Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain Co-tutora: Prof. Graciela Inés Manzur

I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO

PRACTICANTE: Estebo, Cynthia

Período de Práctica: Nivel Secundario

Institución Educativa: Escuela Secundaria “Benito Angel Facetti”

Dirección: Villanueva 277 – Punta Alta, provincia de Buenos aires

Sala / Grado / Año : 6to 3ra (orientación Ciencias Sociales)– Turno Mañana

Cantidad de alumnos: 26

Nivel lingüístico del curso: Intermedio

Tipo de Planificación: clase

Unidad Temática: El cuento fantástico

Clase Nº: 2

Fecha: 30/10/2015

Hora: 9.30-11.40

Duración de la clase: 120´

• Teaching points: Fantastic short story

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

* Revise speaking skills by telling their classmates a fantasy story

* Develop listening skills through a song

* Revise, recycle and adapt to a new genre writing skills

* Develop speaking skills by creating a short fiction story

• Language focus:

  LEXIS FUNCTION STUCTURE PRONUNCIATION

REVISION

 Fantasy, space, orbit, bedroom, home

Telling a fantasy short story

 - swimming, making, to get home

Nasal velar sound / ŋ/Swimming /ˈswɪmɪŋ/

       

         

NEW

 Fiction stories, conflict, setting, characters,Resolution of conflict

 Acting out a fictional short story

 - gerunds and infinitive verbs distinction: enjoy, be, mind

  Shaw sound:To /tə/

                  • Teaching approach: I’ll use the Communicative Approach through the PPP model.

• Materials and resources: copies of the Lyrics of the song “She will be loved” by Maroon 5, mp3 player, booklet, board, marker, picture, set of cards stylistic elements for fiction writing

• Seating arrangement: Students will be sitting in rows during the first part of the lesson and in groups for group work.

• Possible problems / difficulties and their possible solutions during the class: Students are experienced at learning English as they are attending their last year at secondary school. But any issue they may find difficult to solve on their own, I´ll be open to their questions and offer them my support.

• Potential problems students may have with the language: Students may encounter difficulties with understanding instructions in English. I´ll mime, draw on the board, eliciting and paraphrase to help them understand them.

• Assessment: I´ll check students’ comprehension through their participation. If I notice they do not understand, I´ll mime, model the language or ask a partner or the class to model the activity.

Routine: 5’

I’ll get into the classroom and greet students:

“Hello!, how are you today?”

Then, I will write the date on the board

Transition: “I want to listen to your fantasy stories! Can you share it with your classmates?”

Warm-up 20’:

As students wrote fantasy stories in groups, I will ask them to share them to the rest of the class. But, they are not going to read it as it is, I will ask them to use intonation changes in order to act it out. I will explain to them that when we read

a story, we should change intonation to express different feelings. I will ask for a story and I will read some lines aloud to exemplify them how to do it.

While a partner reads, the rest of the groups will take notes for later feedback. On the board, I will write the following guidelines for them to have hints on what to pay attention to:

* WAS IT INTERESTING? HOW?

* WERE THE CHARACTERS FUNNY?

* WAS THE SETTING APPEALLING?

* WAS THE CONFLICT SOLVED? HOW?

* DID YOU LIKE IT? WHY/ WHY NOT?

When the four groups have presented their stories, I will ask each group to provide feedback. I will assist them whenever they feel short of words by eliciting vocabulary. All opinions will be heard and respected.

I will take advantage of students’ ´productions to revise gerunds and infinitives. I will ask students if they have included gerunds and infinitives in their writings. Within their original groups, students will have a look at them and underline some instances if any. When they have finished, I will ask them to tell me which ones they have included. I will write on the board their answers. We will revise orally the grammatical rules seen the previous class.

Presentation 10’:

I will write on the board the following words:

LOVE – SHE – MILES – RAIN – EIGHTEEN- TROUBLE – BELONG – MINE – BROKEN SMILE – ALONE – BEAUTIFUL.

I will ask them if they know the meaning of these words. We will discuss them orally. When they have understood them, I will tell them that these words are connected to a song. I will ask them “What do you think the story is about?” I will allow them to connect the words in any way they make sense to them. In this way, they make inferences, use them in sentences and create expectations. All opinions will listen and respected. I will tell them that we will check their predictions after they listen to the story.

Transition: “Do you want to listen to the song?” Erika, please, Can you hand out these copies?”

Development 90’:

Activity 1-25’: Listening

I will give students copies of the song “She will be Loved” by Maroon 5. On a first listening, students will listen and check if their predictions were correct.

"She Will Be Loved" by Maroon 5

Beauty queen of only eighteen

She had some trouble with herself

He was always there _______ (help) her

She always belonged to someone else

I drove for miles and miles and wound up at your door

I've had you so many times but somehow I want more

I don't mind ________(spend) every day

Out on your corner in the pouring rain

Look for the girl with the broken smile

Ask her if she wants ______ (stay) awhile

And she will be loved

And she will be loved

Tap on my window, knock on my door

I want _____(make) you feel beautiful

I know I tend _______ (get) so insecure

It doesn't matter anymore

It's not always rainbows and butterflies

It's compromise that moves us along, yeah

My heart is full and my door's always open

You come anytime you want, yeah.

I don't mind ________(spend) every day

Out on your corner in the pouring rain

Look for the girl with the broken smile

Ask her if she wants ____ (stay) awhile

And she will be loved

And she will be loved

And she will be loved

And she will be loved

I know where you hide alone in your car

Know all of the things that make you who you are

I know that goodbye means nothing at all

Comes back and begs me to catch her every time she falls

Yeah

Tap on my window knock on my door

I want ________(make) you feel beautiful

I don't mind________ (spend) every day

Out on your corner in the pouring rain, oh.

