TPD - Initial - Lesson 1
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The document outlines a lesson plan for a 6th grade English class. The lesson aims to introduce students to functional language for getting into groups and writing in diaries. Students will practice their reading, listening, and writing skills through two main activities. In the first activity, students will listen to a passage about a girl's diary and find mistakes, correcting them. In the second activity, students will listen again and answer comprehension questions about the diary entry. The lesson plan provides detailed instructions and timing for each part of the lesson.
TPD - Initial - Lesson 1
- 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Gilda Bosso Período de Práctica: PrimariaSa Institución Educativa: Sagrado Corazón Dirección: Obrero Argentino 86 – Neuquén Capital Sala / Grado / Año - sección: 6to grado A Cantidad de alumnos: 24 Nivel lingüístico del curso: elemental Tipo de Planificación: clase Unidad Temática: 1 Clase Nº: 1 Fecha: 15 de Junio de 2017 Hora: 10:00 a 11:20 Duración de la clase: 80 minutos Fecha de entrega: 11 de Junio de 2017 Aims or goals: During this lesson, learners will be able to: a) demonstrate social skills by learning language for getting into groups. b) demonstrate their reading and listening skills to find mistakes c) create their own diary. Teaching points: My secret diary Language focus: Revisi on Functions Lexis Structures Pronunciation Answering questions about how they choose who work with. Do you work / choose…? Yes, I do / No, I don’t. Does your group have a name? Contrasting numbers: 15 / 50 Intonation in yes/no questions. New Introducing classroom language for getting into groups Introducing functional language for suggestions Language for getting into groups (best friend / classmate / group / to choose / to sit together) Vocabulary to write their own diary Imperative forms: Come with me. Questions: What about….? How about …?
- 2. • Teaching approach or combination of methods / approaches: Communicative Approach • Integration of skills: Reading and listening skills will be integrated in the • Materials and resources: - Course book: Wonder 5 – Richmond – Unit 1 Lesson 4 – Functional Language - Plataforma Santillana Compartir: https://lms30.santillanacompartir.com/login/compartir - Worksheets developed by me. - Wonder 5 - Student’s book and activity book. - Laptop and projector (there’s one in each classroom) • Pedagogical use of ICT in class or at home: As they have Santillana Compartir in the classroom I’ll use the resources available (audios, online student’s book and activity book) and at home they will have to send their homework through the online platform. • Seating arrangement: I observed their way to work in the classroom for three days, so I’ll ask them to sit in the same way they are sit when they are attending lessons with Ms Mariana, their teacher. The desks are placed in an auditorium shape, in three rows. • Assessment: Understanding will be assessed continuously through the lesson, keeping my attention on students’ reaction to the activities, asking questions, asking them to tell me what they have to do or if they understand and use the vocabulary for getting into groups and how to make suggestions. Routine Timing 10’ I’ll be at the door waiting for them to come from the break. I’ll say hello to each one and I’ll ask them to sit on their chairs (as they were in the previous lesson). Usually it takes 10 minutes, as it was observed. I hope to be able to make it quicker. If it does happen I’ll have some games to do at the end of the lesson to adjust the planning. Lead-in Purpose: Talk about the pros and cons of working in groups in class. Timing 5’ I’ll ask students to think about the first questions on their book – page 10. I’ll write them on the board to point them out. At the school, 1. do you work in groups? 2. do you choose the classmates in your groups? 3. does your group have a name? Expected answers: Yes, I / we do / No, I / we don’t Yes, I / we do / No, I / we don’t Yes, it does / No, it doesn’t. Teaching strategies: I’ll explain what the benefits of working in groups are asking them questions like: What happens if you don’t know an answer and your partner does? Can you help your partners? Can your partners help you? When do you work in groups?
- 3. Strategies to check new language comprehension: Asking questions, rephrasing questions to clarify meaning. Interaction patterns: Teacher - Students Skills: Listening and Speaking Resources: A board, a marker, a laptop and access to Santillana Compartir online platform. In case I don´t have Internet access, I’ll have a poster prepared in a pdf file with the picture of the student’s book page. Transition: Ok, it’s good to know your opinion… now let’s see what we are working on today. Presentation Purpose: Introduce students to a listening activity to find mistakes and correct them. Timing: 5’ I’ll ask students to open their books (if they haven’t done already) and to read quietly the stick note on the right top of the page. To guide them directly to the target, I’ll display on the board a bigger copy made in a poster, or I’ll use the projector. The audio is the 1.7 (2:30) Tapescript 1.7 Listen for the mistakes. Up to 0:33 Molly to diary: My secret diary, by Molly Bevan. Age: 10 years and 7 months. Address: 50, Chestnut Road, Elderford, Birmingham, BR225X3 England – The world - The universe. This diary is Top Secret! Monday, 3 rd October. We’ve got new groups at school. Mr Meaner never chooses the people for each group. So, as usual, all the ‘best friends’ sit together. Male teacher: Get into groups of five. Camilla: Come with me, Justin. Molly to diary: ere’s a new girl in class, today. I think she’s Camilla’s friend. I go and sit with my next door neighbour, Harry. And guess what??? He’s at Camilla’s table. I think he knows the new girl, too. Molly: Can I sit here? Camilla: at’s Janet’s place. You can sit there. Molly to diary: Surprise, surprise! I’m in a group with Camilla and her new friend! I sit next to Camilla and opposite Harry. Camilla is next to Justin. Harry: So... what about a name for the group? Camilla: How about the Butterflies? I want to be a butterfly. Molly: OK, Camilla! Molly to diary: I Date: 15th June 2017
- 4. like my group. Harry is clever and Justin is really kind and Camilla is... well, Camilla! I’ll play the audio up to minute 0:33, which the stick note is part of. I’ll use this part of the exercise to exemplify how to find the mistakes and the way they are expected to correct them. Tch: Well group, we are going to read and listen about a secret diary. We’ll listen to the audio as many times as you need. Listen to this carefully and find the wrong information, ok? Expected answers: “No entiendooooo! No sé que hacer! Ok, relax… look at the board… can you read the text? Who wants to read the text? Let’s read together. After that, I’ll mark on the board (with the picture of the stick note) the mistake and how I correct it / them. I’ll have the chance to check their pronunciation of numbers (15 / 50) as well. Then, I’ll check again if they get what they have to do. If it is Ok, I’ll carry on with the listening activity. If not, I’ll go back and explain it again.
