1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
AlumnoPracticante: Saboy,María Fernanda
Períodode Práctica: Nivel Inicial
InstituciónEducativa: InstitutoModeloViedma
Dirección:Maestro Chirinos795 – Viedma– Río Negro
Sala / Grado / Año – sección:Sala de 5 años – TM
Cantidad de alumnos: 30
Nivel lingüísticodel curso:Principiantes
Tipo de Planificación:Clase
Unidadtemática: Mascotas
Clase Nº:1
Fecha: 05/07/2018
Hora: 10:30 – 11:00 hs.
Duración de la clase: 30’
Fecha de primera entrega:30/06/2018
. Teaching Points:Pets(dog,cat, bird,fish,hamster,parrot,mouse)
. Aims: Duringthislesson,learnerswillbe able to…
- Identifyandname differentanimals (pets).
- Developtheirlisteningskillsbylisteningtoasong.
- Developtheirvisualskillsbylookingatdifferentimagesandidentifyingthem.
- To deepentheirunderstandingof commandsorinstructions(e.g.sitdown,standup,
make a circle)
. Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sitdown
Standup
Giving
commandsor
instructions.
Answering
Let’slistento…
What isthis/it?
It’sa…
What colour
Look /ʊ/
Stand/ᴂ/
2. Colours(red,
yellow,orange,
brown)
simple questions
What…?
Where…?
is…?
NEW Dog, cat, bird,
fish,hamster
Identifyingand
naminganimals
Do youhave…?
I have a…
Where isthe…?
Dog /ɒ/
Cat /ᴂ/
Bird/ɜ:/
. Teaching approach: This lessonisbasedonthe Natural Approachandorganizedaccordingto
the PPPmethod.
. Materialsand resources:a toy dog,picturesof petanimals,video song.
. Pedagogical use of ICT inclass: In thislesson, avideowill be usedtopresentdifferentpets
(whichisthe teachingpoint).Inthisway,we caterfor visual andauditorylearners.
. Seatingarrangement: While watchingthe video,studentswill sitinacircle to facilitate visual
contact.
. Cooperative work: learnersof thisage are inthe parallel playstage.Althoughtheycanplay
together,itcan be difficultforthemtocarry out groupwork activities.
. Assessment:whatwill be assessedand how:I’ll checkthatstudentscanidentifyandname
the differentanimals(pets) bylookingatthe pictures.
Routine – 5’
Purpose:to start the lesson,getthe studentsinto the mood for work and establishrapport.
I’ll getintothe classroomand greet students:“How are youtoday?”
Students’expectedanswers:“Fine”,“I’mfine”,“Good”,“Verywell”
Teacher:“Now,let’slistentothe “Hellosong” – (The songis1:18’)
(While playingthe song,the studentswill singandmime the actionsthatthe songmentions,as
theyhave watchedthe videoin the pastand know the movements.Besides,thisisthe song
that theylistentoeverydayas the classstarts) (The Teacherwill alsosingandmime the
actions)
URL address(forthe song): https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics:
Hello! Hello! Hello, how are you? (Repeat)
I'm good! I'm great! I'm wonderful! (Repeat)
Hello! Hello! Hello, how are you? (Repeat)
3. I'm tired. I'm hungry. I'm not so good. (Repeat)
Hello! Hello! Hello, how are you? (Repeat 3x)
Note:At thisstage of the lesson,the headteacheralwayswritesthe date,the weather(one or
twowords like “sunny,cloudy,cold”)andthe currenttopicon the blackboard(e.g.colours,
shapes,etc.),sothe studentscancopy those intheirnotebooks.Then,she handsoutthe
notebookstothe children.I amworried aboutthe fact that if I have to do all that, five minutes
will notbe enoughtime.
Warm-up– 3’
Purpose:to introduce the topic and the teaching points
I will bringacolourful box tothe classroomand tell students:“Oh!Listen,there’savoice
comingfromthe box!”Then,Iwill proceedtotake a toy dog outof the box and say: “Look,this
isDoggie the dog. He is mypet.” “Do youhave a pet?”(Note:IthinkI couldmake the dog
speakdirectlytothe children,e.g.“Hellochildren,I’mDoggie the dogandI’ma pet,Do you
have a pet?”)
Students’answers:“Yes,yes” (Here,some studentswill speakintheirMT.Theyunderstand
some wordsinEnglish,butcannot produce otherexpressionsthangreetingsinthe TL)
Transition:
Teacher:“Now,we’ll watchavideoaboutpets” “Do you wantto watch a video?”
