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I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Ciccarelli Melisa
Grado y sección: 3er grado
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: What´s the opposite of …?
Clase Nº: 5
Duración de la clase: 50 minutos
Fecha de la clase: 11/11/2019
Fecha de entrega de la planificación: 7/11/2019
Learning Aims
During this lesson, learners will be able to…
 develop their listening skills by listening to a story-video.
 consolidate opposite adjectives
 foster students´ participation in collaborative activities.
 recycle word order in affirmative sentences, and the word order when using
adjectives to describe objects, animals and people.
 stimulate students to interpret stories and to learn the adjectives in context.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Opposites Adjectives,
boy-girl
happy-sad
young-old
Describing animals and
objects using opposite
adjectives.
Word order adjectives
+nouns
asleep-awake
full-empty
old-new
big-small
N
E
W
HOT-COLD
HIGH-LOW
OVER-UNDER
SLOWLY-QUICKLY
SUNNY-RAINY
NOISY-QUIET
LIGHT-DARK
Describing the
characters from the
story and the actions
they have developed
along it.
Materials
short -story from this link
https://www.youtube.com/watch?v=Ro3T0QSh9cU
a photocopy which was prepared by the teacher about the video (annex 1)
a genial.ly presentation prepared by the teacher in order to understand the
vocabulary of the story.
https://view.genial.ly/5dc4305f793f760fc4cf11de/presentation-genially-sin-titulo
adjective dominoes (annex 2)
a white paper and a glu
Procedures
ROUTINE
WARM- UP (10 minutes)
Teacher will start the class by writing on the board the date, the
weather like and this inspirational phrase.
“DREAM BIG”
Scaffolding
strategies: I will
show them a picture
and make gestures
to help them
understand the phrase.
Transition phrase: Then I will say -“are you ready to listen to a
story?”-
PRESENT ATI ON (15 minutes)
Role of the teacher: Controller
I will ask to the students -”have you ever seen a pig flying ?”-, in some minutes
we are going to listen to and watch a video about a pig and a Teddy Bear, who live
some amazing experiences. They go to some places and have some adventures.
First, we will observe a presentation in order to clarify some vocabulary related to
the story.
Teacher will show to the students the presentation.
Scaffolding strategies: Ask questions to the students, such as, what is it?, Do you
know it? The teacher elicits as much information as possible so as to
activate previous knowledge and vocabulary.
Transition phrase: Excellent! So now we are going to watch the video.
Are you ready?
DEVELOP M ENT (PRACTI CE and PRODUCTI ON) (15 minutes)
Role of the teacher: Monitor.
I will play the video. After watching the video once I will give to them some activity
about the video. It will consist on matching the character and the activity they have
done throughout the story. We are going to watch the video again, in order to do
this activity.
Then we will check the activity orally and using the whiteboard.
Scaffolding strategies: Teacher will read the sentences aloud and explain to them
meaning by using the genial.ly presentation. Then I will stop the video in order to
guide to write true or false.
I will ask questions about the story using the target vocabulary and grammar, in
order to check meaning and understandings.
Transition phrase:
Excellent activity!! Now we are going to play a game!
CLOSURE (10 minutes)
Role of the teacher: facilitator
At this stage I will divide the class into groups of 4 students, I will say, ” have you
ever played dominoes?”
I will give to them the dominoes squares, a white piece of paper and some glue.
Then I will explain to them that they should match each adjective with their
opposite. They should glue all the adjectives and their opposite on the white paper.
The winner will be the group that finishes first. Students will play for the sake of
having fun while learning and for having participated on the game, the teacher will
give sweets to all of them. The teacher sticks the papers on the wall
Finally, we will say the prayer, “Thank you Lord for your blessing everyday, Amen”
Then I will say “very good, let´s clean up. We have learnt a lot today,
we have had a great time. Come on! Put your English notebook away
inside your school bag.
Scaffolding strategies:
Teacher will monitor the activity and check if students need help.
Teacher will show to them an example of matching an adjective and its opposite.
Annex 1
Match the character and the activity it develops according to the story.
He flies his plane low.
His plane is big
He flies where it is cold
He flies quickly
He flies in the light
Annex 2
To be completed by your tutor:
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
What do you expect your students to produce? Can we move further
than the lexical items?

