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TALLER DE PRÁCTICA DOCENTE III

ALUMNO PRACTICANTE: MARIA INES TRECH

Período de Práctica: Escuela Primaria

Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662

Dirección: Costa Y Lequerica

Sala / Grado / Año – sección: 5to año A

Cantidad de alumnos: 30 alumnos

Nivel lingüístico de los cursos: beginners

Tipo de Planificación: Diaria

Unidad Temática: “Las comidas”

Clase N°: 1

Fecha: 6 de julio 2015

Hora: de 13.30 a 14.20 hs

Duración de la clase: 50 minutos

Fecha de primera entrega: 29 de junio

Teaching points: Food and drink (Banana, Cheese, Chicken, Ice-cream, Milk, Peas, Salad, spaghetti)

Aims: During this lesson:

Learners will be able to identify recognize the names of some food and drink in a meaningful context.

They will revise the vocabulary items seen last year. They will develop listening speaking, reading and writing skills.

Language focus:

FUNCTIONS LEXIS STUCTURES PRONUNCIATION REVISION

Look! Listen!

Colours What’s this?It’s a …It’s an …What are these?

They are …NEW Speaking about

likes and dislikes about food and drink.

BananaCheeseChickenIce-creamMilkPeasSaladSpaghetti

Do you like…? Yes, I do. No, I don’t.

/i:/ Ice- Cream cheese Peas

/i/ chicken Milk spaghetti

Teaching Approach: Natural Approach, organized though the presentation, practice procedure (PPP).

Integration of skills: The four skills will be applied in this lesson.

Material and resources: CD player, CD. A toy fridge. A cooker hat. Pictures/flashcards of food and drink. Tape. Sheets of papers with a song, 1 per students. Board game for tic toe game. Counters.

Pedagogical use of the ICT inn class or at home: in this lesson I will only use a Tape recorder.

Seating arrangement: the whole class - in groups.

Possible problems /difficulties and their solutions during the class: students may speak in English. I will demonstrate and make them repeat.

Classroom management strategies: Potential problems students may have with the language: As it is mainly a

vocabulary presentation with flashcards and practice lesson I think there will be no problems. But: A possible problem could would be distraction. But, in this case, I will clap my hands so as to call their attention, as their teacher is used to apply that method and it results because students are accustomed. So, in cases Ss don’t listen to me, I will change my voice tone and I will tell: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me."

Assessment: What will be assessed and how. I T will check Ss understand the names of the different food them by listening to them when they are completing the song or playing the tic – tic – toe – game.

WARM UP:

Timing: 5 minutes.

Purpose: to start the lesson, to get students into the mood of work, establish rapport.

I will present myself telling the students my name. (They already know it because the teacher of the course has already introduced presented me during the observation classes, however I think it worth remembering them my name and the structure: My name is…. )

Hello! Children Do you remember my name?

My name is ……

(If they do not remember I will tell them that my name is Maria Ines)

Routine: For this routine I will separate the classroom in two halves. Students will be sat at their desks. I am going to play the tape twice, so the first time half of the class will sing the first two stanzas and the other half will sing the last two stanzas of the song. Te second time roles will be inverted.

Transition: Ok children, we are going to sing the Hello song:

Hello! Hello!

How are you today?

I’m fine, I’m fine

And you how are you

Taken from: Singing Songs: The Teacher’s magazine: EDIBA)

Transition: Well done! Boys and girls! Excellent!

PRESENTATION

Timing 15 minutes.

I will bring to the class a toy fridge:

Inside the fridge I am going to put pictures/flashcards of food and drink to present the vocabulary. The pictures will have their names written under it. As I take the pictures out of the fridge I will stick them on the blackboard. For that I will bring tape and I will call a volunteer student to act out as a secretary.

Transition: Ok! What’s this? It’s a …. (If student answer freezer o heladera I will reframe and say:

Ok. It’s a fridge! Repeat. It is a ………

Look! This fridge is the one I have got at home. I like cooking! (I will also wear a cooker hat).

Let’s look what is it in there.

What do you think there is here … Can you think?

Students may brainstorm some ideas because last year they learnt some food items I will let them say some words during a minute, not more. I will write those words on the blackboard.

Transition: Ok! Let’s see how many food and drink items do you know?

What words are students expected to know?.

After they have brainstormed some words I will say:

Transition: It’s Ok. Now! Very Good!

Now! Let’s look what is in there in my fridge!

(I will open the fridge and then I will take some pictures out of it.)

Look! What’s this’?

It’s ……………………………

Now … Let’s see. What’s this?

It’s some ice cream. Delicious!

Let’s see what else is in here!

Can you guess? It’s white! What is it?

(Students might answer milk or something else.)

Yes! It’s milk.

Now, this is a vegetable. They are green.

What are they?

Sts might answer arvejas in which case I will tell them they are peas.

They are peas. Ok? Peas.

MMMM. This is delicious! It’s yellow! What is it?

Look! It’s …. Do you know?

It’s cheese.

Let’s see…. What else is there in my fridge?

What is it?

It s a salad! Do you like salad?

Ok! I have got Two More …

Look!

This is delicious!!! Very delicious! It is an animal! Can you tell me what it is it? (Poi poi)

It’s a chicken!

And here is the last one! They are also yellow! They are a fruit!

Yes! They are bananas.

What is the source of the images?

Transition: Ok! Boys and girls now my fridge is empty. No more food!

