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. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Myriam Beatriz Tielve

PEER CORRRCTION: 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

Unidad Temática: Our neighbourhood

Clase N°: 1

Fecha: 13/07/2015

Hora: 8.30 – 9.20

Duración de la clase: 50´

Fecha de la primera entrega: 6/07/2015

Teaching Points: Is there? (Interrogative form) – Short answers (Yes, there is/No, there isn´t.) Aims and goals:

During this lesson, learners will be able to…o Recognize, identify and mention vocabulary connected with places in a town.o Identify and use the structure “Is there?” in questions with “Yes/No answer.”o Answer questions using the structure “Yes, there is.” “No, there isn´t.”o Follow simple commands while they are getting organized to work.

Language focus:

LEXIS FUNCTION STRUCTURES PRONUNCIATION

REVISION GreetingsHello!Goodbye!

The ImperativeSit down!Listen!Look at!

Places in townMarket, school, kiosk, stadium, train station, park, library, church, shoe-shop, butcher´s, greengrocer´s.

Preposition of placeIn

-Greeting people.

-Giving commands and instructions.

-Identifying and naming places in town.

-Wh- Questions in the simple present-How are you today? I´m fine.-Who is…?- Where is/are…?

-Polite requests-Let´s sit down/look at the board.-Listen to your partner, please!

-There is – There are (affirmative form) + places in a town

Recognition and use of the sounds

|ɑː| in Park

|ɪː| in Greengrocer´s

NEW Demonstrative pronounThis

PlacesTown

-Asking and answering yes/no questions about places in town.

-Questions with Yes/No answer-Is there ( a park) in your town? Yes, there is/No, there isn´t.

Recognition and use of the existential pronoun “there” in its weak form

|ðər|

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 and Speaking while listening to a story and interacting with the teacher and partners.

Materials and resources: The book “The Old House”- Derek Strange; Oxford University Press; 1998. Poster of a town, poster of one of the pages in the book, flashcards of places in the town and photocopies with a sketch of a map.

Pedagogical use of ICT in class: In this class there will not be use of ICT during the lesson. This tool will be included in some of the following lessons as I have to ask permission for doing it. There is only one television in all the school.

Seating arrangements: The students seat at tables in groups. There are six tables in the room and so there are six students in each table and the board is in front of them. Students are expected to get together in groups in every activity.

Cooperative work: Students will work in a cooperative way while they ask and answer questions with a partner.

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 his 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.

Potential problems students may have with the language: Students may not remember some words connected with places in town, in this case I will elicit the word from their partners by pointing to the pictures on the board. Another possibility is asking Yes/No questions while pointing to the pictures on the board: “Is it a church or a market?”

Assessment: I will assess learners’ comprehension and understanding through their oral interactions, and their participation and development during the activities.

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 for 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: Monday/It´s Monday/ Today is Monday.T: That´s right. Today is Monday. Is it Monday the 13th or the 14th of July?Ss: 13th of July.T: Well done, kids! Today is Monday the 14th of July.As this lesson is on the second period on Monday students have already written the date in L1 with their teacher so they will surely know what day it is.I will tell the students that I will teach them a song to start our lessons:

Start the Day With a Smile

This is the way we start the dayStart 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.

Source : http://www.canteach.ca/elementary/songspoems68.html - I will use the same music as in

https://youtube.com/watch?v=zoJjUHBNufY- Adapted for pedagogical use.

I will ask the students to stand up and follow my movements while I sing the song for the first time. I will sing it a second time so that the students can start learning its lyrics. I will use the same song to greet students in every lesson. I will deal with the first two stanzas in this lesson and teach the other two in the following lesson. I will also provide a copy of the lyrics of the song to each student so that they have it in their folder.

Transition: Great, kids! Now we are ready to start working!

Warm up: 5´

Purpose: to activate previous knowledge and create the right atmosphere to tell a story.

In the annual plan the English teacher included in this unit (Our Neighbourhood) the story “The Old House” by Derek Strange. The students have already worked with it from pages 1 to 12. So I will use the two main characters of this story “Alex (a girl) and Darren (a boy) in my own story to provide a meaningful context. I will start like this:

T: (Holding the book in my hands) Do you know this book? EA: Yes! (As they all know its cover)

Source : http://articulo.mercadolibre.com.ar/MLA-560580443-libro-the-old-house-derek-strange-english- today-readers-3-_JM

T: What´s its name? ( pointing to the heading) EA: The Old house!

T: Yes, kids! It´s the story about The Old House! And who are these two kids behind the wall? EA: Alex and Darren/They are Alex and Darren.

T: Great kids! They are Alex and her brother Darren! And who´s the man in the picture? EA: Mr. Snake/He is Mr. Snake!

