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: 2Fecha: 13 /11/14Hora: 15.05 – 15.45hsDuración de la clase: 40’Fecha de primera entrega: 08/10/14

Teaching points: Making questions

Aims or goals:

During this lesson, learners will be able to:

Develop listening and speaking skills. Ask about physical characteristics using “have/has…got?”

Language focus:

Functions Lexis Structures Pronunciation

REV

Colours: yellow, red, violet, blue, green, orange, brown, black, white, pink. Parts of the body:Head – ear – leg – arm – body – fingers – feet - teeth

-What colour is it?Short questions: -is it green/red?

NEW

-Ask questions about

-ugly-spell

-Questions:Has…got? how many…?

/hæv/ , /hæz/

appearance and quantity.

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

Integration of skills: Students will do a listening activity first and then they will be guided by the teacher to make questions using “have got”:

Seating arrangement: Students will seat in pairs. Students’ desks will be separated in three queues in front of the blackboard.

Possible problems / difficulties and their possible solutions during the class: Some students may have problems with the listening activity since they are not used to doing this type of activity. For this reason, the teacher will play the listening several times and she may repeat some sentences for students to understand the whole meaning.

Potential problems students may have with the language:

They may find difficult to understand the listening and some of the words that appear in it; however, the teacher will be clear as regards the fact they need to pay attention to the meaning of the listening and not to specific words.

Assessment: Students’ correct pronunciation and recognition of the use of “has got” will be tested 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.

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 on 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!”

She will ask students if they remember what they saw the last class: “What did we see last class? Remember?” She will elicit the answer “monsters” from students and will aid this by showing one of the monsters from the previous class.

Transition: After students remember the topic from the previous class, the teacher will say that they will listen to an interview made to a girl called May.

Presentation (10 minutes)

The teacher will say the following: “Today we will listen to a girl. She is May. She answers some questions. A person makes her questions in an interview. What do you think an interview is?” And then she explains to students this by telling that an interview is when a person makes questions to another person. She can also show this picture to aid comprehension:

Students will then understand that May is going to be asked questions. The teacher will say: “Let’s listen to it! Don’t worry if you don’t understand at the beginning, we will listen to it several times”.

Students will then listen to the following interview:

(Taken from Starters 5 – Cambridge Young Learners English Tests – Test 2 Part 2 – Track 5)

Transcript:

Interviewer: Hello, what’s your name?

May: It’s May

Interviewer: How do you spell that?

May: M-A-Y

Interviewer: Now, how old are you May?

May: I’m 8

Interviewer: Eight?

May: That’s right!

Before starting to discuss what they have just listened to, the teacher will ask some students “What’s your name?” and “How old are you?” in a way of activating previous knowledge. The teacher will pause the listening so as to discuss with students about the information they have heard. She will say “What’s her name?? How old is she?” so as to elicit “May” and “8” from students.

Transition: The teacher will say “Well done! now let’s listen to the rest of the conversation and write down some information about May”

Development and Practice

Activity 1 (10 minutes)

The teacher will ask students to listen to the rest of the conversation and she will show students a picture of May with her monsters: “This is May and her monsters”

The teacher will ask students: “How many monsters has May got?” to elicit the answer “four” from students. She will also say: “Look at this monster (pointing to the green monster), how many eyes has it got?” for students to start thinking about what they will have to do in later instances. Moreover, the teacher can ask students to do some guessing about May’s monsters by asking students: “what do you think is its name? Billy?” The teacher can ask about the other monsters too by saying “Look at this monster, (pointing to the pink monster) is it pretty or is it ugly?” and she could also ask “What colour is it?” In this way students will have an insight to the following activity and will do this pre-listening activity to activate prior knowledge.

Students will receive the following chart to complete with May’s answers:

The teacher will say the following: “You have to listen to May’s answers and write only NAMES or NUMBERS” She will ask students if the understood what they have to do. Moreover, she will pause for them to listen carefully to each of the correspondent answers. Each question 1 to 5 corresponds to parts 1 to 5 from the listening. The teacher may pause and check students’ comprehension once each part finishes.

Transcript

Part 1

Interviewer: Are this all your monsters May?

