Download to read offline
More Related Content
Similar to Eccheri primary level - lesson plan 1
Eccheri primary level - lesson plan 1
- 1. I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE ALUMNO PRACTICANTE: Ana Eccheri Período de Práctica: Nivel Primario Institución Educativa: Escuela 80 Dirección: El Rincón s/n Grado: 6to grado ‘B’ Cantidad de alumnos: 15 Nivel lingüístico del curso: Principiantes Tipo de Planificación: clase Unidad Temática: Lugares en donde vivimos Clase Nº: 1 Fecha: 27/07/2018 Hora: 13:40 a 15:00 Duración de la clase: 80’ Fecha de primera entrega: 20/07/2018 ……………………………………………………………………………………………………………………………………………………………………… • Teaching points: Where do we live? • Aims: During this lesson, learners will be able to… - revise and recycle vocabulary related to the topic. - develop their listening skills through watching a short story on a video. - develop their writing skills by describing where people live and the places in which they do. - develop their speaking, listening and communicative skills by participating in information gap activities that require oral exchanges. • Language focus:
- 2. LEXIS FUNCTION STRUCTUREPRONUNCIATION REVISION The city, the country, the town, street, neighbourhood, noisy, quiet, safe, dangerous, new, old, fancy Possessive ‘s Describing where we live. Describing someone’s town/ neighbourhood/city….. I live in the country. Marina lives in the ….. Ella’s apartment is….. Saul neighbourhood isn’t…….. /eɪ/ safe- dangerous NEW Possessive adjectives: his, her, their, our Adjectives: simple, delicious, plain Describing places where people live. Her home is in …. His town isn’t….. Their house is… /h/ his- her •Teaching approach: The lesson is sequenced following the PPP approach and is based on the Communicative Approach. The lesson is aimed to help the development of the students listening, speaking, reading and writing skills, giving learners the opportunity to get acquainted with the different words, sounds and functions of the target language while engaging in communicative exchanges. . Integration of skills: Students will be integrating the four language skills by means of speaking and writing about a story they will watch and listen, by speaking and writing while doing an information gap activity and they will also combine reading and writing by ordering words, completing sentences and answering questions. • Materials and resources: Computer, projector, a memory stick with a video downloaded from youtube, three worksheets with the lesson's activities per student, enlarged versions to some of the activities to stick on the board, highlighters and markers of different colours. • Pedagogical use of ICT in class: A video will provide the context for the lesson and will form the basis for the teaching points at the presentation stage • Seating arrangement: Students will be sitting facing the board in their individual tables. At some points in the lesson, they will be required to work in groups and move their tables closer together to facilitate dialogue and collaboration.
- 3. • Cooperative work:As a class, students will work individually and interact with the teacher. When working in groups students will interact with each other and with the teacher as well. • Assessment: I will be constantly monitoring and evaluating students ‘performance and progress. Learners’ comprehension will be assessed considering their personalities, learning styles and a wide range of communicative abilities. Routine -5’: I’ll enter the classroom and I’ll greet the children by saying ‘ Hello children, how are you today?’ SA: ‘Hello! OK, and you?’ TA: ‘I’m great! I’m glad to see you again!’ As this will be the first class after their winter holidays I will ask them:’ Did you have a good time during your winter holidays?’ ‘Are you happy to be at school again?’ ‘Yes? Great!’ Transition: ‘Good!’ Now, Now I’ll say: I’ll show you some pictures, right?’ Lead-in or Warm-up 5’ : Purpose: to engage students’ imagination and curiosity as a means to involve them in establishing a context that will help to make the meaning and use of the new teaching points easier to understand. Using my computer and a projector, I will show students the following pictures: I’ll ask: ‘Look at these pictures. Can you tell me what they are about?’ SA: ‘The city’ TA: Right, Julieta! The city and the….? SA: ‘The city and the country” TA: ‘That’s right! Good, now look at this picture, it’s the title of a story. Can you predict what it will be about?’ SA: ‘The country mouse visits the city mouse’ TA: Yes! the country mouse visits his friend in the city, and…. Do you think, the city mouse goes to the country and visits her friend as well? Yes?
