Gieser leticia lessonplan6 _primary_taller - corrected

Gieser leticia lessonplan6 _primary_taller - corrected

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  INSTITUTO DE FORMACIÓNDOCENTE CONTINUA LENGUAS VIVAS BARILOCHE (A-052) TALLER DE PRÁCTICA DOCENTE Student: Gieser Leticia Período de Práctica: Nivel Primario Number of Students: 36 Institution: Colegio Cavagnaro Adress: Calle 70 – N° 2753 Age: 11 years old Level: Beginners Lesson plan: a class Date: August, 22nd Time: 40’ (11.10 a 11.50hs) • Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog – snake – tortoise – tarantula - pig ) • Aims: During this lesson, learners will be able to… Describe different pets that they have. Develop their reading and writing skills through different activities. To deepen their understanding of commands/instructions while developing their macro skills as well. Develop their speaking skill by doing different activities and games. • Language Focuses:
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  LEXIS FUNCTION STRUCTUREPRONUNCIATION REVISION Great fun – ugly – house – tin food/water – wheel – pet shop – carrots Tarantula – pig - age Make a written description about pets’ appearance. Complete information about pets. Who is it? Who’s this? S/he’s got… S/he hasn’t got What’s this? What colour is it? It’s…. Is it big? Small? How many…? Has it got…? Yes, it has / No, it hasn’t But Have they got…? Yes, they have / No, they haven’t Its name is… It’s from… It’s …..years old Sound /ə/ as in tarantula, year. NEW Insects Make a description about their own pet using all the structures. It likes… Sound /aɪ/ as in like. • Teaching Approach: The lesson is based on the Natural Approach, and organized trough the PPP procedure (Harmer, 2010). • Materials and Resources: Box, flashcards related with the topic, cards with information, Pupil’s book page 29, point 9. Pictures about their pets, piece of sheet to make their descriptions, audio with hello song. • Seating arrangement: students will be sitting in their seats in order to facilitate visual contact and interaction within the group. At some points in the lesson, they’ll move around the class. • Possible problems /difficulties and their possible solutions during the class: children may not understand the topic or the games, but this situation will change when the teacher explains again using mimes and gestures. The students may not bring the picture about their pets, so the teacher will have extra pictures with pets to provide them. • Potential problems students may have with the language: students may find it hard to produce the chunk ‘have they got…’ however, the teacher will try to encourage them. The teacher will help with the sound in ‘they’ making a demonstration to pronounce correctly. The students may find hard to complete the reading activity, so the teacher will help them in case they could not develop it. Also they may not pronounce the final /s/ in likes, so the teacher will repeat it making this final sound loud. • Assessment: what will be assessed and how: the teacher will check students’ comprehension by miming, doing gestures and watching if they perform the actions or not. Encourage them
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  to produce thenew vocabulary using flashcards and visual materials. If they get shy, the teacher will check they can recognize the items by saying (showing a picture about the topic) has it got…? Is it a cat? To sts answer just ‘yes – no’ but in the most of cases, she will encourage to use the structures ‘it’s’ or ‘it has…hasn’t’ etc. Routine: 5’ I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’ ‘This is the way we say hello, say hello, say hello, This is the way we say hello to you…’ (It repeats twice) The teacher will ask to students about the day, ‘what day is it today?’ And about the weather,’ what’s the weather like?’ Transition: ‘well kids, look at this!’ (She will show a box) ‘This is a surprise! I’ll show quickly but ssshhh don’t say what you see….’ Warm up – 5’ The teacher will bring in a box random objects (pets, pet store objects flashcards, which students have already learnt the names of). She will give the class a minute to look into the box and will see what is there. Next she will cover the box up and she will invite to students to say what they saw and count how many items the students can name. So, here the teacher will stick a list of objects and and together they will mark on the list. Transition: ‘Great! Let’s go working!’ Presentation: 5’ The teacher will stick a boy with his pet: Comentado [A1]: So, first they see what is in the box, then they name the items they remember, and finally they compare with a checklist. Right? Comentado [U2R1]: Yes! ☺
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  Transition: ‘this isa picture of my friend Tommy. But I have a problem, I have mixed the information that he gave me. Can you help me to put it in order?’ Here the teacher will show different cards with information such as: It has got a long tail. It has got short legs but it hasn’t got big ears. It is two years old. Hello! my name is Tommy. I have got a pet. It is from Mexico. Its name is Alex. It is very funny and it likes insects! That information is mixed, so to guide them she will write on the board: - Name - Age - Home - It has got….but it hasn’t got…. Next, she will invite some students to pass go to the front and put the information in order. *The cards will be sticked stuck below the picture. Transition: ‘Excellent job kids! Development – 5’ The teacher will take the card from the last stage: And here she will show a flashcard with insects and she will say making the final sound –s loud, ‘lizard likes insects’, the she will show a rabbit and carrots and she will say: ‘rabbit likes carrots’, she will do mime to understand it. *Flashcards: It is very funny and it likes insects! Comentado [A3]: Will you mime a rabbit eating carrots?
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  When they realizethe meaning of like, she will write on the board to copy: The RABBIT LIKES CARROTS. ☺ The LIZARD LIKES INSECTS. ☺ Transition: ‘well kids! Take your Pupil’s book on page 25 point 9’ Comentado [A4]: In fact, this sentence ought to be written in the plural, because you are talking about rabbits/lizards in general…
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  Transition: ‘ok, whatcan you see here?’ ‘Great! So now let’s read’ Activity 1 – 5’ The teacher will give a photocopy with an activity about the reading. Answer yes – no 1. The tarantula is Boris. __________ 2. It’s black. ________ 3. It’s got tail. ___________ 4. It’s got hair. ___________ Transition: ‘Excellent job! Now take your pictures about your pets’ ‘Let’s keep working!’ Activity 2 – 15’ *The teacher will give pictures to the students that would not have. Here the teacher will ask to students that in their notebooks make to write a description about their pets on their notebooks, using the book as a model or the information that they put in order in the previous stages, and using all their prior and new knowledge to develop it. Finally they will check it briefly. Closure – 5’
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  The teacher willgive a gift: a bag with candies and an emoji. It will look like this; they will be happy emoji. Transition: ‘Well kids! Thank you so much for the classes and your good behaviour! It was a great time!’ The teacher will sing the bye bye song. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization x Coherence and sequencing x Variety of resources – Learning styles x Stages and activities x Teaching strategies x Language accuracy x Observations Wonderful job! You `ve scaffolded their learning significantly. Just pay attention to some changes you need to make on the worksheet. Have a great time! Aure Comentado [A5]: So sweet of you! ☺