Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period - Kindergarten

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Myriam Beatriz Tielve

Student consulted for Peer Correction: Paula Schulze

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Instituto Juana de Ibarbourou

Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere – Buenos Aires

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüistico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Nos identificamos

Clase N°: 1

Fecha: 4/05/2015

Hora: 10:50 – 11:20

Duración de la clase: 30´

Fecha de la primera entrega: 27/04/2015

Teaching Points: Boys and Girls.

Aims:

During this lesson, learners will be able to… Identify boys and girls.

Identify and follow simple commands while getting organized to work. Participate actively in oral interactions. Develop their listening skills by following commands and listening to a song.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION Greetings

Hello! Goodbye!

The weather

sunny, cloudy, rainy, windy.

The imperative

Sit down! Stand up!

ColoursGreen, brown, white, blue

(Places)Hands feetSchool, classroomLakebirds peoplebeautifultreebirdduck

-Greeting other people.

-Talking about the weather.

-Giving commands and instructions.

-Wh questions in the simple present

-How are you today? I´m fine.

-What´s the weather like today?It´ s (sunny).

-What colour is the tree? It´s…

-Polite requests

-Let´s sit down…

-Yes/no questions-Is it a school or a classroom? It´s a…

Recognition and use of the sounds of diphthongs |aɪ| |aʊ| |eɪ|

in :fine; cloudy and rainy.

NEW -Boy (s); Girl (s)

-Naming kids. -Yes/no questions

-Is it a boy or a girl? It´s a …

-Wh questions

-What´s this? It´s a boy/girl.

- Commands

Recognition and use of the sounds

|ɜː| Girl

|ɔɪ| Boy

-The ImperativeClap; Stamp; Dance; Say

-Clap your hands!-Stamp your feet!- Dance!- Say shh!

Teaching approach: Natural approach and Total Physical Response method.

Integrating skills: Listening and Speaking

Materials and resources: A poster, pictures of the weather, pictures of a boy and a girl, a computer.

Pedagogical use of ICT in class: Background music played in an mp3 file from my computer will be used just for supporting a song that I will sing with students. In this first lesson I have chosen not to use ICT as students are not used to using it with their English teacher. In the lessons to come and as I will be a familiar face for the students I´ll include it.

Seating arrangement: In a semicircle on a carpet to facilitate eye contact and interaction with the teacher and peers. During the lesson students will be invited to stand up and play a game. Later they will perform some movements while singing a song.

Cooperative work: As learners at this age are in a social play stage, they will play together but following the teacher´s instructions.

Possible problems / difficulties and their solutions during the class: Children may get bored and misbehave if an activity lasts longer than it is expected. If this is the case I will stop it for a while and encourage them to change their seating arrangement or sing a song in order to follow with the next stage of the lesson.

Potential problems students may have with the language: Students are not used to being given instructions in L2 and using the target language during the lesson so probably it will demand me using more gestures, repetition and modelling to help their understanding.

Assessment: what will be assessed and how: I will assess students´ comprehension while they are performing the activities and give them encouraging and positive feedback. I will encourage them to repeat and produce chunks instead of isolated words or but it will be considered correct at this stage and for this my

very first class if they just follow the instructions with gestures or movements of their own bodies. Interlanguage will be welcomed.

Routine: 3´

Purpose : to greet students and get them into a positive mood to start the lesson.

I will get into the classroom with a box and a poster wrapped into a piece of paper to create suspense. I´ll place both of them on the desk.

Then I will greet students: “Hello! (I´ll also wave my hand) EA: “Hello!” (Students will probably wave their hands as well). Then I will ask students: “How are you today?” and with my thumbs up I will say “I´m fine!” EA: “Fine!” If the expected answer is not given, I will elicit it from students by asking them: “Are you fine?” (miming with the thumbs up) EA: Yes! Then I will encourage students to sing the Greeting Song (the same they are used to singing with their teacher at the beginning of the lesson):

This is the way I say Hello!

Say Hello! Say Hello!

This is the way I say Hello to you, and you, and you!

Source : Adapted from https://www.youtube.com/watch?v=zoJjUHBNufY

Transition: Great kids! Let´s learn a new song now!

Warm-up: 5´

Purpose : to organize the students to sit in a semicircle on the floor.

