TPD - Primary - Lesson Nº1 & N°2

TPD - Primary - Lesson Nº1 & N°2

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  I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Carolina Anticev Período de Práctica: Primaria Institución Educativa: Instituto Primo Capraro Dirección: Gallardo 40 Sala / Grado / Año - sección: 5to grado Cantidad de alumnos: 18 Nivel lingüístico del curso: Beginners (level 2) Tipo de Planificación: Clase Unidad Temática: 5 Clase Nº: 1 Fecha: 24/09/18 Hora: 14:25 Duración de la clase: 80 minutos Fecha de primera entrega: 20/09/18 · Teaching points: Superlatives (bigger than/the biggest), opinions (I think that, in my opinion..), activities (hobbies, sports) · Aims or goals: During this lesson, students will start learning some superlatives, compare people and activities, talk about favourite people and things and give their opinion.
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  ∙ Language focus: FunctionsLexis Structures Pronunciation Revision - Responding to instructions, - Answering and asking personal questions, - Should/Sh ouldn’t - Hello, how are you? / I’m very good and you? - How was your weekend? What did you do? -What should I do?../ You should/should n’t... - New Speaking about their favourite things, - Favourite - The most - Hobby -My favourite x is…, what is your favourite x ? ˈfeɪv(ə)rɪt/
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  · Teaching approach:Natural approach, using the PPP procedure (presentation, production and practice). · Integration of skills: What skills will be integrated and how? The four skills will be integrated · Materials and resources: CD player, Booklet, copies, copybooks, dices, · Pedagogical use of ICT in class or at home: I will be using the CD player and my computer to show them a video. · Seating arrangement: Students can sit however they like · Assessment: what will be assessed and how Stages in the lesson Each stage or activity must be described in terms of the following items: - Purpose - Timing - Activity description and instructions as they will be said to students (include direct speech, and students’ possible answers). - Teaching strategies (description, explanation, demonstration, modelling, exemplification, etc.) - Strategies to check understanding of instructions - Strategies to check new language comprehension - Interaction patterns - Skills - Resources - Transition comment to link each stage of the lesson with the next one
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  Mandatory lessonstages: - Lead-inor Warm-up - Presentation - Development - Closure - Homework The format in which the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon. You must always include this chart, which will be completed by your tutor: 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 Minimumscore:18 / 30 Score:_23___ /30 Nice lesson,Caro! You shouldchoose anappealingcontextforfuture lessons.Thistime,the threadwasthe grammar content. I´m positive youwillbe able toimprove thataspectinfuture lessonplans. Please,submitplansinaWorddocument,asthe restof the traineesdo.
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  Have a greattime! Aure CLASSNº1 Rutine (5 minutes) Purpose: To break the ice, makestudentsfeel comfortable and in the mood for work. I will greet the students“Hello everybody!how are youtoday?” Iwillwait for everybody to take their seat and then I will ask “How wasyour weekend?” Iwill pointat three or four studentsand ask personally, for example, “Uli, what did youdo thisweekend?” if some studentsthat I didn’tcall raise their hand to tell me about their weekend, then I will let them speak. I will have nametags already made for each studentand I will handlethem over. Studentswill have to stick them on their clothes. This way I will be able to call them by their nameand not “you”. Transition: “Very good, now, get your bookletsand copybooksplease!we are starting the new unit!” I will paste three sets of three flashcards, that I will bring, on the board. I will write the adjective of the first image, on top of it. Warm-up (10 minutes) Purpose: To practice a previoustopic(comparatives) and warm them up in order to introducethe new topic (superlatives). The flashcardsI willpaste are like the following:
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  [There will bea set of cars, of smiley faces (happy)and of a person (tall)] I will only paste two of the three cards, so wecan practise the comparativesfirst, that they are familiar with, and then I will paste the new one. I will say “this car is big, but this car (pointingat the medium car)is what?, bigger! yes!” I will do that with the three examples. Then, I will pointat the smaller car and I will say “ Transition: I will paste the third flashcard of each set and will ask them “now, is this bigger than this one? (point at the small car) and than this one? (point at the medium car)” Activity Nº 1 (25 minutes) Purpose: To introducethe new topic “superlative” workingwith the “comparative” and with their four skills. “So, this car is bigger thanthisone and this one (pointing at the first two cars), this is the biggest car!” I willwrite “biggest” on the board. I will say the wordson the three examples “biggest”, “happiest”, “tallest”. I will handle them the followingcopy (they had a very similar one for comparativesin Unit 1):
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  “Everybody please pastethecopy inyour copybooksand give a look at the rulesof the superlative form” Iwillwait a few minutesuntil they do it and then I will say “Now kids, openyour booklet onpage 85!” I will give them the option of workingaloneor in pairs.
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  Transition: We willcorrect the activities together, out loud, explainingwhatever it was that they didn’tunderstand, in case they didn’t. “Very good everybody!” Then, I will dividethem into groupsof three students. Activity N°2 (25 minutes) Purpose: To keep on practising the superlativeform, this time in a fun way. I will handle oneof the followingcopies to each group: “Okay everybody!whatyou will have to do is simple, the person who rolls the dice, has to ask the question to the classmate on their right and they have to answer it. I want complete answersplease!, if you get stuck let me know and Iwill help you!and when any of you winsthe game, each of you will choose your favouritequestion of the game, write it down on your copybook and writethe answer, understood?”Sincethis instruction has actually two indications, I will repeat in case a studentdidn’t understand.
