More Related Content
Similar to Tuninetti lesson 3 - secondary - passed
Tuninetti lesson 3 - secondary - passed
- 1. Instituto de FormaciónDocente Continua Lenguas Vivas Bariloche (A-052) Profesorado de Inglés – Opción pedagógica a distancia. TALLER DE PRÁCTICA DOCENTE Alumna practicante: Pamela Tuninetti Periodo de práctica: Nivel secundario Institución educativa: Colegio Provincial “Kloketen” Dirección: Fadul 266 Año: 1 “B” ESO Cantidad de alumnos: 24 Nivel lingüístico de la sala: Principiantes Tipo de planificación: Clase Unidad temática: Familia Clases N°: 4 y 5 Fecha: 30-08-18 Hora: 7:20 - 8:00 8:00- 8:40 Duración de la clase: 80 minutos • Teaching points: Family • Aims or goals: During this lesson, learners will be able to… - Identify and name family members.
- 2. - Describe afamily photo. - Revise possessive adjectives and possessive ´s and s´. - Read a blog about three famous brothers and predict the topic of the text from the pictures. • Language focus: LEXIS FUNCTION STRUCTURE PRONUNCIAT ION REVISION Possessive adjectives Possessive ´s and s´ Family members. Identifying possessive adjectives, ´s and s´. Completing sentences. Identifying and saying family members. Describing a family photo. My mother is 62 and her name is… Fen and Chang are Peng´s grandparents. This is my father. /ˈmʌðə/ /ˈbrʌðə/ NEW • Teaching approach: CLT and PPP approach. • Integration of skills: Reading, writing, listening and speaking skills will be integrated. • Materials and resources: book, workbook, pictures, photos, board, folders. • Seating arrangement: Students will be sitting on their chairs in a semicircle. They will also have to stand up to describe their families. • Assessment: what will be assessed and how: I will check students’ comprehension by doing gestures and using body language. I will encourage them to use the language and speak in English. Routine: 10’
- 3. Students start schoolat 7:20 every day. They enter the building and wait for the bell in the schoolyard. After this, they raise the flag, greet and hear the news. Warm-up 5’: I will greet students. I will divide the class into pairs. Pairs will have three minutes to write as many family members as they can. After the three minutes, I will tell students to stop. I will ask pairs how many names they have written. The pair with the most names will read them out. If all the names are valid, this pair will win. Transition: Fantastic kids! Great job! Now let´s revise the possessive adjectives! Presentation 5’: I will ask students to open their books. I will refer them back to the picture of the family tree on page 28. I will also ask them to read the chart on page 29 to revise possessive adjectives.
- 4. I will readthe chart with the class and I will make sure students understand all the possessive adjectives. Transition: Very good! Now we are going to see some pictures and talk about our families. Development 60’: Activity 1 - 5’: I will show some pictures of my family and I will name the members. I will ask students to try to identify them. Then, I will point to the members and I will explain who they are. I will also describe my family: This is my father. His name is Omar and he is 70. My mother is Pelusa and she is 62 years old. This is my husband. His name is Lucas. And these are my daughters, their names are Aurora and Antonia.
- 5. Transition: Good! Nowyou are going to work in pairs to describe your families. Activity 2 - 15’: I will ask students to take out of their schoolbags their family photos or they will use photos from their cellphones. I will put students into pairs to show and describe their photos to their partners. They will use my description as an example. If time is available, I will ask some pairs to stand up and describe their photos for the rest of the class. Transition: Excellent job! Now we are going to revise the possessive ´s and s´. Pay attention!
- 6. Activity 3- 8’: As students did all the activities on page 29 with their teacher, they will do extra practice activities. I will ask students to open their books on page W15 and read the chart and explanation of possessive ´s or s´. After this revision, I will show students the family tree of Peng from page 118 (A3 paper) and I will ask students to identify and name his family members. Transition: Excellent job! Now you are going to work with your books. Activity 4 - 5’:
- 7. I will askstudents to complete the sentences with the correct words. I will check answers with the whole class and check that they understand all the words. Transition: Terrific! Good job. Now pay attention. Activity 5- 5’ Reading: I will write on the board the word TALENT and I will elicit or explain the meaning. I will ask students to give examples of different kinds of talents. For example: in art, sports, music. I will ask some individuals students what their talents are. Transition: Perfect! Well done kids! Now you are going to read a blog. Activity 6- 22’: I will tell students they will read a blog about three people who share the same talent. I will ask students to look at the pictures on page 31 from their books and choose the correct answers (activity 1). I will check answers with the class. Then, students will read the blog and choose the correct answer (activity 3). We will check the answers and discuss why this answer is correct. Finally, students will read the blog again and answer the questions (activity 6). I will read the questions and check that students understand them. We will check answers.
- 8. Transition: Fantastic! Now,it´s time to finish now. Closure: I will say goodbye to students: It´s time to finish now. Goodbye kids! See you tomorrow. At the end of the lesson, students will have their break. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization X Coherence and sequencing X
- 9. Variety of resources –Learning styles X Stages and activities X Teaching strategies X Language accuracy X Observations Minimumscore:18 / 30 Score:__30__ /30 Great lesson,Pame!A very realone!;)