INSTITUTO DE FORMACIÓN DOCENTE CONTINUA

LENGUAS VIVAS BARILOCHE (A-052)

Profesorado de Inglés – Opción pedagógica a distancia.

TALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: SOZZE AYELEN

Período de Práctica: Nivel Inicial

Institución Educativa: Jardín del Sol

Dirección: Cnel. Diaz y Esq. Obeid– San Martin de los Andes

Sala: KINDER 4

Cantidad de alumnos: 9

Nivel lingüístico del curso: Nivel Inicial

Tipo de planificación: clase

Unidad Temática: Familia y amigos

Clase n°: 4

Fecha: 26/05/2015

Hora: 9.30 - 10.00hs

Duración de la clase: 30´

Fecha de primera entrega: 20/05/2015

LESSON N°1

Teaching points:

Revision of vocabulary about family (granny, sister, brother) and animals (dog); vocabulary related to family (granddad), animals (mouse, bird) and vegetables

(carrot) Recognition of the value of cooperating

Aims:

During this lesson, learners will be able to… To recognise family members by classifying flashcards; To develop their pronunciation by role playing; To develop their listening skills by listening to a short story; To develop social skills by role playing.

Language focus:

Functions Lexis Structures PronunciationRevision Following

instructionsNaming family members and animals

Family (granny, brother, sister)Animals (dog)

Recognition of Let´s make a circle…Let´s count…Who is this?

Production of /æ/ carrot

New Naming family members, animals and vegetablesGetting help

Family members: granddad

Recognition of three different structures: Can you help me/us please?He/she is..Her name is..I like/ don´t like (carrots)

Production of /əː/ bird

Teaching approach: The lesson is based on the Communicative approach but organized through the PPP method.

Materials and resources: Book “The Enormous Carrot” by Vladimir Vagin Flashcards (Betty, granny, granddad, sister, brother, dog, mouse, bird, carrot) Big Carrot Bag Sticky tape

Integration of skills: the different tasks involve listening comprehension as well as repetition of vocabulary and the use of the language to convey simple meaning.

Pronunciation Listening Speaking

Seating arrangement: students will be sitting on the floor in a semicircle facing the board while they listen to the short story. Then they´ll be standing all around the classroom.

Pedagogical use of ICT in class or at home: in this lesson, there is no use of ICT at all.

Possible problems / difficulties and their possible solutions during the class: students may not want to take only one flashcard, but I´ll remind them that we should share the flashcards as we´ve previously done with the cookies, so each friend can take one and equally participate. Also I must monitor and enhance students’ cooperation with others.

Potential problems students may have with the language: students may find difficult to produce the chunks “she/he is Betty´s… (brother)” though I´ll say the phrase as much as I can, as well as I´ll ask students to repeat it.

Classroom management strategies: a corner for the community circle and tables and chairs in the other side. I will use cushions or chairs during the community circle because these resources help students to stay in their places. Then we will stand up and move to the bigger side of the classroom so students can freely move around. If they misbehave I will sing the “we make silence” song or “1, 2, 3, silence/sit down please!”.

Assessment: what will be assessed and how: I´ll check students comprehend the story by performing diverse tasks such as manipulating characters´ flashcards and role playing.

Lesson stages:

ROUTINE: (2´)

- I´ll greet students “Hello! How are you? Are you happy?” while I smile making a “happy face”. Ss will answer “Hello! Yes! Happy!” or they will be silent since they are shy at the very first time.Now I´ll ask students to sit down in a circle on the floor or in a chair, so that everyone can see and greet each other. I´ll say “Let´s make a circle! Just sit down, very good!”Then we will sing the welcome song, “Let´s sing the hello song altogether”.´Hello´ song:

“HELLO, HELLO, HELLO, HELLO!TO YOU AND YOU AND YOU!

HELLO, HELLO, HELLO, HELLO!TO YOU AND YOU AND YOU!

WHAT A LOVELY WAY TO START THE DAY!HELLO, HELLO, HELLO!”

http://ec-pub-ecureuils-85.ac-nantes.fr/articles.php?lng=fr&pg=146 (adapted version)

The song includes body language, that is, gestures and movements.

The main purpose of this stage is to start the lesson and prepare students into the mood for work.

Transition: I´ll say “Very good!! How nice…! Let´s see… who knows who are they…” and I´ll stick some pictures.

