I.F.D.C. LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA DOCENTE IIIENTREGA DE PLANIFICACIÓN

ALUMNO PRACTICANTE: Andrea OrbegozoPeríodo de Práctica: PrimeroInstitución Educativa: Maria Auxiliadora – San TelmoDirección postal: Garay 566 CABASala/Grado y sección: 5th Grade 30 studentsNivel lingüístico del curso: BeginnersTipo de Planificación: ClaseUnidad Temática: Wild animals and their habitatsClase Nº: 1 Fecha: 4/7/2013Hora: 11HsDuración de la clase: 80 minutesFecha de primera entrega: June 30th

Teaching points: Wild animals and “there is” and “there are” structure

Unit Aims:

- To help students remember the names of wild animals in English- To stimulate students to say the names of wild animals with the correct pronunciation- To help students use “There is” and “there are” correctly and in context. Didactic Strategies: -As it is a group of very obnoxious children and they seem not to have a lot of opportunities to listen or speak English, I will find devise activities mainly to develop listening and speaking skills.

Language Focus:

LEXIS FUNCTIONS STRUCTUREReview: Wild animals: dolphins, birds, bear, fish.

Adjectives: Big, Small, Friendly, Tall, Fat, Free

Verbs: swim, fly, live

There is and there are.Provide example sentences.There is a bear in the picture, it is bigThere are fish in the sea, they swim freely OK

New: Animals in their habitats: sea, jungle, sky, home.Animals and their main characteristics: long neck, big eyes, furry skin

Using the names of the animals in context to be able to describe animal habitats and their main characteristics. OK what for?

There are giraffes in the jungle they have a long neck.There is a cat in her house, it has a furry skin

Materials and resources: PC and speakers. Paper medals. Blackboard. Handouts with activities.

Procedures:

Warm-up (15’)

The teacher says: “Hello! How are you? …I am fine too. Don't forget to introduce yourself.My name is Andrea and I will be your teacher for three classes. OK

Oh! I see there are many students in here and there is only one teacher! How What can I do to work here? Maybe if we play games? What do you think?

You know I will be your teacher but only for three classes because I am learning to be a teacher, so I will practice with you. Do any of you want to be a teacher? Oh great! so you will need to practice like me…what I am doing now.”

The teacher says:

“So those 3 classes will be a big game. We will have three winners at the end of the last class who will receive awards. Three students will win big awards but only if you speak English and make an effort to speak. The three students who earn more medals during all the activities that we will play here will be the winners.

The teacher writes “The 3 students with more medals are the winners” in on the blackboard.

“Do you know what an award is? You know like this one.”The teacher shows the three small plastic cups with sweets.

This cup will be for the three students who earn more medals.

Now how can you win those? How can you imagine? Remember that this is an English class…”

The teacher shows the medals and says: “Here are the medals, you will need to do the activities OK to earn the medals”

Here you have a spreadsheet with places to stick the medals. Each of you will have one; you will need to put your name on it.”The teacher hands in out the sheets. (See worksheet 1)The first medal is already there, it is for being here.

The teacher checks that all the students have understood, by asking with providing an example.“For example if we have an activity to make a phrase and then read aloud, clearly and in a loud voice. All the students will read in turns. All of you will need to make your best effort. At the end of the activity I will give medals to the students that did the activity OK and they will stick it in their personal spreadsheets. During the three classes we will be doing the same for all the activities.

Transition: The teacher says: “Ok Great! Now that we have the awards, the medals, and the rules, we need to begin playing.

Presentation (20’)

The teacher picks up a big picture with wild animals and she says: “Do you remember the name of these animals? What is this? Have any of you ever been in to Africa? Have you seen an elephant? Where do elephants live? They live in the jungle. OKCan you see this Giraffe? Look. The giraffe has a long neck. Can you say that? ‘The giraffe has a Long Neck’, look ‘long neck’ this is my neck, this is the giraffe’s neck and my neck is short, the neck of the giraffe is long.”

The teacher points to her and the giraffe’s neck and mimics short and long with her hands.

“What else can you see in the picture? What about this one?”The teacher points to a birdThe bird flies in the sky.

