Tpd valdez-lesson plan primary 2

I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Valdez IvónPeríodo de Práctica: Nivel PrimarioInstitución Educativa: Colegio Nuestra Señora de la MisericordiaDirección: Ovidio Lagos 1819, CasildaSala / Grado / Año - sección: Tercer grado “Fátima”Cantidad de alumnos: 30Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Las partes de la casaClase Nº: 2Fecha: 09/10/15Hora: 15:00 - 15:45Duración de la clase: 45 minutosFecha de primera entrega: 03/10/15

Teaching points: Parts of the house.

Aims or goals:During this lesson, learners will be able to…- Develop their comprehension and listening skills by listening to a story.- Develop their listening and speaking skills by answering questions and

repeating phrases.- To expand their understanding of commands.

Language focus:Functions Lexis Structures Pronunciation

Revision Following instructions.

Open your books.Go to page ...

New Following to new instructions.

Naming parts of the house.

Kitchen, living room, bedroom, garage, bathroom, hall, garden, study.

Get up.

Where’s my book? It’s in the kitchen. / Let’s look in the study.

/θ/bathroom

Teaching approach: the lesson is based in the Natural Approach and organized through the PPP procedure.

Integration of skills: listening and speaking skills (students will listen to the teacher’s instructions, interact with the teacher when answering her questions about the teaching points, follow instructions to do the activities, and watch to

a video); and reading and writing skills (students will read instructions, complete sentences, and make pictures and write sentences on them about the parts of the house).

Materials and resources: flashcards (puzzle) of the parts of a house, DVD with a story, laptop/DVD player and projector from the school lab, blackboard and chalk, Scoth tape, students’ books (“Your Quest 2”, MacMillan).

Pedagogical use of ICT in class or at home: short story on video.

Seating arrangement: first, students will be asked to move around the classroom in order to find a partner who has the flashcards they need, then students will sit at their tables facing the board and the teacher will walk around the tables in order to help them if necessary.

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

- Students might use their mother tongue when they don’t have the necessary vocabulary, then I’ll rephrase what they say in English.

- Students may not understand all the instructions, then I’ll use the “sandwich technique”, gestures and mimes, and modelling to help comprehension.

- If there is any problem with the DVD player, I’ll read the story myself.- In the case there is a delay in the lab and the last activy cannot be performed,

students will be asked to do it at home.

Classroom management strategies: if there are students who finish an activity faster than others, then I’ll ask them to help some other mates in order to prevent any misbehaviour.

Assessment: understanding of the new vocabulary and commands will be assessed through the observation of students’ performance and participation in the activities.

Note: As the local teacher asked me, I have to use again the activities from the book so that children are not behind with it. Therefore, warm-up and production stages include activities designed by myself, and presentation and practice stages include activities from the book. By doing this, I hope to keep a balance between both kind of activities.

STAGES IN THE LESSONRoutine (2 minutes)- Purpose: to start the lesson and establish rapport.- Activity description and instructions as they will be said to students: I’ll greet the students “Hello! How are you today?”. SS: “Hello! Fine! And you?”, T: “I’m fine, thanks!”

- T: “Ok, kids, look at what I brought”.

Warm-up (8 minutes)- Purpose: to get students involved in the lesson.

- Activity description and instructions as they will be said to students: I’ll show the children a paper bag in which I’d keep the materials. I’ll open it and I’ll take four flashcards which make up a picture of a living room. I’ll hold them one next to the other so that children see the complete picture and I’ll ask them what it is. Then I’ll pretend I drop the flashcards inside the bag again and that I’m worried because they mix up. So I’ll ask them to help me put them in order again and I’ll hand out flashcards to everyone. Finally I’ll explain they will have to look for the flashcards which complete their pictures among their mates.Every time a picture is completed, I’ll hang it on the board so that everybody can see it and I’ll ask what it is. Then I’ll congratulate the team. T: “Look! Here I have pictures of my house, do you want to see them?”, SS: Yes!”, T: “Ok, look! Here I have a picture of my ... what’s this?”, SS: “A living room!, It’s a living room!”, T: Right! It’s a living room. I have a picture of my living room and... oops! Oh, no! I dropped it! Oh! Now it’s all mixed up in here! Look! (while showing them the inside of the bag which will be full of mixed-up flashcards). Can you help me?”, SS: Yes!”, T: “Thank you, kids! Let’s do this: I’ll give each of you a flashcard (while handing the flashcards out) and you will have to find the rest of the picture, can you do that? Please?”, SS: “Yes!”, T: “Ok, now get up (while making the gesture of getting up with my hands) and look at your mates’ flashcards (while walking among them and trying myself to match a couple of flashcards so that they can see what I’m asking them to do). Try to complete the pictures. Go!”