WARM-UP: (around 5´)

- I´ll point at her and I´ll say “Who is this?” and I´ll give kids time to response. If it is necessary I will help them by saying “gra…” and let them time to remember. Students will answer “grandma”. I´ll repeat them “Great! She is their granny! Let´s repeat, she is their granny”, and Ss will repeat “She is their granny”

Then I´ll point at the other picture:

And I´ll say “This is Betty, her name is Betty. What´s her name?” and students will answer “Her name is Betty”. Then I´ll tell them “Very good this is Betty and look…” I´ll point at the following picture next to “Betty”:

I´ll say “This is Betty´s brother, who is this? Betty´s…bro..”, students will answer “brother!”. And finally I´ll say “very good! He is Betty´s brother, repeat please”, Ss repeat “He is Betty´s brother”. And now look… She is Betty´s sister, who is this? She is Betty´s...” while pointing at another picture. Students will reply “She is Betty´s sister!”

“Great! And look... this is Betty´s dog! Who is this? Betty´s…”, while sticking another picture and barking. Students will answer “dog!”. I´ll say “Great! Betty´s dog! Repeat please, It is Betty´s dog” and Ss repeat “It is Betty´s dog”.

I´ll say “Great! So, here is Betty´s sister, and this is Betty´s brother… and Betty´s granny, and of course, Betty´s dog!” by pointing at the pictures.

The main purpose here is to review some family members and specific vocabulary, since students need it for the following stage.

PRESENTATION: (around 8´)

- Students are still sitting in a circle on the floor. I´ll stick another picture on the board, next to the grandma:

I´ll say “Who is this? This is Betty´s granddad. Let´s repeat, Betty´s granddad”. Ss will answer “Betty´s granddad!” I´ll say “yes, He is Betty´s granddad!” and students will repeat “He is Betty´s granddad”. I´ll say “Great, and he brings something… let´s see…”Now I´ll stick another picture on the board:

I´ll tell students “Wow! Look at this picture! (pointing at the picture) they´re carrots! Let´s repeat “they´re carrots!”. Students repeat “they´re carrots!”. Then I´ll reply “Very good! Do you like carrots? Yummy? Or yuck?”, while miming. Students will answer “I like carrots / I don´t like carrots / Yummy/yuck!”.Then I´ll ask them “how many carrots can you see? Let´s count!” Ss will count the carrots, “one…two” (Pointing at each carrot). Once we finish counting on, I´ll say “Good! So, how many carrots are there?” and Ss will answer “there are two carrots”. I´ll say “yes, only two. And now…look! Betty has some particular friends…”

Then I will stick another picture on the board:

I´ll ask “What is it? It is a mouse!” (I make “squeack squeack”). I´ll invite students to reproduce the sound. Let´s repeat, it is a mouse! Squeak squeak”. Students repeat “It is a mouse! Squeak squeak”. Then I´ll reply “Very good! It is a mouse. And last one… what is it?” while sticking a third picture:

As above, I´ll say “It is a bird! Repeat please, it is a bird!”, Ss reply “It is a bird” and I´ll congratulate them “Very good! So, there are some carrots, a mouse, and a bird, right?” while pointing to each.

The main purpose of showing the pictures above is to introduce the topic and to further expose learners to the target language, to foster comprehension of a story.

Finally I´ll say “So now, all these new friends are going to tell us a special story.” And I´ll draw students’ attention to the book “The Enormous Carrot” by Vladimir Vagin.

I´ll show them the first pages and I´ll explain “now we are going to read ´The Enormous Carrot´” while taking from the bag a big carrot.

And I´ll say “Wow! An enormous carrot! Are you ready to listen to the story?” while leaving the big carrot inside the bag and showing the first pages again.I´ll explain “This is Betty” while pointing to the girl and moving Betty´s flashcard. Then I´ll ask “who is this?” (pointing to the mouse), Ss will answer “mouse” and then I´ll do the same with the bird, I´ll query “Who is this?” and Ss will reply “bird!”:

So now I´ll read and guide students through the book.

´The Enormous Carrot´ story:Betty is planting carrots seeds. “Grow up big. Grow up strong. And please little carrots… grow up long!” says Betty. The rain falls, the sun shines and the little carrots begin to grow and grow big and strong, especially one little carrot! The little carrot grows bigger and stronger and bigger and stronger. Until it is an enormous carrot! Betty pulls and pulls and pulls but she can´t pull up the carrot. “It´s impossible!” says Betty. So Betty calls her granny and granddad. “Can you help me, please?” asks Betty. Betty and granny and granddad pull and pull and pull but they can´t pull up the carrot!Betty calls her sister and brother. “Can you help me, please?” asks Betty. Betty and her granny and her granddad and her sister and brother pull and pull and pull but they can´t pull up the carrot!Betty calls the dog. “Can you help me, please?” asks Betty. Betty and her granny and her granddad and her sister and brother and the dog pull and pull and pull but they can´t pull up the carrot! “It´s impossible!” they say.“Woof!” says the dog. “Come on mouse!” says the bird, “Let´s help.”So Betty and her granny and her granddad and her sister and brother and the dog, the mouse and the bird pull and pull and pull and suddenly… Up comes the carrot! “Hurray!”Betty and her granny and her granddad and her sister and brother and her mummy and daddy and even the baby have carrot soup for tea!“Thank you, Betty!” says everyone.

