2. 1
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 18 de Junio al 29 de Junio
Institución Educativa: Escuela n°39
Dirección: Felipe Romero y Pioneros Fueguinos
Sala / Grado / Año – sección: 3° “B”
Cantidad de alumnos: 19
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Animales de la granja.
Clase Nº: 4
Fecha: 25/06/18
Hora: 11,30 a 12,10 hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 20/06/18
Teaching points: Animals
Aims or goals:
During this lesson, learners will be able to…
-Identify and name some of the new animals as well as the actions
presented the class before.
-Develop listening skills by watching and listening to videos during the
presentation period.
-Develop speaking skills by answering questions during the warm-up and
presentation periods.
-Develop writing skills in the practice period.
-To deepen their understanding of instructions and actions.
Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings:
A: Hello, how
are you?
B: Fine.
What day is it
today?
What´s the
weather like
today?
-Identifying
animals taught
the class
before.
-Following
instructions.
Colors.
Numbers.
Farm animals:
-cow
-dog
-cat
-horse
-chick
-lamb
-pig
-duck
-goat.
Actions:
-Fly
-Run
-Jump
-Swim
A: What animal
can you see?
B: I can see a….
A: What animal
can you hear?
B: I can hear a…
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
A: Can a dog
swim?
B: Yes, it can.
/kaʊ/
/dɒɡ/
/kæt/
/hɔːs/
/tʃɪk/
/læm/
/pɪɡ/
/dʌk/
/ɡəʊt/
/ aɪ kæn hɪə/
/aɪ kæn siː/
/rʌn/
/flaɪ/
/dʒʌmp/
/swɪm/
/klaɪm/
3. 2
-Identifying
colors and
quantities.
-Spelling
words.
-Climb No, it can´t.
New -Indentifying
the actions
presented the
class before as
well as the
vocabulary.
-Identifying
what actions
each animal
can do.
-Identifying the
new birds.
Birds:
-Mallard.
-Swan.
Goose/geese.
Swan can fly.
Swan can´t
jump.
/ˈmælɑːd/
/ swɒn/
/ ɡuːs/
/ ɡiːs/
Teaching approach:
-PPP.
-CLT Approach.
Integration of skills: What skills will be integrated and how?
Listening, speaking and writing skills will be integrated in the present
class through:
- Answering oral question about what animals can/can´t do during the
warm-up and presentation periods.
- Developing the listening activity presented in the presentation period
with the purpose to expose children to authentic material with visual
support.
In addition, the writing skill is also practiced along the practice period
since learners are supposed to write simple sentences in groups.
Materials and resources:
-Flashcards (weather, days).
-Animals flashcards (To support any stage if necessary.)
-Computer: To watch the video.
-Projector: To project the video.
-Flashcards: (Actions)
-Copies (To complete during the presentation and practice periods.)
Pedagogical use of ICT in class or at home:
The computer and the projector are going to be used along the
presentation period with the purpose to help children improve listening
skills.
Seating arrangement:
Students will sit as usual almost the whole class. However, they´ll
make small circles to work in groups during the practice period.
Assessment: what will be assessed and how:
Comentado [CC1]: Aure,
I´ll follow your advice and I´ll present children just questions
using “can” in the third class.
So, I´ll invite them to make affirmative and negative
sentences in the present class by using written and visual
support.
4. 3
1) I´ll assess children´s previous knowledge of vocabulary by
singing the hello, weather, days and bye songs.
2) I´ll assess learners´ previous knowledge of animals and actions
by inviting them to answer oral questions the warm-up and
presentation periods.
3) I´ll check learners´ comprehension and identification of the new
vocabulary by asking them to match the animals with their
names during the presentation period.
4) I´ll assess children´s writing skills through the development of
exercises provided in the practice period. I´ll support children´s
writing by providing them examples on the board.
Potential problems students may have with the language:
-In case children don´t understand some lexis or instructions, I will
use pictures, gestures, miming and pointing to aid comprehension.
-Perhaps, children find it hard to understand what they hear in the
video. So, I´ll repeat them what Ani says by modulating the words
and speaking more slowly.
- If children don´t understand how to write the sentences in the
practice period, I´ll provide them examples on the board and use
pictures.
- I´ll change the activities, if children´s lack of understanding causes
their misbehavior.
Routine: (5´)
If necessary, I´ll sing the Mr. Owl song to ask children for silence to start the
class.
Lyrics: “Mr. Owl song”
Mr. Owl, Mr. Owl says sh, says sh.
Everybody silence, everybody silence like Mr. Owl who says
sh, who says sh, who says shhh.
Next, I´ll start singing the “Hello song” to greet them.
5. 4
Lyrics: “Hello song”
T: “Hello children, hello children.
How are you? How are you?
How are you today? How are you today?”
Ch: “I´m fine, thanks. I´m fine, thanks.”
Ch: “Hello teacher, hello teacher.
How are you? How are you?
How are you today? How are you today?”
T: “I´m fine, thanks. I´m fine, thanks.”
(Waving my hands and pointing to different children).
Then, I´ll point to the window and start
singing the weather song.
Lyrics: “What´s the weather like
today? Like today, like today, like today?
What´s the weather like today? What´s
the weather like?
Then, I´ll show them flashcards and ask:
T: “Is it sunny?”
Ch: “No”
T: “Is it rainy?”
Ch: “No”
T: “Is it snowy?”
Ch: “No”
T: “Is it windy?”
