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

ALUMNO RESIDENTE: Dario Bressan

Período de Práctica: Nivel Inicial

Institución Educativa: Colegio Santa Eufrasia

Dirección: Maria Olguín 953

Sala / Grado / Año - sección: Sala de 5 años

Cantidad de alumnos: 25 estudiantes

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Partes de la casa

Clase Nº: 3

Fecha: 10/06/2015

Hora: 15:30-16:15

Duración de la clase: 45 minutos

Teaching points: Revising parts of the house (My house - Living room - Bedroom - Bathroom -

Kitchen)

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

- To revise the already learnt vocabulary by identify them in several images. - To develop their speaking skills by naming the parts of the house.

- To practice their listening skills by listening to songs from a CD. - To name parts of the house in meaningful contexts.

Language Focus:

Lexis Function Structure Pronunciation

Revision House Living room

Bedroom Bathroom

Naming parts of the house.

My house

The living room The bathroom

Room /u:/

New Kitchen Naming parts of

the house

This is my house

This is the living

room

This is the bathroom

Kitchen / ʃ/

Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under PPP as proposed by Jeremy Harmer.

Materials and resources: Picture of Snow White (My First English Adventure), pictures of bathroom, kitchen, bedroom and living room. Song form a CD and a CD player.

Pedagogical use of ICT in class: Listening to a song from a CD so they practice their listening

skills. Seating Arrangement: Students will sit on the floor in a circle in order to interact with each

other and listen to the story. Then they will work at their tables in groups to carry the different activities on.

Cooperative Work: As students belong to the parallel play stage, they work adjacent which

means they can work together, but still some communitarian work will be difficult to achieve.

Possible problems/difficulties and their possible solutions during class: Children tend to get excited with visual activities and when drawing on their own, so it is necessary to be as organized and clear with the activities as possible, so all of them can watch all the pictures,

understand activities and listen to the story. Using a book each, facilitates the visual work. Teacher always assists kids when drawing and painting.

Potential problems students may have with the language: They may have problems when

revising words, so it is important to contextualized them.

Assessment: What will be assessed and how: I will check understanding by listening to them and correcting with examples. Peer correction is always a good method to encourage them to feel comfortable with corrections.

Routine:5 minutes

Purpose: To greet students by singing the song used every class, so they will be able to practice speaking skills. Teacher uses a charango to accompany the song.

I get into the class and say hello to all, greet them by means of the song. I will ask them to

relax by stretching arms and neck. Then, we start with the song. Hello, hello, how are you today?

I'm fine, I'm fineTwice And you, how are you?

Good evening, good eveninghow are you today?

I'm fine, I'm fineTwice And you, how are you?

Warm-up:15 minutes

Purpose: to revise the already learnt topic and teaching points.

It is important to show a clear pronunciation so students may imitate as accurately as possible. I try to say some words in English and then repeat them into Spanish and then in English again

they get used to listen to the English language. The word room will appear several times, so this will be the one to put emphasis on.

T: Hello children, how are you today? Do you remember the tale of last class? Sts: Yes, Snow White! T: Excellent!! Look at the pictures.

T: What is this? In English please... Sts: My House! Great, my house!! Snow White is in the house. She gets to the house and when she enters, she finds what?? Do you remember? Sts:

No... T: Look at this picture now!

Sts: A room... T: Ok, what room is it? At this room we usually read a book, watch TV... It is the... Sts: Living room! T: Excellent, the living room!! In that place Snow White found a mess

and decided to clean it up. How do you when you watch TV? (Miming) T: Then, as she finished cleaning all the living room she was so tired...She decided to rest, so

she went to another room, do you remember it? It's the place where we sleep and rest... Sts: Bedroom!! T: Great!! Here she took a nap using three small beds till the dwarfs arrived...how

do you when you sleep? (Miming) T: What happened when they arrived?? They were very glad because Snow White was a very

good person!! So they decided to celebrate and Snow White prepared food...where did she prepare the food? Sts: In the kitchen T: Very good, in English it is Kitchen... Great!!How do you when you prepare food? (Miming)

Finally, before she left the house, she went to the...Sts: Bathroom!! Very good!!, Here is where we go before leaving home. We usually brush our teeth...how do you when you brush your

teeth? (Miming)

T: Great, excellent!! You remembered the story quite well!!