I´ll support the reading by moving the flashcards in a line, in the correct order:

As in the pictures, I´ll add characters to the line each time someone comes to help pulling out the carrot.

Transition: When story ends I´ll say “Ok, did you like it?”, students will reply “Yes, I liked it!” and I´ll tell them “Great! So… let´s see who remembers the story line” while messing up all the flashcards.

DEVELOPMENT:

- Activity 1: (around 5´)

Now is time for students to re-tell the story. I´ll encourage them to work with the flashcards. Students will have to put the characters in order as I´ve previously done. I´ll say “It is your time to put Betty´s family and friends in order. Let´s start, Betty pulls and pulls but she can´t pull up the carrot! Emma can you?” while gesturing that she has to come to the front and take the correct flashcard. I´ll repeat the same with the other students, I´ll say “And Betty asks for help, she says ´granny can you help me?´ Juani, can you?”. I´ll repeat the same procedure with the rest of the flashcards “And Betty asks for help, she says ´(…..) can you help me?´”

Note: Students are nine and the characters are 8. I´ll put the big carrot again into the bag so last student will pull out the big carrot from the bag. If there are missing students all students will pull the carrot. I´ll say “and finally, up comes the carrot! Lola, can you?” or “Kinder 4, can you?”

Transition: I´ll say “Well done! Now is our time to pull up an enormous carrot! (while putting the enormous carrot on the floor) Would you like to?” and students will answer “Yes!”

- Activity 2 : (around 8´)

Role-playing:

Now I´ll explain students that we are going to act out the story. I´m not going to use the characters, I´ll call students by their names. The only prop they will use is the big carrot; since I´ve made very long leaves for the carrot, every student will be able to take the leaves and participate.

I´ll say “Now we are going to act out! Look, the leaves are very long so you will be able to take them when I say your name”

Dialogue (I´ll change the dialogues from the book, and make them easier to adapt it to students´ level. As I´ve said before, I´ll use students´ names):1 to 9: students´ namesT: teacher

T: 11: Grow up bigT: and 1 pulls but she can´t pull up the carrot. 2 helps1: Can you help me, please?1 & 2: pull! Pull!T: but they can´t pull up the carrot. 3 helps2: Can you help us, please?1, 2 & 3: pull! Pull!T: but they can´t. 4 helps3: Can you help us, please?1, 2, 3 & 4: pull! Pull!T: 5 (now on I´ll say only students´ names)4: Can you help us, please?1, 2, 3, 4 & 5: pull! Pull!T: 65: Can you help us, please?1, 2, 3, 4, 5 & 6: pull! Pull!T: 76: Can you help us, please?1, 2, 3, 4, 5, 6, & 7: pull! Pull!T: 87: Can you help us, please?1, 2, 3, 4, 5, 6, 7 & 8: pull! Pull!T: 9 (last student)8: Can you help us, please?1, 2, 3, 4, 5, 6, 7, 8 & 9: pull! Pull!

(plop)T: up comes the carrot!All students: hurray!

Each time, more students come up, take the leaves and pull.

The purpose of the activities above is to foster contextualised practice of the teaching points, as well as work upon the value of cooperating. Also students further practice pronunciation skills.

Transition: I´ll congratulate students for their fantastic job. I´ll say “Excellent children! You´ve worked lovely! Did you like it?”, Ss will reply “Yes, I like it/No, I don´t like it”

CLOSURE: (around 2´)

Finally I´ll invite students to sit down again in a circle, on the floor or in a chair. If we have time we will sing the “Ten little Indians” song. If not, I´ll tell students that we have no more time and we will sing the Good Bye song. “Okay now is time to say good bye”:

“GOOD BYE, GOOD BYE SEE YOU AGAIN!GOOD BYE GOOD BYE SEE YOU MY FRIENDS!

GOOD BYE GOOD BYE I HAVE FUN TODAY,I HAVE FUN TODAY!”

https://www.youtube.com/watch?v=Xcws7UWWDEs (shorter version)

The song includes body language.