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°: 5

Fecha: 10/08/2015

Hora: 8. 30 – 9.20

Duración de la clase: 50´

Fecha de la primera entrega: 6/08/2015

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 Develop their speaking skills by following peer´s instructions to interact with their partners in everyday conversations.

o 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 interchanging information about the new teacher at school. 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: Photocopies of an activity to perform in pairs by students, photocopies of a worksheet to perform the listening activity, flashcards of some places in the neighbourhoos, my laptop and speakers, 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 student at random, use gestures and point to the map on the board. Another possibility is asking with two possibilities to choose: “Is there a clothes shop next to the school or next to the butcher´s?” EA: “Next to the butcher´s or It´s 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.

Routine: 5´ to 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: “Monday the tenth of August” If the students can´t produce the accurate answer I will encourage them through questions: “Is today Monday or Tuesday?” EA: “Monday” “ Yes, It´s Monday the tenth of…” “Is today the tenth of July or August?” EA: “the tenth of August”. As I followed the same routine in previous lessons I will call a volunteer to the board and ask him or her to write the date on it. I will proceed in this way:

T: “Who wants to write the date on the board today? Any volunteer? EA: Some of the students will raise their hands, or they may answer “I or me”. I will have a piece of chalk in my hand and I will hand it in to the student. Then I will follow the same procedure as above to encourage the whole group to help him/her.

T: “Well done, kids! Now let´s call back to our classroom to Miss Susan!

Warm up : 7´ to 10´

Purpose: to activate previous knowledge related to the context they were presented in the last lesson.

I will hang on the board the poster of Miss Susan.

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

T: “Ok, kids! Do you remember the name of this new teacher at school? EA: “Yes! /Yes, we do! /Miss Susan!”

T: “Well done! Is Miss Susan from Laferrere?” EA: “No/ No, she isn´t.”

T: “That´s right! Where is Miss Susan from?” EA: “Bariloche/ She is from Bariloche.”

If the students don´t remember where Miss Susan is from, I will ask them questions with two possibilities to choose:

T: “Is Miss Susan from Jujuy or from Bariloche?” EA: “From Bariloche!”

T: “Well done, kids! As Miss Susan is from Bariloche she doesn´t know our neighbourhood and she is now in the street asking for directions to a student of Juana de Ibarbourou school.”

T: “In our last lesson we listened to Miss Susan speaking in the street. Do you remember?” EA: “Yes/ Yes, in the computer.”

T: “But we haven´t listened to all Miss Susan´s conversations. Please, take your photocopy with the listening activity out of your folder and we are going to listen to Miss Susan again!”(I will have my own photocopy in my hand) EA: “Yes!” The students will take their photocopies out of their folders. I will take extra photocopies with me in case some students have lost it or they missed some of the previous lessons. This is the photocopy the students will take out of their folders:

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 number 1:

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

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.

Transition: “Has everybody got a photocopy? Great! Let´s listen to Miss Susan and a student in the street!

Presentation: 10´ to 15´

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

T: “In our last lesson we worked with activity number 1 in our worksheet but some students missed it so we are going to start again.” As some students worked with the first three dialogues in the previous lesson I will give the instructions interacting with them. I will mime and model the action while I speak.

T: “Who are we going to listen to?” EA: “To Miss Susan.”

T: “Where is Miss Susan?” EA: “In the neighbourhood”

T: “How many dialogues are we going to listen to?” EA: “Four”

T: “That´right! While you listen you have to tick the words you hear in each dialogue. I will read the words aloud in dialogue number 1 and you will repeat the words after me!” As students worked with this dialogue the previous lesson I don´t think they will have any problem with listening to it again and checking the words they have already chosen.

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 children´ s 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 context.

I will play the recordings twice. (In the previous lesson students needed to listen to the same dialogue three times as it was the first time they were exposed to a listening activity like this. Maybe this time listening to it twice or only once if all the students have already done it will be enough but I will prioritize students´ needs. 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 in the same way.

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!

Development : 15´ to 20´

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.” While the students are reading the instructions in their photocopies I will hang the following flashcards on the board and write sentences under them for students to be reminded of the meaning of each preposition:

The kiosk is next to the library.

The butcher´s is between the greengrocer´s and the train station.

The school is opposite the park.

Source: Google images. https://www.google.com.ar/webhp?sourceid=chrome-instant&rlz=1C1AFAB_enAR532AR532&ion=1&espv=2&ie=UTF-8#q=ggogle%20images

After some minutes… “Have you finished reading the instructions?” 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. If the students do not remember the prepositions I will point to the flashcards on the board and the sentences written under them.

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 questions with two possiblilities (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 pronunciation.

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

Closure: 5´

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

As it is expected to be my last lesson with this group, their teacher Alicia Gamari, told me that she wants to assign the homework for the next lesson herself and she needs to evaluate them in a written way. Therefore I will leave her enough time to do so.

T: “Well kids! This is my last lesson with you! You have really been so nice to me! And I congratulate all of you because you have worked in an enthusiastically way! See you one of these days! Bye, bye and a big hug to you all!”

Then I will hand in all the material I have used in my classes to the teacher and thank her for her kindness and guidance!

Cecilia

As you have seen I have included in my plan two of the activities designed on plan number 4. In my journal of last Tuesday lesson I explained that I had to go back with the explanation of prepositions as students seemed not to remember or understood them. For that reason, we were short of time as lessons on Tuesdays are interrupted by a break in which I play a game in English with the students and the teacher Alicia Gamari.

Myriam