- 4. Transition: ‘Good! Let’sfind out more about the story’ Presentation and practice: 20’ Purpose: to provide a context for reviewing and recycling the vocabulary and language structures taught in the previous class as well as to facilitate the introduction of the new teaching points. Using my computer and a projector I’ll show the students the following video: While I’ll get my computer and I’ll get ready to run it, I’ll tell the students: ‘Do you want to watch a video on youtube? Yes! I’m sure you’ll like it’. I will say: ’No, watch the video in silence and pay attention to the story’ City mouse and country mouse Link:https://www.youtube.com/watch?v=3XTU-jB83zc Audio’s transcript: Molly the mouse lives in a small house in the country, ‘I like the country it’s quiet, ah..’ Marco the mouse is Molly’s friend, he lives in a big house in the city,
- 5. ‘I like thecity, it’s noisy’ One day, Marco visits Molly in the country ‘Hello, Molly! I’m here!’ ‘Hello, Marco! Welcome to the country!’ At lunchtime, Molly gives Marco some bread and cheese ‘Bread and cheese? I don’t like bread and cheese!’ ‘In the city, we eat delicious food’ ‘We eat pizza and ice cream, we eat pizza’ ‘Come with me to the city!’ Oh! So, Molly goes to the city with Marco ‘This is my house Molly, come in!’ ‘It’s fantastic!’ It’s lunchtime ‘I’m hungry! Let’s eat’ ‘Look! Ham, tomatoes and pizza’ ‘And ice cream!’ But suddenly… they hear a noise! ‘Miaow! Oh! What’s that?’ ‘Miaow! Oh! It’s a cat! Run Molly, run! The two mice ran away…. ‘I’m going home!’ ‘In the city, we’ve got ham, tomatoes and pizza and ice cream! And a big cat too! I like the country! Bye bye, Marco! … And Molly goes home to the country
- 6. After the childrenhave watched the video, I’ll show them the following pictures extracted from the story as a means to present and illustrate the first models of the new structures containing the target items. ‘Now, look at these pictures. Molly’s dress is simple – Her dress is simple. Now look at Marco’s jacket – His jacket is…? Is it simple? No, it isn’t! His jacket is fancy.’ Molly’s dress is simple. Marco’s jacket is fancy. Her dress is simple. His jacket is fancy. I’ll continue: ‘OK, let’s look at these other pictures? Do you think Molly’s home is safe?’ EA: ‘Yes it’s safe’ TA: That’s right! Her home is safe.’ As I go through the rest of the pictures I will encourage students to repeat the language chunks after me, and as soon as I feel they understand the meaning and use of the new form, I will try to elicit some examples from the students themselves. Molly’s home is safe. Marco’s home is dangerous. --- home is safe. --- home is dangerous.
- 7. Molly’s food isplain. Marco’s food is delicious. --- food is plain. --- food is delicious. Her name is Molly His name is….. Their names are Molly and ----- Her nose is pink His nose is pink Their noses are pink. Her ears are big His ears are big ---- ears are big. Finally, I will say to the students: ‘Look! I think Marco and Molly are talking to each other:
- 8. ‘Marco, my shirtis red’ ‘My shirt is red too! Our shirts are red!’ ‘Molly, my house is very big!’ ‘My house is very small’. ‘Our houses are very different!’ ‘Yes, my home is big but dangerous and your home is small but safe!’ Subsequently, I will ask the students: ‘Is our school small?’ SA: No! TQ: ‘How is it then?’ SA: ’It’s big.’ TA: ‘That’s right our school is big, it’s very big! To conclude and check comprehension, I will stick the following chart on the board and I will ask the children to help me to complete it. The chart will remain on the board to be used as visual support for future activities.
