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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel PrimarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: 5 GradoCantidad de alumnos: 20Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: GenteClase Nº: 6Fecha: 29 de septiembre de 2015Hora: 10.10 a 10.50 amDuración de la clase: 40 minutosFecha de primera entrega: 26 de septiembre de 2015

CLASS 6

• Teaching points: People / My Favourite Star• Aims or goals: During this lesson, learners will be able to…

✓ Identify people’s features through physical description. ✓ Develop their writing skills by describing their favourite actor/

singer/sports star✓ Develop their speaking skills by talking abut their favourite actor/

sing/sports star

• Language focus:

Functions Lexis Structures Pronuncia-tion

Revi-sion

Simple Commands

Identifying and talk-ing about famous people and people’s features

Imperatives listen / open / look at… / glue

Occupations: actor / singer / football player

Commands:- Look at this picture, please

Wh- Question- Who is he/

she?- She/he is …- What does

she/he do?

- He/She is a/an…

Pronuncia-tion of new words will be practised through rep-etition (drilling)

New Describe my favourite actor / singer / sports start

Adjectives (+Noun)- long/short/

straight/curly hair

- freckles / braids / (blue) eyes

Has got- She/ he has

got (long hair)

Pronuncia-tion of new words will be practised through rep-etition

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(drilling)

• Teaching approach: Communicative Approach• Integration of skills: Listening to the teacher and each other, listening to

an excerpt from the course’s book. Reading about people’s features and associate that description with pictures. Writing short statements about their favourite people and speaking about them. The activities proposed are organised to follow Bloom’s Taxonomy steps Remember/Understand/Apply

• Materials and resources: pictures related to famous people1, whiteboard, blu tack, strips of paper with different statements, course book New Treetops 4, New Treetops 4 listening except Nr 15, pictures of famous people students are to bring for this lesson

• Pedagogical use of ICT in class or at home: laptop• Seating arrangement: Horseshoe • Possible problems / difficulties and their possible solutions during the

class: students might fell self conscious or insecure when speaking in front of the class, I will ensure they feel confident enough to share through praising and by helping with pronunciation. Some students may not bring their own picture, in such a case I will tell them to choose one of the children from page 55 of their student’s book to describe.

• Classroom management strategies: Students can get too excited show-ing each other the pictures they brought, I will change their seat if nec-essary.

• Potential problems students may have with the language: students have been having difficulties in pronouncing simple words; assistance will be provided by having them repeat chorally and individually, as we have been doing the previous lessons. Students could get confused with word order adjective + noun (long hair), enough examples will be provided in order to help them realise it.

• Assessment: Understanding of new concepts will be assessed through the written and speaking activities. Understanding of new vocabulary will be assess through a listening activity.

Routine 3’I will greet Ss and ask them how they are in L2 so as to let them know the les-son has started.

Warm-up 7’ Purpose: to recall previous lesson’s vocabulary and assess students’ under-standing of it.

1 http://www.posta.com.mx/musica/violetta-en-vivo-abre-nueva-fecha-en-el-auditorio-nacionalhttp://www.china-files.com/es/link/45412/la-verdad-sobre-china-%C2%BFweibo-le-pago-a-messi-para-que-no-abriera-una-cuenta-de-twitterhttp://www.fanpop.com/clubs/daniel-radcliffe/images/26272970/title/daniel-radcliffe-wallpaper-wallpaper

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I will ask students ‘Please, open your books on page 47’ then I will say ‘Are we all looking at this picture? Great! Can you see the little box below it? What does it say?’ I will wait for students to read it, otherwise I will start reading it myself prompting students to follow me. Then I will say ‘Look at the other box, it has some colours in there? What colours?’ I will resort to the same procedure as be-fore in order to have students name the colours.‘Alright, can you see the blanks in the picture? They have numbers, from one to eight’ I will point to each number and count. ‘There are eight blanks we need to complete. Can you complete the blanks with the vocabulary from the box? For example, number one. What has he got? What is the arrow pointing?’I will grant students 3/4 minutes to fill in the blanks then I will play the listening

excerpt for students to repeat.I will check the exercise with the whole class as I walk around and look at their course books.

