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TALLER DE PRÁCTICA DOCENTE III

ALUMNO PRACTICANTE: MARIA INES TRECH mariainestrech@hotmail.com.ar

Período de Práctica: Escuela Primaria

Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662

Dirección: Costa Y Lequerica Coronel Dorrego – Pcia de Bs As.

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 comidas”

Clase N°: 1

Fecha: 6 de julio 2015

Hora: de 13.30 a 14.20 hs

Duración de la clase: 50 minutos

Fecha de primera entrega: 05 de Julio

Teaching points: Food and drink (Banana, bread Cheese, Chicken, fish - Ice-cream, Milk, Peas, Salad, spaghetti)

Do you like …? Yes, I do. No, I don’t

I like - I don’t like

Aims: During this lesson:

Learners will be able to refer to practice the names of some food and drink in a meaningful context. They will be able to develop their listening and reading skills by listening and reading to a story. Learners will be able to develop their speaking skills by performing role play about the food they like.

Language focus:

FUNCTIONS LEXIS STUCTURES PRONUNCIATION REVISION

Look!Listen! Let’s read.

Part s of the house (kitchen/ dining room)

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

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They are …Where are they)

NEW Speaking about likes and dislikes about food and drink. Come back!

BananaBread

CheeseChickenHungry Ice-creamMilkPeasSaladSpaghetti

Do you like…? Yes, I do. No, I don’t.

I don’t like (bread)

/i:/ cheese Peas

/i/ chicken

Teaching Approach: Natural Approach, organized though the presentation, practice procedure (PPP).

Integration of skills: The four skills will be applied in this lesson.

In this lesson plan student’s listening and speaking skills are integrated through the teacher ‘s talk on the instructions given in the target language and through the students’ interaction with the teacher and among them. Students will be Listening to and reading a story. They will also be Speaking about their likes and dislikes by performing a role play. Students will be developing their Writing skills by means of a reading a story and answering to some questions about it.

Material and resources: CD – CD recorder- copies for the story – copy for the activities in the class and for homework – flashcards

Pedagogical use of the ICT inn class or at home: (no use. ) Seating arrangement: the whole class - in pairs . The class has no space for circles or semi

circles- Students have to be saeat at their desks facing the blackboard.

Possible problems /difficulties and their solutions during the class: students may speak in “Spanish”. I will demonstrate and make them repeat.

Classroom management strategies?

Potential problems students may have with the language: I think there will be no problems.

But:

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A possible problem could be distraction. But, in this case, I will clap my hands so as to call their attention, as their teacher is used to applying that method and it results because students are accustomed to it . So, in cases Ss don’t listen to me, I will change my voice tone and I will say tell:

"Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me."

Another possible problem will be that they speak in Spanish while role playing, in which case I will remind them nicely to speak in English.

Assessment: What will be assessed and how. Understanding of the new structure will be assessed by my asking questions individually, for example: Do you like…..? observing students development during the different instances of the class. Comprehension of the new item as will be assessed through the correction of the written activities and homework. There will be oral sentences to complete so that I get to know if Ss understand the use of the structure and if they remember new items.

WARM UP:

Timing: 5 minutes.

Purpose: to start the lesson, to get students into the mood of work, 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 class)

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

Taken from: Singing Songs: The Teacher’s magazine: EDIBA)

Transition: Well done! Boys and girls! Excellent!

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I am going to begin the class by asking the students if they have done the homework. They will surely have done it. So I will make one student collect the sheets of paper promising I will correct them for next class.

PRESENTATION

Timing 15 minutes.

I am going to tell the students they are going to read a short story about….

Before reading I will ask them if they remember all the food and drink we learnt in the previous class. Just in case I will have the flashcards at hand and very quickly I will show them for students to recap the vocabulary.

The elicitation of this lexis should be in context. You may show the flashcards and tell SS ‘I like…’ and they may complete your statement with the correct word.

Then I will tell them to open their books at page nine 1 . I will elicit if they know who those characters are. ( They are Merlin and young King Arthur. They are characters from The Disney movie: “The sword on the stone”).

Transition: Ok children, we are going read a story. Look at the people in the story?

T: Who are they?

Look at the pictures and Ttell me “Where are they?” (In the kitchen)

What are they doing? (Eating - having lunch)

(If the students say “comiendo” I will mime eating by imitating that I am “eating something by moving my mouth).

What are they eating?