“So we have jungle for wild animals like giraffes, lions they don't live in the jungle, actually. ; and we have the sea for fish and dolphins.”The teacher writes in the blackboard:

Jungle: Sea: Sky:Giraffe Fish BirdLion DolphinTiger Whale

Now do you remember pet names? Look at this picture”The teacher picks up a picture with a cat a dog, a turtle and a rabbit.What about this cat? Look at its skin. The cat is black and it has a furry skin. You see the skin, the part that covers the cat. We have skin, too.”

The teacher points at the her and cat’s skins and to her hair.

“The cat has black hair, so in English we say furry but only for animals, I have hair too but I am not furry hahaha. Ok Can you say that? The cat has furry skin.Do you have any pets at home? Which ones?” It's not clear whether sts are going to revise the names of domestic animals or the names of wild animals. It'd be confusing if you started talking about Africa and then switched over to cats. Just make sure you revise them in order. You may revise wild animals first and then pets, or viceversa.

So we have

Home:CatDogRabbit

Now that we have the animals and the places where they live we can add some description to them. For example:”The teacher writes in the blackboard:

‘There is a lion in the jungle, it is big.’

OKTransition: The teacher says: “Ok Now that we have remembered the animals. Let’s play.

Development (50’)

Activity 1 – (10’)

“Here you have to order words to make a phrase.”The teacher hands in worksheet 2. (See worksheet 2)Once the students have finished she says:“Now OK everybody will need to read their phrases aloud. We will begin here. Please stand up next to your chair. OK. Speak aloud and clearly to earn a medal!.”

At the end of the activity the teacher selects the three or four better job sts whose performances were better than those of the rest, and gives those students a medal award. rephrase.

OK

Activity 2 – (20’)

The teacher explains:“Here look at the picture. Choose an animal and you will need to make a complete phrase picking up words from those lists.”

The teacher sticks a big poster on the blackboard:

There areThere is

ElephantsDolphinsCatGiraffeBird

In theIn my

HouseJungleSkySea

They areIt isIt has aThey have

BigSmallFriendlyTallFatFreeLong neckBig eyesFurry skin

According to what you wrote in the language focus, habitats and animal features would be introduced in this lesson, therefore you cannot ask sts to make phrases with vocabulary they haven't learned yet. First, you need to teach the new lexis, then they will be able to do activities with it.

“You can pick up whatever word you like from each column and you can also add some adjectives or more things:

For example I will do make a phrase:” The teacher writes her phrase in on the blackboard.

There is a Giraffe in the jungle it is very tall, I like Giraffes!

“Here you see? If you like you can add more words ‘very’ and ‘I like Giraffes!’to make the phrase more interesting”

The teacher hands in the worksheets. (See worksheet 3)

The teacher walks the classroom, help students who need it and check that they are doing the task.

Once the students have finished she says:“Now OK everybody will need to read their phrases aloud. We will begin here. Please stand up next to your chair. OK. Speak aloud and clearly to earn a medal!.”

At the end of the activity the teacher selects the three or four students whose performances were better than those of the rest, and gives those students a medal award.

You will have to design activities to introduce the new lexis first, then give sts controlled practice tasks. They cannot practise what they haven't been introduced to yet, always bear this in mind.

Transition: The teacher says: “Ok Very good job. I am glad that you are paying attention! Now we will work in pairs with the student sitting next to us. Please do not change pairs”

Activity 3 – (20’)

The teacher says:“Let’s check if everybody has a pair OK

I will give each of you a card with a picture and a table to fill in. You cannot show the picture to your mate. You will need to ask questions to fill in your phrases. Use the name of the animals on the left to discover the missing ones. Please speak English.”

The teacher sticks a big picture with a jungle and a missing animal in on the blackboard:

My partner………..…………………..has a ………………………….

She explains:Student A needs to prepare the question so you need to analyze the picture. The missing animal could be any of the ones you have on the left that you do not have on your picture.

For example:

Student A: Do you have a Bear?Student B: No, I don’t have a Bear

So, we know the missing animal is not a Bear

Student A: Do you have a Tiger?Student B: Yes, I have a Tiger

So, we know the missing animal is a Tiger.

So, you draw an arrow match the name with the its corresponding animal.”OK

But first you need to make sure they remember prepositions of place, so you should revise this as well; or either redesign the activity.