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  I will indicatehow muchtime they have, first when they have 10 minutesleft, then when they have 5 and then every 1 or 2 minutes. Transition: “Very good! I want you to bring meyour copybooksso I can see your question and answer!” I will correct all the questionsthey did. Activity N°3 (10 minutes) Purpose: For studentsto interiorize what they saw this class, compare it to what they know and get a little help in their copybooksfor what’s left of the year. I found this in Pinterest (https://ar.pinterest.com/pin/5840674497044257/)and thought it would be very good for studentsto have a help-chart that compares comparativesand superlatives. That way they can help themselves when they are a bit lost. It has very clear examples
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  I will, first,copy the first column of the chart and as I write, I will ask them to help mefill it, this way they don’tonly get the “cheat-chart” but they also work on it. Transition: When wefinish doingthe chart on the board, I will give them a few minutes so they can finish copying. Then I will ask the studentsto leave their copybooksand booklets on their place. Closure (5minutes) Purpose: To say goodbyeand give a nice end to the class, also for them to practise their speakingskills and give opinions.
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  I will tellthe studentsto gather up on the floor on a circle and ask questionslike: ● Who is the tallest studentin this class? (When they tell me I will play a bit, telling them to show me) ● Who is the smartest studentin this class? ● Which movie is the funniestfor you? ● Who is the coolest famousperson? They can all get the chance to reply and give their personalopinions. When the bell ringsI will greet my studentsand let them out the classroom. Homework:It will be given on the secondand third class,not this one since they’re just beginning with this topic. CLASS Nº2 Rutine (2 minutes)
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  Purpose: To breakthe ice, make studentsfeel comfortable. I will greet the studentsand say “Hello everybody!how are you today?”I will wait for everybody to be in the classroom. Transition: I will tell them to come and sit on the frontof the class in a circle. Warm-up (10 minutes) Purpose: To get the studentsin the mood for work, practise their speakingskills and what they’ve been seeing so far. I will get all the studentstogether in a circle. I will have 18 pieces of paper (oneper student)that will have incompletesentences such as “__________________ is the tallest studentof the classroom”. Each studentwill get the chance to speak and complete the sentence with the studentthat, in their opinion, match the description. To make it moredynamicand notwaste much time, I will help in case somebody gets stuck. Transition: When wefinish and all the students have spoken, I will stand up and say “Very good! now stand up and go get your copy booksand booklets please!” Activity N°1 (25 minutes) Purpose: To practise the four skills, conjunctwork and continuewith the superlatives. “Okay everybody, now openyour bookletsinpage 85!, you’re going to workinpairs!”
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  Once all studentshavea partner and their booklets open, I will give the instructions. “This column (point at the first one) has incomplete questions, youhave to completethem. For example, who/talented/singer, how do youcompletethat question?” Iwilllet students reply. “Ok, very good, so you have to do that with all the questionshere and thenthere’sa me and my partner column, once you made the question, youhave to write your answer and your partner’sanswer, understood? I want youto speakand worktogether, come on!” Transition: When everybody isfinished, I will call a studentper question, I will read the question, point at a random studentso they can read their answer out loud. Then, I will tell them to bring me their booklets so I can correct them. Activity N°2 (15 minutes) Purpose: To practise listening and readingskills, as well as vocabulary. “Very good! now pleasego to page 86, activity 10, you willlisten the first time, only listen! don’tcomplete or write anything”
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  I will putonthe CD player, since this activity requiresit. They will listen to it once, without workingon it and then they will listen one to three times (not more if possible) and they will have to solve the activity, alone. Wewill correct the activity together, outloud. Transition: “Ok everybody now open your copybooksand copy this!” I will write on the board. Activity N°3 (20 minutes) Purpose: To practise the topic “favouritethings” and their four skills. I will write on the board the followingwords, this way: “I like __________ but my favourite________ is ___________” - Sport - Food - TV show - Movie - School Subject
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  - Holiday - Vegetable -Game - Season “ So now, I want youto openyour copy booksand copy thiswords. Youwill have to make a sentence for each word. Saying one thing youlike and thenyour favourite. For example, in sport, I can say I like Handball but my favourite sportisTennis” I willwrite that example under the exampleincomplete sentence I wroteon the board. “You will have to write a sentence like this for every word that’sonthe list, ok?” Transition: When everybody isfinished I will go word by word, pickingrandom studentsto read me their sentences. “Very good everybody!now packall your things, leave your copybooksand bookletsintheir place!come on!” Closure & Homeworkexplanation(5minutes) Purpose: To explain the homework I will give them for next class. I will give one copy to each student. I will explain “So, here on the first column we have adjectives, right? big, small, tall, short.. then, on the second column wehave comparativeadjectives, bigger, smaller, taller… and on the third (alwayspointing at the column)wehave superlativeadjectives, right? saddest, smartest. What you will have to do is match the three adjectives that are the same and last, I want you to make three sentences, choosing any set of adjectives you want. For example, I will use big. My house is big, the houseof my neighbour is bigger but my mother’s house is the biggest” I willlet them ask methings in case they didn’tunderstand. Iwillchoose onerandom studentto try another example of big. I will ask them to do it at home and then I will say goodbye to everybody.
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  https://ar.pinterest.com/pin/127789708151170109/ Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 BelowStandard 1 Visual organization X
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  Coherence and sequencing x Variety ofresources – Learning styles x Stages and activities X Teaching strategies X Language accuracy x Observations Minimumscore:18 / 30 Score:_20___ /30 I insistuponcontext.Doworkon that! Make sure studentsunderstandwhattheyare expectedtodo.Go overmy comment,especially abouthomework.Thatactivityismore difficultthanthe onesdone inclass.