Transition: Ok, while I look for some other images, you seat again as a circle.

Presentation: 10 minutes

Purpose: To expose students with the target language and practice their oral skills.

T: Ok, now I will show you some new pictures. You will have to tell me what room of the house it is, are you ready?? Sts: Yes!! Great, you tell me "This is my bedroom"

Students say the corresponding word according to the image they see. T: Great!! Now, do you remember how did we do a moment ago to mime the parts of the

house? For example if I am at the living room, I watch TV, so I do like this...(miming)

Once they have practiced the mime of each room, I say the word, and they will have to do the mime, then the other way round.

Transition: Now, you will work with your workbook, so please have a seat while I give them to

you.

Development: 10 minutes

Activity 1: 10 minutes

Purpose: This activities fosters contextualized practice making students work on the main topic.

T: Now imagine there is a family who have just moved in. They are in the new house and they

want to put everything in order. Could you help them?

Match the objects with the different rooms. (I will help them)

You will paint the drawings and as I pass for your table, you will tell the name of each room.

(I decided to prepare just one activity since last class time was short. They need some extra time to assimilate what they are working with.)

Transition: I ask them to come back to the "dancing area" so they can all practice and enjoy

the song.

Closure:10 minutes

T: Now, we will listen to a song, the one you have already listened to it last week!!! It is about cleaning the living room and doing the same sound a broom does. Do you remember?? Sts: Yes!! T: How does the broom do? Sts: Fsh, fsh, fsh... T: Excellent!! Now listen!!

08-AudioTrack 08.mp3

The living room, the living room, let's clean the living room!!!

Fsh, fsh, fsh

The living room, the living room, let's clean the living room!!! Fsh, fsh, fsh

The living room, the living room, let's clean the living room!!! Fsh, fsh, fsh

Ok kids, it was very nice to work with you, see you later!!

Taller de Práctica Docente 2015

Lesson plan criteria Peer and Self-check Yes No

1 Heading Does the lesson plan heading include all the required

information? Has itbeencompleted in Spanish?

X

2 Learningaims 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?

X

3 Teachingpoints 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?

X

4 Languagefocus chart Are the new and revision language itemsspecified?

Are the new and revision language items related?

Is the pronunciation focus complete?

x

5 TeachingApproach Is the approach you chose suitable for your teaching

context?

Are its aims and fundamentals coherent with the

lesson aims?

X

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?

X

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?

x

8 Seatingarrangement Does the seating arrangement foster communication x

and interaction among teacher and peers?

Isitcoherentwiththelessonactivities?

9 Cooperativework 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?

X

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)?

X

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?

X

Lessondevelopment

12 Lessonstages 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?

X

13 Lessoncontext and

content

Are the lesson context and content appealing to

students? Are they engaging? Is the context culturally

relevant?

X

14 Lessonactivities 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 ?

X

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?

X

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?

X

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?

X

18 Teachingstrategies Is instruction aided by any teaching strategies such

as…

• Modeling

• Exemplifying

• Showing

• Pointing

• Explaining

• Paraphrasing

• Miming

• Others?

X

19 Directspeech Are all instructions and possible anticipated dialogues

written in direct speech?

X

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? Willthey share

theirworkwiththeclass?

X

21 Active

learning:Bloom’sTaxonomy

2001

Are many learning tasks addressing a higher level of

Bloom’s taxonomy?

X

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?

x

Observations:

Dear Darío

This plan seems to be fine and I can see your effort. However, there are certain aspects regarding aims ,

purposes of activities and language to improve .

If you have any questions, do not hesitate to contact me.

I hope you had a great class!

Eugenia

Lesson plan

component

VeryGood

4

Good

3

Acceptable

2

Below Standard

1

Organization x

Coherence and

sequencing X

Learningaims x

Stages X

Activities x

Teachingstrategies X

Class.

managementstrategies X

Languageaccuracy x x

Observations Minimum score: 20 / 32 Score: 21/32= 6.5