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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

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°: 4

Fecha: 14 de julio 2015

Hora: de 13.30 a 14.20 hs

Duración de la clase: 50 minutos

Fecha de primera entrega: 12 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 a song. Learners will be able to develop their writing skills by matching clothes items and their names. They will be able to develop their speaking skills by playing a listen and show game.

Language focus:

FUNCTIONS LEXIS STUCTURES PRONUNCIATION REVISION

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?

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red whiteyellow

NEW What are they wearing?

boots dressHatjeans scarfshortsskirtsweater trainerst-shirt

What are you wearing today?

I am wearing …

Shorts Shirt

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.

Material and resources: CD player, CD- copies for the poster. Copies for the song. Copies for the homework activity

Pedagogical use of the ICT inn class or at home (no use)

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.

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 do it again. (Last class a student said something unpleasant in Spanish)

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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: Are you 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 complete so that I get to know if SS understand the use of the structure and if they remember the new items,

WARM UP:

Timing: 5 minutes.

Purpose: To start the lesson, to get students into the mood for of 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

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

Transition: Well done! Boys and girls! Excellent!

PRESENTATION

Timing 15 minutes.

Purpose: to present new clothes vocabulary items.

I am going to present the following poster on the blackboard. I will tell the students that I have been cleaning my wardrobe and that I found these clothes , they were mine when I was ten. So I took some photographs to show them.

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Taken From English Adventures 1 Longman.

I am going to play the recording pointing at the items one by one for students to repeat the new vocabulary items.

Transition: Look! I cleaned my wardrobe yesterday and I found these clothes. These were mine when I was 10. I took some photographs and I have them here. Lets have a look at them. Listen and repeat.

After I play the recording I am going to ask:

Transition: Do you like my clothes?

In order for students to have the vocabulary on their notebooks I will give them a smaller copy of the poster for them to keep.

DEVELOPMENT:

Activity 1

Timing 15 minutes

Listen and show

Purpose: this activity is aimed at checking vocabulary understanding. To revise color words 4

In pairs, I will give students an image of a rope with the clothes items, they have to color them. So I will tell them that they will have to show me the clothes items I tell them. Both students in the pairs have to agree which color they have to paint.

From: English adventures 1 – Activity book. Longman.

Transition: Here you have pictures. In pairs you have to paint it. 3 minutes, no more.

While they are painting I will go round the class looking at them. This is in order to see the pictures so that I can make all of the pairs to participate at least once when playing the listen and show game.

Transition: Ready?

Ok! We are going to play a game called Listen and show. In pairs, you have to show me the item I tell you. Do you understand? For example: Who can show me a yellow T-shirt?

( So the pair/s who have a yellow T-shirt will show it to me and d to the rest of the class).

Activity 2

Timing 10 minutes.

Purpose: to practice the vocabulary learnt by means of a listening comprehension activity. To revise colours.

. Students will listen to a song.

They will listen to a song for the first time. After that I am going to ask them what clothes items from the ones they have leant are there mentioned in the song. Students might answer all of some.

Transition: Ok. Now you are going to listen to a song. You have to pay attention to what clothes names are mentioned here. So listen! (I will touch my hear, simulating listening)

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Song:

What are you wearing?

A sweater or a T-shirt?

What are you wearing blue jeans or shorts?

I am wearing a red T-shirt

A scarf and a hat,

Big red boots and I are wearing yellow shorts.

I will play the song.

Transition: Could you listen? Ok. Now tell me which clothes items are mentioned in the song. Hands up! (I will mime hands up)

So I will call at random those students with their hands up and I will ask them which item they listen. . I will call six students since there are six clothes names.

I will write the items on the blackboard.

After they listen I will also ask if they can remember what color are the clothes mentioned in the song. Then I will play it again so that they can listen more carefully.

Then I will check by asking again.

To finish this activity I will give them the copy of the song with some clothes around them. They have to match the items mentioned there and color as they are mentioned in the song. .

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Taken from: English Adventures 1. Longman.

Then I will make students to practice the new structure by telling them:

Transition: Now children look at me! I am wearing blue jeans and a sweater. I will point to myself my clothes,

Then I am going to ask students:

Transition: What are you wearing today?

Students will have to look at themselves:

Then I will call some students who want to participate to come to the front to describe his/her clothes.

I will ask again:”What are you wearing today?”, and encourage him/her to use the structure:

“I am wearing + the clothes items”.

After we have practiced several times we are going to finish this activity singing the song all together.

Homework:

Purpose: To revise vocabulary at home.

Timing to explain: 3 minutes

I will give the students the following activity to do it at home:

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Taken from: English adventures1 Activity book. Longman

I will send parents a note:

Estimada familia hoy estuvimos trabajando con “Las Ropas” Sus hijos llevan una actividad para realizar en casa.Saludos Miss Ma. 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

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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: 24/32= 7.5

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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

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