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PRACTICE II.
DIDACTICS OF ELT.
PROF. ADJUNTO REGULAR: Estela N. Braun.
TEACHER ASSISTANTS: Prof. Vanesa Cabral and
Prof. Luján Ramos.
STUDENTS’ NAMES: Balari Centeno Oriana and
Martínez Rocío.
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2. Didactic Sequence Number 4
School N° 218, 3rd D
Mentor teacher: Adriana Flecha
Timetables: Mondays 16:10 to 16:50; Wednesdays
16:50 to 17:30.
Title:​​ My Body
Rationale:
The intercultural education offered in Argentina makes ​possible the awareness of the
existence of Others and contributes to an environment of respect and tolerance to what is
different from us. These values must be taught gradually and the key lies in motivating
students by making an appropriate selection of materials. In this sequence, pupils will know
about the different parts of the body through activities related to ISE (Integrated Sexual
Education; Law 26.150) in a CLIL project and will have an approach to literacy through the
development of a Magic Bag Project..
Purposes:
● To encourage students to do team work by establishing a code of conduct for all of
them to follow.
● To offer didactic and motivating classes making use of all the spaces and
technological devices the school provides.
● To make engaging projects so as to raise the students’ curiosity and interest.
● To encourage our students to use English with communicative purposes so that they
can not only understand what they read or write but also produce short texts.
● To work with simple and ordinary vocabulary that the students can recognize from
their daily lives.
● To make use of literary texts promoting time to listen to each other (Magic Bag
Project)
● To introduce the grammatical structure of ‘have got’ in a contextualized way.
● To raise awareness about the importance of taking care of our body leading to ISE
issues.
Objectives:
We expect our students to be able to :
● Interact in contextualized situations by using the FL so as to exchange ideas.
● Participate in activities that trigger tolerance towards their classmates and team work.
● Enjoy the strategies presented by the trainees to learn about the new contents.
● Recognize the vocabulary taught in this sequence and associate them with their
lives.
● Contribute by sharing their ideas and thoughts so as to encourage critical thinking.
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3. Axis:
● Axis in relation to oral comprehension
● Axis in relation to oral production
● Axis in relation to writing
● Axis in relation to the reflection of the language learnt
Skills to be worked with:
● Axis related to Listening Comprehension:
1. Listening and comprehension of oral texts spoken by teachers, audios from
the booklet and authentic videos.
2. Appreciation of the instances of lecture of literary texts read by the teacher.
3. Formulation of hypothesis and predictions about the meaning of the stories
before being read.
● Axis in relation to Speaking: ​​The production of oral texts, individually or in groups,
bearing in mind nonverbal language.
● Axis in relation to Writing:
1. Fill in the blanks to make meaningful sentences.
2. Elaboration of descriptive sentences.
3. Move from guided writing to a more independent and creative management of
the skill as they gradually become competent speakers of the FL.
● Axis in relation to Meta reflection of the language learnt.
Estimated number of sessions:​​ ​​16
Class 1:
- Routine: Only for the first two classes, the routines will be performed by the trainees as an
example.
● To work with emotions we will create a thermometer with different levels which will
be: angry, sad, happy, elated. One of the trainees will move an arrow signalling her
mood at that moment. Before choosing an emotion we will sing a song to ask her
how she is feeling.
● To work with the weather we will create a Weather Wheel for the assistant to choose
between sunny, cloudy, windy, rainy, hot and cold. Once more, before the trainee
selects the weather accordingly she will go to the window and use the binoculars to
check. In the meanwhile, the other trainee will sing with the students to ask her what
the weather is like. In order to help the assistant to answer the trainee in charge will
provide different options. Generally, one option will be answered negatively (No, it
isn’t) and the other one positively (Yes, it is).
- From the third lesson on, the two assistants to help with the routines will be selected from a
Name Jar. This is a jar with ice cream sticks which have the students’ names written on
them. All of them will be able to participate during our practicum, and they will be asked
whether they want to go to the front or not.
- Presentation of the topic: The trainee in charge will stick five set phrases on the right side
of the blackboard and a series of flashcards of children in class on the left side. The idea is
to create a code of conduct that will shape our classes until the very last day. We will do a
matching activity on a poster all together in order to join the drawing with the set phrase. The
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4. finished poster will hang on one wall as a visual reinforcement.
- The trainee in charge will hand in a copy with the set phrases written on it in which they will
have to make a tick or a cross according to what they think that happens in their class. Once
they have finished it they will give the paper to the trainee for her to have an idea of how
they feel in their own class.
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5. Class 2:
- Routines.
- We will start the class by reviewing what we did during the previous lesson and by asking
what is it that they remember. We will finish with the activities related to the code of conduct
by making a matching activity like the following.
Class 3:
- Routines.
- The trainee in charge will show a warm up to start introducing the different parts of the
body we will work with during the following classes. She will make body gestures while
saying the name of the part of the body she is showing and will ask the students to imitate
her.
- Sitting in a semicircle, we will select a student to go to the middle and lay on a blank poster.
The trainee in charge will draw his/her contour. While singing the song called “Bob the
weasel”, the students will have to pass a ball until the song stops. The child who has the ball
once the song has stopped will go to the front if he/she wants to. The trainee will provide the
student with the name of a part of the body written on a piece of paper. The student will have
to stick it to the corresponding part of the body in the poster.
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6. Class 4:
- Routines.
- We will do the same warm up as in the previous lesson.
- The trainee will hand in a photocopy so that the students have a clean copy of the new
topic in their notebooks.
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7. - Then, she will hand in another photocopy for them to complete the blank spaces. Any kind
of information is missing. The activity is attached below.
Class 5:
- Routine.
- We will practice the warm up for the last time.
- We will work with their workbooks, page number 33 activity 4. In this activity there is a
monster drawn and the children should complete with the corresponding number.
- In order to check the previous activity, we will do a true or false based on a listening from
the book (track 60).
Class 6:
- Routines.
- As a warm up, the trainee in charge will introduce the song ‘One Little Finger’ and will ask
the students to imitate her. Every time a specific part of the body is mentioned, the other
trainee will stick the corresponding flashcard on the board.
- We will do a Word Search like the following. The words that they will find are not written but
there are images so as to give clues. Once they find the word they will have to match it with
the image it represents.
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8. Class 7: ​​Monster Project (first part):
- Routines.
- As a warm up, the trainee will start singing a song called ‘One little finger’ and will ask the
students to imitate her body gestures while reviewing all together the parts of the body seen.
- We will sit on the floor making a circle. Then, the trainee will give the students a ball that
will go from hand to hand while we sing a song called ‘Bob the weasel’. When the song
stops, the student who has the ball will provide an answer.
- In order to play the game, the trainee will show the students a board that will have different
parts of the body placed in the outermost column and different numbers placed in the upper
line. Each box will be covered. The board will be similar to the one in the picture:
- The students will have to choose a combination of number and part of the body. If that
particular box has a heart drawn on it, the trainee will write the combination in the board. If
not, we will continue playing. There will be only 3 combinations that will lead to a heart.
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9. - Once we have finished the game, the trainee will hand in a photocopy with the
combinations that came up written on it for them to paste on their notebooks. (The
sentences will be the same three ones that were written on the board while playing the
game)
Class 8:​​ Monster Project (second part):
- Routines.
- The will review the combinations from the board used in the previous lesson where a heart
appeared and will write them on a blank poster making sentences with “I have got”. The
students will be asked to repeat them after the teacher.
- The trainee will give the students a piece of paper to draw their own monster following the
combinations that came up during the game.
- The resulting monsters will be stuck on a poster and will be left at the English classroom.
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10. Class 9:
- Routines.
- We will work with activity number 12 on page 35 from the workbooks. The students will
have to count the parts of the body of the monster drawn and complete the blank spaces
with the corresponding word (all the words appear on a box above the monster)
- As we assume that this activity may take longer for some students, the ones that finish
earlier will make groups and sit on the floor to play dominoes.
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11. Class 10:
- Routines.
- The trainee will show the students a video of the film ‘Monsters’ University’ and then she
will stick one of the monsters from the extract made of cardboards on the board.
https://www.youtube.com/watch?v=HDXgpBiw5zI
- She will provide a sentence with “I have got”. Then, she will write on the board six extra
sentences with a specific number. They will have to count and tell the teacher the
corresponding part of the body (very similar to the exercise in the book solved during the
previous lesson).
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12. Class 11:​​ CLIL Project - Washing our Hands (part 1):
- The trainees will act out a scene in order to present the topic that will be dealt with during
this lesson.
- We will watch the video from this link (only the part of the song: 0:49 - 1:54)
https://www.youtube.com/watch?v=LQ24EfM7sEw
Then, the trainee will ask some questions about the video while showing some screenshots
taken from it.
- The trainee will hand in a photocopy for the students to do a matching activity in order to
practise the vocabulary seen during the lesson. The activity will be like this:
- Afterwards, we will do a listening activity. The trainee in charge will stick flashcards with the
images from the matching activity on the board and will assign a number to each of them
(their respective names are not written down). Then, she will say out loud the name of one of
the images for the students to guess the number of the corresponding flashcard.
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13. Class 12: ​​CLIL Project - How to Wash our Hands (part 2):
- The trainee will ask the students what they remember from the previous lesson so as to
lead them again towards the topic of washing our hands. Once we have reached that topic,
we will sing the song learned on the previous class while dancing it along all together.
- Then, the trainee will show another extract from the video in which the steps for washing
our hands are specified. ​https://www.youtube.com/watch?v=LQ24EfM7sEw​ (3:56 - 4;27)
- After watching the video, we will all wash our hands using hand sanitizer that the trainees
will put on the students’ hands. In order to do this, we will follow the steps mentioned in the
video while projecting them on the television.
- The trainee will hand in a photocopy for the students to do an activity to complete in order
to review the vocabulary seen during the two lessons related to the CLIL project. The
exercise will be like this:
- The trainees will give each student a little soap for them to use at home. It will have the
image of the germs and will say ‘Remember to wash your hands’. There will also be a
photocopy attached that will have the steps to follow when washing our hands.
Class 13: ​​Magic Bag Project:
- The trainee in charge will ask the students to sit in a semi circle in front of her. Then, she
will turn off the lights and let only a lantern on in order to create an appropriate atmosphere
to tell a story. She will open the book and start reading. Meanwhile, the other trainee will
represent what is going on.
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15. - The trainee will hand present 4 cards with the shape of a monster. Behind each card there
will be written the names of the students who will work in groups in different spaces of the
classroom. Then, she will hand in a set of 5 images to each group and they will have to
place them in order according to what they understood from the story. (These were the
results:)
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16. - Finally, the trainees will give each student a cooky with the shapes of a monster for them to
eat.
Class 14:
- Routines.
- As a warm up, we will stand up around a tape circle made on the floor and sing the ​Hocky
Pocky​​ using mainly the parts of the body that will be tested.
- The trainee will hand in a photocopy in which the students will have to match each
sentence to the corresponding monster.
- We will play a memo game with the parts of the body reviewed during the warm up. The
trainee will stick to the board 10 cards and will select a student by singing the chant “1
potato, 2 potatoes, 3 potatoes, 4... ”. The student who has been chosen will turn around two
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17. cards and try to find the ones that have the same drawing on them.
Class 15:
- Routines.
- For the warm up, once more we will stand up around a tape circle made on the floor and
sing the ​Hocky Pocky​​ using mainly the parts of the body that will be tested.
- The students will be handed in a photocopy with a matching activity. The activity will be the
following:
Class 16: ​​Evaluation:
- The test will be summative and it will be like this:
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