Lesson 2 primary level passed
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Natalia Isabel Muñoz Período de Práctica: Nivel Primario Institución Educativa: C.P.E.M n 20 Dirección: sarmiento y 22 de octubre Cutral co Sala / Grado / Año - sección: 1 B turno tarde Cantidad de alumnos: 23 Nivel lingüístico del curso: Elementary Tipo de Planificación: clase Unidad Temática: Clase Nº: 2 Fecha: 03/10/2018 Hora: 15 a 16.20 Duración de la clase: 80 minutos Fecha de primera entrega: 30/09/2018 · Teaching points: She is, He is, it is , She isn’t, he isn’t, it isn’t · Aims or goals: During this lesson, learners will be able to… ● Identify and name different school projects in complete sentences ● Develop learners’ understanding of an ability to use school projects vocabulary ● Develop their listening skills by listening to the to the repetition and listening activities of the new vocabulary and expressions. ● Enable the students to recognize the vocabulary and the grammar structures to speak in third person singular ● Practise pronunciation focusing on /z/ sound by the repetition of
- 2. specific words. ● To develop their speaking skills through the answers to answers and speaking activities ● Deepen their understanding of commands/instructions while developing their gross motor skills as well. Language focus: LEXIS FUNCTION STRUCTURE S PRONUNCIATION REVISIO N - Listen! - Look - Sit down - Stand up Name Surname Numbers - Giving commands or instructions . - Identify and answer personal infor. questions - Let’s point out - Repeat after me. What’s your name? How old are you? What´s your telephone number? /ɒ/ NEW School projects: Drama, Art &Technolo gy, Multimedia Robotics Math, geography History, etc - Identify and name school project vocabulary - Talk about 3rd person singular age, name and school project She is in….. He is in…. /z/ · Teaching approach: the lesson is based on the Natural Approach, and organized through the PPP procedure (Harmer, 2010).
- 3. · Integration of skills: Listening, reading, writing and speaking will be integrated through different activities such as questions and answers. · Materials and resources: ??? · In this lesson, Activities organized through the combination of audio, photocopies and flashcards enhance language learning and acquisition. · Seating arrangement: According to the group report, the students will be sitting in pairs and in groups in order to facilitate the interaction with their classmates and the teacher. Some activities will be done in groups in order to motivate students to participate · Assessment: I will check that students understand and identify the different language items by observing pictures/objects or listening to their names. I will provide them with the necessary input so that they may achieve the proposed. ROUTINE 5’: - Purpose: to get students into the mood of work and to establish rapport with them. I’ll get into the classroom and greet students: T: “Hello students!” S: “Hi teacher” T: “how are you today?” S: “Fine and you?” T: “I am fine” What´s your name? I`m Naty and you? What´s your name? I´m …….. I’ll ask students: “What date is it today?” I will ask “is it Monday?” No it isn’t, is it Tuesday? No it isn’t, is it Wednesday? ( I will nod to them) yes it is. I will write the date on the board. Transition: Ok, so now we are going to play a game ok? I want three big groups WARM UP 5’: The teacher will name the three groups. The teacher will ask one volunteer of each group to go next to the board. Teacher will stick on board the name of all the subjects and school projects. Then, the teacher will show the picture of the subject and the first student who touches the correct name wins. T: we are going to play a game I need one volunteer from each group. This group
- 4. isred and this group isblue and thisis one isgreen, ok? . Iwill show you a picture and you have to touch the name of the subject. Ok? First, let’spractise and then we start. The group can help your classmate. If you touch correctly, you have one point. Ok? English Maths Geography History Science Multimedia Biology Computer animation Music Drama P.E. Art & technology
- 5. Transition: The teacher will give each student who is in the front a flashcard with the different pronouns “she, he, it” and a different name and an object. Ok, so you will be different people and one of you is going to be an object ok? So here you are, She… Susan, he….. Tom, it…… book. PRESENTATION 25’: - Purpose: ● to incorporate new vocabulary. ● to expose the learners to the target language using a real context. ● to foster to comprehension of the target language through oral questions and answers. Teacher will present the subject pronouns using different flashcards with names and the pronouns. The teacher will give to the different students two Robotics she he it
- 6. different flashcards. Teacher will give to a girl student a flashcard with the subject pronoun “ SHE” and a different name “ Susan”, to a boy student a flashcard with the subject pronoun “ HE” and a different name “ TOM” and to a third student “ IT” and the flashcard of a book. The teacher will ask to the rest of the class who is she? In order to try to elicit from student the sentence “She is Megan”. Then, Teacher will say “ She is Susan” and will write on the board the sentence. Teacher will ask Who is he? “ He is Tom” and then the teacher will ask what is it? It is a book. Teacher will explain the use and meaning of the pronouns and the verb to be in the affirmative and negative form. Students might answer by using L1 because of their English level In order to register the vocabulary and grammar learned, the students will complete the following copy. Ok, so now, I will give you a copy and you have to complete it.