The students always wait for the English teacher at their tables as they usually finish their tea time before the lesson starts. So I will teach them a song so as to follow some commands and at the same time setting a routine for following lessons. I will proceed like this:

T: “Ok, kids! Let´s sing a new song! Stand up, please!” (I will model the action and move my arms) “Well done! Now please follow me!” I will participate in the activity.

This is the way I clap my hands, clap my hands, clap my hands;

this is the way I clap my hands, in the English class!

This is the way I stomp my feet, stomp my feet, stomp my feet;

this is the way I stomp my feet, in the English class!

This is the way I stand in a circle, stand in a circle, stand in a circle;

this is the way I stand in a circle, in my English class!

This is the way I dance and dance, dance and dance, dance and dance;

this is the way I dance and dance, in my English class!

This is the way I say shh! Say shh! Say shh!

this is the way I say shh! In my English class!

Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY

While singing the song I will clap my hands, stamp my feet walking towards the carpet site, stand in a circle while holding the kids hands and organizing them, dance in the same place we are standing and finally encourage the children to be in silence whispering at the end of the song. The students are expected to follow my mimes and movements during the song and probably some of them start repeating some chunks. If there are shy students I will try to encourage them by holding their hands, walking or standing next to them.

If I see the students do not follow me or they get bored I will only sing the first lines and repeat them twice. The next lesson I will follow with the next lines just to create suspense.

I will give them positive feedback: “Well done, kids!”

Transition: I have a surprise for you! Are you ready! (miming with my thumbs up) EA: Yes! (if the students don´t answer I will ask them again and encourage them to put their thumbs up)

Presentation : 7´

Purpose : to set the context, activate students´ previous knowledge and expose them to the new lexis and structures.

I will tell the students: “Let´s see what we can see in this poster!” (while unwrapping the following poster slowly to create suspense and while placing it on the board):

Source: Poster N° 4 – The Park - Primary Poster Pack; Macmillan Education. I will use a photocopy of this poster in full color and in size A3 during the lesson as I will add some pictures on it.

T: “Wow! Look at this!” (pointing to the poster on the board) “Is it a school?” EA: “No!”

T: “That´s right! It isn´t a school! Is it a classroom?” EA: “No!”

T: “That´s right! It isn´t a classroom and it isn´t a school! Now kids: What´s this?” (miming the question with my hand) “What´s this?” EA: “Un parque!”

T: “Well done, kids! It´s a park! I´ll ask again for the sts to repeat the new word. A big park with trees…a lake…some birds and many people there!” (pointing to the picture all the time). “It´s a beautiful park!”

T: “Let´s see! What colour is this tree?” EA: “Green, brown!” If the students answer using Spanish I will encourage them to use L2 in the following way: “Is the tree green or red?” EA: “Green!” “Well done, kids! The tree is green. And is it yellow or brown?” EA: “Brown! That´s great! The tree is green and brown!” “Maria, can you repeat?” I will encourage some students to repeat after me.

If the students are interested in saying the colours I will go on with the birds and the ducks using the same procedure. Then I will continue like this:

T: “What´s the weather like in this park?” (taking the following pictures from my box)

Source: Google images - https://www.google.com.ar/search?hl=es-419&site=imghp&tbm=isch&source=hp&biw

T: “Is it sunny or cloudy?” EA: “Sunny! Yes, kids. It´s sunny! It´s a sunny day in the park!”

T: “Ok, Lautaro! Come here! Pick up the sun and stick it on the poster!” (I will model the action first) “Well done, Lautaro! Sit down, please!”

T:”I have more surprises in my box!” (a picture of a boy and a girl)

Source: Google images - https://www.google.com.ar/search?hl=es-419&site=imghp&tbm=isch&source=hp&biw

T: “Morena, come here, please! Pick up a picture from the box!” (I will model the action) EA: Morena will probably pick up the girl. “Well, done, Morena! You´ve picked up a picture. “Oh It´s a girl! A nice girl!” “Look, kids!” (showing the picture to the rest of the students) “This is a girl. Morena has got a picture of a girl. This is a girl!” “ What´s this?” EA: “A girl!” “Well done, kids!” “This is a girl with a doll”

T: “ Morena, stick the picture of the girl on the poster, please!” (I will model it if it is necessary)

Then I will follow the same procedure with the picture of the boy with a ball, but this time I will ask Ciro to pick up the picture and share it with his mates!

Transition: Congratulations! This is a nice park!