- Teaching strategies: explanation and demonstration of instructions. - Interaction patterns: Student-teacher and student-student. Group work.

- Skills: listening and speaking when answering the teacher’s questions, and responding to instructions.

- T: “Well done kids! Excellent work! Now, do you like stories? Would you like to listen to a story? It’s about a penguin family’s house.”

Presentation (15 minutes)- Purpose: to recognize and practise the new vocabulary in context and in a controlled way.

- Activity description and instructions as they will be said to students: Students will be guided to the lab and to take their books and pencilcases. Once they are there, they will be asked to go to page 6 in their books and look at the story. They will be asked to recognise the parts of the house they see (picture Nº1: bedroom, picture Nº2: bathroom, picture Nº3: study, and picture Nº4: hall) while they guess what happens in each picture. Some of them will probably answer in their mother tongue since they don’t have the necessary language to answer in English, in that case I’ll rephrase their answers in English. T: “Ok, go to page 6. Great! This is the story. Now, before listening to it, please look at picture number 1, where are the penguins? (while showing the book and pointing at the corresponding picture)”, SS: “In the bedroom!”, T: “Very good, they are in the bedroom. And what’s happening here?”, SS: some answers in Spanish such as “la mamá los llama para ir a la escuela”, T: “Yes! Mummy says it’s time for school”. Now look at picture number 2...” and so on. This pre-listening activity will prevent them from interrupting while listening to the story. Then they will watch the story.

- Teaching strategies: description of the pictures, explanation and demonstration of what is happening in the story. Pictures will help children understand meanings. - Interaction patterns: Student-teacher.

- Skills: listening and speaking when answering the teacher’s questions, and listening when listening to the story.

T: “Did you like the story? It’s a great story! Now let’s go back to our classroom to talk about it.”

Practice (10 minutes)- Purpose: to practise the new vocabulary in a controlled way.

Activity 1 (5 minutes)- Activity description and instructions as they will be said to students: Students will have to look at the pictures from the story and number them in the correct order. T: “Now let’s remember what happened in the story. Please go to the next page, page 8, and look at the pictures. Ready? What happens first in the story?”, SS: “It’s time for school!”, T: “Yes! First it’s time for school. So, write down the number 1 in that picture. Now, what happens next?”, and so on with the rest of the pictures.

T: “Well done, kids! Now let’s remember the names of the parts of the house one more time!” Activity 2 (5 minutes)- Activity description and instructions as they will be said to students: Students will have to complete the picture. Then they’ll have to match the names of the parts of the house with the pictures. T: “Look, you have to complete the picture drawing a line which joins the numbers (while showing the children my book and drawing an imaginary line with my finger) and then you have to match the names (while pointing at the names) with the parts of the penguins’ house. Ok?”

- Teaching strategies: explanation and demonstration of what they are expected to do. Miming and gesturing.

- Interaction patterns: Student-teacher mainly. Individual work.

- Skills: listening and speaking when answering the teacher’s questions, and reading and writing when writing down a sentence below the picture.

T: “Excellent work, kids! What room do you like most in the penguins’ house?”

Production (10 minutes)- Purpose: to practise the new vocabulary in a less controlled way.

- Activity description and instructions as they will be said to students: Students will be asked what their favourite part of the story was and to make a picture of it. Then they will have to write a sentence on it describing where the characters are. I’ll tell them which my favourite part is so that they understand the instructions. T: “What’s your favourite part of the story?”, SS: “When they go to school!, When they find the school things!, etc.” Some students may answer in their mother tongue since they don’t have the necessary language to answer in English. In that case, I’ll rephrase their answers in English. T: “Ok, Your favourite part is when they go to school. Oh, so your favourite part is when they find the school things, etc.” And so on. T: “Let’s make pictures of your favourite parts of the story and write down in which room of the house the penguins are. For example, MY favourite part of the story (pointing at myself) is when the penguins are in the hall. So I’m going to make a picture of that part (while making a quick picture of that scene on the board) and write THE PENGUINS ARE IN THE... (while writing the sentence down) Where are the penguins?”, SS: “In the hall! They are in the hall!”, T: “Perfect! I’ll write HALL”.

- Teaching strategies: explanation and demonstration of what they are expected to do.

- Interaction patterns: Student-teacher mainly.

- Skills: listening and speaking when answering the teacher’s questions, and reading and writing when writing down a sentence below the picture.

T: “Ok, that’s all for today, great job kids! Bye bye! See you next Friday!”.