Students:“Yes,yes”
Presentation– 10’:
Purpose:to furtherexpose the learnersto the target language about pets.
At thispointof the lesson,I’ll proceedtoplaythe video whichlastsfor2:24 minutes.Students
will watchit(andlistentoit) once.Thenwe will watchit a secondtime,solearnerscanrepeat
some of the lyrics(e.g.the soundsthateachanimal produces).
URL address:https://www.youtube.com/watch?v=pWepfJ-8XU0
These are the lyricsof the song:
(Speaking)
-Do you have a pet?
-Yes, I have a dog
(Singing)
-I have a pet.
-He is a dog.
4. -And he says, “Woof, woof, woof, woof, woof. Woof, woof.”
(Girl speaking)
-I have a cat.
(Singing)
-I have a pet.
-She is a cat.
-And she says, “Meow, meow, meow, meow, meow. Meow, meow.”
(Speaking)
-I have a mouse
(Singing)
-I have a pet.
-He is a mouse.
-And he says: “Squeak, squeak, squeak, squeak, squeak. Squeak, squeak.”
- Woof, woof.
-Meow, meow.
-Squeak, squeak.
(Speaking)
I have a bird.
(Singing)
-I have a pet.
-He is a bird.
-And he says, “Tweet, tweet, tweet, tweet, tweet. Tweet, tweet.”
(Speaking)
-I have a fish.
(Singing)
-I have a pet.
-She is a fish.
-And she says, “Glub, glub, glub, glub, glub. Glub, glub.”
(Speaking)
5. -I have a lion.
-A lion?! (Girl, surprised)
(Singing)
-I have a pet.
-He is a lion.
-And he says, “Roar, roar, roar, roar, roar. Roar, roar.”
-Tweet, tweet.
-Glub, glub.
-ROAR!
Transition:
T: “Now,I’ll showyousome picturesof pets.Do youwantto see more pets?”
Ss: “Yes” (some Sswill surelyspeakinSpanish)
Development– 10’
Here,I will showSssome picturesof pets(dog,cat,bird,mouse,fish anda mock lion).AsI
showthe images,Iwill askthem,“What isit?”.Hopefully,Stswillbe able toanswerinthe TL.
First,I will model the expectedanswer:“It’sa…” (dog, cat, mouse, bird,fish,lion)
I will presentimagesof the animalsmentionedinthe song.(Ihave more images toshow them,
but I thinkthat5 or 6 wouldbe advisable).Apartfromansweringthe previousquestion,
studentscouldmimicthe soundthattheyheardin the song(woof,meow,squeak,tweet,glub,
roar). (I will imitate the soundaswell,soSscanfollow me andfeel more confident.)
In orderto revise colours,Iwill alsoaskthemaboutthe colourof the animals,forinstance:
T: “What colouristhe fish?
Ss: “It’sorange”
T: “What colouristhe bird?”
Ss: “It’sred” or “Red” (Here,Iwill tryto make themanswerusingthe whole answer(chunk)
insteadof namingonlythe colour)
Then(if there istime),Icouldstickthe picturesindifferentpartsof the classroomand make Ss
pointat the petsthat I name,like this:
T: “Now,I’ll tell youthe name of a pet.Youhave to findthe picture and pointat it.”(First,Iwill
model the actionwithone of the pets).
6. I will name the 6 animalspresentedinthe songone byone.I hope Ss will nothave major
problemstoperform thisactivity.However,if there are some shyorreluctantSs,I will tryto
helpthem.
Transition:
T: “VeryGood children!Youwere wonderful!”“Now,it’stime tosaygoodbye.Let’s
listentothe Goodbye song”
Note:Duringthe differentactivitieswe are cateringforvisual,auditoryandkinaesthetic
learners.
Closure – 2’
At thisstage,we will playandsingthe Goodbye song(if there isenoughtime).The whole song
lasts3:13’, but the followinglyricsare repeated,sowe couldsingthe verse andchorusonly
once.
Lyrics:
(Verse)
It's time to go home (3 times)
It's time to say "Goodbye"
I had so much fun
and you had so much fun
we all had so much fun
and now we say "Goodbye"
(Chorus)
Goodbye, goodbye see you again (repeat)
Materialsand Resources:
-Videosong:Ihave a pet/ Animal Song/ SuperSimple Songs
URL address:https://www.youtube.com/watch?v=pWepfJ-8XU0
-Toys:a stuffeddog(“Doggie the Dog”)
-Pictures:The imagesare actuallybigger.Here Ireducedthemforconvenience matters.Ialso
pastedthemoncardboard for use inthe classroom.
