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I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Gastón Jara

Período de Práctica: Nivel primario

Institución Educativa: Escuela 310

Dirección: Calle Enrique Hermite 852, San Carlos de Bariloche

Sala / Grado / Año - sección: 4to Grado - TT

Cantidad de alumnos: 15

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Los números

Clase Nº: 1

Fecha: 14/07/2018

Hora: 15:00 – 16:00 HS.

Duración de la clase: 1 hour

Fecha de primera entrega: 11/07/2018

• Teaching points: The numbers ( one /two / three /four /fiveto twelve).

• Aims :During this lesson, learners will be able to…

- Identify and name different numbers


- Develop their listening skills by listening to a song.
- To deepen their understanding of commands/ Instructions while developing
some games.
- • Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION


REVISION Look! Giving Let’s make a
Listen! commands or circle…
Sit down instructions. Stand /ᴂ/
Stand up

NEW One, two, Giving - How many


three, commands or students are Three/i:/
four,five, six, instructions. there?
seven, eight, - There are
nine, ten, twelve
eleven and
twelve

• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).

• Materials and resources: Magic book. Blackboard. Projector. Speakers

 Pedagogical use of ICT in class: In this lesson, a video will be used to support the
presentation and exposure of the students to the teaching point. Activities organised
through the combination of audio and video (audiovisual material) enhance language
learning and acquisition.

• Seating arrangement: Students will be sitting in a semi circle on theirchairs in order


to facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class.

• Cooperative work: learners will play in groups.

• Assessment: what will be assessed and how: I’ll check that students comprehend
and identify the different numbers by watching them mime the word, or stand next to
the corresponding picture I’ll provide them with the necessary input, and I’ll encourage
them to produce the chunks of language I’m teaching.
Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom and greet students: “Hello! How are you today?” EA: “Hello!”

I’ll ask students to sit in a circle on the floor and we’ll sing the usual welcome song:

(“Hello children hello children how are you? How are you? How are you today? How
are you today? I´m fine thanks, I´m fine thanks).

Warm-up 10’:

Purpose: to introduce the topic and the teaching points

I´ll present myself and ask their names. Then I`ll write their names on the blackboard.
Above their names I`ll write their age. Commented [UdW1]: Are they acquainted with the question
How old are you?
If they are, you should include it as revision If they are not, how will
After that I`ll ask students how many are we? I´ll point children and I´ll start counting you convey meaning?
them. I will repeat this action.

I will say there are twelve students and there is one teacher.

Transition: I’ll point at the windows and count them. Then we will count chairs and
tables.

Presentation 10’:

Purpose: to further expose the learners to the target language, to foster


comprehension of a very simple story.

This is the story I’ll tell children while opening the windows and miming, to help them make
meaning clear (It is told in the same order as the pictures are presented).
Oh look! The children are preparing themselves.

Then they are going to school

They are studying at school

Look they are playing football


They are also playing volleyball

Here they are playing with the computer

And finally they are returning home

After telling the story I’ll continue this way:

I’ll ask students to help me counting in English One, two, three, four, five.

And the images turn without colour. I will ask students what happened? I`ll ask them
to help me counting again this time until ten: One, two, three, four, five, six, seven, Commented [UdW2]: As there is not an evident connection
between the story and the topic of the lesson itself, try to make this
eight, nine, ten. as clear as possible.

The images totally disappear.

I’ll follow the same procedure for return the pages with colour.

Transition: Now open your copybooks let`s copy something

Development 25’:

 Activity 1 :

Purpose: this and the next activities are aimed at fostering contextualized practice of
the teaching points.

I’ll invite children to copy the numbers and draw objects of the class Commented [UdW3]: Connectionwithpreviousstage?

I think that if you ask students to count up to ten so as to do some

0 Zero
“magic” with the pages of the story, you can follow that concept
1 One2two and ask them to do some magic with school objects.

Commented [UdW4]: Will you tell them which objects they are
expected to draw?
Some objects appear more than once. Is it on purpose?
Why don´t you ask them to write the name of the object as well?
For example, ONE PENCIL.

3 three
4 four

5 five

6 six

7 seven

8 eight
9 nine

10 ten

11 eleven
12 twelve

 Activity 2: Let´s play some games. Play in groups. Let´s make three groups of four.

Purpose: To expose students to the target language.

First game:

I´ll write a number in on a sheet of paper and each grouphave hasto guess what
number it is.

