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Tpd 2015 tielve - myriam - second period - lesson 2
- 1. Taller de Práctica Docente 2015 Tutora: Prof. Cecilia A. Zemborain Co- tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur Lesson Plans – Practicum – Second Period I.F.D.C. LenguasVivas Taller de Práctica Docente ALUMNA PRACTICANTE: Myriam Beatriz Tielve Peer Corrector: Paula Schulze Período de Práctica: Segundo – Nivel Primario Institución Educativa: Instituto Juana de Ibarbourou Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere - Buenos Aires Sala/Grado/Año: 5to C – Turno Mañana Cantidad de alumnos: 36 Nivel Lingüistico del curso: Beginners Tipo de Planificación: Clase UnidadTemática: Our neighbourhood Clase N°: 2 Fecha: 14/07/2015 Hora: 7.35 – 8.25 Duración de la clase: 50´ Fecha de la primera entrega: 9 /07/2015 • Teaching Points: Are there? (Interrogative form) – Short answers (Yes, there are/No, there aren´t.) How many … are there? There are… • Aims and goals: During this lesson, learners will be able to… o Recognize, identify and mention vocabulary connected with the story of “The Old House”.
- 2. o Identify and use the structure “Are there?” in questions with “Yes/No answer.” o Identify the structure “How many… are there? to ask about number of objects, animals and people. o Follow simple commands while they are getting organized to work. • Language focus: LEXIS FUNCTION STRUCTURES PRONUNCIATION REVISION Greetings Hello! Goodbye! The Imperative Smile! Shake! Sit down! Listen to! People Boy; girl; woman; man Animals Cats Objects Cups; plates; seats; boxes; bins. -Greeting people. -Giving commands and instructions. -Identifying and naming people, objects and animals. -Wh- Questions in the simple present -How are you today? I´m fine. Polite requests -Let´s sit down/look at the T.V/ open your book on page… -Listen to your partner, please! Is there…?+ people, animals and objects. Yes/No answers Yes, there is/No, there isn´t a… Recognition and use of the sounds |ʌ| in cup |ɜː| in girl NEW Animals Birds; monkeys Means of transport Planes; boats Steps; eggs -Asking and answering yes/no questions about animals; means of transport; objects. -Questions with Yes/No answer -Are there… on page …? Yes, there are/No, there aren´t. -Wh-questions in simple present -What are they? They are… -How many are there…? There are+number Recognition and use of the existential pronoun “there” in its weak form |ðər| there |ɜː|in birds
- 3. • Teaching approach: The Natural Approach and the PPP method. The students are expected to interact with the teacher and peers in a natural way. • Integrating skills: Listening while watching a video and Speaking while interacting with the teacher and partners. • Materials and resources: The book “The Old House”-pages 6 and 9; Derek Strange; Oxford University Press; 1998. A television and a DVD player. • Pedagogical use of ICT in class: In this lesson we will work with a video from you tube https://www.youtube.com/watch?v=WF-yPPHfPPk which I will record on a DVD. The students will watch it for the first time just for recognition and identification of the new vocabulary and later they will use it to perform some activities. I will send a note to the students´ parents so that they can share this material with the children at home. • Seating arrangements: The students will seat at tables in groups. There are six tables in the room and so there are six students in each table and the television will be in front of the classroom. The students will stand up to sing the first and second stanza of the greeting song. • Cooperative work: Students will work in a cooperative way asking and answering questions with a partner. They will also facilitate words if their partners do not remember them. • Possible problems/difficulties and their solutions during the class: It is possible that some of the students feel shy to ask and answer questions with their partners. If this happens I will sit next to them and encourage them in order to make them feel more confident. If any student uses L1 during the interaction I will encourage him/her to use L2 by modelling the question or the answer and using the technique of repetition. Just in case there is any problem with the use of the technological devices I will include an optional activity in the presentation stage and I will take the necessary material with me. The material will be a bag with pictures in it.