The teacher draws the arrow in the picture which is hanging in on the blackboard

She continues:“And then you need to fill in the phrase with the name of your partner and the animal:”

The teacher fills in the phrase in on the blackboard with her marker.

The picture of my partner ……………Maria……………….. has a ………TigerThe teacher hands in the worksheets A and B to each pair of students. (See worksheet 4), while she says:“Remember to look carefully to at the picture; you need to see which animal from the list you do not have, so that to ask for it.”This will be confusing for the children, try to explain this in a simpler way.

Why did you include two versions of the same activity?These worksheets include lexis you did not list in the Language Focus section.

I think you should keep this simpler, otherwise it will take longer than the allotted time.

The teacher takes a look at the student’s jobs and hands in out the medals to the best jobs.

CLOSURE (5’)

Activity 3 – (5’)

The teacher hands in the last sheet for homework.“Now this is the homework you need to do for tomorrow. Remember that the best homework will receive medals!”

You will need to find a picture of an animal or of a place, you can search in magazines, newspapers or the internet, and then stick it in on the worksheet and describe it using:

The picture shows….There is ….There are….It is….. What are sts expected to write here? What are sts expected to write here? What does "things" refer to?It has a …..It has…..

For example:There is a cat in the picture, it is black and it has a furry skin.

The teacher hands in the worksheets (See worksheet 5)

Make this worksheet as clear as possible, as you want your sts to actually be able to do their homework for next class.

The teacher, picks up the spreadsheets with medals explaining that she will bring those them next class; she congratulates the students for on the doing a good job, picks up her things says ‘bye bye’ and leaves the room.

Andrea

Please make the necessary adjustments and resubmit your lesson plan.

Carina Luc

NB Whenever you include worksheets or other extra materials, provide the samples at the end of the lesson plan. You may use references, like "See Worksheet 1".

Andrea

I still think that the pairwork activity might be a bit difficult for these children, and it includes lexis that has not been introduced to them yet. I think you should find another picture including just the target lexis, you may even create your own using cliparts. The rest of the plan is OK.

I look forward to receiving your further adjustments.

Carina Luc

Worksheet 1

Student’s NAME AND SURNAME:________________________________________________________________

Class Medals…

Class 1

Class 2

Class 3

Worksheet 2

Student’s NAME AND SURNAME:________________________________________________________________

Organize the words and make a phrase.

Example:

1)bear/big/There is/in the jungle,/it is

There is a bear in the jungle, it is big.

2)giraffes/long neck/in the zoo,/There are/they have

……………………………………………………………………………………

3)in my house,/a cat/it is/white/There is

……………………………………………………………………………………..

4)birds/There are/in the sky,/they fly freely

……………………………………………………………………………………..

Worksheet 3

Student’s NAME AND SURNAME:________________________________________________________________

There areThere is

ElephantsDolphinsCowsCatGiraffeBird

In theIn my

HouseJungleSkiZoo

They areIt isIt has aThey have

BigSmallFriendlyTallFatFreeLong neckBig eyesFurry skin

Activity 1:Pick up words from the columns and create a new phrase.

Example: There is a Giraffe in the zoo it is very tall, I like Giraffes!

Phrase:

Worksheet 4

Student AStudent’s NAME AND SURNAME _____________________________________________________________________

Fill in the phrase:

The picture of my partner …………………………….. has a ………………………………………

Example question:

Student A: Do you have Tiger?Student B: No, I don’t have a Tiger.

Student BStudent’s NAME AND SURNAME _____________________________________________________________________

Fill in the phrase:

The picture of my partner …………………………….. has a ………………………………………

Example question:

Student A: Do you have Tiger?Student B: No, I don’t have a Tiger.

Worksheet 5

Student’s NAME AND SURNAME _____________________________________________________________________

Homework:You will need to find a picture of an animal or of a place. You can search in magazines, newspapers or the internet, and then stick it in the worksheet and describe it using:

The picture shows….There is / are ….There are….It is / They are…..It has a / They are…..It has…..

For example:There is a cat in the picture, it is black and it has a furry skin.There is a cat in the picture. It is black. It has a furry skin.*

Stick your picture here!

Phrase: Your description: