3 Dumrauf Johanna Clase practica 2 - practica docente I

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Dumrauf Johanna
Institución Educativa: Instituto Oxford
Dirección: Brasil 854
Cantidad de alumnos: 11
Edad: entre 5 y 7 años
Unidad Temática: Summertime
Clase Nº: 2
Fecha: 23rd October
Hora: 10:00 hs
Duración de la clase: 60 minutes
Fecha de entrega de la planificación: 23rd October



Learning aims: 

During this lesson, learners will be able to…
• Learn the vocabulary in English referring to Summertime;
• Develop listening skills with a game;
• Foster interpersonal skills (As children develop communication skills,
their interpersonal and social skills also mature.)
• Develop visual skills with clothing figures;
Learning focus:

The activities will focus on:
• Vocabulary: dress, shorts, sandals, sunhat, t-shirt, trainers.
• Visual and listening skills.
• Painting and imagination.

Integration of skills: 


2. They will develop their:
• Skills for talking about summertime;
• Interpersonal skills working in groups and sharing material.
• Observation skills;
• Space skills;



Multiple intelligences:

• Pictures (spatial intelligence);
• Self-reflection (intrapersonal intelligence);
• Social experience (interpersonal intelligence): cooperative groups;
• Spatial intelligence.

Materials and resources:
• Book: Happy House 2 class book.
Photocopy
Crayons or pencils.
Glue.
Clothing figures
https://www.youtube.com/watch?v=cUylJPEg9Q0
Possible contingencies:
• Children talking at the same time when the teacher explains;
• Children getting distracted during the song activity;
• Children not wanting to sit down and do the activities;
• Children standing up;
Classroom management strategies:
• Start each activity explaining what it is;
• Use the strategy that already works with them to calm them: raise
your hand and put a finger in front of the lips.

3. • Call their attention when they get distracted.
Assessment: collecting information and reporting your findings
• Ask questions about clothes. I help them with a big picture. I can ask
them: “what is he wearing?”,what is she wearing?”,” what colour is it?”.
• Watch children while doing their activity;
• Comment on their work.
Lesson stages:
Routine
• After greeting, we enter the classroom and the children sit on the
tables.
They take their materials out of the backpack.
We write the day and the weather in the notebook.
 Timing: 10 minutes
Lead-in
Presentation
 Purpose:
Warm up
 Timing: 5 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
Ask questions about clothes, showing flashcards.
 "What is this?”
 “What colour is it?”
 “Well done/ very good”
 Scaffolding strategies:

4. • Show the different flashcards;
 Ask them different questions.
 Transition comment to link each stage of the lesson with the next
one:
" Now let's review the clothes we learned with a game."
Development of the sequence of activities
Activity one:
Two silhouettes of children (boy and girl) will be placed on the board.
Children will be placed in a group with a clothes of different colors, for
example, a group has yellow, blue, pink, red and green t-shirts. The
teacher starts the game by saying “He / She is wearing (a yellow
sunhat)”, the group that has the t-shirts must approach with the correct
color and dress the boy or the girl on the board.
 Purpose:
• Learn the vocabulary by associating it with the images.
• To develop listening skills, to consolidate vocabulary and to
learn about clothes.
 Timing: 20 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
The children will be divided into 6 groups (sunhat, t-shirt - shorts -
dress - sandals - trainers). Two silhouettes of children will be placed on
the board. The children are explained that the teacher will detail how
the children of the blackboard are dressed, we can name the silhouettes
like Tom and Emma or that the children choose the names. The teacher
begins to say, slowly so that the children find the solution and approach
the board, the following:
"He / Tom is wearing a red t-shirt, green shorts and blue trainers."
“She / Emma is wearing a yellow dress, a pink sunhat and brown
sandals.”
In the case of playing a second time:
"He / Tom is wearing a green t-shirt, yellow shorts and red sandals."

5. “She / Emma is wearing a blue dress, a yellow sunhat and red trainers.”

6. (Remark: Of each clothes there are different colors.)

7. Distribution of the table in the classroom:
 Scaffolding strategies:
• Show them the images (if necessary.);
• Ask questions about clothes;
 Transition comment to link each stage of the lesson with
the next one:
“Now we will continue practicing on clothes. Are you ready?”

8. Activity Two:
Children should look at the clothesline for the missing clothes.
 Purpose:
• Learn the vocabulary by associating it with the images.
• To consolidate vocabulary and to
learn about clothes.
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
Children will be given a photocopy in which they should find the
missing clothes on the line. At the end of the search they will draw the
missing garment, write their name and paint.

9.  Scaffolding strategies:
 Demonstrate with an example;
 Ask them if they understand and what they have to do.

10. (will respond in L1);
 Tour the tables in case they need help;
 Transition comment to link each stage of the lesson with the next
one:
• “Well done!” “Did you like the activity?”
• We proceed to class closure.
Closure
 Purpose:
• To clean up;
• To say goodbye.
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
• Tell everyone that they worked really nice and I hope you had
fun.
• I teach a fun song to finish the class, it is called: “Boom
ChaCha”, https://www.youtube.com/watch?v=cUylJPEg9Q0 .
Boom ChaCha – Wrap up
Boom Chacha Boom Chacha (x2)
Time is up! Time is up!
Hey yaya Oh Yeah Yeah! (x2)
We are free, WE ARE FREE!!!
• Say goodbye to each of them.

11. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Johanna
The lessonplanrequiresrevision.YouincludedTomandEmma, butyou didnot
presentthem/introduce themwithinacontext.
You mighttell the groupthat theyare your friends.Thattheylove summertime and
elicitthe vocabularyyouintendtoteach byshowingthe clothesthese charactersare
wearing.
Scaffoldingstrategiesare notdescribedindetail.
Will youmime,point,show,demonstrate, elicit?How willyouteachandaid
comprehensionwithoutresortingtothe L1?
You don’tneedtoresubmitthisplan,butI will askyouto considerthisfeedback for
the nextclasses.
Anyquery,letme know.
Ceci