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Lesson plan 6 Klein Natalia

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Lesson plan 6 Klein Natalia

  1. 1. TALLER DE PRÁCICA DOCENTE Alumno Residente: Klein, Natalia Soledad Período de la Práctica: Nivel Secundario. Institución Educativa: Cem 24 Dirección: Calle Cerezos s/n, Colonia J. Echarren. Río Colorado, Río Negro. Año: 1ro. Cantidad de alumnos: 20 Nivel linguistico del curso: Elemental/básico. Tipo de Planificación: Clase. Unidad Temática: Lugares en la casa Clase N°: 6 Fecha: 23/06/15. Hora: 10.20 a 11.50. Duración de la clase: 80 minutos. Fecha de primer entrega: 16/06/15  Teaching Points  Revision of the structure “there is/there are” (positive-negative)  Revision of colors.  Revision of given vocabulary related to places in the city as homework.  The introduction of the new structure “how many” for questions.  Learning Aims During the lesson, learners will be able to:  Develop their reading skills by working on descriptions of different houses.  Develop their listening skills by listening to their classmates ‘answers.  Develop their speaking skills by asking and answering questions / interacting with their classmates. Develop their writing skills by writing their own descriptions.  Language Focus Function Lexis Structure Pronunciation
  2. 2. Answering questions about a favorite city. There is/there are Interrogative forms. Colors : red, yellow, orange, brown, blue, pink, white and black. Is there a cinema in your city? Yes, there is/no, there isn´t. Are there any museums in your city? Yes, there are/no, there aren´t. The correct pronunciation of there is/there are. Describing their houses. Places in the house: bathroom, bedroom, garden, kitchen, living-room. How many bedrooms are there? There are two. How many kitchens are there? There is one. The correct pronunciation of the vowels in the parts of the house such as in “garden”. Teaching Approach: CLT. Integration of Skills: the reading and speaking skills are integrated through the use of different descriptions of different houses. The students will foster interaction among them and with the teacher. Also, the writing skills are presented with a final task in the closure stage. Pedagogical use of ICT in class: there is no use of technology. The students don´t have their netbooks. Materials: worksheets with exercises for each student, board, marker and flashcards related to the topic. Seating arrangement: The Ss will be sitting in pairs in order to feel comfortable and they could consult doubts. Also, they will sit in a semi-circle to communicate easily and everyone could see the board and their classmates. And finally, they will sit in groups of 4 to do cooperative work and share opinions.
  3. 3. Cooperative work: The students will work in groups of 4 in one of the stages because it encourages interaction among them. Possible problems and possible solutions: the most important problem could be timing but the lesson plan has only 4 activities and they are calculated according to the students ‘time. Assessment: The assessment will be focused on observation of the students and the correction of every task in order to help them to study and check understanding of the new topic. Routine (1 minute) T: Hello Students! You are welcome to our class. How are you? Ss: Fine! And you? T: Right! I´m fine, too! Well, let´s start the class!  Transition: let´s sit in a semi-circle...  Presentation (20 minutes) T: Ready? Ss: Yes! T: Well, last class I gave you some homework. Did you do it? (just in case they didn´t do the homework, I will give them some time in the class to do it. Also, the students who did it, I will give them some time to ask their doubts) Ss: Yes! T: Very good! Let´s check it!! I gave you a role-play! You will have to choose a city and make a dialogue similar to the ones we did last class using the new structure. You will do it in pairs. One of you will ask questions and the other one will answer according to the city you have chosen. Are you ready to start? Ss: Yes!
  4. 4. T: Which pair wants to start? Ss: We!! (One of the pair stands up and offer themselves to start the role-play). T: Right! Could you start? (the students are Juana and Jorgito) Juana: I chose Bahia Blanca. Jorgito: Is there a museum in Bahia Blanca? Juana: No, there isn´t. Jorgito: Are there any parks in Bahia Blanca? Juana: Yes, there are. Jorgito: Is there a zoo? Juana : No, there isn´t. (The students divide in 10 pairs. The rest of the pairs did the same procedure as Juana and Jorgito. The students had some problems in the parts of the city but I corrected them and they did it well. Perhaps, there were some pronunciation mistakes but I corrected them and I pronounced the word correctly and the students repeated after me) Transition: let´s talk about our houses!!!! Pre-Reading Activity (15 minutes) Activity 1 T: let´s continue sitting in a semi-circle. Do you know I have a beautiful house? Ss: no!! T: Well, it is very big and comfortable. I brought a description of my house, but before starting to read it, you are going to learn some parts of the house. Let´s see the following flashcards:
