Download docx - Rodrigues - TPD - Primer Período - Planificación 3

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ALUMNO PRACTICANTE: Laura Natalia Rodrigues

Período de Práctica: Nivel Inicial

Institución Educativa: Instituto de Nivel Inicial N° 1467 “Hakuna Matata”

Dirección: Fragata 25 de Mayo 588, Rada Tilly, Chubut

Sala / Grado / Año - sección: Jardín (Sala de 5)

Cantidad de alumnos: 16

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Objetos del aula

Clase Nº: 3

Fecha: 14/05/2015

Hora: 10:00 - 10:30 hs.

Duración de la clase: 30’

Fecha de primera entrega: 06/05/2015

Teaching points: Vocabulary school objects (table and chair) and Adjectives (big and small).

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

- Identify and name different school objects.

- Identify and say the adjectives Big – Small.

- Recognise new vocabulary by answering questions.

- Use vocabulary related to the school objects learnt the previous class in a meaningful context.

Language focus:

Functions Lexis Structures Pronunciation


Revision

Following commands and instructions

Answering questions related to school objects.

The imperative:

Look!

Listen!

Sit down

School objects:

Pencil, paper, book, crayon, glue, bag

Recognition and use of Wh- questions in the simple present:

What is this? It is a…

Let´s:

Let´s make a circle

Recognition and use of the sounds of diphthong:

/eɪ/ (crayon)

Recognition and use of the sound:

/ æ / (bag)

New Answering questions related to school objects identification.

School objects:

Chair, table

Adjectives:

big and small

Recognition and use of Wh- questions in the simple present:

What is this? It is a…

Recognition and use of questions in the simple present:

Is it (big) or (small)?

Recognition and use of the sound of diphthong:

/ eə/ (chair)

Teaching approach: Communicative Approach

Materials and resources: school objects – school objects flashcards - classroom poster - computer.

Pedagogical use of ICT in class: In this lesson I have chosen not to use ICT as I used them the previous class, two days ago. I will play all the “Hello” and “Goodbye” songs from the computer and I will also take them in a pen drive in case technology does not work.

Seating arrangement: Students will be sitting in a semi circle on the floor in order to facilitate visual contact and interaction with the teacher and classmates.

• Cooperative work: as learners are still very young, they can play together as they will do in this class, but they are still not aware of their classmates’ feelings or thoughts, so it is difficult to carry out cooperative work activities.

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


- Students may have problems to understand some instructions or games or that

they cannot understand what the teacher says. I will paraphrase the instruction using

gestures and mimic.

- Students may get too excited. I will provide support.

- Some students may misbehave in class. I will talk to them and try to see why they

behave in that way, trying to calm them down.

- Some students may not accept to participate in games. I will tell them that they

will have fun if they participate, but I will not insist if they do not like to play.

Potential problems students may have with the language:

- Students may not understand a question, so I will guide them pointing to pictures

and modelling the answer first.

- Some students may have problems to pronounce certain words or sounds. I will

ask them to repeat the words several times and to listen carefully to the way I

pronounce them (how I use my lips, teeth or tongue).

Assessment: I will check that students comprehend and identify the different

school objects by listening to them say the objects or perform an action with the word

involved.

LESSON PROCEDURE:

ROUTINE: 3’

Purpose: To start the lesson, get students into the right atmosphere for work,

establish a connection with students.


Interaction patterns:

Teacher-Student

Teacher-Class

Skills / Skills Integration:

Listening and speaking (every day greeting)

Speaking (singing the Hello song)

Learning styles:

Auditory, visual and kinaesthetic

I will greet my students and we will sing and dance their daily “Hello” song:

Hello!

Hello!

Hello, how are you?

(Repeat)

I'm good!

I'm great!

I'm wonderful!

(Repeat)

Hello!

Hello!

Hello, how are you?

(Repeat)

I'm tired.

I'm hungry.

I'm not so good.

(Repeat)

Hello!

Hello!

Hello, how are you?

(Repeat 3x)


Source: http://supersimplelearning.com/songs/original-series/two/hello/

WARM-UP: 10´

Purpose: To revise vocabulary and get the students engaged with the topic of school

objects.