May: Yes! I’ve got 16 of them.

Interviewer: How many? Sixteen?

May: Yes! And they all have got names!

Listening – Listen to May and write NAMES or NUMBERS.

1- How many monsters has May got? ______________________

2- How many eyes has May’s new monster got? ______________________

3- What’s the ugly monster’s name? ______________________

4- What’s the name of May’s favourite monster? ______________________

5- Who is May’s friend? ______________________

(The teacher will focus on the meaning of “How many”. She will start counting with her fingers so as to aid comprehension of this question)

Part 2

Interviewer: I like this monster here.

May: She’s my new monster. Look! She’s got four eyes!

Interviewer: Four eyes?

May: Yes, that’s right.

(The teacher will say: “Point to your eyes” So as to help students understand that they have to listen to this word in this part)

Part 3

Interviewer: Ugghh! This monster is ugly. What’s his name?

May: It’s Ben.

Interviewer: Oh! Do you spell that B-E-N?

May: Yes!

(The teacher will say: “UUUUGHHH, this is ugly” and will point to one of the monsters of the picture and say: “This monster is ugly” and will make the disgust expression for sts to understand its meaning)

Part 4

Interviewer: And who’s this?

May: He’s my favourite. His name is Nick.

Interviewer: Sorry, can you spell that for me?

May: Yes, N-i-c-k

(The teacher will focus on how to write NICK. In case students do not remember the alphabet she will bring the letter for the class to ask students to select the correct letters)

Part 5

May: My friend likes my monsters too.

Interviewer: Oh! What’s your friend’s name?

May: Lucy! That’s L-U-C-Y.

Interviewer: Oh! Good!

(The alphabet strategy will be repeated in this case if necessary)

Transition: The teacher will congratulate students for their job and will encourage them to continue working with the monsters. “Great everyone, now let’s work with one of May’s monsters”.

Activity 2 (10 minutes)

The teacher will say the following: “I have one of May’s monsters here with me (The T points to her bag) but I won’t show it to you, you have to make me questions and I’ll give you the answers”.

Students will have to make the teacher questions about the monster. The teacher will ask them: “Which questions can you make? What about? Let’s make an interview together”

The teacher will write on the board the categories students will have to ask so as to help them make the questions and she will copy all the questions on the board that students (with the help of the teacher) create:

For instance:

NAME

The teacher will say: “What is the question to get to know someone’s name?” she will elicit “what’s your name?” she will point to

herself and say “my name or the monster’s?” so as to correctly produce the question “What’s the monster’s name?” Some students will be called to write the questions on the board.

EYES

The teacher will say; “What about the eyes? What questions can you make?” She will elicit “How many eyes has it got?” If students get confused and ask the question with the pronoun to be used in this question, she will say: “you don’t know if it’s a he or she”.

The teacher will write the word “has” on the board so students can think of questions which may begin with this word like “Has it got two eyes? Has it got green eyes?”

The process may be repeated with the following categories:

LEGS

COLOUR

If students would like to add more categories, the teacher will write them on the board too.

Students may create at least 4 questions for the interview. The teacher will ask them to write the interview in their notebooks and once they all have copied the questions, she will provide students with the answers and she will show them the monster.

The teacher will say:

“Now that we have made a lot of questions, you can choose four questions from the ones we have made together and copy them in your notebook”. If students do not understand, the teacher will copy on the board: “INTERVIEW” and then she will say “Copy this and then choose 5 questions”.

The teacher will monitor the activity and will check sts’ comprehension by walking around. Once all sts have selected the questions, the teacher will ask some of them to read them aloud. The teacher will answer the questions. Then, she will show the monster to students and she will leave it on the desk

for students to answer the questions they have chosen. The teacher will check the correct answer of all the questions. She will exemplify this with one of the questions students make: “what’s the monster’s name? Remember? It’s Susy! Yes! So you write “Susy” next to the question. Then “how many eyes has it got?” and in this way she will elicit the correct answer from students and checking comprehension too.

Closure (3 minutes)

The teacher will say to the students: “Who wants to read the questions of the interview?” Some students will read the questions and answers orally in front of others and they will say goodbye to each other.