Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – Tutora: Prof. Graciela Inés Manzur

Lesson Plans – Practicum – Second Period

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Myriam Beatriz Tielve

Compañera consultada para corrección: Paula Schulze

Período de Práctica: Segundo – Nivel Primario

Institución Educativa: Instituto Juana de Ibarbourou

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

Sala/Grado/Año: 5to C – Turno Mañana

Cantidad de alumnos: 36

Nivel Lingüistico del curso: Elemental

Tipo de Planificación: Clase

Unidad Temática: Nuestro vecindario

Clase N°: 4

Fecha: 4/08/2015

Hora: 8.30 – 9.20

Duración de la clase: 50´

Fecha de la primera entrega:

Teaching Points: Asking for and giving directions about places in the neighbourhood.

Aims and goals: During this lesson, learners will be able to…

o Improve their listening skills by understanding messages in authentic recordings.

o Ask for and give directions about certain places in their neighbourhood.

o Follow peer´s instructions to interact with their pairs in everyday conversations.

Language focus:

LEXIS FUNCTION STRUCTURES PRONUNCIATION

REVISIONGreetingsHello!Goodbye!

The ImperativeSit down!Listen!Look at!Stand up!

Places in townSchool; kiosk; butcher´s; train station; house; library; park; bus stop; greengrocer´s; taxi stop; pharmacy; chemical shop;neighbourhood.

Preposition of placesNext to; between; opposite; in front of.

-Greeting people.

-Giving commands and instructions.

-Identifying and naming places in town.

-Asking and answering questions about location of certain places in the neighbourhood

-Wh- Questions in the simple present-How are you today? I´m fine.- Where is the + place in town? It´s + preposition of place + place in town

-Questions with Yes/No answer-Is there…? Yes, there is/No, there isn´t.-Are there…? Yes, there are/No, there aren´t.

-Polite requests-Let´s sit down/look at the board/work with your partner-Listen to your partner, please!

Recognition and use of the sound

|ɑː| in park

|uː| in school

|ʊ| in neighbourhood

NEW Introducing a conversation-Excuse me!

-Asking for and giving directions about certain places in a neighbourhood.

-Wh- questions in present simple- Where is it? It´s next to + place in town + (on + name of the street)

Recognition and use of the sound|ɪ| in excuse

Teaching approach: The communicative approach, the students are expected to share information in the context of a neighbourhood.

Integrating skills: Recalling and speaking by brainstorming ideas about certain places in their neighbourhood. Listening and writing by completing a worksheet in the presentation stage and listening, speaking and identifying while they are exchanging information with a partner.

Materials and resources: Map of the school neighbourhood in A1, photocopies of the same map in A4 for students, photocopies of an activity to perform in pairs by students, my laptop and speakers, photocopy of a map in A4 and a picture of a teacher. Coloured chalks just in case there are not enough in the classroom.

Pedagogical use of ICT in class: Students will listen to four dialogues recorded for this lesson with my laptop in mp3. They will have to complete a worksheet.

Seating arrangement: The students will sit at tables in groups of six because it is a school policy and there is no other possibility due to the pieces of furniture available in the classroom. However, I will ask them to work with the partner who is sitting next to them during the interactive activity. I have already worked with interactive activities and there was not any kind of disruptive attitude. But in case there is an attempt I will sit near the students and talk with them about their wrong attitude.

Cooperative work: The students will work in a cooperative way while asking for and giving information in the interactive activity.

Possible problems/difficulties and their solutions during the class: It is possible that some of the students use L1 while they are performing the activity with their partner. If this happens I will encourage them to use L2 by modelling and using the repetition technique.

As students are not used to performing listening activities, they will probably need to listen to the recording more than twice.If there is any problem with the technology, I will read the dialogues changing my tone of voice to imitate Miss Susan and a student in the street.

Potential problems students may have with the language: It is possible that students will have some problems in using the prepositions to talk about the location of shops and facilities in their neighbourhood. If this happens I will model the activity with a partner, use gestures and point to the map on the board. Another possibility is asking questions with yes/no answer: “Is there a clothes shop next to the school or next to the butcher´s?” EA: Next to the butcher´s.

Assessment: I will assess learner´s comprehension and understanding through their oral interactions and their participation and development during the activities.

This lesson will be delivered on Tuesday the 4th August from 7.35 to 8.25. However, the lesson starts at 7.40 and some students arrive a little later and it is interrupted by the break at 8.10. In order to use the short time in an effective and productive way for the students I will plan only one activity in the development stage so as to give enough time to students to perform it and then have enough time to hand in and explain the homework.

Routine: 5´- 7´

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

I will come into the classroom and greet the students “Hello!” EA: “Hello!” “How are you today?” EA: “I´m fine!” .Then I will elicit from them the date and the weather in the following way:

T: “What´s the date today?” EA: “Tuesday the fourth of August” If the students can´t produce the accurate answer I will encourage them through questions: “Is today Monday or Tuesday?” EA: “Tuesday” “ Yes, It´s Tuesday the fourth of…” “Is today the fourth of July or August?” EA: “the fourth of August” and “what´s the weather like today?” EA: “It´s cloudy/rainy or sunny”.

