each groups’ picture description, I will assess students’ knowledge of Family vocabulary through peer correction

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 review Family vocabulary by solving a puzzleI will tell students ‘Let’s review some vocabulary about Family. I have here a puzzle you need to solve; you need to look at the family tree to complete it’, at the same time I will be holding the worksheet for students to look at. Next, I will right on the board two arrows to show the meaning of Down and Across, then I will distribute the worksheet:

1 Family tree retrieved from Champions, Student’s Book, OUP Puzzle created using http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp 2 https://youtu.be/USmLDXUO9MY 3 Pictures retrieved from http://home.nordnet.fr/~rmaufroid/pupitre/houses/simsponshouse.htm 4 http://media.spotcoolstuff.com/television/the-real-life-simpsons-house/

Across2. Patty and Selma are Bart's ________3. Mona is Bart, Lisa and Maggie's ________7. Bart is Lisa and Maggie's ________8. Homer is Bart's ________Down

1. Abraham is Mona's ______4. Marge is Bart's ________5. Lisa is Bart's ________6. Marge is Homer's ________

Look at The Simpsons’ Family Tree and solve the puzzle

I will tell students ‘Write down your name on the worksheet’ and they I will say ‘Swap puzzles with your partner. You are going to correct his/her puzzle’ as I show the action with my hands. Then, we will proceed to check the answers, I will write them on the board, and students will do peer correction.Students will copy the date and glue the puzzle in their folders/notebooks.

Transition: Very good. You know family members very well. Let’s move on, I want to show you a video.

Activity 1 20’Purpose: to recognise and name rooms in a house by watching a video showing a Simpsons’ House tour I will ask students ‘Where are the Simpsons From?’ EA ‘Springfield’ T ‘Yes, they’re from Springfield. What’s their address? Do you know?’ I will write their address on the whiteboard ‘Their address is 742 Evergreen Terrace, this is the name of the street they live in. Do they live in a big house or a small house?’ EA ‘Big house’ T ‘Yes, they live in a big house’I will set the projector and I will tell students ‘This is a video tour of the Simpsons’ house. It is built in a computer game called Sims. Do you know this game? It’s similar to Minecraft’ I will let students comment on this kind of game since they are very

Ground Floor First

Floor

Sitting

Room

likely to be familiar with them; we will discuss what you can do and what kind of things you can build there.Then I will ask them ‘What rooms are there in a house. For instance, a kitchen. Can you remember any other rooms in a house?’ I will let students make their contributions and they I will say ‘Good. As you watch the video, tell me if you can recognise these rooms.’I will first play the following video nonstop: https://youtu.be/USmLDXUO9MYAs students recognise and name the rooms I will praise them, I will encourage them to tell me which are Bart’s, Lisa’s and Maggie’s bedrooms. After playing the video, I will write two columns on the board:

There is There are

I will ask students ‘Can you remember the rooms in the Simpsons’ house?’ As the name the rooms I will ask ‘How many kitchens/bedrooms/bathrooms/sitting rooms are there?’ I will write their contributions below the correspondent column. I will play the video a second time and stop at the different rooms in order to complete the columns according to the video tour. Then I will say ‘In the Simpsons’ house there is one kitchen…’ until I complete a short description, I will encourage students to finish the sentences using the vocabulary from the two columns.

Transition: The Simpsons’ live in a very big house, don’t they? Let’s have a look at its plans.

Activity 2 10’Purpose: to read and complete a house description by looking at the Simpsons’ house plansI will say ‘These are the plans of the Simpsons’ house. It’s big, isn’t it? It’s got a ground floor and a first floor’ I will draw a two-storey house on the board and write ‘Ground Floor’ and ‘First Floor’ to make meaning clear. ‘It has got a lot of rooms in it, as we have seen in the video. This is a description of the house, you have to look at the plans and choose the right options in the description’ I will distribute the copies and help students with the first sentence for the sake of demonstration. I will explain laundry and walk in closet by giving definitions such as ‘The laundry is where you wash your clothes and the walk in closet is where you keep your clothes’ as I touch my own clothes.