- 9. Possessive Adjectives I Mydress is old. You Your jeans are new. She --- home is small. He --- home is big. We --- town is quiet. They ---- houses are different. Transition: ‘Very good! Now let’s do more practice!’ Development: 25’ Purpose: to practice the new teaching points. Activity 1- 10’ I will give the secretary of the day a set of worksheets with the activities for the lesson and she/he will be in charged to give one to each student. The worksheets will include the activity that follows. I will also hang on the board an enlarged copy of the same activity. Activity 1 a)Write the correct pronoun inside the brackets (one is already done) b) Match the names the corresponding possessive adjective and then with the words that make the right A B C (she) -Molly -Their - dress is old. - jacket is fancy. (--) -Marco -Our - shirts are red. - food is plain. (--) -Molly and Marco -His - houses are different. - names are Molly and Marco. - houses are different. (---) -Molly and Marco -Her - food is delicious. Once everybody has the worksheet, I will explain the activity: ‘ first, you have to write the personal pronoun for Molly. If we are talking about Molly we can refer to….? He or she?’ SA: ‘she’ TA: ‘That’s
- 10. right! She!’ Thenif we are talking about Molly’s dress we say….?’ SA: ‘Her dress’ TA: ‘very good! Her dress!’ Once I made sure that everybody has understood, I’ll give them five minutes to complete the activity. While students are working, I’ll walk around their desks monitoring their work and providing help, only if it’s required. After the five minutes pass, I will call one student at a time to come to the front, give them a colour marker and ask him/her to complete one section of the activity. (there are 15 stages to complete the activity, one for each student to do) T:’ Nacho, come to the front. Please? Can you write the corresponding pronoun for Marco? Very good! He! Did everybody write he? Yes great!’ ‘Now, let’s see… Julieta, can you highlight the word ‘Marco’ and with the same colour highlight the possessive adjective we use to talk about his things or relatives?....’ We will continue the same way throughout the whole activity. T: ‘Well done kids! Let’s move to the next activity.’ Activity 2 - 15’ I’ll divide the students into pairs and I will give the secretary of the day a set of worksheets as the one that follows and she/he will be in charged to give one to each pair group. Activity 2 A – Complete the sentences with the words in the box. your her our his My Their 1 - I’m Macarena, I’m 11. My sister is 10. 2 - We live in the country. --- house is in the woods. 3 - Benjamin cap is simple, but --- sneakers are fancy. 4 - That’s my friend Melany, --- mother’s ice-cream is delicious. 5 - Tamara and Olivia live in the city. ---- street is very noisy. 6 - Is ---- town dangerous? No, it isn’t. My town is very safe. B – Write the words in the correct order and make questions. Then match them to the pictures and write the answers.
- 11. 1 - house/ is / small / their / ? ------------ 2 – his /city / noisy / is/ ? -No, it isn’t- 3 – sister / your / is / 10 / ? ------------ 4 – cake / plain / her/ is / ? ------------- This activity will be checked orally, so I will ask volunteers to read their answers and then all together will say the correct answer. Activity 3: 15’ Ben - What’s his/her name? - How old is he? - Where is his home? - How is his house?
- 12. His name isBen, he is 11, his home is in the country and his house is big. Jack and Billy Kim and Kevin Fiona
- 13. Sebastian Camila and Nadia Activity4: 10’ I’ll give each student a printed sheet of paper like the one below and ask them to complete it. As this last activity is meant to be a freer one, I will not give them more instructions than the mentioned before but I will walk around their tables giving advice only if I’m asked for. Once they havefinished I’ll give them glue and ask them to stick their work on a big sheet of coloured paper to then hang it on display on a classroom wall.
- 14. Where I live My I’m Ilive in MY house is Look at my home! Closure: I’ll congratulate the students for their attention, compromise and hard work and say: ‘ Goodbye! See you next Friday! Have a nice weekend!’
- 15. Homework: As childrenare at school from 8 am to 3.15 pm, homework for the special areas is not part of their routine. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization X Coherence and sequencing X Variety of resources – Learning styles X Stages and activities X Teaching strategies X Language accuracy X Observations Minimumscore:18 / 30 Score:_28___ /30 Lovelyresources,Eli! Keepaneye ontiminganddo involve students`active participationinthe differentstages. Have a greattime!