TPD - Initial - Lesson 3 - passed
Download as DOCX, PDF1 like106 views
This lesson plan aims to teach 6th grade students about Scouts and their activities. Students will revise vocabulary about Scouts from previous lessons and watch a video showing Scout activities. They will then work in groups to identify activities from the video and complete a worksheet. Students will also play a guessing game where they ask yes/no questions to identify different Scouts. For homework, students will complete an activity in their workbook about Scouts.
TPD - Initial - Lesson 3 - passed
- 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: 3 Fecha: 19 de Junio de 2017 Hora: 10:00 a 11:20 Duración de la clase: 80 minutos Fecha de entrega: 17 de Junio de 2017 Aims or goals: During this lesson, learners will be able to: a) revise and use the target language presented in the previous lessons. b) say what activities they enjoy most. c) work with assigned roles and follow rules. Teaching points: The Scouts Language focus: Revision Functions Lexis Structures Pronunciation Making questions and short answer about hobbies / activities Expressing guesses Agreeing and disagreeing scarf, badge, go camping, learn about environment, do cooking, learn about history, go sailing Does (your scout) go sailing? Yes, (s)he does. No, (s)he doesn’t I think this badge is for (cooking) What about you? New Negotiating information Controlling others not to speak Spanish Vocabulary related to hobbies Vocabulary related to Scouts (new activities in the Scouts video) Do you know what activity it is? Stop talking in Spanish, please. Just English in class
- 2. • Teaching approach or combination of methods / approaches: Communicative Approach • Integration of skills: Listening and speaking skills will be integrated. • Materials and resources: - Course book: Wonder 5 – Richmond – Unit 1 Lesson 5 – Culture - Plataforma Santillana Compartir: https://lms30.santillanacompartir.com/login/compartir - Wonder 5 - Student’s book and activity book. - Laptop and projector (there’s one in each classroom) - Worksheets designed by me. - Video downloaded from www.scouts.org.uk • 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 st udent’s book and activity book). Each student has his / her device to work with. • Seating arrangement: The desks are placed in an auditorium shape, in three rows. I’ll ask them to work in pairs or groups for some activities during the lesson. • 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 related to the Scout movement and its tenets. 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 (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: Recalling prior knowledge. Revisiting learnt vocabulary. Timing 10’ I’ll ask students to say what they remember about the Scouts. I’ll draw students’ attention to some the badges I’ll take with me and to some coloured scarves pictures taken from the website www.scouts.org.uk. I’ll also point to their own badges stuck on the wall over their pennants. I’ll revisit the concept of Scout activity badges: “the Scouts do challenges in a chosen activity and are awarded a badge at that level”. As it was suggested by my tutor in the previous lesson feedback, I really believe it will be great if students can see a Scout scarf or a badge in class, to activate their schemata with some realia, so I’ll take some badges with me for this lesson. It is a shame I couldn’t get a Scout scarf but I found many nice pictures from the web.
- 3. Tch: Last Friday we learnt about Scouts, their badges and we also designed our badges, right? Expected answer: Yes, miss. Tch: Today, we are learning more about Scouts, their awards and activities. Teaching strategies: Explaining and showing. Asking for clarification. Strategies to check new language comprehension: Asking questions, rephrasing questions to clarify meaning.
- 4. Interaction patterns: Teacher - Students Skills: Listening and Speaking Resources: Some pdf files, a board, a marker, a laptop and access to www.scouts.org.uk . In case I don´t have Internet access, I’ll have some screenshots from the page to work with. Transition: Ok, now let’s see. I’ll give students some time to remember and say what vocabulary items they remember. If they can’t remember, I’ll elicit some answers like: scarf, badge, go camping, learn about environment, do cooking, learn about history, go sailing. Transition: Ok, now let’s watch the video about Scouts. Presentation Purpose: Introduce students to a research activity to find out more information about the main topic: Scouts, challenging activities, awards, cooperation, team work. Timing: 15’ I’ll show them a video about Scouts and their challenging activities, taken from: http://scouts.org.uk/what-we-do/fun-and-adventure/. To avoid any technological problems, I’ve downloaded into a pen-drive to watch it offline. I’ll ask students to look at activities in the video. I’ll ask them to name as many activities as they can remember, in a sort of memory game. The video is called “Be creative”. https://youtu.be/_ZYvnbhRMyE Tch: Well, now we are watching a video about Scouts and their activities. Let’s pay attention and try to remember five activities you can see in the video, ok? Sts: No, miss… I don’t understand! Tch: Who understood? (I’ll look for a helper to repeat the instructions. If nobody understands, I’ll explain again writing on the board – “Find 5 activities”). To help them I designed a note to support their memory. I’ll give a copy each student. These are the main activities in the video I expect them to remember. If they miss any of them, I’ll help students showing the pictures in a pdf file. Scouts activities 1._______________ 2._______________ 3. _______________ 4. _______________ 5. _______________
- 5. Hill walking Climbing Environment – Water sports Living in the nature Environment
- 6. Team work – Paint fight Wall climbing Archery Having lunch together
- 7. Taking photos Tug of war Team work Team work (photography) Camping - Environment
- 8. Experiments Cooking All these pictures will be in a pdf file to support students’ checking. Transition: Ok, now it’s time to work in groups of five! Development Activity #1 Purpose: assigning roles, negotiating roles, developing teamwork. Timing: 30’ I’ll explain the students that they will have five minutes (5’) to look for their team, they have to be four members, one is going to be the leader, another will be the doer / writer, the one who writes on the worksheet. The third one will be the monitor: this member will be the one who controls the other members to speak English all the time. And the fourth member will be the researcher/negotiator: this member will have to go to other groups for information in case his / her group doesn’t know the activity name or they can’t remember it. Assigning roles: Leader: He / She is the one who is assigning roles. It is responsible for the answers. Doer / Writer: He / She is the one who is writing the answers in the worksheet. Monitor: He / She is the one who controls his / her team members to speak JUST ENGLISH. Researcher / Negotiatior: He / She is the only one who can go to another group researcher or
- 9. negotiator to ask or answer for any information. I’ve prepared badges to identify each role. Leader is red, doer/writer is green, monitor is yellow, and researcher is blue. Then, I’ll give a worksheet to each group to work with and enough time to work and cooperate. I’ll be walking around to monitor their negotiation and how they are dealing with their roles. https://www.dropbox.com/s/s5f029wr5cx68x5/Pictures%20worksheet.pdf?dl=0 Activity #2 (This activity was left out in the previous lesson because the students were really involved on their work on badges, so I’ve done an adjustment on the procedure) Purpose: Speaking about a Scout. Timing: 10’ I’ll explain the students that they will play a game. They will have to choose a Scout (chart taken from page 11 – students’ book) and the class has to guess which one it is by asking yes / no questions. The team leader will answer. I’ll provide some examples helped by a volunteer and I’ll check if they understand how to make the questions, monitoring the correct use of Present Simple structures. This activity will provide opportunity to check students’ comprehension and to practise speaking skills, answering the questions as well.
- 10. Transition: Now, let’s go to the activity book on page 9. Closure Homework Timing: 5’ I’ll ask them to open the activity book on page 9 and I’ll ask them to complete activity #2 at home. I’ll ask them to explain what they have to do, and if they don’t get it I’ll explain it. But, I strongly believe they will be able to understand it easily.
- 11. 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 X Coherence and sequencing X Variety of resources – Learning styles X Stages and activities X Teaching strategies X Language accuracy X Observations Lovely activities!! You will be a facilitator during great part of this lesson. Best, Aure