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IFDC LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE III

ALUMNO PRACTICANTE: MARIA INES TRECH

Período de Práctica: Escuela Primaria

Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662

Dirección: Costa Y Lequerica – Coronel Dorrego, Provincia Bs Aires.

Sala / Grado / Año – sección: 5to año A

Cantidad de alumnos: 30 alumnos

Nivel lingüístico de los cursos: elemental

Tipo de Planificación: Diaria

Unidad Temática: “Las Ropas”

Clase N°: 5

Fecha: 03 de Agosto 2015

Hora: de 13.30 a 14.20 hs

Duración de la clase: 50 minutos

Fecha de primera entrega: 27 de Julio

Teaching points: Boots, dress, Hat, jeans, scarf, shorts, skirt, sweater, trainers, t-shirt

Aims:

During this lesson: Learners will be able to refer to some clothes items in a meaningful context. They will be able to develop their listening skills through listening to and watching a video. Learners will be able to develop their writing skills by matching clothes items and their names. They will be able to develop their speaking and writing skills by taking decisions in groups and writing a

stanza for a song.

Language focus:

FUNCTIONS LEXIS STUCTURES PRONUNCIATION

REVISION Following commands : Look!Listen! Let’s read.

Colours: black blue brown green orange pinkpurple

What’s this?It’s a …It’s an …What are these?

They are …Where are they?

/ae/ bat, black

/a:/ giraffe

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red whiteyellowAnimals: Giraffe, hummingbird, mockingbird, bat, People: boys, girls.

NEW What are they wearing?

boots dressHatjeans scarfshortsskirtsweater trainerst-shirt

What is it wearing?

It is wearing a/ a …

What is s/he wearing? s/he is wearing …

/s/ boots, shorts, trainers.

Teaching Approach: Natural Approach, organized through the presentation, practice, and procedure stages (PPP).

Integration of skills: the four skills will be applied in this lesson. Listening to and watching a video about clothes. Speaking about the clothes characters in the video are wearing. Reading and listening to a song. Writing a stanza for a song, writing activity for homework.

Material and resources: Computer - Projector - CD player, CD- .

Clothes flashcards:

(Pictures adapted from English Adventures 1. Anne Worrall. Longman)

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Flashcards for the pre listening:

Animals and people flashcards

(Pictures adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

Worksheets for each of the students (see worksheets for students)

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Pedagogical use of the ICT inn class or at home: a video about the topic vocabulary for clothes will be shown. https://www.youtube.com/watch?v=PzCXXuXvrU0

Clothes Song Lyrics/ script: Who is wearing a scarf?) X3can’t you see? It’s a giraffe.Who is wearing a hat?) X3it’s a funny brown bat.

Who is wearing a skirt?) X3 it’s a little hummingbird.Who is wearing a shirt?) X 3it is just a mockingbird.

Are you wearing a dress?If you’re a girl, say: “Yes!”Are you wearing corduroys?Say: “Yes, we are!” if you are boys.

Seating arrangement: the whole class facing at the board. In pairs.

Possible problems /difficulties and their solutions during the class: students may speak in Spanish. I will demonstrate and make them repeat the correct form /word in English.

Classroom management strategies:

In case there are students who are not paying attention, I will approach to them and kindly suggest trying to go back to work.

Fast finishers generally draw something because they are bored; if this is the case I will tell that student to help me with other students. If there are students who are reluctant to participate in class, I will approach to him/her try to encourage participating by asking him/her myself a question. (There are very shy students).

In cases if misbehavior, I will ask kindly to please go back to work and do not to do it again. If this continues I will stop the class and explain the importance of working and behaving properly in L1.

Potential problems students may have with the language: As it is mainly a vocabulary presentation with flashcards and practice lesson, I think there will be no problems. Nonetheless, a possible one would be distraction. In such a case, I will clap my hands so as to call their attention, as their teacher is used to apply that method and it works perfectly because students are accustomed. So, in case Ss don’t listen to me, I will change my voice tone and I will tell: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me."

Assessment: What will be assessed and how. Understanding of the new items will be assessed by my asking questions individually, for example new items will be assessed by asking: what is it wearing ……? Observing students development during the different instances of the class. Comprehension of the new items will be assessed through the correction of the written activities and homework. There will be oral sentences to

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complete so that I get to know if SS understand the use of the structure for communicative purposes and if they remember the new items,

WARM UP:

Timing: 5 minutes.

Purpose: To start the lesson, to get students into the mood for work, to establish rapport.

Routine: For this routine I will separate the classroom in two halves. Students will be sat at their desks. I am going to play the tape twice, so the first time half of the class will sing the first two stanzas and the other half will sing the last two stanzas of the song. Te second time roles will be inverted.

(Students have already sang this song the previous classes)

Transition: Ok children, we are going to sing the Hello song:

Hello! Hello!

How are you today?

I’m fine, I’m fine

And you how are you

(Adapted from: Singing Songs: The Teacher’s magazine: EDIBA)

Transition: Well done! Boys and girls! Excellent!

PRESENTATION

Timing 10 minutes.

Purpose: to revise the new clothes vocabulary items presented last class.

I will make students remember/ revise the vocabulary as regards clothes items by means of showing them the flashcards with clothes images again. I will ask those questions such as: What’s this? What are they? They will have to answer. First I will demonstrate like this:

Transitions: Last class I was cleaning my wardrobe and I found my clothes when I was 10. Lets’ have a look at them: What is this?

