1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Nivel Inicial
Institución Educativa: Jardín Cantepri
Dirección: San Martín 955, Comodoro Rivadavia
Sala / Grado / Año – sección: Sala de 5 años, Los leones
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: El tiempo
Clase Nº: 2
Fecha: 22/05/2018
Hora: 10:20 a 11 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 17/05/2018
· Teaching points: Clothes according to the weather
· Aims or goals:
During this lesson, learners will be able to…
- Talk about weather conditions
- Develop their speaking skills by saying what their favorite weather is
-Develop their listening skills by listening to a song and a colour dictation
-To deepen their understanding of commands/ Instructions while
developing their gross and fine motor skills as well.
Language focus:
Functions Lexis Structures Pronunciation
Revision Look!
Listen!
Sit down.
Stand up.
Understanding
commands
window, sunny,
rainy, windy,
cloudy, snowy,
coat, sandals,
shorts
What is this?
It’s …
It’s
New Watch.
Cut.
Paste
Color.
Umbrella,
sunglasses,
mittens, boots,
What’s the
weather like?
It’s (windy).
I need ...
weather, windy,
window
2. My favourite
weather is ...
Teaching approach: The lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer,2010).
· Integration of skills: students will work on their listening, speaking, and
writing skills
· Materials and resources: song hello hello
https://www.youtube.com/watch?v=tVlcKp3bWH8, video “How’s the
weather?” https://www.youtube.com/watch?v=rD6FRDd9Hew, flashcards,
labels, tape, worksheets, scissors and glue, color pencils, markers and
crayons
· Pedagogical use of ICT in class or at home: In this lesson, a video will be
used to support the presentation and exposure of the students to the
teaching point. Activities organised through the videos (audiovisual
material) enhance language learning and acquisition. There is no tv set or
tape recorder in the classroom so I’ll take my own computer with full
battery and loud speakers in case there’s a power problem.
· Seating arrangement: due to the very limited classroom space available,
the students will be sitting around the three rectangular tables during most
of the class, except while they sing the hello and goodbye songs
· Assessment: what will be assessed and how: I’ll check that students
comprehend the commands given by watching their actions; I’ll check
their understannding of the new lexis by watching them mime the word. I’ll
encourage them to produce the chunks of language I’m teaching and
assess their oral production.
Routine: 3’
Purpose: to start the lesson, get students into the mood for work, establish
rapport.
I’ll get into the classroom and greet students: “Hello! How are you today?” EA:
“Hello!” I’ll ask students to stand up next to their chairs – as they usually do -
and look at me while we sing and mime the usual welcome song. I’ll mime the
song myself demonstrating the actions according to the song lyrics
Hello, hello, hello, how are you?
I’m good! I’m great! I’m wonderful!
Hello, hello, hello, how are you?
I’m tired. I’m hungry. I’m not so good
Hello, hello, hello, how are you?
3. T: Well done, kids! Now sit down, please. Oh! Look at the window! What’s the
weather like today? SA: It’s rainy. T: Very good, it’s rainy today?
Warm up: Timing 5’
Purpose: To elicit and review vocabulary introduced the previous class
and sing about the weather
I will ask the students to watch a video of the weather song. As the video
shows different weather conditions, I will pause it and ask for the right
word. T: Look! What’s the weather like here? EA: It’s
sunny/windy/rainy/cloudy
T: Excellent everyone! Now look at this pictures I have here.
Development
Activity 1: Timing 2’
Purpose: To introduce the written word for each vocabulary item
I’ll show the students different flashcards and labels for the weather
conditions. I will paste each pair of flashcard and label on the board with
tape and have them repeat after me as I read them
Activity 2: Timing 5’
Purpose: To have kids trace the written word for
each vocabulary item
I will give the students a worksheet for them to
trace the words. They will be able to look at the
flashcards and labels on the board as reference
Activity 3: Timing 5’
Purpose: To have kids review vocabulary related to clothes
I’ll say: Today I brought my magic bag. Look! I will take out different items
one by one and ask What’s this? EA: shorts, coat, sandals, umbrella,
mittens, etc. This will be the second class they see most of these items.
Then, I will put on the coat and umbrella and pretend to catch raindrops
with my hands. I’ll ask What’s the weather like? EA: Rainy. T: Excellent!
And now? I will continue putting on clothes and accessories and asking
about the weather.
Activity 3: Timing 7’
Purpose: To have kids relate weather and
clothes in a matching exercise
I’ll say: Now, it’s time for the Book. I’ll show
the book page and say Look! What’s the
weather like? Pointing to one of the pictures.
4. EA: Rainy. What do we need? EA: Umbrella. OK. You have to match. I’ll
pretend to match with a pencil. Then, I’ll give each child their book open
on page 16 for them to match. I’ll walk around the room as they work
helping if necessary, I’ll put a stamp on their books when they finish.
T: Great work, everyone! Now, let’s put the boosk away. I’ll show the
students the English books box for them to put them away.
Activity 4: Timing 10’
Purpose: To have kids relate weather and clothes, to listen and colour
I’ll give the students the worksheet and say: Attention now! Listen and
colour. I will dictate the names and colors of clothes: Color the umbrella
red and yellow. Colour the mittens blue. And so on. Then, I’ll say: Now,
cut and paste. I’ll mime both actions. Students will cut each item of
clothing and paste it in the silhouette of each child depending on the
weather.
Routine: Timing 3’
Purpose: To mark the end of the class
I will collect the worksheets and ask the children to put away their
pencilcases.
Then, I’ll say It’s time to go! I will play the goodbye song for students to
sing and mime with me.
T: See you next class!
Bye bye goodbye
Bye bye bye bye goodbye
I can clap my hands
I can stump my feet
Bye bye goodbye