- 4. • Potential problems students may have with the language: Students may not remember some words connected with story “The Old House”, in this case I will elicit the word from their partners by asking the following question “What is the English word for…?. Another possibility is asking Yes/No questions while pointing to the pictures on the book or on the television screen: “Are they birds or cats?” • Assessment: I will assess learners’ comprehension and understanding through their oral interactions, and their participation and development during the activities. This lesson will be delivered on Tuesday 14th July from 7.35 to 8.25. However, the lesson starts at 7.40 as the students hoist the national flag and are welcomed to school by the headmistress before going into the classroom. Later the lesson is interrupted from 8.10 to 8.20 by a break in which the English teacher is in charge of the group in the playground and then they have 5 minutes more in the classroom. In these last five minutes the English teacher usually assigns the homework for the following week. Routine: 5´ Purpose: to greet students and get them into a positive mood to start the lesson. I will come into the classroom and greet the students “Hello! EA: “Hello!” Then I will ask a volunteer to write the date on the board. I will give him/her a piece of chalk and I will ask the whole class: T: What day is today? Ss: Tuesday/It´s Tuesday/Today is Tuesday. T: Well done, kids! Today is Tuesday. Is it the 13th or the 14th July? Ss: 14th July. T: That´s right! Thank you! Now stand up, please! We are going to sing the greeting song! Do you remember it? Ss: Yes /Yes, we do. Start the Day With a Smile This is the way we start the day Start the day, start the day, This is the way we start the day, So early in the morning. First we smile and shake a hand, Shake a hand, shake a hand, First we smile and shake a hand, So early in the morning. Then we sit down quietly, Quietly, quietly, Then we sit down quietly, So early in the morning. We listen very carefully, Carefully, carefully, We listen very carefully, So early in the morning.
- 5. Source :http://www.canteach.ca/elementary/songspoem68.html - I will use the same music as in https://youtube.com/watch?V=zoJjUHBNufY – Adapted for pedagogical use. Transition: Well done, kids! Now we are going to check your homework! Warm up: 5´ Purpose: to share their homework with a partner and encourage them to use the technique of peer correction. I will ask the students to open their folders and share with the partner sitting next to them the sentences they had to write about the centre of their own town. Students are used to doing this kind of activity with their English teacher so I don´t think there will be any problem. If there is any student who has not a partner, I will ask him/ her to work in a group of three. I will proceed like this: T: Open your folders on the page where you have the homework for today! Well done, kids! Now read your sentences to the partner sitting next to you! Then listen to your partner´s sentences! Be respectful to your partner´s work! You have 4 minutes! Let´s start! I will go round the classroom to check that they are performing the activity and helping those students who have any problem. I will also ask some students to read their sentences in a loud voice to practise reading and check their pronunciation. T: Ok, kids! The activity has to finish! Now write your name on the sheets of paper and place them on the table! I will later pick them up and take them home to check! Transition: Well done, kids! Let´s enjoy a video together! Presentation: 10´ Purpose: to present the new structure and vocabulary while watching a video and interacting with the teacher and their partners. T: We are going to watch a video about a dinosaur called “Gogo”. Gogo is going round the town. Pay attention to what Gogo can see in this town to share with your partners later. While giving the instructions I will do the mimicry as if I were Gogo walking round the town. I will play the following video: https://www.youtube.com/watch?v=WF-yPPHfPPk for the first time without any interruption. When the video finishes I will check understanding with the following questions: T: What animal is Gogo? EA: A dinosaur. T: What colour is Gogo? EA: Red/It´s red/He´s red. T: What can Gogo see in town? EA: Boats, monkeys, bananas, birds, etc. (I will let students say what they remember from the video) T: Are there any dogs in the video? EA: No. T: Well done, kids! There are no dogs in the video. What animals are there in the video? EA: There are monkeys. I will go on with some similar questions about boats, balls, eggs, birds and cars. T: Excellent, kids! Now I will play the video again but I will stop it to ask you some questions! Alternative presentation in case there is any problem with the technology: I will take to the classroom a bag with the following pictures in it:
- 7. http://previews.123rf.com/images/ddraw/ddraw 1102/ddraw110200012/8895233-Cartoon-airplanes-Funny-vector-characters-isolated-objects-Stock- Vector.jpg http://www.maderwilonline.com.ar/media/catalog/category/Escale ra3.jpg The figures will be big enough to hang on the board and I will tell the story of “Gogo, the dinosaur” myself: “One day Gogo, the dinosaur, and his friends decided to walk round the town. While he was walking along the river he saw some boats. He asked his friends: “How many boats are there in the river?”. His friends answer: “ There are three boats, Gogo!” I see, there are three boats in the river….”. I will continue the story while I hang the pictures on the board and I will change my voice to imitate a dinosaur and some boys or girls to grab the students´ attention. Transition: Very good, kids! Let´s watch the video again! Development :10´ Purpose: to foster interaction and communication while they watch the video again. First activity : I will play the video and stop it at 54 seconds, 1.18 minute, 1.48 minute, 2.05 minutes, 2.17 minutes, 2.38 minutes, 3.17 minutes, 4.01 minutes, 4.21 minutes and 4.52 minutes. Then I will ask the students: How many boats are there in the town? EA: There are four boats.