Look! This is my blue hat.

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I will present all the clothes flashcards encouraging the Ss to repeat the colour and the clothes items such as the example above.

Flashcards:

DEVELOPMENT:

Activity 1:

Timing: 30 minutes

Seating arrangement: the video will be projected in the classroom. There is a Whiteboard there, so students will be sitting at their desks in front of the board.

Purpose: this activity is aimed at checking vocabulary understanding as regards clothes items. Revising vocabulary understanding as regards animals. . Developing listening skills by means of watching a video and listening to the clothes items in it.

Pre listening:

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Timing: 8 minutes

I will tell the students that during the winter holidays I went to the zoo. There someone stole my suitcase and some animals and people were playing with my clothes. I will show them some flashcards with the clothes in my suitcase and the animals and people that were there in the zoo.

Transition: During the winter holidays I went to the Zoo. And look here I have some photographs of the animals I saw there at the zoo. Look, I saw a …

(I will show the pictures of the animals and the people to the Ss encouraging them to tell their names in English)

Animals and people flashcards

BAT MOCKINGBIRD GIRAFFE

GIRL HUMMINGBIRD BOY

After that I will tell the SS

Transition: Now, in the zoo I had my suitcase with my clothes, then when I went to buy popcorn someone a lost my suitcase. I had these clothes. Look, I had a blue corduroys, and …

(I will show the flashcards one by one encouraging Ss to tell the name of the clothes items and their colours)

Clothes flashcards:

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While listening:

Timing: 15

Activity 1

I will tell students that I went to the Zoo keeper office to repost my lost suitcase, so the zookeeper told me that something funny had happened and that he had recorded made a video with his cell phone then he showed me the video.

Transition: So I lost all my clothes! No more clothes in the holidays! So I went to the Zoo Keeper’s office to report my suitcase, and he told me that something funny had happened with my clothes and that he had filmed it. Do you want to see what happened with my clothes?

I will show the following video: https://www.youtube.com/watch?v=PzCXXuXvrU0

While l watch the video. I will give a matching exercise for them to match the character and the clothes items they are wearing.

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(Adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

Once Students watched the video,. Then I will ask them to tell me what happened with my clothes. (The animals were wearing my clothes).

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Then I will stop the video at 1:41’ (this is will be with the purpose of checking the matching exercise to ask comprehension questions):

´ (Fromm https://www.youtube.com/watch?v=PzCXXuXvrU0_ captura de pantalla a 1:41)

Example:

Transition: (Matias) Look, at the screen. Can you tell me what is the giraffe wearing?

I will encourage Ss to tell the structure : It is wearing (a / an) ………….. And the structure S/ He is wearing (a/an) …………………………

I will go on this way asking several students the same question but changing the names of the clothes items.

After listening:

Timing: 8 minutes

In groups I will encourage the children to write an extra stanza using the animals at the zoo and any other clothes item that has not been used

After that I will collect the stanzas from the different groups, choose one at random and read it.

Then the following class we will begin the class by making each group read or sing their stanzas

Transition: Look! At the end of your worksheets you have got a space for writing a song. Now you have to choose an animal from the zoo and clothes items that are s not in the song, for example boots, and write a stanza for the song. Ready?

Homework

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Timing 2 minutes:

For homework I will give the students the following worksheet in order to complete the clothes items word and match them with their corresponding image.

I will send parents a note:

Estimada familia: hemos estado trabajando con el tema: “Las ropas”,. Ssus hijos llevan la siguiente actividad para completar para la próxima clase.

Salads please, proofread your work before submission.

Miss Maria Ines.

(Adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

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CLOSURE:

I will tell the students we only have two minutes to go so we should say goodbye to each other

I will invite the students to say goodbye, I will tell them goodbye.

The Bel l rings.

Sources:

Anne Worrall. English Adventures 1. Longman.

Video: https://www.youtube.com/watch?v=PzCXXuXvrU0_

Activities worksheets adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

STUDENT WORK SHEET: Name: …………………………………………………….

Vocabulary revision

Video Vocabulary:

Animals and people t the zoo:

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BAT MOCKINGBIRD GIRAFFE

GIRL HUMMINGBIRD BOY

Clothes in the suitcase:

Song Lyrics:

Clothes Song Lyrics: Who is wearing a scarf?) X3can’t you see? It’s a giraffe.Who is wearing a hat?) X3it’s a funny brown bat.

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Who is wearing a skirt?) X3 it’s a little hummingbird.Who is wearing a shirt?) X 3it is just a mockingbird.

Are you wearing a dress?If you’re a girl, say: “Yes!”Are you wearing corduroys?Say: “Yes, we are!” if you are boys.

Activity 1

(Adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

Writing a song:

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Write a song using an animal from the video at the zoo and clothes items which are not in the song

Homework:

Estimada familia hemos estado trabajando con el tema: “Las ropas”, sus hijos llevan la siguiente actividad para completar para la próxima clase.

Saludos

Miss Maria Ines.

Who is wearing ……..?

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(Adapted from: http://english4kids-step-by-step.blogspot.com.ar/2015/04/clothing-song-for-kids.html )

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Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 29/32= 9

Taller de Práctica Docente 2015Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link