  5. 5. This is a kitchen. It is white and big. This is a bathroom. It is white and black.
  6. 6. This is a bedroom. It is green, white and black. This is my garden. There are red, pink and white flowers.
  7. 7. This is a living room. It is white, orange, yellow and brown. T: let´s read the flashcards aloud! (I will correct the pronunciation while they read the sentences) As you could see, I have a big house! Let´s see the following structure: HOW MANY BEDROOMS ARE THERE? T: What is familiar to you in this question? Ss: Are there! T: Perfect! Now, you are going to learn a new question structure! You use “how many” to ask about quantity. (mining the meaning of quantity). Let´s write an example on the board: How many bathrooms are there in your house? There are 2 bathrooms. (I will write the example on the board) T: you will answer the question using the structure “there is/there are” in their positive forms.
  8. 8. Let´s do another example: How many kitchens are there in your house? (I write the example on the board without the answer) T: If you have only one kitchen, how do you answer it? Ss: There is one. T: Perfect! If the answer is singular or plural, the question will always be in plural. Is it clear? Ss: Yes! Transition: Let´s continue working! While- Reading activity (10 minutes) Activity 2 T: Let´s sit in a semi-circle! Let´s read the description of my house! I will give you a worksheet with the description but it also has three photos of three different houses. Only one photo is of my house. While you are reading, you will have to choose he correct one. What is the source of these images?
  9. 9. My house is beautiful and very big! I love it. My house is in the center of Río Colorado. There is a large living room, a small kitchen and two bathrooms. There is a small garden. Also, there are three bedrooms. My bedroom is red and black and my bathroom is white and green. My favorite room is my bedroom. T: ok! Which is my house? Ss: house 2. T: Right! And, how many rooms are there in my house? Ss: There are eight!! T: Very good! And, how many kitchens are there? Ss: there is one. T: Perfect! And, how many bedrooms are there? Ss: There are three. T: Well done! Transition: let´s work in pairs …. After- reading Activity (10 minutes) Activity 3 T: please, sit in pairs! I will give you a worksheet with 4 questions but they are in the wrong order. You will have to order them. a. Many/there/gardens/how/are? …………………………………………………………… b. Bedrooms/are/how/there/many? ………………………………………………………… c. There/bathrooms/ how/ many/ are? ……………………………………………………. d. Living rooms/many/are/how/there? ……………………………………………………. Key:
  10. 10. a. How many gardens are there? b. How many bedrooms are there? c. How many bathrooms are there? d. How many living rooms are there? T: Well, let´s check the questions. Who wants to start? Ss: One of the students offers himself and read the first question aloud. (I continue doing the same procedure with the rest of the questions) Transition: let´s read a bit more… Activity 4 (9 minutes) T: My house is very similar to a hotel since my family is very big because I have 3 sisters and 2 brothers. So I decided to bring to a description of a hotel. I will give you a worksheet with the description of it. You will have to read it and answer the questions below it. Is it clear? Ss: yes! Hotel “Gran Sasso” The hotel has got 20 rooms. There are 14 bedrooms. There is a very big kitchen and a garden with lots of games. Also, there are three bathrooms and there is a beautiful living room for the whole hotel. a. How many bathrooms are there in the hotel? …………………………………………………………….. b. How many kitchens are there in the hotel? …………………………………………………………….. c. How many gardens are there in the hotel? …………………………………………………………….. d. How many living rooms are there in the hotel? ………………………………………………………………..
  11. 11. T: Let´s check the activity. Who wants to start answering the first question? Ss: one of the students offers herself. (I continue doing the same procedure. There are some confusing questions but I explain the questions again and they could do them well). Transition: let´s finish our class… Closure (15 minutes) T: Please, sit in a semi- circle again! During the lesson, I have read different descriptions of houses. Now, you are going to write one of your houses! It is an individual activity! I will give you 15 minutes to do the activity and whenthe time is up, I will collect your works and check them at home. You will draw a map of your house similar to the one about my house, and then, you will write a description of it. Please, use the previous descriptions as models. I will give you 10 minutes to do it. Bibliography: “We Can Do It”. Level: Intro. “For Teens 1”. Elementary level.

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