Students will say six. I´ll answer no. They will say four I will answer no. Suddenly a
group says seven I´ll say YES! Correct! Commented [UdW5]: You should keep a record of the winners
on the board. Each group can choose a name, and the name may be
a number from 0 to 12.
Second game:

Then, I´ll ask each group to take some pencils from their pencil cases in a given amount
of time.

For example:

Group A :Take five pencils. (Students have to remember which number is five)

Group B: Take seven pencils.

Group C: Take nine pencils.

Transition: “Well done! Now let’s watch a video”. Commented [UdW6]: You should briefly describe what the
video is about and tell children what they are expected to do while
or after watching. It is highly important to give them a clear
Closure - 10’: Video watching purpose for watching.
Commented [CZ7]: Each activity or stage includes timing.
I’ll invite students to sit on the floor, watch a video and sing along:
https://www.youtube.com/watch?v=o0Lf3mECorY Commented [UdW8]: The song is OK, but you are adding a new
topic.
Description: This is a song about numbers 1 till 12 Field Code Changed

Transcript:

How many cats? How many cats?

One cat, two cats,three cats, four cats, five cats, six cats, seven cats, eight cats, nine cats, ten
cats, eleven cats, twelve cats. How many cats are there? There are twelve cats.

How many dogs? How many dogs?

One cat, two dogs, three dogs, four dogs, five dogs, six dogs, seven dogs, eight dogs, nine dogs,
ten dogs, eleven dogs, twelve dogs. How many dogs are there? There are twelve dogs

How many balls are there?

One ball, two ball, three dogs, four dogs, five dogs, six dogs, seven dogs, eight dogs, nine dogs,
ten dogs, eleven dogs, twelve dogs. How many dogs are there? There are twelve dogs Commented [UdW9]: Check when copying and pasting! ;)

Commented [UdW10]: You can design a worksheet or even a


poster similar to this one:
http://www.eslprintables.com/vocabulary_worksheets/school/HO
Students are invited to sing along. “Now, let’s sing the song together.” (while watching W_MANY_OBJECTS__97883/
the video a second time). So as to keep the topic (school objects).

“Oh, no! Look at the time” (pointing to the clock on the wall). It’s time to say goodbye!
Let’s sing the good bye song:

“This is the way we say good bye,say goodbye, say good bye,

This is the way we say good bye, to you, and you, and, you”.

Lesson plan Excellent VeryGood Good Acceptable Below Standard


component 5 4 3 2 1
Visual organization X

Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X

Teachingstrategies X

Languageaccuracy X

Observations Minimum score: 18 / 30


Score: _19___ /30

Goodstart, Gastón!

You need to focus on the topic of the lesson. It`s not just numbers, you should think of a suitable
context. You started with a story of children getting ready for school, so you can move on to
school objects. Stick to a clear context. It will be easier that way.

Do take comments and suggestions into account to polish this lesson plan and to design future
plans, as well.

Remember to include this chart at the end of each plan.

Have a great time!

I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Gastón Jara

Período de Práctica: Nivel primario

Institución Educativa: Escuela 310

Dirección: Calle Enrique Hermite 852, San Carlos de Bariloche

Sala / Grado / Año - sección: 4to Grado - TT

Cantidad de alumnos: 15

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Los números y las medidas

Clase Nº: 2
Fecha: 01/08/2018

Hora: 15:00 – 16:00 HS.

Duración de la clase: 1 hour

Fecha de primera entrega: 27/07/2018

• Teaching points: The numbers (Twenty, thirty, forty…)

• Aims : During this lesson, learners will be able to…

- Identify and name different numbers


- Develop their listening skills by listening to a song.
- To deepen their understanding of commands/ Instructions while developing
measures.

- • Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION


REVISION One, two, Giving - How many
three, commands or students are
four,five, six, instructions. there? Three/i:/
seven, eight, - There are
nine, ten, twelve
eleven and
twelve
NEW Twelve, Giving He is…
thirteen, commands or
fourteen, instructions. Thirty
fifteen, She is… /θ/
sixteen,
seventeen,
eighteen,
nineteen,
twenty, thirty,
forty, fifty,
sixty, seventy,
eighty, ninety
and one
hundred
• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).

• Materials and resources: Blackboard. Tape measure.Photocopies. Poster.Markers.

 Pedagogical use of ICT in class: At the end of the lesson, a video will be used in
order to support the presentation and exposure of the students to the teaching point.