- 8. I will write my question and the students´ answer on the board as above. Then I will proceed with monkeys, birds and planes in the same way but I will not write them on the board. In the case of the steps I will let the children watch the video without sound and ask them to count the steps in chorus while Gogo is falling down before asking them “How many steps are there?”. In the last four interruptions I will elicit the question from one student at random while I point to the one written on the board and the scene on the video. And then I will ask another student to answer it. Second activity :I have prepared this activity just in case I have time to perform it in this lesson. If the lesson is interrupted by the break I will include it in the following plan. I will write it down on my journal to let you know about it. Purpose: to practice the new structure in a meaningful context – the story of “The Old House” I will ask the students to open their books on page 6 or 9. I will assign a page to each group as follows: T: This group is going to work on page 6. But this group is going to work on page… This group opens the book on page…, please. You will have to work with the partner sitting next to you. You are going to ask questions similar to the one on the board. Pay attention I will model the activity with your partner. I will ask one of the students to come to the front of the classroom. We are on page 6: T: How many benches are there on page 6? EA: There are four benches. T: Well, done! Now you ask me your question. S: How many trees are there on page 6? T: There is one tree. Well done! Sit down, please! Now kids you work with your partner! During the activity I will go round the classroom checking that the students are using L2, facilitating words they don´t remember or just encouraging shy students to participate actively in the activity. These are the pages of the book we will work on:
- 9. Source: The Old House – page 6; Derek Strange; English Today Readers 3; Oxford University Press; 1998.
- 10. Source: The Old House – page 6; Derek Strange; English Today Readers 3; Oxford University Press; 1998. Transition: The bell is ringing! It´s time to go for a break! Closure :5´ Purpose: to hand in the photocopy with the homework and to greet children goodbye. I will hand in a set of the following photocopy to one member of each group and ask the student to hand them in to their partners: Homework: 1- Read again page 12 of “The Old House” and answer these questions: Example :How many people are there in the old house? There are two people. a- How many cups are there in the old house? ___________________________________________ b- How many plates are there in the old house? ___________________________________________ 2- Look at page 1 of “The Old House” and answer these questions: a- How many cups are there in the box? ___________________________________ b- How many plates are there in the box? ____________________________________ 3- Now read the questions, answer them and draw the situation in the box below. Situation 1 Teacher: How many books are there in your bag? You: _______________________________.
- 11. Situation 2 Teacher: How many bins are there in your house? You: _________________________________. 3- Señores Padres: Hoy estuvimos trabajando con un video en la clase de inglés. Los invitamos a compartir esta experiencia con sus hijos ingresando al siguiente link https://www.youtube.com/watch?v=WF- yPPHfPPk. Sus hijos podrán así continuar aprendiendo y disfrutar del material junto a ustedes. Gracias. Mrs. Myriam I will read the exercises on the photocopy to check students´ understanding. Then I will greet students goodbye and leave the classroom.