Development: 10´

Activity 1: 5´

Purpose : to practice the new lexis and structures in context.

I will ask the kids to look at the poster again. And continue like this:

T: “Let´s see how many boys there are in this park”. (I will count with my fingers and pointing to the boys on the poster while repeating the same question twice) “How many boys are there in this park?” Let´s see…

T: (to the whole class) “How many boys are there in this poster?”. While pointing to the boys on the poster I will encourage sts. to count from one to seven. “Well done, kids!” “Now let´s see how many girls are there in the park?”.

I will follow the same procedure with the girls on the poster.

Transition: OK, kids! Stand up, please! Let´s play a game called “The teacher says!”

Activity 2: 5´

Purpose: to respond to simple commands applying the new lexis.

I will explain and model the instructions of this game. Then I will ask a boy and a girl to help me.

T: Cristian and Oriana, come here, please! When the teacher says “boys clap your hands” Cristian will clap his hands. And when the teacher says “girls clap your hands!”. Oriana will clap her hands, in order to model the action to the rest of the group.

“Let´s try!” I will allow more students to imitate me, but Cristian or Oriana´s attitude will show me that they have understood the instructions. If the students don´t understand the first time I will explain and model it again.

Then I will play the game “The teacher says with the whole group” with the same commands from the warm up period. I will stop it if the activity is too long.

Transition: “Well done, kids! Now are you ready…do you want a new song?

Closure : 5´

Purpose: to apply the new vocabulary while singing and dramatizing a song.

I will play the music on my computer and sing the song. I will encourage the students to imitate my movements and gestures while singing it. I will participate in the activity.

Boys and girls come out to play

Boys and girls come out to play,

the sun does shine in a bright day.

Come with a ball or come with a doll,

come out to play, let´s come today.

Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=5p78kPb2qaE

Students are invited to stand up, sing and mime the song with the teacher.

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

I will encourage students to sing the song with me:

“This is the way we say goodbye, say goodbye, say goodbye.

This is the way we say goodbye in the English class.”

Source : Adapted from pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY

I will greet students “Goodbye! See you the next lesson” (waving my hand). EA: “Goodbye”

I will leave the poster on one of the walls of the room. I will put my material together and leave the room.

Homework:

The students have a book which I am compelled to use with them every two or three classes. However, they don´t take any homework home.

In class number two I will use a video and then I will ask permission to send the link to their parents so that they can enjoy it with the children at home.

______________________________________________________________________________

Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Myriam Beatriz Tielve

Student consulted for Peer Correction: Paula Schulze

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Instituto Juana de Ibarbourou

Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere – Buenos Aires

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüistico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Nos identificamos

Clase N°: 2

Fecha: 6/05/2015

Hora: 10:50 – 11:20

Duración de la clase: 30´

Fecha de la primera entrega: 27/04/2015

Teaching Points: Clothes (pants, jumper). Phrasal Verbs (put on, take off).

Aims:

During this lesson, learners will be able to… Identify and name item of clothes for boys and girls. Identify and follow simple commands while organizing to work. Participate actively in speaking interactions and a game of dramatization. Develop their listening skills by listening to a song in a video.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION Greetings

Hello! Goodbye!

-Greeting other people.

-Wh questions in the simple present

-How are you today? I´m fine.

Recognition and use of the sounds of |ɜː| Girl

The imperativeSit down! Stand up!Clap! Stomp! Dance! Say!

ColoursRed, blue

PeopleBoy, girl

-Giving commands and instructions.

-Identifying and naming colours.

-Naming kids.

-What colour is the jumper? It´s…

-Polite requests

-Let´s sit down…

-Yes/no questions

-Is it a boy or a girl? It´s a…

|ɔɪ| Boy

NEW -ClothesPants, jumper, pijamas

- Phrasal verbsPut on /Take off

- Adjectives of placeRight /Left

-Identifying and naming clothes.

-Yes/no questions

-Are these pants? Yes, they are/No, they aren´t.

-Wh questions

-What´s this? It´s a jumper.-What are these? They are…

- Commands- Put on you jumper.- Take off your pants.

Recognition and use of the sounds

|ə| jumper

Teaching approach: Natural approach and Total Physical Response approach

Integrating skills: Listening and Speaking

Materials and resources: A computer, a video, pictures of a boy and a girl, a box and pictures of pants and jumpers.

