1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
Mandatory Assignment 1.1
NAME: Leticia Gieser
DATE:March 20th
MATERIA: Taller de Práctica Docente III
Assignment: Diagnostic Didactics and Questionnaire
Nombre del alumno: Gieser
Leticia.......................................................................................................................
Questionnaire
1. From the previous Didactic courses you did, what teaching and learning theories, and what
approaches or methods support or will support your teaching? Why? What authors will
you consult during your practicum?
From my previous Didactic courses, the teaching and learning theory that I considered and
nowadays follow/adhere todo is Constructivism. I firmly think that the best way to teach
and learn is through different experiences in which the teacher acts as a guider or
facilitator and the students ‘construct’ their knowledge interacting with their peers and
doing a collaborative work. This interaction will help to students to share their thoughts
and build their knowledge with different contributions.
Thus, collaborative learning has a great importance to provide opportunities to practisce
skills in communication, knowledge sharing and critical thinking.
From my practical experience, the usage of different technological resources such as
videos, song, movies and so on were important to catch the student’s attention, so in this
case the most of my classes were based on CLIL lessons. According to the age of students, I
tried to develop the class with different resources and provide them the necessary tools.
During my practicum, the authors that I will consult are Bruner, Piaget, Banegas because I
did so several times before doing my lesson plans.
Con formato: Color de fuente: Azul
2. 2. What is your perspective of lesson planning? From past experiences in Didactics, what are
your strengths and what are the aspects to improve?
My perspective of a lesson planning is to try to develop in every class something different
that helps to students to understand and learn the topic but at the same time makes the
subject enjoyable, which in the most of cases could result difficult and boringed for
students.
From past experiences in Didactics, my strengths are in the usage of different resources,
technological or not, the ideas of using different games in every class as icebreakers where
the students have to move, or sing or do different activities using the topic.
And the aspects to improve are related with my fluency or usage of the language in the
class; I mean, I recognize that I have to improve my pronunciation and try to use the
language during the whole class, from daily commands to questions. That is why I watch
different pronunciation videos, practisce the hard words that I will teach and so on.
However, I love the idea of improving and being better in every class so I took different
teachers strategies that could help me and always try to communicate with different
colleagues for a second view or ideas.
3. What is your view of children and teenagers learning English at school?
From my point of view the children and teenagers learning English at school is not what
every teacher expects to be; I mean, first of all the students have English classes twice a
week forty minutes and in the most of cases this is not enough to learn the language.
Second, in several schools the teachers don’t have the necessary tools such as CD player,
projector or TV to use and develop an attractive class to catch the students’ attention and
teach in a different way. And finally, the English books are really expensive and there are
students that couldn’t afford it. As a result, they could (not?) develop their classes in a
complete way.
4. How much exposure to the L2 do you think it is necessary to include in your classes? What
are the sources of this exposure? Do you favour an English-only perspective? Why?
I think that it is necessary develop the whole class using the second language, because of
in that way, we help to students to communicate in a simple way using the language. In
many cases this is the most difficult for children, but if the teachers help them to develop
the listening skill and put it in practice, the students finally adapt to that.
The sources that would help to develop it are videos, songs, flashcards with commands or
the vocabulary that they are learning. Also it is important to use the usage of different
games in which the students have to interact with their peers and teacher, using the
mimemiming to understand, trying to avoid the usage of the First language.
5. What is the ultimate goal of teaching an L2 for you? What do we teach the language for?
What do learners need?
The ultimate goal of teaching an L2 for me is to inspire to students to become self-
motivated and reach beyond their own expectations. To Develop every class with passion
Comentado [A1]: Awesome!
Comentado [A2]: Great, Leti! You are committed and
determined to improve.
3. using all my knowledge and strategies to plant in every student the love for the language
and show them that is not as difficult as they think; giving to every student the opportunity
to develop and express what they think.
We, as teachers or future teachers, have to teach to improve the students’ knowledge
about the second language, trying to use every macro skill (listening, reading, writing and
speaking) to encourage to learners to use it in every class. Also, giving to students different
opportunities to be better and demonstrate all their knowledge, and the best way to do
that is using the motivation. I think that with a motivated child everything is possible.
The learners need to understand what they are learning to feel secure to speak and
participate in every class. Also the students need the teacher and family support to learn
and be confident in every stage in the classroom.
6. Do you have any experience teaching EFL? In what context? To what ages?
I have experience in kinder 3, 4 and 5 and Primary school from first grade to sixth grade. So
my student’s age goes from 3 years old to 12 years old. I worked in private schools where
the students, in primary, have English 4 times per week, and I remember that they loved
the language, enjoyed every class and it was possible to use different resources and be
creative lesson plans. Thanks to that experience I realize that this is my passion, teaching,
but I love learning too; so I consider that teaching is a constantly learning process, just this
depends on our desire to be better.
