Rodrigues - TPD - Primer Período - Planificación 4

Instituto de Formación Docente Continua Lenguas Vivas Bariloche

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: 4

Fecha: 19/05/2015

Hora: 10:00 - 10:30 hs.

Duración de la clase: 30’

Fecha de primera entrega: 13/05/2015

Teaching points: Shapes: Circle and Square

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

- Identify and name different school objects in a meaningful context.

- Identify and say the shapes Circle and Square.

- Recognise new vocabulary by answering questions.

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

Language focus:

Functions Lexis Structures Pronunciation

Following commands

The Recognition and use of Wh- questions in

Recognition and use of the sound


Revision and instructions

Answering questions related to school objects

imperative:

Look!

Listen!

Sit down

School objects:

Pencil, paper, book, crayon, glue, bag, chair, table

Adjectives:

big and small

the simple present:

What is this? It is a…

Let´s:

Let´s make a circle

Recognition and use of questions in the simple present:

Is it (big) or (small)?

of diphthong:

/ eə/ (chair)

New Answering questions related to school objects and shapes identification

Shapes:

Circle, square

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

What is this? It is a (circle)

Recognition and use of the sound of diphthong:

/ eə/ (square)

Teaching approach: Communicative Approach

Materials and resources: school objects flashcards – shapes flashcards – cardboard shapes - computer.

Pedagogical use of ICT in class: In this lesson I have chosen not to use ICT as I will use them the following class. 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 board in order to facilitate visual contact and interaction with the teacher and classmates. Besides, they will be sitting in a circle on the floor for the last activity.

• 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 and shapes by listening to them say the objects and shapes 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/

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


WARM-UP: 8´

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! Look at the cards on the board. Close

your eyes and I take one card away. Then, open your eyes and say what is missing”.

Ok?

I will display the school objects flashcards on the boards including the ones that we

learnt the previous class. Before sticking them, I will elicit their names by asking:

“What’s this? It is a…”

Kids: “table!”

I will say: “Well done! What is it?”

Students: “It is a chair”

I will ask students to close their eyes and I will take a flashcard away. Then, I will ask

them to open their eyes and I will ask: “What´s missing?”. Students will look at the

objects left and they will say which the missing one is.


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

“English Adventure 1”, picture cards, Pearson Education, 2006

Transition: “Well done!

PRESENTATION (5 minutes)

Purpose: To introduce the new items of vocabulary which are circle and square and

revise vocabulary learnt the previous class in a meaningful context.


Teacher-Class


Listening

Speaking (repeating)

Learning styles:

Visual, auditory

I will show students the following flashcards in order to introduce the shapes: circle

and square.


Source: “English

Adventure 1”, picture cards, Pearson Education, 2006

I will say:

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

Students: “It is a circle”.

“And look at this! It is a square. A square. I will put special attention to the

pronunciation of the word “square”, emphasizing the sound of diphthong / eə/, as I

did the previous class with the word “chair”. I will ask them to repeat the word several

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

Then, I will show them the circle again and I will ask them: “Is it BIG or SMALL?” Then,

I will show them the following circle and I will ask the same question. I will do the

same with the square. In this way we revise the adjectives learnt the previous class.

Source: “English Adventure 1”, picture cards, Pearson Education,

2006

Transition:“Very good kids! Let´s make a BIG circle and sit on the floor!

- DEVELOPMENT


Activity 1 (12 minutes)

Purpose: To practise new vocabulary about shapes, to develop motivation, and

revise school objects learnt in previous classes in a meaningful context.


Teacher-Class


Speaking

Learning styles:


I will place a big circle and a big square made of cardboard on the floor. Kids will be

surrounding the circle and I will sit with them. I will put some school objects flashcards

on the floor and I will say a kid to stand up and to put a school object in the circle or

the square. (I will not use realia because I want to include the words chair and table

that they learnt the previous class).

“Look kids, I will say an object and you have to put it in the circle or in the square. For

example: Put the pencil in the circle. So you come and take the card and put it in the

circle. Ok?” I will show by taking the pencil flashcard and placing it in the circle. I will

say sentences until all the kids have had a turn.

Transition: Well done kids!!

- CLOSURE (2 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.

- HOMEWORK:

In this class learners will not take any homework home. In the following lesson I will

ask for permission to send a note to the families inviting students to watch a video

about shapes. In this way, children will have the possibility to share with their family

what they have learned.

Rodrigues - TPD - Primer Período - Planificación 4

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