T: “Well done, kids! Now stand up and we will sing the greeting song. Are you ready?” EA: “Yes.”

Start the Day With a Smile

This is the way we start the day

Start the day, start the day.

This is the way we start the day,

So early in the morning.

First we smile and shake a hand,

Shake a hand, shake a hand.

First we stand and shake a hand,

So early in the morning.

Then we sit down quietly,

Quietly, quietly.

Then we sit down quietly,

So early in the morning.

We listen very carefully,

Carefully, carefully.

We listen very carefully,

So early in the morning.

Source: http://www.canteach.ca/elementary/songspoems68.html - I will use the same music as in https://youtube.com/watch?v=zoJjUHBNufY- Adapted only for pedagogical use.

Transition: Well done, kids! Let´s visit our neighbourhood again!

Warm up : 10´ - 15´

Purpose: to activate previous knowledge related to places and facilities in their neighbourhood.

I will draw this graph on the board:

I will proceed in this way:

OUR NEIGHBOURHOOD

T: “In the previous lesson we were working with a map (I will stick the A1 map on the board and the picture of the teacher). I will also allow the students to look at the map in their folders.) Do you remember it?” EA: “Yes!”

Source: Designed in AutoCAD; 2014 by Civil Engineer Maria Laura Saladino. Only for pedagogical use.

T: “What is this map of?” EA: “It is the map of our neighbourhood (pointing at the graph on the board) Do you remember what shops and facilities are there in our neighbourhood?” EA: “Yes!” Students will brainstorm names of certain places in their neighbourhood and possibly their location using the correct prepositions. I will write the names of the places in the chart and give positive feedback to encourage students to go on participating in the activity. I will guide them with questions if they do not remember some of the places:

Is there a supermarket in our neighbourhood? Are there any parks in our neighbourhood? You are right, kids! What other places are there in our neighbourhood? Or

I will write on the board scrambled words (in different colours) so as to help students recalling the names of the places, for example:

OHSUE BSU TSOP

Students usually raise their hands to ask permission to answer if this doesn´t happen I will proceed in this way:

T: “Ok, kids! Let´s raise your hands so as to organize the activity! Listen to your partners, please!” I will mime the actions while I am telling them how to do it.

Transition: Excellent, kids! Now it is time to perform a listening activity!

Presentation: 10´

Purpose: to foster comprehension of authentic dialogues in a neighbourhood by completing a worksheet.

I will hang on the picture of the teacher on the board:

Source: http://azcolorear.com/dibujos-de-maestras-para-colorear

T: “Ok, kids! Who is she?” EA: “Miss Susan/ A teacher/ The teacher”

T: “That´s right. Miss Susan is the new teacher! Do you remember where she is from?” EA: “ She is from Bariloche.” If the students don´t remember I will help them with yes/ no questions: “ Is she from Jujuy or from Bariloche?” EA: “ She is from Bariloche.”

T: “As Miss Susan is a new teacher from Bariloche, she doesn´t know our neighbourhood. So she is now in the street asking for directions to a student from Juana de Ibarbourou school. Before we listen to her I will ask for two volunteers to hand in these worksheets.”

LISTENING ACTIVITYIN THE NEIGHBOURHOOD

You are going to listen to Miss Susan asking for directions in the neighbourhood.

1- Listen to the dialogues and tick ( √ ) the words you hear:

2- Listen again and use the words you ticked ( √) in exercise 1 to fill the blanks in these dialogues:

Dialogue n° 1

Kiosk bookshop

Next to

Dialogue n° 2

Pharmacy between

bookshop

Dialogue n° 3

Train station clothes shop

library

Dialogue n° 4

Butcher´s train station

supermarket

Dialogue number 1:

Miss Susan: Excuse me! Is there a _________ near here?Juan: Yes, there is.Miss Susan: Where is it?Juan: It´s ________ _______ the school on Fajardo Street.

Dialogue number 2:

Miss Susan: Excuse me! Is there a ___________ near here?Juan: Yes, there is.Miss Susan: Where is it?Juan: It´s ___________ the clothes shop and the supermarket.

Dialogue number 3:

Miss Susan: Excuse me! Is there a ____________ near here?Juan: No, there isn´t.

Dialogue number 4:

Miss Susan: Excuse me! Is there a ______ __________ near here?Juan: Yes, there is.Miss Susan: Where is it?Juan: It´s near the bus stop on Rojo Avenue.

WELL DONE!

Source : My own design.

T: “Does everybody have a photocopy?” (Holding my own photocopy in my hand) EA: “Yes!”

T: “In activity number 1 you are going to listen to four dialogues and you have to tick the places you hear! I will read aloud the words and you will repeat the words after me.” I will mime and model the action while I explain it to the students. To check understanding I will play the first dialogue and check with the students if they have chosen the correct words. Another alternative is writing the words on the board and model the activity on it.

T: “Are you ready? Let´s listen to Miss Susan and the student in the street!”