• Seating arrangement: Students will be sitting in a semi circle on their chairs in order
to facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class.

• Cooperative work: learners will complete a chart with the whole class.

• Assessment: what will be assessed and how: I’ll check that students comprehend
and identify the different numbers by watching them mime the word, or stand next to
the corresponding picture I’ll provide them with the necessary input, and I’ll encourage
them to produce the chunks of language I’m teaching.

Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom and greet students: “Hello! How are you today?” EA: “Hello!”

I’ll ask students to sit in a circle on the floor and we’ll sing the usual welcome song:

(“Hello children hello children how are you? How are you? How are you today? How
are you today? I´m fine thanks, I´m fine thanks).

Warm-up 10’:
Purpose: to have a review on the topic and the teaching points

Let´s play bingo! I´ll give students the following chart. (Photocopies)They have to
complete the gaps with numbers to 1 till 12.

Fore example:

9 6
2 8 4
11 12

Then I´ll say numbers in loud voice and in a random way. Commented [UdW11]: You should have numbers written on
pieces of paper and take them out of a bag or box, leaving them on
your desk so as to keep a record and check when someone shouts
Transition:Excellent children let´s keep on working. “Bingo!”.

Presentation 10’:

Purpose: to further expose the learners to the target language, to foster


comprehension

I´ll put on the board flashcards with the following numbers:


Formatted: English (United States)

13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen 20 twenty


30 thirty 40 forty 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety 100 one hundred Commented [UdW12]: You may stick the numbers on the
board and hand out the words. Then, you can name the numbers
and ask students to recognize whether they have that word or not.
We will read numbers and practice practise pronunciation. Of course, you should monitor them so as to help them if
necessary.
In order to play with memory I will mix numbers and their names and children have to You could also stick the pieces of paper with the words written on
them below their chairs before the lesson starts. And when you get
match names with numbers again. to this stage, you tell them to find the words. They will surely have
fun!

Transition: Excellent kids! Now let´s use these numbers

Development 25’:

 Activity 1 :

Purpose: To foster contextualized practice of the teaching points.


I’ll invite children to sizemeasurethemselves and complete the following chart. Commented [UdW13]: You will be the one in charge.

NAME SURNAME AGE HEIGHT

Gaston Jara 32 1,89

I´ll help children to complete the chart. We will do it in a poster and then paste it
on a wall of the classroom. We will practice practise the following structure: Commented [UdW14]: This will take time but it is a really nice
activity. Each child should complete his or her own information.
He is Gastón Jara. He is 32 years old and he is one meter eighty nine centimeteres Then, they can work on the expected structure as a whole group.
longtall. Commented [UdW15]: They should systematize something
similar on their folders. They can write a sentence about
themselves and a sentence about the person sitting on their right,
for instance.
Finally I`ll ask students who is the tallest of the class? And the shortest? Provide the necessary input. For example,
I am ….. I am …… years old, and I am …………….. centimetres tall.
Closure - 10’: Video watching He /she is ……… He/She is ………., and He/she is ………… centimetres
tall.
Think of a suitable title.
I’ll invite students to watch a video,sing along and move their bodies:
Commented [UdW16]: They should copy the man´s
movements. I hope they get engaged! 
https://www.youtube.com/watch?v=SxgCA1qOW20

Description: This is a song about numbers 1 till 100

Transcript: Let`s count to one hundred

1 2 3 4 5 6 7 8 9 10
one two three four five six seven eight nine ten

11 12 13 14 15 16 17 18 19 20
eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty

21 22 23 24 25 26 27 28 29
30
twenty- twenty- twenty- twenty- twenty- twenty- twenty- twenty- twenty-
thirty
one two three four five six seven eight nine

31 32 33 34 35 36 37 38 39
40
thirty- thirty- thirty- thirty- thirty- thirty- thirty- thirty- thirty-
forty
one two three four five six seven eight nine

41 42 43 44 45 46 47 48 49
50
forty- forty- forty- forty- forty- forty- forty- forty- forty-
fifty
one two three four five six seven eight nine

Halfway there! Here we


go!