- 7. Negate the following sentences. 1. Jane is 15 years old. ________________________ 2. It is a red pencil. ________________________ 3. He is in year 3. ________________________ Complete the sentences with she , he it 1. _______ is Marta. 2. ________ is Ramon. 3. _______is a dog. 4. _______ is a book. Grammar box is Laura. is 16 years old. isn’t in year 3. isn’t Ramiro. is Gaston. is in Maths. isn’t a pencil. is a book. is red. Order the words 1. is / years/ She/ eleven / old/ ________________________. 2. He/ in/ Robotics/ isn’t ________________________ 3. My/ subject/ is / favourite/ Science ________________________ 4. a / computer/ is / It ________________________ _
- 8. Transition Teacher will ask learners to take out their folders since they will work with a short listening from the book. DEVELOPMENT 35’: - Purpose: ● To foster to contextualized practice of the teaching points.
- 9. 1 activity Teacher will ask learners to listen to a short listening with their book closed, students will try to recognize from the listening the known words. The teacher will write some words on the board to help students to understand the listening. Then, teacher will ask learners which words they listened to and will circle them. Students will open their books; guess what information is missing, and try to remember to complete what they had listened before. Teacher will play the listening again and students will complete the missing information Audioscript Laura is in the Art & Techno project. She’s in Year 3 at school. She’s 14 years old. Lucas isn’t in Year 3. How old is he? He’s 15. He is in Year 4 and he’s in the A & T Project too. Mat is 13 years old and he’s in Year 2. Olivia is 12 but she’s in Year 2! How old is Patty? She’s 15 and she’s in Year 4. Teacher will write on board some sentences from the listening in which students have to complete with the pronouns and verb to be. Laura…………in the Art & Techno project. ………… is in year 3 at school. She ……… 14 years old. Lucas ……………….. in Year 3. …………. is in year 4. He ………… 15 years old.
- 10. Teacher will check students´ answers orally. 2nd activity Teacher will ask students to go back to their students´ book in order to listen again the previous listening and complete the following activity of their folder. Transition: T: “Excellent students!!! Do you want to play a game? You can sit in two big groups. After this, teacher will ask learners to continue working with their folder and complete activity number three in which they have to match the vocabulary with the illustrations. Teacher will check students´ answers. Ok, now we are going to listen again, and you have to circle the correct option. Ok? Great Teacher ask learners to look activity three and repeat after her the project vocabulary and then teacher asks learners to listen and match the illustrations with the words. Ok, now you have to match the pictures with the letters. For example, Drama is number ....... Activity 3
- 11. Teacher sticks on board four pictures of girls and boys and write under them, the name, age and subject or school project. Closure Teacher will make three groups and will hand in each group an envelope with sentences to order. The first group that finishes it will be the winner. homework The teacher will give a copy to do in their houses. Circle the correct option Paul 9 years old ( x) 7 years old robotics Megan 13 years old ( x) 12 years old ( ) science Pencil ( x) Book ( ) red
- 12. He is/isn’t Maria. He/ She is Santiago. He is/ isn`t in Maths. Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Below Standard 1 Visual organization X Coherence and sequencing X Variety of resources – Learning styles X Stages and activities X Teaching strategies X Language accuracy x Observations Minimumscore:18 / 30 Score:__22/30 She/ He is Paula. She is/ isn’t two years old. She is in history / P.E.
- 13. Please,checksome spellingmistakes,especiallythe onesonthe worksheets.Checkpunctuation marks andcapital letters. Make sure youscaffoldstages.