Only for pedagogical purpose I have recorded four dialogues in mp3 and I have uploaded them in my own google drive https://drive.google.com/drive/folders/0Bx_Fk6rzJPgnfmlHdE9OSXRyX3VYWWYyUkVTb3p3dmtHS2wzSGo3akdiWWYxbzNhdDhIa1U

I have shared my dialogues with you Cecilia Zemborain, with Graciela Manzur and with my partner Paula Schulze who is my peer corrector. In these dialogues you will listen to my own voice and two of my sons´ voices, María Laura Saladino and Juan Pablo Saladino.

These are the dialogues in their full version:

In the neighbourhood

Dialogue number 1

Miss Susan: Excuse me! Is there a kiosk near here?

Juan: Yes, there is.

Miss Susan: Where is it?

Juan: It´s next to the school on Fajardo Street.

Dialogue number 2

Miss Susan: Excuse me! Is there a bookshop near here?

Juan: Yes, there is.

Miss Susan: Where is it?

Juan: It´s between the clothes shop and the supermarket

Dialogue number 3

Miss Susan: Excuse me! Is there a library near here?

Juan: No, there isn´t.

Dialogue number 4

Miss Susan: Excuse me! Is there a train station near here?

Juan: Yes, there is.

Miss Susan: Where is it?

Juan: It´s near the bus stop on Rojo Avenue.

Source: My own recording adapted for this pedagogical context.

I will play the recordings twice. We will check the answers with the students, I will give them a positive feedback and then I will explain the second activity in the following way:

T: “Now, kids! Let´s go to activity number 2! Listen to the dialogues again and fill in the gaps with the words you have ticked in activity number 1.” I will model the activity on the board and I will play only the first dialogue to check understanding. Then I will proceed with the other dialogues twice.

When the activity has finished, I will ask students to check their answers with the partner sitting next to them:

T: “Ok, kids! Now check your answers with the partner sitting next to you!” I will mime the action. After two minutes I will ask some students at random to come to the front of the class to roleplay the dialogues with their partner so as to check their answers with the whole group and scaffold the following activity.

T: “Who wants to read dialogue number 1 with his/ her partner in a loud voice to the rest of the group? Is there any volunteer?” EA: “Me or I, teacher.”

Transition: Well done, kids! It´s time to work with the partner sitting next to you!

Develpoment: 10´- 15´

Purpose: to exchange information with a partner about a new neighbourhood using the new structure presented.

This time I will hand in the photocopies myself to be sure that they are going to work with the right photocopy with their partner.

These are the photocopies I will hand in to each student:

Source: Designed in AutoCAD; 2014 by Civil Engineer Maria Laura Saladino. Only for pedagogical use. I will draw a question mark in the blank spaces and highlight the name of the shops in the heading before printing the photocopies.

Source: Designed in AutoCAD; 2014 by Civil Engineer Maria Laura Saladino. Only for pedagogical use. I will draw a question mark in the blank spaces and highlight the name of the shops in the heading before printing the photocopies.

I will model the activity with one of the students while I give them the instructions:

T: “Pay attention, kids! Look at the map in your photocopies and I will ask a student to read aloud the instructions and example in his/her photocopy.” After some minutes… “Have you finished?” EA: “Yes!”

T: “Renata come here, please! Renata will be student A and I will be student B. Renata needs information about a pharmacy, a chemical shop, a library, a taxi stop and a greengrocer´s. I need information about a supermarket, a library, a bookshop, a butcher´s and a clothes shop. We will ask each other to get this information. Let´s do it Renata!”

I will model the activity with her in front of the whole group. I will also use mime and gestures while I am giving the students the instructions.

T: Thanks, Renata! Sit down and work with the student sitting next to you! If the instructions and modelling were not totally clear, I will ask another student to perform the activity with me again.

During the activity I will go round the classroom prompting words or phrases students don´t remember, eliciting vocabulary through yes/no answer questions (Is there a pharmacy in your map? Is it next to or opposite the kiosk?) and encouraging shy students to take part in the activity.

If I have enough time I will ask some students to role-play the any of the dialogues in front of the class to check pronounciation.

Transition: Excellent, kids! It´s time to finish the lesson!

Closure: 5´

Purpose: to assign the homework for the following lesson and greet students goodbye

T: “ Before we go to the break I will give you a photocopy with the homework for the following lesson.”

I will hand in a set of photocopies to one student in each table and he/she will be in charge of distributing them to their partners.

Source: Designed in AutoCAD; 2014 by Civil Engineer Maria Laura Saladino. Only for pedagogical use. I will give each student the plan in an A4 sheet of paper.

T: “ You have a new plan! In it your have the name of the school, the bus stop, the train station and the streets. You have to create your own neighbourhood and bring it next lesson to share with your partners .” I will model the action drawing a similar plan on the board. I will write the title “My ideal neighbourhood” and I will write the names of some shops on it to model the activity.

T: It´s time to go to the break now! Goodbye, kids! See you next Monday! EA: Goodbye, teacher!