T: Yes, he is Mr Snake! What´s this? (pointing to the house) EA: A house/An old house/ The old house.

T: Yes! You are right! This is Mr. Snake going into the Old House! But the Old House is in a town! Look kids this a town (I will hang this poster in A3 on the board) under this heading:

Alex and Darren´s Town

Source: http://www.imagui.com/a/ciudad-de-caricatura-TMdXkky6A

T: This is the town where Alex and Darren live. And today they are taking us on a tour through their town. I will also do the mimicry of the word tour.

Transition: Are you ready? Let´s follow them!

Presentation : 10´

Purpose: to foster comprehension through a story and create a meaningful context.

I will hang on this poster en A3 on the board and I will start my description like this:

Source : The Old House; Derek Strange; English Today Readers 3; Oxford University Press; 1998.

“One day Alex and Darren were walking to school across the park. In their way to school, they walked in front of a kiosk and Darren stopped to buy his favourite sweets. Then they walked past the library, the

market and the butcher´s. In the corner Alex and Darren stopped in the greengrocer´s to buy some apples and some bananas to eat during the break at school. At last they arrived at school which was next to the train station.”

Source: I have written this story only for pedagogical reasons.

While telling the story I will hang the following flashcards on the board:

Source : Google Images- https://www.google.com.ar/search?q=the+old+house+imagen+del+libro&rlz=1C1AFAB_enAR532AR532&espv=2&biw=1014&bih=628&source=lnms&tbm=isch&sa=X&ei=BtKZVeSQKsavwATypL-QAQ&ved=0CAYQ_AUoAQ&dpr=1#tbm=isch&q=estaci%C3%B3n+de+trenes+para+colorear+e+imprimir&imgrc=sS_H-HtsGdYVbM%3A

I will colour all of them and write the name of each one so that the students can see the image and the name on the flashcard. They will be big enough for all the students to see them. I will display the pictures on the board and draw with a piece of chalk the streets. I will also interact with the students during the story to check understanding and grab their attention, asking the following questions:

Where are Alex and Darren? EA: In the park. Are they at the butcher´s or at the greengrocer´s? EA: At the butcher´s. Look! Are they in the train station now? EA: No. At school.

Development : 20´

Activity 1 : 10´

Purpose: to check comprehension while presenting the new structure.

I will work with the whole group and I will ask the following questions:

T:“Look at the pictures of Alex and Darrens´ town… Is there a park in this town?” EA: “Yes.”

T: “Yes, there is. There is a big park in this town. And is there a greengrocer´s in this town?” EA: “Yes.” I will answer after them “Yes, there is.” And encourage them to repeat after me. I will write the question and answer on the board:

Is there a greengrocer´s in this town? Yes, there is.

T: Well done, kids! Pay attention! Is there a shoe shop in this town? EA: “No.”

T: “No, there isn´t.” And is there a stadium in this town?” EA: “No.” I will answer after them “No, there isn´t.” And encourage them to repeat after me. I will write the question and answer on the board:

Is there stadium in this town? No, there isn´t.

I will follow with the other shops, a boy, a girl, a woman and a man with the same procedure. Only the above sentences will be written on the board.

Activity 2 : 10´

I will tell the students that they are going to work with the partner sitting next to them. I will hand in one different card to each student:

Then I will ask them to write the names of places in town in their cards so as to create their own town. They can´t show their cards to their partners. After some minutes I will proceed like this:

T: “Pay attention kids! You are going to work with the partner sitting next to you.” I will ask two students to come to the front of the class to help me model the activity. “Juan is student A and he has his town; Maria is student B and she has her town.” I will ask the students to show their towns to the whole class.

T: “Well done, kids!” “Juan and Maria have to guess which places there are in their partners´ towns asking these questions.” I will model the activity encouraging Juan and Maria to ask the questions on the board and answering them. I will check comprehension with the whole group, I will thank Juan and Maria and let students start with the activity.”

During the activity I will go round the classroom helping shy students, facilitating words they don´t remember, guiding students through questions, pointing at the pictures on the board and giving positive feedback to the different groups. I will also encourage students to use L2 while interacting with their partners.

Transition: Well done kids! You´ve worked really hard today!

Closure : 10´

Purpose: to organize the homework for the following lesson and to greet students goodbye.

T: “Open your folders. Write the date on it.” (Meanwhile I will hang down the pictures from the wall and write the following heading: This is my town . “Now write this heading under the date. Then stick you card under the heading.”

Student A- This is my town Student B- This is my town

I will write the homework on the board and ask the students to copy it:

Homework :

Draw a map of the centre of your town. Include six places and write sentences using “There is …” .You will share your map with your partners in the next lesson.

T: “Goodbye, kids! It was nice to work with you today! See you tomorrow!”