Do you like the food I have cooked?

Do you?

Sts may answer yes / no, in which case I will ask again and I will tell the correct structure:

Yes, I do - No, I don’t.

DEVELOPMENT

Activity 1

Timing: 10 minutes.

Purpose: This activity is aimed to checking vocabulary understanding.

Students will listen to a song.

They will listen to a song for the first time. After that I am going to ask them what food items from the ones they have leant are there mentioned in the song. Students might answer all of some.

Transition: Ok. Now you are going to listen to a song. You have to pay attention to what food names are mentioned here. So listen! (I will touch my hear, simulating listening)

I will play the song.

Transition: Could you listen? Ok. Now tell me which food items names are mentioned there in the song. Hands up! (I will mime hands up)

So I will call at random those students with their hands up and I will ask them which item did they listen. I will call eight students since there are eight food names.

Meanwhile I will write an X under the pictures which are still on the blackboard. Once the students have mentioned them.

Song: (From: Adventures II)

. I like spaghetti

With salad and peas

I like spaghetti

With chicken and cheese I don’t like bananas

Yellow or green

I don’t like bananas

With milk or ice cream.

Once they have mentioned all / some of the food items I will play the song again in order to check.

Activity 2.

Timing 10 minutes plus

Purpose: to go on working with vocabulary understanding.

Students will continue working with the same song but this time in groups of 4 / 5 students. I will give one envelope per group, each envelope containing the lines of the song but incomplete. Students will have to listen to the song and fill in the blanks with the missing food items.Then, they will have to match words and pictures.

Transition: Ok! Children. Now you are going to listen to the song again. Now you have a worksheetsheet of paper. You have to match the food item in with the correct place where they go. So please. Listen carefully. Will they write down the words? How will they know the correct spelling?

I like ………………

With …………….. And ……………

I like spaghetti

With …………… and …………………

I don’t like ………………….

Yellow or green

I don’t like bananas

With …………….or ice ……………

Activity 3

Timing: 8 minutes

Purpose: to provide students with more vocabulary practice in a less controlled way.

TIC - Tac - Toe. Game

I will explain to the students that I will divide the class in groups, each will group will be divided again into two smaller groups because they are going to play a TIC – TAC - TOE game.

I will prepare the board and the counters. I will give each group the boards and the counters and the first group to shout TIC- TAC - TOE is the winner.

Tic- tic- toe board:

Counters: (Example)

The purpose of the game and the instructions are not clear. What is it that students have to do?

Remember that the Natural Approach refers to contextualized language exposure, which is not seen in all activities you have included.

Homework:

2 minutes (to explain)

I will give students the wordsearch following letter soup for them to do at home.

What’s the source of the activity? How will this be checked?

I will send parents a note notice:

Estimada familia sus hijos llevan una sopa de letras para completar para la próxima clase. Saludos Miss María Ines.

CLOSURE:

I will tell the students we have only one minute to go so we should say Goodbye to each other!

I will invite the students to say goodbye, I will tell them goodbye.

The bell rings.

Taller de Práctica Docente 2015Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required information? Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of language skills and language learning / acquisition?Are they clearly written to explain what the learners will learn and be able to do?

3 Teaching points Are there any new teaching points? Are the teaching points aligned with the course syllabus and the district curriculum? Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

6 Materials and resources

Does the lesson plan include all the required materials and resources for this lesson?Does it include handouts, links, video scripts and sample flashcards? Are these materials and resources coherently/adequately included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT? Does it include a contingency plan in case technology does not work?

8 Seating arrangement Does the seating arrangement foster communication and interaction among teacher and peers? Is it coherent with the lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among students? Is there a set of guidelines and instructions for this work to be carried out?Does the lesson plan specify what kind of pedagogical mediation the teacher will provide?

10 Possible language difficulties and possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?Does the lesson plan allow for differentiation (instruction and assessment)?

11 Possible lesson or classroom management problems and their possible solutions

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

Lesson development12 Lesson stages Is the lesson plan organized in stages in accordance with the

approach or the method framing the lesson? Does it include a warm-up, a development and a round-up or closure?

13 Lesson context and content

Are the lesson context and content appealing to students? Are they engaging? Is the context culturally relevant?

14 Lesson activities Is each activity sustained by a pedagogical purpose? Is each activity related to a learning aim?Do the activities allow for language exposure, exploration, development of language awareness ?

15 Type of activities Is there a balance of activities that range from controlled practice to freer communicative practice?Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly interconnected? Are there any comments or indicators that link each activity or stage with the next one?

17 Language of instructions

Are instructions written in a simple manner? Is there a set of strategies to accompany the instructions and aid learner comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…- Modeling- Exemplifying- Showing- Pointing- Explaining- Paraphrasing- Miming- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task engaging? Will students feel motivated to perform it? Will the students be in direct contact with the language? Will they share their work with the class?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

22 Grammar, Appearance, and Language

Does the lesson plan effectively communicate to the intended audience? Has it gone through proof-reading for grammar and spelling mistakes?

Observations: Dear Ma. InésSome of the strategies you have included in this lesson plan are effective for teaching, well done! However, a meaningful context to frame the lesson is missing.You should revisit the natural approach and think of a context and materials to frame your lesson plan that allow for meaningful learning.Take this feedback and the comments on the side into account for your next lesson plans.Have a great practicum start!Cecilia

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 19 /32 =5.9