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I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Dario Bressan Período de Práctica: Nivel Secundario

Institución Educativa: Colegio Santa Eufrasia Dirección: Maria Olguín 953 Río Cuarto - Córdoba

Sala / Grado / Año - sección: 1do año A Turno Mañana Cantidad de alumnos: 42 estudiantes Nivel lingüístico del curso: Elemental

Tipo de Planificación: Clase Unidad Temática: ¿Podés cocinar?

Clase Nº: 3 Fecha: 18/05/2016

Hora: 7:30 a 8:50 hs. Duración de la clase: 80 minutos

Fecha de primera entrega: Teaching points: Practice vocabulary related teenagers and cookery.

Aims or goals: During this lesson, learners will be able …

- To develop their reading skills by reading the text proposed in the lesson.

- To enhance and practice their writing skills by modeling and writing sentences. - To develop their listening skills by listening to each other.

Language Focus:

Lexis Function Structure Pronunciation

Revision Pizza-Maths-

sport-Monday-Friday-English-homework

Filling gaps,

matching and choosing with already known

information.

Can you cook?

Cook /ʊ/

New Meet-cook Refer to personal likes as

teenagers

He/I meet with friends

Meet / i:/

Teaching Approach: The lesson is based on Krashen's Natural Approach and organized

under PPP as proposed by Jeremy Harmer.(Third Edition 2001)

Materials and resources: Images and a wordcloud. Pedagogical use of ICT in class: Mini LED projector for images.

Seating Arrangement: Students will be seated in groups of two students as they usually

work in regular classes.

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Possible problems/difficulties and their possible solutions during class: Students

tend to talk if the class gets boring, so it is quite important to maintain their attention activated trough the use of real context, clear L2 instructions, making the classroom

interactive with students and using the board for writing sentences.

Potential problems students may have with the language: They may have problems with the meaning of some words, or remembering how to use them. So I will use

exemplification in order to help understanding. It is important to contextualize them so students can enhance comprehension. Exemplification with the whole class may help them. I will give them the possibility of asking about some meanings, but in a controlled way, using

some minutes.

Assessment: What will be assessed and how: understanding by listening to them and correcting with examples related to the topic which is being worked when reading sentences

on the board. Comprehension will be assessed by correcting activities provided by the teacher.

Procedures:

Routine: 3 minutes

Purpose: To greet students and let them know the class has started. T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!! Sts: We are doing fine!!

T: That is great!! Ok, let's start learning!! Warm up: 20 minutes

Purpose: To contextualize the topic of the lesson and begin the class

Transition: I look ask students about what they usually do

T: Ok students, I have a question for you, what things do you usually do? Do you watch tv?

Do you listen to music? (Here I will try them to understand trough the use of miming and encourage them to tell me about their activities) Sts: I play football!! We play hockey! I watch movies! I listen to music!

T: Very good! Ok, pay attention to these images, do any of you know these activities? Look at them. (After a very short period of time) Ok, we will try to match them with their written

forms, look at here.

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Here students match the activities with the images.

T: Ok, let's create sentences as if these activities were performed by us. Look here..for

example:

"I meet with my friends. I go to school" Or we can make sentences using other persons' life.

"My mother enjoys doing sports." Let's do some examples!!

T: Excellent. Now, look at this image

T: mmmmm!!! yummy!!! Do you like fried eggs? (writing its name on the board) Sts: Yes!!!

T: Me too!! They are delicious, can you cook?? (writing it on the board) Sts: Yes/No!!

T: They seem easy, but they are a bit complicated to cook...Ok, there is a boy like you, Tom,

and he cooks very good.

meet friends

go to school enjoy doing sports

do homework

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Transition: Look at the picture in your notebook, that is Tom.

Presentation: 40 minutes

Purpose: To expose students to the target language and the previous work done.

T: Ok, we can see Tom likes cooking as we can see in the picture. Before we go on with text,

let's solve the Preparation exercise. You have to complete the following sentences with the

words proposed in the box. Please group yourself with a partner an start working, please

take two minutes. If you do not know the meaning of every word, I will help you, please ask

me. (The idea here is they work as independent as possible)

Answer key: 1)teenager 2)homework 3)cook 4)skill 5)recipe 6)difficult

(This activity is proposed by the notebook they use and asked by the teacher).

T: Ok, great we will correct now the sentences. You will read the complete sentence.

After the task is solved, we keep on working.

T: Now pay attention to the text, take some minutes to look for and underline those words

we have worked with and those you already know and those you never saw. Pay

attention to capitalized words, numbers, signs, they are always helpful.

circle

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T: Ok, now you have finished, it is time we read the text completely. At first, I will read the

text out loud and you follow it with your sight. As I read the text, you will have to highlight

the characters which appear in it, for example the word Tom.(Here I read the text out loud

and while they listen to me, they work on the text)

T: Great, now I would like to hear some of you reading out loud, to do this, you will divide

into two groups. First boys will do it, then, girls!! What do you think?? Sts: Yes!! T: Great!!

(Here students practice L2 after having paying attention to my reading. This idea is to

enhance their reading skills and their use of the target language)

T: Ok, while one group of students is reading, the other one will have to solve the True or

False task, then it will be the other way round.

Answer key: 1)T 2)F 3)F 4)T 5)F 6)F 7)T 8)F

(This activity is proposed by the notebook they use and asked by the teacher)

Transition: Very good!! Now, let's move on the following exercises.

Development 15 minutes

Activity 1 10 minutes

T: Here you have to chose between the two options each sentence has. Reading at the words capitalized you will know which you have to chose. Pay attention to the whole sentence. I will

be walking round the classroom so you can ask me your doubts. Work in pairs.

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(This activity is proposed by the notebook they use and asked by the teacher)

Once they have finished, we will check activities with the whole class.

Activity 2 5 minutes T: Now keep working in pairs to solve the following task. Looking at the words inside the

word-cloud you will have to pick up some and write three sentences, two based on the text information and one based on your own taste.

For example: "Tom cooks dinner" "I enjoy meals"

"Tom's mum cooks pizza"

T: Once you finish your sentences, we will share them with the class.

Transition: Very good job, you have worked really nice!!

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Closure: 2 minutes

Purpose: Here I tell students the class has finished.

T: Ok, here we stop. See you next class!!!