I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: López, Fernanda Emili E.Período de Práctica: PrimariaInstitución Educativa: I. F. D. Nº13Dirección: Italia 144 – Zapala - NeuquénSala / Grado / Año - sección: Cuarto Grado “A” Cantidad de alumnos: 17Nivel lingüístico del curso: Principiantes Tipo de Planificación: ClaseUnidad Temática: Descripciones FísicasClase Nº: 1Fecha: 10/11/14Hora: 15.05 – 15.45hsDuración de la clase: 40’Fecha de primera entrega: 06/10/14

Teaching points: Instructions in English

Aims or goals:

During this lesson, learners will be able to:

Develop listening and speaking skills. Learn the lexis to understand commands in English. Recognize the instructions the teachers make. Identify parts of the body. Write a reply to a letter

Language focus:

Functions Lexis Structures Pronunciation

R

E

V

Colours: yellow, red, violet, blue, green, orange, brown, black, white, pink.

Parts of the body:

Head – ear – leg – arm – body - fingers

-What colour is it?

Short questions:

-is it green/red?

-has it got…?

N -Read a Parts of the -Commands: /fi:t/ , /ti:θ/

E

W

letter. body: feet - teeth

STAND UP, SIT DOWN, WRITE, LISTEN, READ, DRAW, COLOUR.

Teaching method: PPPMaterials and resources: flashcards, posters, slips of paper.

Integration of skills: Students will listen to the teacher tell them a short introduction about one of the monsters they have worked with in the previous classes.

Seating arrangement: Students will sit in front of the blackboard in three different lines in front of the blackboard.

Possible problems / difficulties and their possible solutions during the class: Some students may have problems understanding what the teacher says since they are not used to being given instructions in English. Students may use English now that they are told different phrases to communicate.

Potential problems students may have with the language:

They may find it difficult to understand English commands at the beginning; however, I will use gestures, miming, flashcards and body language to help them do so.

Assessment: Students’ correct pronunciation and recognition of commands and parts of the body will be assessed with short questions. Some of them will be asked to the whole group and individually.

Procedures:

Routine (7 minutes):

The Teacher greets the students: “Hello, how are you today? Fine?” The teacher will accompany this question with an “ok” gesture.

The teacher will introduce herself and she will write on the board her personal information while doing it so: “My name is Fernanda. I’m 26 years old.” She will also state that she will be their teacher for some classes. “I am your teacher today!”

Then, she will point to the window and she will ask the students. “What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The teacher will show them pictures of the weather in case students do not remember them.

She will then ask them to write the date in their notebooks: “Please open your notebooks”. She will accompany all expressions with miming. She will encourage students to work on their own: “Write the dates, come on!”

Transition: After having the date written in their notebooks, the teacher will stand in front of the whiteboard and start talking about a character known by students: “Let’s talk about Mike, the monster, do you remember him?”

Presentation (10 minutes)

The teacher will bring a picture of Mike the monster. She will show it to students and will start talking about him. “This is Mike. He is a teacher. What’s his job?” She will elicit the answer “a teacher” from students. Then she will tell students the following: “Mike is a very good teacher so let’s see some of the instructions he gives to students.”

Picture of Mike:

The teacher will ask students to perform the instructions and she will mime them: STAND UP/ SIT DOWN / WRITE / LISTEN / READ / DRAW / COLOUR.

She will continue talking about Mike and she will stick the instructions on the board while telling them aloud and performing them herself.

The following process will be repeated with all the commands given in an adaption to the game “Simon says…”

“Let’s play a game now all together. So you should all STAND up and come to the front. (Students will be encouraged to stand up and come to the front of the classroom and form a circle). If I say “Mike says….” you have to do it, if I don’t say “Mike says…” you don’t have to do anything.”

“Ok, now, let’s see if you all understand what you have to do”. The teacher will practice one instruction until one loses and he/she will have to be out of the circle.

Transition: The teacher will say “Well done, now let’s talk about Mike’s friends. What does “friends” mean? Remember?” She will ask some of the students: “Is X your friend?

Development and Practice

Activity 1 (10 minutes)

The teacher will stick Mike’s friends on the board: “These are Mike’s friends”.

Picture of Mike’s friends

(Only the monsters will be used)

Consequently, she will separate different charts with monsters’ information at random in the middle of the board. The charts will include the following questions:

NAME: (What’s the monster’s name?)

HEAD: (Has he/she got a big/small head?; How many heads has he/she got?)

EYES: (How many eyes has he/she got?; What colour are they?; How many eyes has he/she got?; Are they big/small?)

LEGS: (How many legs has he/she got?; What colour are they?; How many legs has he/she got?, Are they long/ short?)

ARMS: (How many arms has he/she got?; What colour are they?; How many arms has he/she got?, Are they long/ short?)

BODY: (What colour is it? Is he/she tall/short?)

The teacher will have a box with students’ names and she will call some of them to come to the front and select which chart is the correct for each monster: “These boxes have the information of each monster, let’s read them” and she will select students to read the information aloud. Similarly, she will select one of the students to come to the front: “X, please come to the front”, the teacher will say to all the students the following; “We have to help her/him. She/he has to select which information is the correct for each monster, and stick it next to monster”:

The process will be repeated with all the monsters and the questions which will elicit information from students are signaled in parenthesis next to each description.

Transition: The teacher will congratulate students for their job and will encourage them to continue working with the monsters. “Well done everyone, let’s read one of the letters from Mike to his friends”.

Activity 2 (10 minutes)

The teacher will say the following: “This a letter Mike wrote to his friends, let’s read it together”. She will then give some copies with the following letter to the students:

The teacher will read the letter together with the students. Some students will be called to read a line aloud. While doing it so, the teacher will focus only on the physical description.

She will then introduce what students have to do: “Now, imagine you are one of the monsters and it’s your time to write an answer to Mike’s letter. Choose one of the characters and tell him how you are these days”.

The teacher will help students with the first lines so that everyone has the same beginning to the letter, for instance: “Dear Mike, I’m X. I’ve got…….” And then each student gives the complete description according the monster they selected.

The teacher will monitor the activity and the ones who finish fast, they can draw a picture of the monster they selected.

Closure (3 minutes)

The teacher will say to the students: “I chose Lisa’s monster, what about you?” Some students will answer the question orally in front of others and they will say goodbye to each other.

Dear Friend,

How are you? We went to Primary School together, remember me? This is a picture of me!

I’ve got one big head, four ears, and two eyes. I also have got five short arms and four legs. I’ve got 6 feet.

I’m green and short! I’m a teacher too. What about you?

Love, Mike