Ch: “Yes”
Then, I´ll stick the names of the week on the board and I´ll invite children to
sing the “Days of the week” song.
6. 5
Lyrics: “Days of the week”
Days of the week, days of the week,
Days of the week, days of the week, days of the
week.
The Sunday and the Monday,
The Tuesday and the Wednesday,
The Thursday and the Friday,
The Saturday, days of the week.
Days of the week, days of the week,
Days of the week, days of the week, days of the week.
T: “Ok, yesterday was Sunday. So, what day is it today?”
Ch:“Monday”
T: “Yes, it´s Monday today.”
(I´ll stick on the board the weather and the day flashcards, as usual.)
Transition: Very good children! Now, let´s revise the actions.
Warm- up: (10´)
A) I´ll paste on the board the pictures of the actions introduced the class
before and their corresponding names disorganized bellow the pictures. Then,
I´ll invite some children to come up to the board and put each word bellow
the correct picture.
T: “Ok, pay attention here please! (While I point to the pictures and the words
bellow.) Is it ok? (I´ll mime the words in case children don´t remember
them.)
CLIMB RUN FLY SWIM JUMP
Ch: “No.”
T: “Great! Giane, come! Put the correct word here, please! (I´ll help children
if necessary.)
7. 6
T: “Is it ok?
SWIM
Ch: “Yes.”
T: “Yes, it´s perfect!”
I´ll ask other children to come up to the board and put the pictures with the
corresponding words.
B) After that, I´ll write questions on the board with some missing words, like:
-Can a cow……?
-Can a dog……?
-Can a duck….?
Then, I´ll invite some children to apporach approach to the board and
complete with a word. (I´ll paste animals and actions flashcards on the board
with the purpose to let children copy the words if necessary.)
When they finish completing the questions I´ll read questions and ask
children to answer them.
T: “Ok, let´s use one action to complete que questions.” (I´ll point to the
words pasted on the board.)
T: “Jime, come! Complete the first sentence, please.”
(I´ll ask dfferent children to complete the sentences.)
T: “Now, listen: Can a cow FLY?”
Ch: “No.”
T: “Very good! Reapeat: No, it can´t.”
Ch: “No it can´t.”
I´ll read all the questions and encourage children to provide me a complete
answer.
Presentation: (6´)
I´ll use a map of the globe to show children where we are located and where
Comentado [A2]: If you have already exposed them to the
interrogative form, you should pose questions using the
target structure (orally).
Can the duck swim?
8. 7
England is located.
T: “Look! We live here! Ushuaia is here!” (I´ll point to Ushuaia in the map.)
T: “England is here! (I´ll point to England in the map.)
Then, I´ll show children a photo of Anahí. I´ll tell them that Ani is from
England.
T: “This is Anahí. She lives in England.” (I´ll paste her photo in England. I´ll
tell them that England is Inglaterra in English.)
Next, I´ll invite children to watch the following short videos about some birds
Comentado [A3]: Connection between stages?? Think of a
smooth transition.
9. 8
she can see in England on her way to school.
https://youtu.be/aAQqS_jLTvg (0,32´)
https://youtu.be/aYq_TCtjFsU (0,33´)
https://youtu.be/rSN7F0zfP3s (0,59´)
https://youtu.be/HhQNLDSJOxU (0,05´)
I´ll give children copies and ask them to match the animals with their
corresponding names while watching the videos. (I´ll stop the videos and
read the names of the animals after each bird appears in the videos.)
Swan Goose Mallard
Also, I´ll ask them questions such as:
-What color is the swan?
-How many swans can you see?
-Can a mallard fly?
T: “Listen and watch. Pay attention to the names of the birds.”
T: “Now, match the picture with the correct name.” (I´ll stop the video and
read the three names while I point to the bird that appears in the video. If
necessary I´ll play the video again.)
Transition: T: “Do you like Ani´s videos?” (I´ll point to the videos and I´ll
show them my thumb up in order to help them understand me.)
Ch: “Yes/No.”
Practice: (15´)
a) I´ll ask children to work in groups and complete the following chart.
(I´ll give each child a copy.)
Can Can´t
10. 9
Mallard
Geese
Swan
T: “Listen! Now, you will work in groups. (I´ll point to the flashcard
where children are in groups.)
T: “Complete the table with actions the mallards, the geese and the
swan can/can´t do. (I´ll point to the birds and the actions flashcards.
If necessary I´ll demonstrate them what to do.)
b) I´ll invite children to prepare posters about the birds they watched in
the videos by taking the information from the table they completed
before. I´ll give each group one picture of the birds and ask them to
paste it. Then, they have to write sentences telling what this animal
can/can´t do. (I´ll guide them to take the information from the
exercise above.)
I´ll walk around the class to monitor how children are working and
provide them help if necessary.
T: “Take these pictures and paste them.”
T: “Now, look at the chart and write what the animal can and can´t do.
(I´ll demonstrate them on the board what they have to do by using a
picture and writing an affirmative and a negative sentences.)
Transition: Ok! You have done a great job today! Now, it´s time to say good-
bye.
Closure: (4´)
Bye-bye song: “If you are happy and you know it say bye-bye”
Lyrics:
If you are happy and you know it say bye- bye.
If you are happy and you know it say bye- bye.
If you are happy and you know it and you really want to show it,
If you are happy and you know it say bye-bye-
Comentado [A4]: What if they don´t remember? Will you
show the videos again?
Comentado [A5]: Make sure everyone gets an active role.
If it is difficult for them to get organized, you should assign
specific roles.