Teacher-Class

Teacher-Student

Skills:

Listening

Speaking

Learning styles:

Visual, auditory and kinesthetic

I will invite students to play a game.

“Would you like to play a game? Yes? Great! This side of the class is group 1 and this

side group 2. I will say a word and when you hear the word you run to the board and

touch the picture. If you touch it first, you get a point. Ok? (demonstration with two

random students). Ok, let’s race!”

I will display the school objects flashcards on the board (pencil, book, paper, crayon,

glue). Before sticking them, I will elicit their names by asking:

“What’s this? It is a…”

Kids: “pencil!”

I will say: “Well done! What is it?”

Students: “It is a book”

http://supersimplelearning.com/songs/original-series/two/hello/


Then, I will divide the class into two groups and I will call out one person from each

group to stand in front of the board. I will say a school objects and the first student to

touch the correct picture wins a point for his/her group. I will repeat the activity until

all the children have had a turn.

Source: “Our World”

flashcards - National

Geographic Learning, 2014.

“English Adventure 1”, picture

cards, Pearson Education, 2006

Transition: “Well done! You

are fast!”

PRESENTATION (8 minutes)

Purpose: To introduce the new items of vocabulary which are table, chair, big and

small.


Teacher-Class


Listening

Speaking (repeating)

Learning styles:



I will place a poster of a classroom on the board and I will ask students: “Do you know

this place?

Source: “Teacher´s Magazine”, Ediba Editions, N° 176.

Students may possibly answer in Spanish: “El aula”

I will say: “Well done! The classroom! The classroom!”, pointing to the poster.

I will say:

“Look!!! What is this? It is a…

Students: “Pencil”


“Ok, now you answer. What is this?”

Students: “It is a book”.

If students do not use the structure “It is a…” I will say it and make them repeat it.

Then, I will introduce the new words: table and chair.

“Look at this! It is a table. A table” “What is this?” I will encourage them to repeat.

Students: “It is a table”.

“Look! It is a chair. A chair” I will put special attention to the pronunciation of the

word “chair”, emphasizing the sound of diphthong / eə/. I will ask them to repeat the

word several times and to listen carefully to the way I pronounce it how I use my lips.

I will point to the different school objects on the poster in order to introduce the

adjectives:

“Look at the glue! It is BIG!” I will make a gesture to make it easy for them to

understand the word BIG. I will encourage them to repeat.

“Look at the pencil! It is SMALL”

“Look at the table! It is BIG!”

“Look at the book! It is SMALL!”

I will model and show using gestures and mime so that students infer the words. I will

encourage them to repeat several times.

Transition:“Perfect! Do you want to play!”. Let´s make a circle!

- DEVELOPMENT

Activity 1 (8 minutes)


Purpose: To practise new vocabulary about the school objects and adjectives, to

develop motivation, and revise school objects learnt the previous class.


Teacher-Class


Speaking

Learning styles:


I will invite students to play a game similar to “Hot potato”. I will give a flashcard to

one student in the circle and I will play some music. Kids will pass the flashcard until I

make the music pause. The kid who has the flashcard in his hand has to say the name

and to say if it is BIG or SMALL. Then, I will give him/her a new flashcard in order to

start again.

“Kids I will give one of you a flashcards and I will play some music. You will pass the

flashcard around the circle until the music stops. When the music stops the kid that

has the flashcard in his/her hands has to answer my question. Is it clear?” I will show

it by passing the flashcard around the circle.

When the music stops I will ask: “What is it? Is it big or small?, to the corresponding

students. I will mime the adjectives for them to understand.

I will use the same flashcards from the race and I will include these two new ones:


Source: “Our World” flashcards - National Geographic Learning, 2014.

Transition: Well done kids!!

- Closure (2 minutes)


Teacher-Class

- Closure (5 minutes)


Teacher-Class

Skills:

Listening

Speaking (singing a song)

Learning styles:


I will tell the students that our lesson is over and that we have to say goodbye. We

will sing the “Goodbye Song”:

Goodbye! Goodbye!

Goodbye! Goodbye!

Goodbye! Goodbye!

GOODBYE, everyone.


Source: “English Adventure Starter A”, Pearson Education, 2005.

Students wave goodbye while they sing.