- 5. Transition: Ok, is everybody good for the listening? Ok, let’s do it! Development Activity #1 Purpose: Listening for the mistakes and correcting them. Timing: 25’ I’ll explain the students that they will have many times to listen to the audio. So, instructions for the first time: First time: Just listen to the audio and read, put down your pencils, or pens, JUST LISTEN TO! Second time: Pick up your pen and circle the mistake you hear. Just CIRCLE! Third time: Write down the correct information you hear in the worksheet I give you. Full tapescript 1.7 Listen for the mistakes. Molly to diary: My secret diary, by Molly Bevan. Age: 10 years and 7 months. Address: 50, Chestnut Road, Elderford, Birmingham, BR225X3 England – The world - The universe. This diary is Top Secret! Monday, 3 rd October. We’ve got new groups at school. Mr. Meaner never chooses the people for each group. So, as usual, all the ‘best friends’ sit together. Male teacher: Get into groups of five. Camilla: Come with me, Justin. Molly to diary: There’s a new girl in class, today. I think she’s Camilla’s friend. I go and sit with my next door neighbour, Harry. And guess what??? He’s at Camilla’s table. I think he knows the new girl, too. Molly: Can I sit here? Camilla: That’s Janet’s place. You can sit there. Molly to diary: Surprise, surprise! I’m in a group with Camilla and her new friend! I sit next to Camilla and opposite Harry. Camilla is next to Justin. Harry: So... what about a name for the group? Camilla: How about the Butterflies? I want to be a butterfly. Molly: OK, Camilla! Molly to diary: I like my group. Harry is clever and Justin is really kind and Camilla is... well, Camilla! Worksheet – 1 per student.
- 6. Activity #2 Purpose: Listening for information and answering questions. Checking listening and reading comprehension. Timing: 20’ I’ll explain the students that they will listen to the audio without mistakes. Now, I’ll display on the board some questions. They will have to answer them. Questions: Expected answers. a) How old is Molly? She’s 10 years old. b) Where does she live? She lives in England. The Secret Diary Molly to diary: My secret diary, by Molly Bevan. Age: 10 years and ___________ months. Address: _________, Chestnut Road, Elderford, Birmingham, BR225X3 England – The world - The universe. This diary is Top Secret! Monday, ______ October. We’ve got new groups at school. Mr Meaner never chooses the people for each group. So, as usual, all the ‘best friends’ sit together. Male teacher: “Get into groups of _______.” Camilla: “Come with me, Justin.” Molly to diary: there’s a new ______ in class, today. I think ______ Camilla’s friend. I go and sit with my _______________, Harry. And guess what??? He’s at Camilla’s table. I think he knows the new _______, too. Molly: “Can I sit here?” Camilla: “That’s __________ place. You can sit there.” Molly to diary: Surprise, surprise! I’m in a group with Camilla and her new friend! I sit ___________ Camilla and opposite Harry. Camilla is next to Justin. Harry: “So... what about a name for the group?” Camilla: “How about the _____________? I want to be a ___________. “ Molly: “OK, Camilla!” Molly to diary: I like my group. Harry is _________ and Justin is really kind and Camilla is... well, Camilla!
- 7. c) Does she live in Birmingham? Yes, she does. d) What date is it? It’s (the) 3rd (of) October e) Who’s new in the class? It’s a girl. (Camila’s friend). f) Who sits at Camila’s table? Harry, Molly and the new girl. g) Who is sitting next to Camilla and opposite Harry? Molly. h) What’s the group name? It’s Butterflies. This activity will provide opportunity to check students’ comprehension and to practise speaking skills, answering the questions as well. I’ll ask them to copy the questions on their notebooks and then they can answer them in pairs or alone. Transition: Now, let’s go to the activity book on page 8. Closure Homework Timing: 15’ I’ll ask them to open the activity book on page 8 and I’ll ask them to complete the table sketch in the same way they sit when they work in groups or when they go to have lunch (they usually have lunch at school). After that, I’ll ask them to complete “the stick note” with their personal details. I’ll guide them asking questions and asking them to compare that stick note with the one in the student’s book. I’ll be walking around monitoring their work or answering questions.
- 8. This activity will be preparatory for their homework. I’ll ask them to send me an email through the platform they usually use. They will have to write “their diary” starting like in the activity book example: Tch: Now, you will have to write your diary and send it to me through the email, ok? You have to start like this: Expected answer: Yes, Miss!! Tch: Ok, now let’s put your books away and let’s get ready for your next lesson. • To be completed by your tutors: Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptabl e 2 Below Standard 1 Visual organization Coherence and sequencing Variety of resources – Learning styles Stages and activities Teaching strategies Language accuracy Observations Minimum score: 18 / 30