Look for the girl with the broken smile

Ask her if she wants ______(stay) awhile

And she will be loved(x4)

[in the background:]

Please don't try so hard _______(say) goodbye

Please don't try so hard _________(say) goodbye

When the song finishes, we will discuss the content of the song and discuss whether they have been right or wrong. I will ask students if they have doubts as regards lexical meaning.

On a second listening, students will listen and complete the verbs in brackets either with a gerund or an infinitive form according to what they hear. When the song is over, we will check if they have completed the song correctly. We will do it as a whole class activity.

I will play the song a third time for them to check what we have discussed.

I will take advantage of the lyrics and I will ask them to analyse these instances:

* He was always there _______ (help) her

* I don't mind ________(spend) every day

I will ask them what the difference is there between those verbs by asking:

- What kind of verb is “To be”? What does it express? Does it relate to unreal, general, or future actions? Does is relates to real or completed actions?

- What kind of verb is “mind”?

“Have a look at the rest of the erased verbs”. I will allow some minutes for them to reflect upon them. Then, I will explain that gerunds describe an action, something you do, while the term “infinitive" comes from the Latin word infinitus, from in- (not) and finitus (finished, limited), so these actions are the infinitive is unlimited, the action is not limited to any subject or to any time.

I will draw a mind map on the board:

GERUNDS VS INFINITVES

REAL/COMPLETED ACTIONS NOT LIMITED ACTIONS

Students will copy on their folders. Then, in pairs, they will classify the phrases from the lyrics that are erased under each heading. I will act as a monitor and facilitator in case they need assistance.

When they have finished, we will check it on the board as a whole class activity.

Activity 2: Working on grammar 20´

I will ask students to open their booklets ( selection of copies prepared by the teacher) at page 28

I will ask them to have a look at the verbs in the box of exercise A. In pairs, they will classify them as “Completed actions” or “not limited”. When they are ready, we will discuss it orally as a whole class activity. Then, they will complete each sentence with one of the verbs from the box in the correct sentence by using gerunds or infinitives. I will allot a few minutes for them to solve the exercise. I will go around the classroom in case they need any help. As soon as they finish, we will check it orally as a whole class activity. We will analyse each sentence, paying attention to the type of verb and the context they appear on.

We will move to activity B. I will explain to them that they will have to complete each sentence with the verb provided between brackets and decide whether they are gerunds or infinitives. I will tell them to be careful and analyse each verb before completing the sentences. They will solve it in pairs and then, we will check it as a whole class activity. We will discuss any doubts they have.

Transition: Great!, Let´s have a look at the song again!”

Activity 3 -20’: Writing

I will ask students to have a look at the song again. In small groups, they will answer the following questions:

* Who is/are the characters in the story?

* Where does the story take place?

* What is the conflict?

* Is the conflict solved? How?

* Is it a fantasy or a fictional story? Give support to your answer.

When they are ready, we will make a small discussion. A member of each group will comment orally their answers. The rest of the groups will take notes and , once their partner has finished speaking, they will give reasons to agree or disagree.

Then, I will devote some time to explain the difference between fantasy and fictional stories. I will tell them that fantasy stories commonly use a magic or supernatural phenomenon, while fictional stories describes people, places, events, or complete narrative works derived from imagination. I will ask them “What things do they have in common?” I believe they will answer that they both have characters, conflict and setting. If not, I will elicit answers for them to understand the stylistic elements in stories.

Then, I will ask a member of each group to pick a card. They will choose one of the five following cards:

TOPIC: THE NEW HOUSE

CHARACTERS:HUSBAND AND WIFE

SETTING: NEW HOUSE IN A NEW CITY

CONFLICT: AWFUL PLACE, WIFE LOVES IT. HUSBAND HATES IT.

RESOLUTION OF CONFLICT: THE HOUSE IS BURT

TOPIC: SECRET LOVE

CHARACTERS:TWO OLD FRIENDS

SETTING: DINNER AT A FANCY RESTAURANT

CONFLICT: THEY HAVE BEEN SECRETLY IN LOVE SINCE SECONDARY SCHOOL

RESOLUTION OF CONFLICT: EACH ONE LEAVES ALONE FROM RESTAURANT

TOPIC: BEST HOLIDAYS

CHARACTERS:BROTHER AND SISTER

SETTING: BEAUTIFUL BEACH IN THE CARIBBEAN

CONFLICT: THEY CAN´T STAN EACH OTHER

RESOLUTION OF CONFLICT:THEY LEARN TO COPE WITH ONE ANOTHER

TOPIC: TREASURE HUNT

CHARACTERS: PIRATES

SETTING: DESERT ISLAND

CONFLICT:WRONG MAP

RESOLUTION OF CONFLICT: THEY FIND THE TREASURE

Each group will work together. They will decide the plot of the story based on the card given. I will ask them to write a very short fictional story. I will tell them that at least they should include some of the gerunds and infinitives they have learnt from the song and the grammatical exercises. They are not allowed to comment their information with other groups. I will go around the groups and help them if necessary.

Transition: Great!, “Now, let´s act the stories”

Closure - 20’: Acting out the stories.

I will explain students that each group will act out the stories they have created. I will allot a few minutes for them to prepare and decide they are going to represent it. I will remind them that at the beginning of the class we have used different intonation patterns to express different feelings.

When the five groups have performed their stories, we will finish with a feedback session on how they felt about it.