Pedagogical use of ICT in class: A video will be used to support the presentation and exposure of the students to the teaching points. The students will watch the

video for the first time and later the teacher will use it as a visual aid to set context for a speaking interaction with students.

Seating arrangement: In a semicircle on a carpet to facilitate eye contact and interaction with the teacher and peers. During the lesson students will be invited to stand up and play a game. Later they will perform some movements while singing a song.

Cooperative work: As learners at this age are in a social play stage, they will play together but following the teacher´s instructions.

Possible problems / difficulties and their solutions during the class: Children may get bored and misbehave if an activity lasts longer than it is expected. In this case I will stop it for a while and encourage them to change their seating arrangement or sing a song in order to follow with the next stage of the lesson.

Potential problems students may have with the language: Although this is the second class, students are not used to being given instructions and using the target language during the lesson so probably it will demand my using of more gestures, repetition and modelling to help their understanding. It is also possible that they have problems with the pronunciation of final schwa in jumper as students tend to pronounce the final “r”. I will repeat the word using the correct sound so as to promote understanding and accurate production.

Assessment: what will be assessed and how: I will assess students´ comprehension while performing the activities and give them encouraging and positive feedback. I will encourage them to repeat and produce chunks instead of isolated words or but it will be considered correct if they just follow the instructions with gestures or movements of their own bodies. Interlanguage will be welcomed.

Routine: 2´

Purpose : to greet students and get them into a positive mood to start the lesson.

I will get into the classroom and place my computer on the desk. Then I will greet students: “Hello! (I´ll also wave my hand) EA: “Hello!” (Students will probable wave their hands as well and say hello. Then I will ask students: “How are you today?” and with my thumbs up I will say “I´m fine!” EA: “Fine!” If the expected answer is not given, I will elicit it from students by asking them: “Are you fine?” (miming with the thumbs up) EA: Yes! Then I will encourage students to sing the Greeting Song (the same they are used to singing with their teacher at the beginning of the lesson):

This is the way I say Hello!

Say Hello! Say Hello!

This is the way I say Hello to you, and you, and you!

Source : Adapted from https://www.youtube.com/watch?v=zoJjUHBNufY

Transition: Great kids! Let´s see who remembers the song we sang last class to start working now!

Warm up: 3´

Purpose : to organize the students to sit in a semicircle on the floor.

I will proceed like this:

T: “Ok, kids! Let´s sing a new the song about hands and feet…while pointing at my hands and feet! Stand up, please!” (I will model the action and move my arms) “Well done! Now please follow me!” I will participate with the students in the activity

This is the way I clap my hands, clap my hands, clap my hands;

this is the way I clap my hands, in the English class!

This is the way I stomp my feet, stomp my feet, stomp my feet;

this is the way I stomp my feet, in the English class!

This is the way I stand in a circle, stand in a circle, stand in a circle;

this is the way I stand in a circle, in my English class!

This is the way I dance and dance, dance and dance, dance and dance;

this is the way I dance and dance, in my English class!

This is the way I say shh! Say shh! Say shh!

this is the way I say shh! In my English class!

Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY

Transition: “Well done, kids! Oh look! This is my computer and look I have a video. Now let´s watch to a video! Are you ready?” (miming with my thumbs up) EA: “Ready! Yes!” Or simply pointing with their thumbs up!

Presentation: 10´

Purpose: to expose the learners to the target language, to foster comprehension of a song while watching a video.

T: “Let´s look at the computer and keep in silence!” I will play the video for the first time: https://www.youtube.com/watch?v=BvJ4si0F9UI

T: “Wow! Great video, kids! Let´s look at it again! Are you ready?”(miming with my thumbs up) EA: Yes! Ready! Or only putting their thumbs up.

While watching the video again I will start performing mimics of waking up, taking off clothes, putting on the right and left arm and leg, jump up and jump into bed to help children understanding.

T: “Now kids!” -I will play the video again but I´ll stop in the image in which the boy and the girl are waking up in their beds- (pointing to the boy) “Is it a boy or a girl?” EA: “A boy!”

T: “Yes, it´s a boy!” and (pointing to the girl) “Is it a boy or a girl?” EA: “A girl!”

T: “Yes, it´s a girl! This is a boy and this is a girl wearing their pyjamas!” I will play the video again and stop where the bird is giving the boy his pants.

T: “Look, kids! These are pants!” “What colour are these pants?” EA: Blue!

