Taller de Práctica Docente 2015:

Alumno Residente: Mariana Canellas

Período de Práctica: Nivel secundario

Institución Educativa: Colegio N° 738 “Pastor Schneider”

Dirección: Kaiquén 2135 Comodoro Rivadavia Chubut

Año: 1° 1°

Nivel linguistico: Básico

Tipo de Planificación: Clase

Unidad temática: Información Personal/ Mi ciudad

Clase N°: 2

Duración: 120 minutos

Teaching points: - Revision of personal information questions and verb “to be”: Yes/No questions- Revision of functions: sharing personal information questions- Use of new vocabulary: Places in my city (bank, supermarket, square, street, hills, mills, beach,

liceum. theatre, cinema, hotel, University, Cathedral, a club, the Post Office, the Airport, harbour)

- Use of new structures: Is there a…? / Are there any…? /There is… - There are… Aims or goals : During the lesson students will be able to…

- Develop their reading and listening skills by manipulating written material in handouts or posters, in order to be able to express themselves.

- Develop their speaking and listening skills by interacting with the teacher and their partners.- Develop their language awareness by learning new structures and inferring grammar rules.

FUNCTIONS LEXIS STRUCTURES PRONUNCIATIONRevision Sharing personal

informationPlaces (place of birth)Relatives (parents)

Personal pronouns.Personal Information questions

Intonation: rising tones at the end of yes/No questions

New Describing my city Places in my city: bank, supermarket, square, hills, mills, beach (Rada Tilly), liceum, theatre, cinema, hotel, University, Cathedral, street, a Club, the Post Office, the airport, harbor.

Verb “to be”: affirmative sentences, (She is…/He is…/There is…/There are…) and Yes/No questions (Is she…?/Is he…?/ Is there…?/ Are there…?)

Dental consonant in : There

Pronunciation will be practiced emphasizing the tones and the chosen sounds. However, if the teacher notices they are not producing the right tones and the right sounds, they will be guided to do so.

Teaching Approach: Communicative Approach. Students are expected to infer the rules of the target language by means of listening, reading and using it in communicative activities. They are Invited to develop their language awareness; however, asking and answering about pictures are activities closer the Audiolingual Method, where the substitution drilling is often uncontextualised (the context is meaningful for the students) manipulation of structures, and it is very intensive and extensive.

Integration of skills : Students’ listening and speaking skills are integrated through students’ interaction with the teacher and among them. They will also be asked to listen, watch, read, and write, in order to complete different activities.

Materials : Photocopies, board, chalks, posters, CD, CD player, video, video projector.

Seating arrangement : Working in pairs as they usually seat, may diminish the affective fllter.

Cooperative work: The whole lesson demands cooperative work because the teacher will ask questions and give explanations to everybody, and anyone’s answers will be expected; they will also have to cooperate among them to perform certain tasks such as role play. The lesson will require excellent behavior and rapport between the teacher and the students, this is expected according with the previous experiences but in case they misbehaved the teacher would carry candy to prise the students at the end of the class and tell them they have to make effort to deserve it.

Possible problems and possible solutions : In case technology didn’t work, a game might replace the video activity, for example, the class may be divided in two groups, and the teacher asks the same amount of questions about the places in Comodoro (Is there a…? / Are there any…?) to each of them, controlling the time they waste in saying the correct answers, and the faster group is the winner.

Potential problems students may have with the language : In order to minimize difficulties students may find while working with new structures and vocabulary, different classroom management strategies will be applied: the lesson is carefully planned, timing is controlled to be efficiently used, the visual and auditory input is chosen to facilitate learning, and activities will be modelled and more examples will be given in case difficulties arose.

Assessment : I don’t think assessing performance while presenting new vocabulary and structures will be relevant; however, it may be useful to keep track of the students’ performance, while they work on their own, in pairs and the teacher walks around to help them, she may carry a list with their names in order to take notes as regards their production: pronunciation, fluency and accuracy.

Routine: Warm up (10’/15’)

- The teacher greets the students: “Hello, do you remember my name? I am Mariana”, she puts a paper with her name on her desk, she continues “How are you today? Fine?”.

- Students should answer her “I’m fine thanks, and you?” in case they didn’t, she would continue asking questions such as “Are you OK? Yes or No?...I am fine, and you?

- The teacher says “Write your name on a piece of paper, she demonstrate what they have to do with a piece of paper. She adds, “Put it on your desk, like this” and she does that “Great…”

- “Did you do the homework?” she asks and walks around to have a look at the students’ productions, in case they worked in their folders she would get the papers to correct them for the following class, and in case they worked in their netbooks, she would take some minutes at the end of the class to keep track of their productions.

Transition: “Ok, today we are going to review Personal Information questions doing a listening activity and then we are going to describe our city using these posters…” (the pictures are in activity 2)

Presentation: (15’)

- The teacher delivers photocopies with the dialogues to complete a listening to the CD.Source: Cathy Myers, Sarah Jackson, and Silvia Carolina Tiberio, 2007 “What’s up?” 1, Pearson Education S.A.

Handout:

Jenny: Hi, My name is Jenny. Are you a new student?

Imran: Yes, I am

Jenny: Me too, What’s your name?

Imran: Imran

Jenny: Where are you from?

