I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PARTICIPANTE: María Cecilia Nievas

Período de Práctica: PrimariaInstitución Educativa: Liceo Militar General RocaDirección: Av. Hipólito Irigoyen s/n – Comodoro Rivadavia (Chubut)Sala / Grado / Año - sección: 5to grado – Azul – Turno mañana Cantidad de alumnos: 30 Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Instrucciones en la ciudadClase Nº: 3Fecha: 17/09/2015Hora: 09:10 a 10:30Duración de la clase: 80’ Fecha de primera entrega: 12/09/2015

CLASS Nº 3

Teaching points: Describing a city Aims or goals: During this lesson, learners will be able to…

- Develop their reading skills by identifying important information from a text.- Develop their writing skills by describing cities.

Language focus:

Lexis Functions Structures PronunciationREVISION Buildings: shop,

museum, restaurant, police, bus stop, station, school, church, park, library, tower, bridge, lake, river, city, country.

Follow commands and instructions.

There is _____Yes, there is.No, there isn’t.Is there ____ ?

NEW Island, zoo. Describing cities.

____ is the capital city of ____.What is the capital of ____?There are _______.There isn’t any ______.How many ____ are there?

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Teaching approach: The lesson is delivered under the Communicative Approach and organized through the Presentation-Practice-Produce method.

Integration of skills: During this lesson they will develop the four skills: writing skills during the presentation and activity number 3, listening during activities 1 and 4, speaking during activity 4 and reading during activity 2.

Materials and resources: big map, pictures (library, church, shops), green map and the copy, text with missing information, texts from the book and empty chart, charts with information from different countries, example of Buenos Aires, piece of paper for the text, another empty chart, questions for the game and candies.

Pedagogical use of ICT in class or at home: During this lesson we won’t use any ICT resource. Seating arrangement: Students will choose the place where they want to sit when they arrive at the

class. All the desks are opposite the boards in pairs. Possible problems / difficulties and their possible solutions during the class: If any student does not

understand instructions I will paraphrase them. . Classroom management strategies: Activities were planned considering their work pace, needs and

interests. If any student does not work, I will ask him/her to continue with his/her activities. Potential problems students may have with the language: I will use flashcards and I will leave written

examples on board to help them while they develop the activities. Assessment: I will check students’ comprehension of the vocabulary and structures by monitoring if

they write sentences and the text in the correct way, if they complete the written activity and they participate during oral activities.

Routine – 5’ Purpose: To create a good atmosphere to work and make the students move.

I’ll say “Hello!” to each student while they arrive at the classroom. I will wait until they choose their desks and I will say hello to the whole group “Good morning! How are you?” EA: “Fine, thank you, and you? I will answer “Fine, thank you! We have a lot of things to learn and to do today, let’s do it! What day is it today?” EA: “September, Thursday the 17th” and I will say “OK, could you please spell Thursday for me?” EA: “T-H-U-R-S-D-A-Y” “What about September?” EA: “S-E-P-T-E-M-B-E-R” “Did you do your homework?” EA: Yes! “Great, I will correct it at the end of the lesson” Transition: I will say “Do you remember Pablo? This is the map of his town.” EA: Yes! I will add “Let’s pay more attention to it today; we are going to help Pablo to describe his town.”

Warm-up – 7’Purpose: To review vocabulary they learnt during the last part of the previous class and create the context to start working on the new topic.I will paste the map on board and I will ask “Is there any church in this town?” EA: Yes! There! “That’s right, there is a church.” And I will write the sentence on board. Then I will ask “Is there any library?” EA: No / No, there isn’t. “You’re right! There isn’t a library” and I will write the sentence on board, too. Finally, I will ask “Is there a shop?” EA: Yes!/Three “Well done, there are three shops.” And I will write the sentence on board. Finally, I will remove the map and I will paste the following pictures next to the sentences.

Map: I will add two more shops for the plural example.

www.clipgid.com Transition: I will say: “Now you are going to write some sentences.”