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Ciccarelli lesson plan 5 - passed

  • 1. I.S.F.D LENGUAS VIVAS BARILOCHE – PRÁCTICA DOCENTE II ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: Ciccarelli Melisa Grado y sección: 3er grado Nivel lingüístico del curso: Elementary Cantidad de alumnos: 13 Tipo de Planificación: Clase Unidad Temática: What´s the opposite of …? Clase Nº: 5 Duración de la clase: 50 minutos Fecha de la clase: 11/11/2019 Fecha de entrega de la planificación: 7/11/2019 Learning Aims During this lesson, learners will be able to…  develop their listening skills by listening to a story-video.  consolidate opposite adjectives  foster students´ participation in collaborative activities.  recycle word order in affirmative sentences, and the word order when using adjectives to describe objects, animals and people.  stimulate students to interpret stories and to learn the adjectives in context. Language Focus LEXIS FUNCTIONS STRUCTURE R E V Opposites Adjectives, boy-girl happy-sad young-old Describing animals and objects using opposite adjectives. Word order adjectives +nouns
  • 2. asleep-awake full-empty old-new big-small N E W HOT-COLD HIGH-LOW OVER-UNDER SLOWLY-QUICKLY SUNNY-RAINY NOISY-QUIET LIGHT-DARK Describing the characters from the story and the actions they have developed along it. Materials short -story from this link https://www.youtube.com/watch?v=Ro3T0QSh9cU a photocopy which was prepared by the teacher about the video (annex 1) a genial.ly presentation prepared by the teacher in order to understand the vocabulary of the story. https://view.genial.ly/5dc4305f793f760fc4cf11de/presentation-genially-sin-titulo adjective dominoes (annex 2) a white paper and a glu Procedures ROUTINE WARM- UP (10 minutes) Teacher will start the class by writing on the board the date, the weather like and this inspirational phrase. “DREAM BIG” Scaffolding strategies: I will show them a picture and make gestures to help them
  • 3. understand the phrase. Transition phrase: Then I will say -“are you ready to listen to a story?”- PRESENT ATI ON (15 minutes) Role of the teacher: Controller I will ask to the students -”have you ever seen a pig flying ?”-, in some minutes we are going to listen to and watch a video about a pig and a Teddy Bear, who live some amazing experiences. They go to some places and have some adventures. First, we will observe a presentation in order to clarify some vocabulary related to the story. Teacher will show to the students the presentation. Scaffolding strategies: Ask questions to the students, such as, what is it?, Do you know it? The teacher elicits as much information as possible so as to activate previous knowledge and vocabulary. Transition phrase: Excellent! So now we are going to watch the video. Are you ready? DEVELOP M ENT (PRACTI CE and PRODUCTI ON) (15 minutes) Role of the teacher: Monitor. I will play the video. After watching the video once I will give to them some activity about the video. It will consist on matching the character and the activity they have done throughout the story. We are going to watch the video again, in order to do this activity. Then we will check the activity orally and using the whiteboard. Scaffolding strategies: Teacher will read the sentences aloud and explain to them meaning by using the genial.ly presentation. Then I will stop the video in order to guide to write true or false. I will ask questions about the story using the target vocabulary and grammar, in order to check meaning and understandings. Transition phrase:
  • 4. Excellent activity!! Now we are going to play a game! CLOSURE (10 minutes) Role of the teacher: facilitator At this stage I will divide the class into groups of 4 students, I will say, ” have you ever played dominoes?” I will give to them the dominoes squares, a white piece of paper and some glue. Then I will explain to them that they should match each adjective with their opposite. They should glue all the adjectives and their opposite on the white paper. The winner will be the group that finishes first. Students will play for the sake of having fun while learning and for having participated on the game, the teacher will give sweets to all of them. The teacher sticks the papers on the wall Finally, we will say the prayer, “Thank you Lord for your blessing everyday, Amen” Then I will say “very good, let´s clean up. We have learnt a lot today, we have had a great time. Come on! Put your English notebook away inside your school bag. Scaffolding strategies: Teacher will monitor the activity and check if students need help. Teacher will show to them an example of matching an adjective and its opposite. Annex 1
  • 5. Match the character and the activity it develops according to the story. He flies his plane low. His plane is big He flies where it is cold He flies quickly He flies in the light
  • 6. Annex 2 To be completed by your tutor: 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 What do you expect your students to produce? Can we move further than the lexical items?