7. Feel free to add any comments that you would like to share with your tutor.
I would like to learning from this experience and do my best in every lesson plan,
improving all the points that you consider for an effective learning process. I know that
every comment will be with the idea of helping me to be a great professional and put my
best effort in every class, doing this enjoyable and interesting. I am really happy to be in
this instance and share with you my experience and of course, continue learning.
Mock Lesson
Student: Gieser Leticia
Período de Práctica
Number of Students: 25
Age: 5 years old
Level: Beginners
Lesson plan: a class
Date: March, 20th
Time: 40’
4. Teaching Points: The family ( Mummy – Daddy – Sister – Brother – Baby)
Aims: During this lesson, learners will be able to
- Identify and name members of family
- Develop their listening skills by listening and watching a video with a song and finger
puppets.
- To deepen their understanding of commands/ instructions while developing their
macro skills as will.
Language Focus
Lexis Function Structure Pronunciation
Revision
Look!
Listen!
Watch!
Pay attention!
Giving
Commands or
Instruction
Let’s make a circle
Let’s colour!
What do you think?
Watch /æ/
New Mummy – Daddy
– Brother – Sister
- Baby
Recognizing their
family members
Who is..?
She / He
Let’s draw!
Brother /ð/
Teaching Approach: The lesson is focused on their daily environment, and organized
through PPP procedure (Harmer, 2000)
Material and Resources: Video (YouTube: Song finger puppets), big family members
poster, their hands and fingers, a monkey puppet.
Pedagogical Use of ICT in class: In this lesson, a video will be used to introduce and teach
the new topic – through different activities combined with the audio and images in the
video (audio-visual resource) to enhances language learning and acquisitions.
Seating arrangement: Students will be sitting in a circle on the floor in order to facilitate
visual contact and interaction within the group. At the some points in the lesson, they’ll
move their hands and fingers, imitatinge the video.
Cooperative Work: learners of this age are in the parallel play stage, so it is important that
they could help themselves and play together.
Possible Problems / difficulties and their possible solution during the class: Children may
get excited at the time to watch the video and the song. In that case, I’ll explain to them
that they have to be quiet and pay attention to the video that they will watch. The teacher
will show them a little puppet in her pocket to catch their attention, if it is necessary.
5. Potential problems students may have with the language: they may not understand the
question “who is he/she?” The teacher will help those showing flashcards to guide them
and they could realize.
Assessment: what will be assessed and how: the teacher will check that students
comprehend and identify the different members of family by watching them, mime the
word and imitate the song with finger puppets: providing them with the necessary input,
and I’ll encourage them to produce the chunks of language that teacher is teaching.
Routine: 5’
Purpose: to start the lesson, get students into the mood for work, establish rapport.
- The teacher will get into the classroom with Monkey (a puppet) and greet students:
‘Hello! How are you?’ EA: ‘Happy!!’
Teacher: ‘say hello to Monkey!’
EA: ‘Hello Monkey!’
The teacher will ask students to sit in a circle on the floor and they will start to sing the
hello song:
‘Hello, Hello, Hello how are you?
I’m fine! I’m fine! I hope that you’re too!
(Repeat twice) at the same time the teacher will play with Monkey pointing some
students.
Warm Up: 5’
Purpose: to introduce the topic and teaching points.
Now teacher will say to students that that day Monkey has a surprise for them. So
teacher will encourage to students to say what they think it is.
Teacher has a bag and she will show it, ‘so…what do you think?’ ‘Is it….a monster?’ EA:
‘yeeeessss…..Noooo’
‘Is it….a computer?’ She will point to the laptop in the classroom EA: ‘yesss ….Noooo’
Teacher: ‘mmm….well….do you want to see? (She will show again the bag to help to
students to understand). EA: ‘Yess!’
Here the teacher will take from the bag different monkey family puppets poster, and she
will ask to students: ’what can you see?’ the students probably realize the baby so they
will say: ‘a baby!’
Teacher: ‘Nico (she will point to the picture) who is he? He will say: ‘papá!’…’great!,
Daddy’
Lucía: ‘who is she?’ EA:’mamá!’ Teacher: ‘well done!, mummy’.
Next the teacher will encourage to students to repeat after her. The teacher will invite
to students to say the name of every members, while she shows them.
Comentado [A3]: Good!
Comentado [A4]: You may look for a picture of a monkey family,
so that the idea of the puppets becomes a surprise for later on.
6. Transition: the teacher will take the monkey poster and she will stick it on the board,
inviting to students to say name every member, and she will say that those are our new
friends. The monkey Family.
Presentation 10’
Purpose: To further expose the learners to the target language to foster comprehension
of the video and the song.
https://youtu.be/R3cBkJU9ixc
After watching the video, the teacher will ask to students: ‘what can you watch?’, and
they will say (probably) ‘Familia’. Teacher: ‘Great! It is about Monkey family’
Here the teacher will divide the class in small groups, (five groups) everyone will have a
flashcard of a member: daddy….and so on. They will practisce with the teacher, she will
say: ‘Mummy!’ and the mummy group has to put the flashcard up.
