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: Habitaciones. Clase Nº: 4Fecha: 20/11/14Hora: 15.05 – 15.45hsDuración de la clase: 40’Fecha de primera entrega: 13/10/14

Teaching points: Writing descriptions.

Aims or goals:

During this lesson, learners will be able to:

Develop writing skills. Express preferences Describe a room using “there is” / “there are”

Language focus:

Functions Lexis Structures Pronunciation

R

E

V

Objects: posters, stickers, TV, Cd player, toys, board games

bedroom

Questions:

Has….got?

Have….got?

What’s your favourite room?

N

E

W

- Write descriptions of their rooms.

-dream room -Is there….?

Are there….?

/ðeər ɪz/; /ðeər ɑ:/

Materials and resources: flashcards, posters, slips of paper.

Integration of skills: Students will read a paragraph and answer questions about it. They will create their own composition by using some expressions the teacher will teach them.

Seating arrangement: Students will sit 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 answering correctly the questions; however, the teacher will ask them to re-read the description of the room and they will read it together. During the reading aloud, the teacher will ask short questions. Later, they will have to write full answers to the questions and this may be confusing to students. The teacher will answer the first one together with the students for them to understand how to do it. She will give hints about how to answer the rest. The teacher will scaffold this activity for students to do it on their own. After that the teacher will give them some fixed phrases to help them do their room’s description.

Potential problems students may have with the language:

I do not think students will have problems with understanding the whole meaning of the paragraph; however, they may find it difficult to remember some objects. The teacher will have at hand a set of flashcards to show them the objects needed.

Assessment: Students’ correct pronunciation and recognition of the use of “there is” and “there are” will be corrected during the class with short questions. Some of them will be asked to the whole group and others, 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 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!”

The teacher will show sts different pictures of different bedrooms.

Pictures:

The teacher will say: “Which rooms are these? Are they kitchens? Are they living-rooms?” to elicit “bedrooms” from students.

Then she will say that today they will talk about one of May’s friend: “Remember May?” She will show May’s picture with her monsters for sts to understand who the teacher is speaking about.

Transition: After students remember the topic from the previous class, the teacher will say that: “Today we will see Sally’s bedroom”

Introduction (15 minutes)

The teacher will ask sts: “What is your favourite room?” so as to elicit the word “bedroom” from students. She will continue talking about the topic: “My favourite room is my bedroom. What is there in your bedroom?” If students do not remember this question, the teacher will continue talking about her bedroom “In my bedroom

there is a big bed and there is a small TV. What is there in your bedroom?” The teacher will ask students to raise their hands if they want to answer. The teacher will also make short questions: “Is there a ball/a desk in your bedroom?” so as to elicit the answers “yes, there is” and “no there isn’t”.

In case students do not remember how to answer these questions, the teacher will progressively write the answer on the board. She will first write the questions: “IS there a ball in your bedroom?” Then she will say to the students “Yes or no?” Some students will probably say yes and others no. So the teacher will write both, yes and no, under the question. She will then say: “Look at this ‘is there’ ” and she will underline it. In this way, students should remember that the way of answering the question is “yes, there is” or “no, there isn’t”.

She will also ask “Are there any books/dolls in your bedroom?” to elicit the answers “yes, there are” and “no, there aren’t”. She will also write this question on the board, and she will ask students how to answer repeating the same process.

If some students do not remember the correct use of “there is” and “there are” the teacher can write some of the sentences students make on the board.

Students will have written on the board the different ways of answering the questions with “is there/are there”.

The teacher will also ask: “What can you do in your bedroom? In my bedroom I can sleep” The teacher will mime this expression and she will encourage students to answer the questions by also saying “Can you play in your bedroom?” She can also write these sentences on the board.

Once students have commented about their bedrooms, the teacher will present the bedroom students will work with in this class. She will say: “This is Sally’s bedroom” and she will show them a picture of it.

Sally’s bedroom:

The teacher will say “Look at the picture, what is there in Sally’s bedroom?” so as to encourage students to look at the picture and start describing what they see in it.

The teacher will correct the use of “there is” and “there are” in students’ answers.

The teacher will ask sts: “Are there any posters / stickers / toys /board games?” The teacher will ask sts to look at the board to see how to answer this question.

She will also ask: “Is there a TV / a Cd player /a ball / a train?”

The teacher will make questions with “is there / are there” to check understanding of the questions.

Transition: The teacher will say “Well done! now let’s read Sally’s description of her bedroom!”

Practice (20 minutes)

The teacher will give the following description to all the students:

Adapted from: Reading and Writing 3 – Oxford Primary Skills – Helen Casey – Oxford University Press 2009

The teacher will ask some students to read aloud some sentences. They will read it all together so as to check comprehension. Firstly, she will ask students: “What does ‘dream’ mean?” If sts do not know the answer, she will say “It’s something you want to have” and she will mime the expression by doing a “sleeping” gesture.

In case sts do not understand the meaning of “Dream”, she will show them the following picture:

The teacher will combine questions about the reading together with personal questions to students like: “Has Sally got a TV? Have you got a Tv? ; Can Sally play in her room? Can you play in your room?”

Then, students will be encouraged to answer the following questions in a complete way. The teacher will say “Now read the description again and answer the questions”

The following questions will be given to students on a separate sheet:

My Dream Room

By Sally

This is my dream room.

I love music. There are music posters and stickers on the wall.

I’ve got Cds, a Cd player and an MP3 player.

And look! I can watch films. I’ve got a Tv and a DVD player.

There are lots of toys in my room. There are dolls and board games.

I can play in my room all day!

The teacher will ask students to pay careful attention to the first word in each question: “Pay attention (she will put her index finger on her eye) to the first word in each question” She will do this because questions were worked in this way at the beginning of the lesson. Then she will say: “You can work in pairs with these questions but you all have to complete the answers, you have 5 minutes to do this activity” Students will have 5 minutes to write this activity. The teacher will monitor and walk around the classroom to check comprehension.

The students and the teacher will correct together and read aloud the answers.

The teacher will then say to students: “Now, it’s your turn to write about your ‘dream room’ and you can also draw it” Students will be given the following worksheet in which they will have to write and draw their dream room:

Read Sally’s description and answer the questions:

1. Are there any music posters in Sally’s room? __________________________

2. Has Sally got any balls? ___________________________________________

3. Are there any dolls in her bedroom? ________________________________

4. What can Sally do in her bedroom? ______________________________

The teacher will correct and monitor the activity while the students are working on their dream room.

Closure (3 minutes)

The teacher will say to the students: “Who wants to read the description?” Some students will read it in front of others and they will say goodbye to each other. The teacher will collect ss’ works to correct them at home and she will say: “Please give me your descriptions”

Write about your dream room: Draw your dream room:

My Dream Room

By__________________

This is______________________________

There are __________________________

___________________________________

There is ____________________________

___________________________________

I can ______________________________

___________________________________