Transition: Very good! Let’s move on

Development

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Activity 1 15’Purpose: to keep working with physical description of people by matching dif-ferent statements with pictures. I will show students the pictures of famous people from the previous class and ask ‘Remember these? Who are they?’ As students say their names, I will stick the pictures on the board; one next to each other and leave enough space below them to stick the strips of paper.I will say ‘Great! They are Daniel Radcliffe, Lionel Messi and Martina Stoessel. What can you tell me about them? For instance, what does Martina Stoessel do?’ EA ‘She is a singer/actress’I will ask two/three questions about these celebrities in order to check how much they remember. Then I will say ‘Here I have a lot of sentences about these three people’ I will hold the strips of paper and show them and point to the pictures on the board. Each strip of paper will contain information about one of the characters:

He is an actor

He is English

He plays Harry Potter

He has got blue eyes

He has got short hair

He has got straight hair

He is a football player

He is Argentinian

He plays in BFC

He has got brown eyes

He has got short hair

He has got straight hair

She is a singer and an actress

She is Argentinian

She plays Violetta

She has got long hair

She has got curly hair

She has got brown eyes

I will tell students ‘We are going to work in pairs. Each pair will get two strips of paper’ I will point point the number with my hand. ‘You are going to read the statement and match it with one of the pictures.’ I will take a strip of paper and say ‘For example, this one says ‘He has got blue eyes’. Who is he? Daniel Rad-

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cliffe, Martina Stoessel or Lionel Messi. Who has got blue eyes?’ EA ‘Daniel Radcliffe’ T ‘Excellent!’ If necessary, I will have a student explain the task in L1I will distribute the strips of paper and grant them with 3 minutes to decide in pairs to whom each sentence belongs to.I will ask each pair to come to the board and read the sentences out loud, I will correct any mispronunciation and ask them to repeat the word or chunk of lan-guage. I will stick the statements under each character as students come to the board. The final layout should be as following:

Daniel Radcliffe Lionel MessiMartina Stoessel

He is an actor He is a football player She is a singer and an actress

He is English He is Argentinian She is Argentinian

He plays Harry Potter He plays in BFC She plays Violetta

He has got blue eyes He has got brown eyes She has got long hair

He has got short hair He has got short hair She has got curly hair

He has got straight hair He has got straight hair She has got brown eyes

Transition: Very nice, everyone. Well done! Let’s have a look at your pictures now.

Activity 2 15’Purpose: to apply new knowledge on description of people by writing and speaking about their favourite celebrity.I will say ‘Please, take out the picture of your favourite person. Show it to me. Good!’ In case there are students who forgot to bring one, I will ask them to open their books on page 55 and chose one of the children there. They are not famous people, but they will do to fulfil the objective of the task.I will say ‘Good. Now we are going to write about our favourite person. For in-stance, (Ramiro) whose picture have you brought?’ I will have students say a brief description for the sake of demonstration. Then I will ‘We are going to write a description similar to these ones’ and I will point to the board. On the left side of the board I will write a list of the things they have to include in the description in order to make the task more guided. I will say and point to each statement ‘We have to include the name of the person, right?’ EA ‘Yes’ and I will write name. I will go on until the list looks like this:• Name

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• Occupation• Nationality• Eyes• Hair

I will say ‘Great, please glue the picture in your notebook and start writing.’ I will go around the semicircle to ensure students are working and on the right track of the task. I will assist them and help them where necessary. I will grant students about 8 minutes to write about their favourite celebrity/star. As a follow up, I will have 2 or 3 students talk about their celebrity. I will allow them to read what they have written. If there is time, I will ask them to read about the person but not tell his/her partners who he/she is to see if they can guess who the famous person is.

Closure I will tell students this has been my last lesson and that I have enjoyed sharing these classes enormously. I will tell them they have been great and tell them goodbye.

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