Students will have to look at the pictures and answer. There are is a word: bread : Perhaps as they look at the images they find out there are two new words, in which case if they ask what is it I will point to the images and tell them

Transition: Is there a new word or words? Look carefully.

Students will have to look at the pictures and answer.

There are two words bread and fish.

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Perhaps as they look at the images they find out there are two new words, in which case if they ask what is it I will point to the images and tell them. I will also bring a picture for more clarification. I will tick them on the blackboard.

BREAD

FISH

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Taken from; Adventures 2.

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1 Students have their booklets, but in case there are some students who did not bring it to class I will have enough copies for them to work.

DEVELOPMENT

Activity 1

Timing: 7 minutes.

Purpose: This activity is aimed at checking vocabulary understanding of the story they have read.

To make students read.

To make students practice the structure: Do you like…? Yes I do/ No, I don’t.

While Reading/ listening : students are going to listen and read to the story.

Purpose:

I will play the CD once, if it is necessary I will play it again..

Transition:

Transition: Ok! Very good, let’s listen to and read to the story.

Students listen and read.

(after listening students are used to reading in pairs aloud after the teacher presents the story so I will ask for two pairs of volunteers to read the story, no more than two pair because it will take too long) .

Transition: Is it ok? Could you find and listen to the new food items in the story ?

Students answer.

Transition: Ready? Easy? Ok! Who volunteers to read?

So after reading I will ask students some questions:

Transition: Ready?

T: Look at the story again and answer:

Do you like cheese?

Do you like bread?

Do you like fish?

Do you like chicken?

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Students will have to practice the structure Yes, I do / No, I don’t. by means of speaking about their likes and dislikes ( r in case they just answer yes or no, I will reframe the answer and ask them to answer again.) As there they are several questions students will understand the structure without problems.

Activity 2

Timing: 8 minutes.

Purpose: This activity is aimed to checking reading comprehension.

Students will have to look at the image and match the speech bubbles with their corresponding image:

After reading (5 minutes)

Transition: Now, you have read the story. Lets’ do the following activity: Match the bubbles with the images.

Taken from: Adventures 2 (Activity book)

Checking 3 minutes

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In order to check this activity I will conduct it by choosing some students at random and asking them to read the speech bubble that goes with picture 1, for example.

Transition: Ok! Ready? Ok. Lets’ see… (Matias) Read … Picture 1, the dog ….

The student will have to read the corresponding speech bubble, then I will check with the whole class if they agree.

Transition: Do you agree?

Activity 3:

Timing : 10 minutes

Purpose: to practice and consolidate the structures: I like, I don’t like, Do you like…? Yes, I do. No, I don’t.

Role play: For this activity student will be work in pairs groups. They have to imagine they are Merlin and young Arthur and that they are eating. Students will have to do this activity orally. For this I will give an envelope with as set of cards and they have to perform dialogues using the cards. They will have to take turns

First I will show the well know happy and sad faces for them to know that a happy face means I like or Yes, I do, and that a sad face means I don’t like or No, I don’t

I like

Yes, I do

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I don’t likeNo, I don’t

Then I will prepare sets of cards in an envelope and I will distribute them to the students . they will have to look at the cards and perform dialogues. One student is Merlin and the other is Arthur I will go through the groups to check that they are talking in English and not in Spanish. Then they will have to swap roles.

(These Cards, are only example, then I ill prepare several different sets of cards for each pair ).

Transition: Ok children, now in pairs I will give you some cards and you will have to imagine you are Melin and Arthur eating. Remember how they were talking in the story. You have to perform dialogues using the cards.

I will show a card :

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Using a student as example, I will perform a short dialogue with him / her tell:

Transition: Do you like spaghetti?: Yes, I do. (I will perform three dialogues in order to provide several examples, for students to understand)

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Homework:

3 minutes (to explain)

I will give students the following activity for them to do at home.

Transition: here you have and activity for you to do at home. You have to look at the letter around the pizza circle (I will mine a circle with my index finger ) all the food and drink you know. You have the pictures here at the right to help you. Then you have to write the words next to the corresponding picture.

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I will send parents a note :

Estimada familia: sus hijos llevan una actividad para completar para la próxima clase. Saludos Miss María Ines.

CLOSURE:

I will tell the students we have only one minute to go so we should say Goodbye to each other!

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

The bell rings.

Sources:

Pictures are taken from Google Images.

Story: it is taken from Adventures II ( The teacher from the course provided me with the story about Merlin, and the two worksheets. )

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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: 25 /32= 7.8

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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