T: “Well, done! These pants are blue!” “What are these?” EA: Pants! “What colour are these pants?” EA: “Blue”

T: “Yes, kids these pants are blue!” I will play the video again and stop in the image in which the boy has his pant on.

T: “OK, kids!” “Is it a boy or a girl?” EA: “A boy” “What are these?” EA: “Pants” If the students can´t name the pants I will proceed in this way. “ Are these pants or jumpers?” EA: Pants! “Yes, these are pants!” and “What colour are these pants?” EA: “Blue!” “Well, done kids! These are blue pants. The boy is wearing blue pants!

I will play the video again and stop in the image where the girl is wearing a red jumper. I will follow the same procedure as with the boy and his pants.

Transition: Excellent, kids! Let´s play a game now!

Development: 10´

Activity 1: 5´

Purpose : to follow simple commands while practising the new teaching points.

OK, kids! Let´s play “The teacher says” (I will model the actions first and then I will encourage the students to play). I will act as a prompter so that they can imitate my movements.

The teacher says: “Put on your pants. One leg to the right, one leg to the left”

The teacher says: “Jump into your pants”

The teacher says: “Take your pants off”

The teacher says: “Put on your jumper. One arm to the left, one arm to the right”

The teacher says: “Jump into you jumper”

The teacher says: “Take you jumper off”

I will encourage the students to follow the mimics and repeat the chunks. If the children are interested I will perform the actions slowly the first time and then more quickly.

Transition: Uff! We are tired! (showing it with my face and body) Let´s sit down

and go on working!

Activity 2: 5´

Purpose: to interact using the new lexis and structures in the target language.

I will place in the middle of the semi- circle a box with many pictures of pants, pijamas and jumpers in different colours and I will stick on the board the pictures of the boy and the girl which I use in the first lesson:

Source: Google images - https://www.google.com.ar/search?hl=es-419&site=imghp&tbm=isch&source=hp&biw

T: (pointing at the pictures on the board) Look, kids! Here are the boy and the girl again! Let´s put on and take off different clothes to them!

Some examples of pictures in the box:

Source : https://www.google.com.ar/search?q=pantalones+de+niños+caricaturas&rlz=1C1AFAB

T: “Axel, come here, please! Pick up a picture from the box, please! What are these?” EA: “Pants”

T: “Well done, Axel!” “These are pants”

T: “What colour are these pants, kids?” EA: “Blue”

T: “Yes, kids! These pants are blue!” Axel: “Is this a pant for a girl or for a boy?” EA: “For a boy!” “Well done! Put the pants on the boy, please!” Sit down and thank you!

I will go on with the same procedure with other items of clothes from the box.

Transition: “Well done, kids! Now let´s sing the song of the video a new song!

Closure : 5´

Purpose: to apply the new vocabulary while singing and dramatizing a song.

I will play the video again but this time I will encourage the students to stand up and follow the song with movements. I will also encourage them to repeat some chunks from it: https://www.youtube.com/watch?v=BvJ4si0F9UI

Put on your clothes

Every morning I wake up, I take off my pyjamas.

Then I found my favourite pants,

one leg to the right, one leg to the left.

Jump into my pants all right!

Then I have a look around, to see where my red jumper is.

One arm to the right, one arm to the left.

Ready for the day so bright!

Put, put, put on your clothes; right after you wake up!

Put, put, put on your clothes; straight after you take a bath!

Put, put, put on your clothes; where you are going to step aside!

Put, put, put on your clothes; just before you jump in bed!

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

I will encourage students to sing the song with me:

“This is the way we say goodbye, say goodbye, say goodbye.

This is the way we say goodbye in the English class.”

Source : Adapted from pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY

I will greet students “Goodbye! See you the next lesson” (waving my hand). EA: “Goodbye”

I will put my material together and leave the room.

Homework:

If the Spanish teacher, the English teacher and the headmistress give me permission I will send the link to parents so that they can share the song with their sons at home.

Estimada Familia:

Hoy estuvimos aprendiendo los nombres de algunas ropas para niños y niñas en inglés. Los invitamos a compartir esta experiencia con sus hijos ingresando al siguiente link https://www.youtube.com/watch?v=BvJ4si0F9UI .Los niños podrán así continuar aprendiendo y disfrutar el material junto a ustedes. Mrs. Myriam