Read the Simpsons’ House description. Choose the correct option.

This is the Simpsons’ house. It is on 742 Evergreen Terrace, Springfield. There is / There are two floors in the house: the ground floor and the first floor. On the ground floor, there is a big garage and a laundry. There is a dining room and at the back there is a kitchen / walk in closet. On the left, there is a sitting room and a TV room. There are / There aren’t any bathrooms on the ground floor. The bedrooms are on the ground floor / first floor. There are three / four bedrooms; Homer and Marge’s bedroom, Bart’s bedroom, Lisa’s bedroom and Maggie’s bedroom. There is a long hall / laundry. There are / There is two bathrooms and two walk in closets.

I will walk around the classrooms assisting and monitoring students through the exercise. Once they finish, I will ask for volunteers or appoint students to read aloud so that we can check the answers with the whole class.

Transition: Very well, now we will move on. I want to show you some pictures.

Activity 3 20’Purpose: to identify and name furniture and objects in a room by working with Simpsons’ houseI will say ‘Did you know there is a real Simpsons’ house? It is in Nevada, United States’ I will probably have to explain students in L1 that this house was built in a TV

contest some years ago and that it really exists; it is almost a perfect replica of the one in the show.I will tell students ‘Let me show you some pictures’ I will use the projector to show them these pictures:

T ‘This is the front of the house. Great, isn’t it?’

T ‘Can you recognise this one? Which room is it?’ EA ‘The kitchen’I will point to the different objects and furniture to help students recall prior knowledge on the topic.

T ‘What about these bedrooms? Whose are they?’ I will keep on asking which objects and furniture they can recognise and

name.

T ‘What parts of the house can you see here?’ EA ‘Dining room and sitting room’T ‘What do you think of the house? Do you like

it?’

On the board, I will draw and ask students to copy the following chart:

Furniture and Objects

Kitchen Dining Room Sitting Room BedroomFridge Table TV Bed

I will tell students ‘We are going to work in pairs. With your partner, think about three more objects or pieces of furniture you can find in each room. For instance, in the kitchen there is usually a fridge. What else is there in the kitchen?’I will monitor students’ production for about 5/7 minutes; I will assist them where necessary. Then I will say ‘Ok, let’s check what you can remember. What objects or furniture can you find in the kitchen?’I will complete the chart with their contributions and ask them to complete theirs with the words they did not include.

Transition: Good. Now we’re working with our next activity. Please, form 5 groups of four students.

Activity 4 20’Purpose: to practise ‘there is/there are’ related to House vocabulary by describing a picture.Once the groups are organised, I will tell students ‘We are going to describe a picture of a room, now. Each group will receive a picture of a different room of the Simpsons’ house, all the pictures are different.’

Here I will ask for a volunteer to explain in L1 what the activity entails. Then, I will go on ‘How are we going to describe this picture?’ I will listen to students’ comments and write their ideas on the board. I will go on ‘First, we need to identify the room. For instance, what room is this?’ as I show one of the colour pictures EA (Bedroom) T ‘Good. So, we begin by saying ‘This is the bedroom.’ What can you see in the bedroom? You can use the vocabulary from the chart we’ve just made, using There is / There are to describe what you see in the picture’ If necessary, I will explain the whole procedure in L1 since a misunderstanding of the instructions could lead students to do a different task or worse, to feel frustrated because they do not know what to do.I will distribute an A4 sheet of paper to each group and say ‘You are going to write your descriptions here. Then we will glue the pictures on them and we will stick the descriptions on the classroom walls. So you can use colours to make them more colourful.

I will suggest students to first look at the picture and make a list of the objects they see so that they can include as many as possible. Then, I will suggest categorising

them in two columns as we did at the beginning of the lesson: there is and there are, so that their writing is more accurate.These are the pictures students will work with:

As the groups work, I will monitor them, providing vocabulary on demand and assessing their work. I will make sure each group member works. If there is time, I will ask the groups to share their productions with the rest of the class.

Closure‘These are great descriptions, I’m very proud of the work you have done today. I will see you on Monday.’