Presentation – 10’Purpose: To present the new topic.

I will say “Open your folders; you are going to copy the date”. Once they finish I will say “Pablo is visiting his grandmother and he needs information of her town. I will give you two copies and you are going to write sentences about the town using these examples to help Pablo.” as I point to the sentences on board.

Source: http://www.teacherled.com/resources/mapmaker/mapmakerload.html Look at the map. Write sentences about the town:

HOSPITAL: _There are two hospitals. _____________________________________________________SCHOOL: ___________________________________________________________________________RESTAURANT: _______________________________________________________________________HOUSE: ____________________________________________________________________________PARK: ______________________________________________________________________________STATION: ___________________________________________________________________________CHURCH: ___________________________________________________________________________TREE: ______________________________________________________________________________SHOP: ______________________________________________________________________________I will walk among the students and I will help them to write the sentences pointing at the examples if they have doubt about them.

Transition: When they finish I will add “Great job everybody! Now, let’s talk about some important cities.”

Development – 50’Purpose: To provide contexts where students can practise the language.

Activity 1 – 10’I will say “I will read you a text and you are going to complete the missing information.” I will deliver the following copy and I will read the text aloud giving the students plenty of time to complete it and eliciting them to complete some words. For example: I will say “We live in...” If they do not complete the sentences I will add “What’s the name of our city?”. If they need it I will read the text twice. When we finish, we will correct the activity on board.

Complete the missing information.

We live in ___Comodoro Rivadavia___. It’s an interesting city. It’s got ___restaurants___, ___parks___ and ___shops___. ___There____ ___is___ an old train station, too. The city is ___next to___ the sea and ___there___ ___are___ a lot of beaches.

Transition: “This was fantastic! Now we are going to read about other famous cities.”

Activity 2 – 15’I will use texts from their book: Explorers 4 – Oxford.

I will add “Open your books at page 37” and I will show them the page to help them to find it. I will say “There are three texts and three pictures. We are going to read the first text. Any volunteer?” EA: Me/I Students that want to read will do it. When we finish, I will say “Now, you have to choose one city and you are going to complete the following chart.” I will show them the chart on board and I will add “For example, look at the first text: it is about...?” EA: Paris! “That’s right and what about the country?” EA: France. “Exactly. Are there any restaurants?” EA: Yes. “So, we are going to write a tick . And, are there any bridges?” EA: Yes/37 “Great, so you will write 37 here. Finally, is there a river?” EA: Seine “OK, so you are going to write the name of the river in this column.” I will these columns on board so students can use it as an example to complete their chart. I will deliver the chart and they will start working. I will walk among the students and I will help them to complete the chart if they need it. I will ask them to read the text again in order to complete the chart.

CITY COUNTRY RESTAURANT LAKE MUSEUM SHOP PARK TOWER TRAIN STATION

CASTLE RIVER ISLAND BRIDGE ZOO

CITY COUNTRY RESTAURANT

LAKE

MUSEUM

SHOP

PARK

TOWER

TRAIN STATIO

N

CASTLE

RIVER ISLAND

BRIDGE

ZOO

Paris France 7 Seine

37

Prague Czech Republi

cStockholm

Sweden 1 100 14 57

Transition: I will say “You all did very well! Now, we are going to change, I will give you a chart and you are going to write a text to help the book’s publisher with these cities.”

Activity 3 – 10’We will work with ten different cities. I will deliver the charts and a piece of paper where they will write the description of the city.