So she will play the video again but this time she will sing the song to encourage to
students to try to sing it along.
While they’re watching and listening the video, they will have to put up the picture
according to what they listen. For instance: the group that has mummy, they will have
to put it up. The teacher will help them to recognize every member. They will repeat
twice as the video.
Transition: After watching the video the teacher will say: ‘well, let’s play with family’.
Development 10’
Activity 1: 5’
The teacher will stick a big hand on the board and the members of family in different
parts of the classroom, so she will play the video but this time, the students will need
Comentado [A5]: The video is about a regular family. I found this
video about a monkey family.
https://www.youtube.com/watch?v=BxX6VYL86Yo
Remember to keep the context.
Comentado [A6]: Is it a relevant question?
You should include meaningful transitions. Before watching the
video, what will you say? What do you expect your students to do
while watching it?
Comentado [A7]: Instructions must be included using Direct
Speech.
7. only the audio. So when they realize who is the member that they will have to stick, the
teacher will call some students (previous she will stop de video) to go pass in front of
the class and stick the picture in the hand.
Activity 2: 10’
The teacher will ask the students to sit the students in their seaits, and she will give
them a sheet of paper. OIn it, the students will have to draw and colour their family.
The teacher will stick a sticker with the title: “My Family” and the name of the student
oin every sheet of paper.
Closure: 5’ – Let’s play – Guess who is…?
The teacher will invite to students to put their productions works on the table and sit
again on the floor.
So here, she will show to students a little piece of a flashcard, in which they will have to
guess who is he…she is.?
So the teacher will ask: ‘who is…?’ and slowly she will show a little piece, and the
students will say ‘mummy!’. They will repeat with all members.
Homework: the teacher will stick in their notebook a photocopy in which they will have
the family puppets:
They will have to colour and cut them out, putting them in a bag for the next class. The
teacher will explain how to do them in a note.
Familia
Hoy en la clase de Inglés trabajamos con la familia. Para la
próxima clase su hijo/a deberá traer coloreado y recortado
en un sobre la fotocopia que adjunto con esta nota.
La misma contiene títeres de dedos, los cuales se
terminarán en clases.
Muchas gracias!
Miss Lety
Comentado [A8]: Instruction?
Comentado [A9]: You must include them in your lesson plan.
![2. What is your perspective of lesson planning? From past experiences in Didactics, what are
your strengths and what are the aspects to improve?
My perspective of a lesson planning is to try to develop in every class something different
that helps to students to understand and learn the topic but at the same time makes the
subject enjoyable, which in the most of cases could result difficult and boringed for
students.
From past experiences in Didactics, my strengths are in the usage of different resources,
technological or not, the ideas of using different games in every class as icebreakers where
the students have to move, or sing or do different activities using the topic.
And the aspects to improve are related with my fluency or usage of the language in the
class; I mean, I recognize that I have to improve my pronunciation and try to use the
language during the whole class, from daily commands to questions. That is why I watch
different pronunciation videos, practisce the hard words that I will teach and so on.
However, I love the idea of improving and being better in every class so I took different
teachers strategies that could help me and always try to communicate with different
colleagues for a second view or ideas.
3. What is your view of children and teenagers learning English at school?
From my point of view the children and teenagers learning English at school is not what
every teacher expects to be; I mean, first of all the students have English classes twice a
week forty minutes and in the most of cases this is not enough to learn the language.
Second, in several schools the teachers don’t have the necessary tools such as CD player,
projector or TV to use and develop an attractive class to catch the students’ attention and
teach in a different way. And finally, the English books are really expensive and there are
students that couldn’t afford it. As a result, they could (not?) develop their classes in a
complete way.
4. How much exposure to the L2 do you think it is necessary to include in your classes? What
are the sources of this exposure? Do you favour an English-only perspective? Why?
I think that it is necessary develop the whole class using the second language, because of
in that way, we help to students to communicate in a simple way using the language. In
many cases this is the most difficult for children, but if the teachers help them to develop
the listening skill and put it in practice, the students finally adapt to that.
The sources that would help to develop it are videos, songs, flashcards with commands or
the vocabulary that they are learning. Also it is important to use the usage of different
games in which the students have to interact with their peers and teacher, using the
mimemiming to understand, trying to avoid the usage of the First language.
5. What is the ultimate goal of teaching an L2 for you? What do we teach the language for?
What do learners need?
The ultimate goal of teaching an L2 for me is to inspire to students to become self-
motivated and reach beyond their own expectations. To Develop every class with passion
Comentado [A1]: Awesome!
Comentado [A2]: Great, Leti! You are committed and
determined to improve.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)