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: Familia - Costumbres familiares entre Argentina y EEUU

Clase Nº: 1

Fecha: 27/05/2015

Hora: 15:30-16:15

Duración de la clase: 45 minutos

Teaching points: Revise family members and introduce customs between Argentina and

USA (Food: Eat asado, drink mates-Eat barbecue / Sports: play football-play baseball / Go

Fishing - Go Camping)

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

- Name members of the family in a meaningful context.. -Recognise similiraties and differencies between some aspects of the Argentinian and

American Culture - Recognise and name some Argentinian and American familiar customs.

Language Focus:

Lexis Function Structure Pronunciation

Revision Members of the family

Mum - Dad - Sister - Brother

- Grandmother - Grandfather - Me

Naming family members in

different situations in

context

Mum and me Sister and

brother

Mum /ʌ/

New Eat asado - Eat barbecue - drink mate - Play

football - Play baseball- Go

Fishing - Go Camping

Naming different customs and

traditions family members

perform

Mum, dad and me eat asado

In the USA family go

camping

Camping/ŋ/

Teaching Approach: The lesson is based on Communicative - Intercultural Approach and organized under PPP as proposed by Jeremy Harmer.

Materials and resources: A Picture of the family, flash cards with different cultural

situations presented in a PowerPoint, sheets of paper to draw and colorful crayons.

Pedagogical use of ICT in class: A PowerPoint presentation in a laptop.

Seating Arrangement: Students will be seated on the floor as a circle in order to interact

with each other.

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, so it is necessary to be as organized and clear with the activities as possible, so all of them can watch all the pictures and understand the

activities.

Potential problems students may have with the language: They may not understand differences in traditions, so it is important to be clear and try to repeat every word and

concept so they can understand them. Assessment: What will be assessed and how: I will check understanding by listening to

them and correcting with examples.

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 the guitar to accompany the song.

I get into the class and say hello to all, I introduce myself by telling them my name and that I will be working some classes there, but their teacher will be there all the time. 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 fine Twice

And you, how are you?

This will be done pointing at every children in the class.

Warm-up:10 minutes

Purpose: to introduce the new topic and teaching points, revising the already learnt.

It is important to show a clear pronunciation so students may imitate as accurate as possible.

T: I have a question to you? Do you remember what you talked about last class? Any of you? (rising hands and comments at the same time: Family!!) T: Yes very good!!!You talked about family!! Let's look at this image:

T: Who are they? Sts: Mum, dad, sister, brother, grandmother, grandfather and me. T: Very good!!

T: Do any of you know what a tradition is? Sts: No. T: Ok, a tradition is something we use to do with our family, for example eating on Sundays. Do you eat asados on Sundays for

instance? Sts: Yes!!

T:Ok, that's great!! What other things do you do? Sts: (Name several things they do) T: Very good!!I tell you something I do with my family, "Me and mum eat asado" Could tell me a similar example with different members of your family? (I use the picture to

point the members of the family) Sts: "Me and grandmother eat asado" (several similar ones)

T: Great!! Now, let's see some pictures I have brought to you.

Transition: While I look for the PowerPoint: -But before start seeing at them, I ask you a question, what country do we live in? Sts: Argentina!! T: Very good!! We live in Argentina

which is a country, but there another countries with different traditions.

Presentation: 15minutes

Purpose: To expose students with the target language and introducing new words bycomparing and looking to different traditions and cultures between Argentina - USA

Now they will see the PowerPoint presentation.

FAMILY TRADITIONS IN ARGENTINA AND THE UNITED STATES.ppt

While students see the pictures which appear in the PPP, I present traditions in Argentina by using their own family situations. First we see all Argentinean together so they may start recognizing them, then we go one by one.

T: Ok, let's see these images here. We said you use to share time with family on Sundays

for instance, what did you eat? Sts: Asado!! T: Great!! Now, we will see some other customs we have in our country. What do we use

to drink when we gather with family? It's a beverage we share al l the time, do you know it?? Sts: Yes, it's mate!!

T: Very good, mate!! So, I may say: "Grandma and Grandpa drink mate" Do you like mate? (Sts: Yes-no) Ok, can you give me an example? Sts: "Mum and me drink mate", "I drink mate" and the like.

T: Now, what sport do we play in our country a lot? Sts: Football!! T: Very good, that is true. So, "Dad and me play football" Some examples from you? Sts: (They give some)

T: Ok, another custom we have in our country is to go fishing, have you ever gone? Sts: (Yes - No) T: Ok, let's see (we see at the image) I may say: "Dad and me go fishing"

Would you like going? Ask your family to do so. Who would you like to go with? Sts: Mum, dad, my brother!! Ok, so we may say: "My brother and me go fishing"

T: Ok, very good work!! Now we may see some traditions from another country, what do you think? This country is called USA, do you know it? Sts: Yes - No!! T: Ok, do you think

they may have similar traditions? Sts: Yes - No!! T: Ok, let's see them. Again, I show pictures all together so they may recognize

differences and similarities T: Could you see some similar things? Sts: They eat, they are in tents, they play games. (If they can't answer by themselves, I help them by asking questions) Very good!!

I show them every picture and we do a similar work, but this time by comparing them. T: In our country we eat asado, in the USA they eat barbecue. It is quite similar, the

difference is we use an asador and they use a parrilla. T: In our country we go fishing, in the USA they go camping. And so on.

T: Very good, so let's remember some traditions we saw today. All of us: Eat asado, drink mate, eat barbecue, go fishing, go camping, play football, and play baseball. Excellent!!

Now, let's work with some new pictures.

Transition: While I look for the flashcards, I ask them to think what things they do with their families.

Development: 10 minutes

Activity 1: 5 minutes

Purpose: To contextualize practice making students work on the main topic.

I show students some flashcards where they see different traditional situations. The idea is that they may construe sentences as we already did by watching them.

T: Ok, let's see some new pictures, what do you see?

T: OK, let´s try to make sentences as we already did. As students see the pictures, I ask them to orally relate what they see, for example: "Dad and me eat asado" And so on.

Activity 2: 5 minutes

I ask them to work alone drawing in a sheet of paper the Argentinean tradition they liked the most. They have to use colors and then share with me what they did. This activity

devotes some time, so it is important to guide students and help them in order to work as well-organized as possible.

Transition: I ask them to sit in the same place, so we can close the class.

Closure: 5 minutes

T: Now, those of you who want to share what you did, raise your hand and show your drawing. Some students show their drawings and explain them.

Ok kids, it is time to save your works and we will see next class. See you!!

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 it been completed in Spanish?

X

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?

X

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?

X

4 Language focus chart

Are the new and revision language itemsspecified? Are the new and revision language items related? Is the pronunciation focus complete?

X

5 Teaching Approach 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 Seating arrangement

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

X

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

x

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)?

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 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?

X

13 Lesson context and content

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

X

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 ?

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

X

19 Direct speech 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? Will they share their work with the class?

x

21 Active learning:Bloom’s Taxonomy 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 Dario, I believe that the topic is rather abstract for students that age. Please, consider my comments on

aims, language, and type of activities. I know you will work hard and will make all the necessary changes in the following plans and resubmit them. If you have doubts do not hesitate to consult I hope you had a great class ! Eugenia

Lesson plan component

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Organization X

Coherence and sequencing

X

Learning aims X

Stages X

Activities X

Teaching strategies X

Class. management strategies

X

Language accuracy x

Observations Minimum score: 20 / 32 Score: 16/32= 5