CITY COUNTRY RESTAURANT LIBRARY

MUSEUM SHOP PARK CHURCHES PALACE

Sucre Bolivia 16 Archbishop

CITY COUNTRY RESTAURANT LAKE MUSEUM SHOP PARK TOWER RIVER BRIDGE

Ottawa Canada 42

CITY COUNTRY RESTAURANT MUSEUM SHOP PARK TOWER RIVER ZOO

Bogota

Colombia Colpatria

CITY COUNTRY RESTAURANT MUSEUM SHOP PARK RIVER BRIDGE ZOO

Quito Ecuador 7 Guayllabamba

CITY COUNTRY RESTAURANT LAKE MUSEUM SHOP

PARK TOWER RIVER ZOO

Berlin Germany Fernsehturm Spree and Havel

CITY COUNTRY HOSPITAL LAKE MUSEUM SHOP PARK RIVER ISLAND

BRIDGE

Oslo Norway

343 40

CITY COUNTRY CHURCH MUSEUM SHOP PARK TOWER RIVER BRIDGE

Lisbon Portugal Belem Tagus

CITY COUNTRY SCHOOL MUSEUM SHOP PARK TRAIN STATION

RIVER BRIDGE

Brussels Belgium Senne

CITY COUNTRY RESTAURANT MUSEUM SHOP PARK RIVER CHURCH HOSPITALS

Havana Cuba Almendares

CITY COUNTRY BANK MUSEUM SHOP PARK TOWER RIVER BRIDGE

Rome Italy Tiber and Aniene

I will say “You are going to work in pairs. I will give you this chart, and you are going to write a text in 10 minutes with the information from the chart. I will leave an example on board” I will paste the following example on board and I will deliver a copy with the chart, the example and the space to write the text.

EXAMPLEBuenos Aires is the capital city of Argentina. It’s got lots of parks and restaurants. The city has a famous and white obelisk. There is a big river called Río de La Plata. The city is very big. There are 129 museums.

___________ is the capital city of _____________. It’s got... ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transition: “Wow! Very well done! Now, you have to work with a different partner. Pay attention.”

Activity 4 – 12’I will say “I will give you another copy, and you have to complete it with information your partner’s city. For example, I will write her name in the first column, then I will write the name of her city and the country. After that, I will ask her Is there a river?” EA: No, there isn’t. “So I will write an X in my chart. And you continue asking questions about the city.” I will paste an example on the board as a guide.

STUDENT

CITY COUNTRY

RESTAURANT

LAKE MUSEUM PARK

TOWER

TRAIN STATIO

N

RIVER BRIDGE

ZOO

I will check if they are working properly, I will help them if they need it giving them an example with their information.

Transition: When they finish I will say “You did a great job today!. This is our last lesson together, so we are going to play a game.”

Closure – 10’Purpose: To close the topic and greet students. “I will show you a question and you have to raise your hand to answer. If you know the answer you will say _______ is the capital city of _________. You have to answer in English.” I will write an example on board: ___Buenos Aires___ is the capital city of ___Argentina___; and I will add “Remember, raise your hand and answer in English.” I will show them cards with the following questions.

What is the capital of ___ Bolivia / Canada / Colombia / Ecuador / Germany / Norway / Portugal / Belgium / Cuba / Italy____?

Once we finish with all the questions, I will say “I want to thank you for all the time that we spent together. We are on time, put things away and let’s go.”

Taller de Práctica Docente 2015Lesson 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?

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?

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?

4 Language focus chart Are the new and revision language items specified? Are the new and revision language items related?Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?Are its aims and fundamentals coherent with the lesson aims?

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?

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?

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

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 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)?

11 Possible lesson or classroom

Does this section explain possible difficulties according to previous lessons’ experiences and class observation?

management problems and their possible solutions

Lesson development12 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?

13 Lesson context and content

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

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 ?

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?

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?

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?

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

19 Direct speech Are all instructions and possible anticipated dialogues written in direct speech?

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?

21 Active learning: Bloom’s Taxonomy 2001

Are many learning tasks addressing a higher level of Bloom’s taxonomy?

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?

Observations: Dear CeciliaThis lesson plan requires adjustments from the viewpoint of context and accuracy in the teaching point. Please, study the comments and suggestions and take them into account when delivering the lesson.I know you can do it!Try your best. Cecilia

Lesson plan component

Very Good4

Good3

Acceptable2

Below Standard1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32Score: 25 /32 = 7.5