Imran: I’m from Manchester, but my parents are from Pakistan. And you?

Jenny: I’m from Australia

Imran: Australia Wow!

- The teacher says “Let’s listen to a conversation between two students like you (she points them) they are new students at school and they are sharing personal information”. They listen to the complete dialogue and then she says “I will stop the CD player and you will tell me the missing words”. She stops the CD player where the blanks are to be filled and asks the whole class “He says…?” or “She says…?”. If they don’t say the correct answer, she lets them listen to the conversation again.

Transition: “You are very good at listening (or we have to practice more in case they found it difficult). Now let’s practice similar conversations in pairs, I have some cards to help you…”

Activity 1: (20’)

- She delivers cards with the following questions:

Are you from Trelew?Are you from Puerto Madryn?Where are you from?

Are you from Rada Tilly?Are you from Diadema Argentina?Where are you from?

- “Pay attention” says the teacher “Are you from B.A.?” the answer will be “No”, “No, I’m not”, she emphasizes. “Are you from Comodoro Rivadavia?” she adds, the answer will be “Yes”, “Yes, I am” she says; and she writes on the board “YES, I AM”/NO, I’M NOT”, for them to remember.

- “I will walk around to help you, imagine you are a new student at school…”.

Transition: “Ok! Nice interactions, have a look at the posters on the board…”!

Activity 2: (20’)

- “OK. this is our city. We are from Comodoro Rivadavia, Right? These are important places and

buildings. Is it nice?” she waits for the answer and continues “Ok, I want you to name the

places”.

- The teacher puts on her desk slips of paper with the names of the places in the posters (a bank,

a supermarket, mills, hills, a beach (Rada Tilly), liceum, theatre, cinema, hotel, University,

Cathedral, a street, a club, The Post Office, The Airport, harbour). She invites two students at a

time to choose one paper and match the word with the poster on the board. In case they didn’t

know the meaning of the word the teacher may ask other students for help or points to the

correct poster (they may have previous knowledge because they use their computers and

some of them study at schools of English).

- Source: https//www.google.com.ar/search?q=imagenes+comodpro+rivadavia+&espv=2&

Transition: Great! How nice city we have! Let’s talk about different people in our city

Activity 3: (10’)

Source: https://www.google.com.ar/search?q=men+and+women+pictures&b

- The teacher sticks pictures of different people on the posters on the board (men and women

like the ones in the pictures above), she points to each of them one at a time and says “She is

in the supermarket. He is in the street. She is in Rada Tilly” and so on, she asks “Is she in a

school?”, students are expected to answer “Yes”, she guides them “Yes, she…?” and they are

expected to say “is”, she writes “Yes, she is” on the board. She continues “Is he in a bank?”

students are expected to answer “Yes”, she guides them “Yes, he…?”and they are expected to

say “is”, she writes “Yes, he is” on the board. She repeats the process, waiting for negative

answers.

Transition: “Excellent! Let’s continue describing the city”

Activity 4: (25’)

- The teacher points to the posters and asks to the whole class: “Is there supermarket in

Comodoro?”, the answer will be “Yes” and the teacher will guide the students “Yes, there…?”

she waits for the students to say “is”.

- She continues “Is there a zoo in Comodoro? The answer will be “No” and the teacher will guide

the students “No, there…?”, and she waits for the students to say “isn’t”. She continues guiding

the students to answer questions such as; “Are there any mills?” or “Are there any hotels?”.

Then , she writes on the board:

IS THERE A…SUPERMARKET? / ARE THERE ANY…MILLS?

YES. THERE IS / YES. THERE ARE

- She invites a student to go to the front of the class to demonstrate the following exercise:

- “Come here, please…”and she mentions the name of a student. “Imagine we are at the airport

(she points to the picture), I am a tourist and I ask you questions: “Where are you from?”, the

student should say “I am from Comodoro Rivadavia”, and the teacher continues “Is there a

University in Comodoro?”, the answer should be “Yes, there is”, and she adds “Are there any

Cinemas in Comodoro?”, the answer should be “Yes, there are”. Then, the teacher says

“Thanks, good bye” and expects the student says goodbye.

- The teacher goes on “I want you to have similar conversations in pairs. You are at the Airport,

one of you lives here in Comodoro Rivadavia and the other is a tourist, I have some cards with

questions, and I will walk around to help you…”.

Cards:

Tourist:

Where are you from?

Is there a CathedraL?

Are there any Hotels?

Tourist:

Where are you from?

Is there a bank?

Are there any mills?

Tourist:

Where are you from?

Is there a Post Office?

Are there any cinemas?

Tourist:

Where are you from?

Is there a theatre?

Are there any beaches?

Activity 6: (10’)

- Students are invited to watch a short video (5’) of Comodoro Rivadavia and write down the

places they recognize, “Watch the video and write down the places you know the names, for

example: a beach”. Video: https//www.youtube.com/watch=96X8B974FvA

- When it finishes, the teacher invites the students to share what they wrote, she may write on

the board (she has already removed the posters): “There is a…/ There are…”, and elicit

vocabulary from the students to finish the sentences.

- Closure: (5’) Homework

- Describe a picture of a city you like, write sentences:

PUERTO MADRYN

(PHOTO)

There is a …/There are…

- The teacher says “Goodbye! See you next class”

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