51 52 53 54 55 56 57 58 59
60
fifty- fifty- fifty- fifty- fifty- fifty- fifty- fifty- fifty-
sixty
one two three four five six seven eight nine

61 62 63 64 65 66 67 68 69
70
sixty- sixty- sixty- sixty- sixty- sixty- sixty- sixty- sixty-
seventy
one two three four five six seven eight nine

71 72 73 74 75 76 77 78 79 80
seventy- seventy- seventy- seventy- seventy- seventy- seventy- seventy- seventy- eighty
one two three four five six seven eight nine

81 82 83 84 85 86 87 88 89
90
eighty- eighty- eighty- eighty- eighty- eighty- eighty- eighty- eighty-
ninety
one two three four five six seven eight nine

91 92 93 94 95 96 97 98 99 100
ninety- ninety- ninety- ninety- ninety- ninety- ninety- ninety- ninety- one
one two three four five six seven eight nine hundred

We did it!

Students are invited to stand up, dance and sing along. “Now, let’s sing the song
together.” While watching the video let`s do some exercise!

“Oh, no! Look at the time” (pointing to the clock on the wall). It’s time to say goodbye!
Let’s sing the good bye song:

“This is the way we say good bye,say goodbye, say good bye,

This is the way we say good bye, to you, and you, and, you”.

Lesson plan Excellent Very Good Good Acceptable Below Standard


component 5 4 3 2 1
Visual organization X

Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X

Teaching strategies X

Language accuracy X

Observations Minimum score: 18 / 30


Score: _23___ /30

This is getting better and better! Congrats on your hard work!

I hope my comments are useful. Have a great time!


I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Gastón Jara

Período de Práctica: Nivel primario

Institución Educativa: Escuela 310

Dirección: Calle Enrique Hermite 852, San Carlos de Bariloche

Sala / Grado / Año - sección: 4to Grado - TT

Cantidad de alumnos: 12

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Las partes de la cara

Clase Nº: 3

Fecha: 07/08/2018

Hora: 15:00 – 16:00 HS.

Duración de la clase: 1 hour

Fecha de primera entrega: 5/08/2018

• Teaching points: The parts of the face

• Aims : During this lesson, learners will be able to…

- Identify and name different parts of the face.


- Develop their listening skills by listening to a song.
- To deepen their understanding of commands/ Instructions while developing …?
- • Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION


REVISION Twelve, Giving He is… Thirty
thirteen, commands or /θ/
fourteen, instructions.
fifteen, She is…
sixteen,
seventeen,
eighteen,
nineteen,
twenty, thirty,
forty, fifty,
sixty, seventy,
eighty, ninety
and one
hundred
NEW Head,hair, Giving What can we mouth
use our eyes
eyes, nose, commands or /θ/
mouth, ear, instructions. for? Commented [UdW17]: Expectedoutcome?

eyebrow

• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).

• Materials and resources: Blackboard. Photocopies. Flashcards

• Pedagogical use of ICT in class: At the end of the lesson, a video will be used in
order to support the presentation and exposure of the students to the teaching
point.

• Seating arrangement: Students will be sitting in a semi circle on their chairs in order
to facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class.

• Cooperative work: learners will work in pairs.

• Assessment: what will be assessed and how: I’ll check that students comprehend
and identify the different parts of the face by watching them mime the word, or
pointing outthe corresponding picture I’ll provide them with the necessary input, and
I’ll encourage them to produce the chunks of language I’m teaching.

Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom and greet students: “Hello! How are you today?” EA: “Hello!”

I’ll ask students to sit in a circle on the floor and we’ll sing the usual welcome song:

(“Hello children hello children how are you? How are you? How are you today? How
are you today? I´m fine thanks, I´m fine thanks).

Warm-up 10’:

Purpose: to have a review on the topic and the teaching points

I´ll ask students if they know the meaning of Ffacebook. I will use mimics mimingin Commented [UdW18]: Expectedanswer?

order to get meaning.

Then I´ll ask to the children: Do you have a Ffacebook account? Commented [UdW19]: Connection between stages is not so
clear. I assume you aim at relating Facebook profile pictures with
physical description. Make sure activities develop smoothly.
After that I will show the following images to children
Commented [UdW20]: Are they big enough so that everyone
can see properly?

Look at this boy he has got brown eyes. And this woman has got green eyes. Then look
at this man, he hasn´t got hair. But this woman has got long hair. All of them have
small noses. These three have their mouth closed but the others have their mouth
open.

Transition: Excellent children let´s keep working.

Presentation 10’:

Purpose: to further expose the learners to the target language, to foster


comprehension

I will draw a big face on the blackboard, and I will show children some flashcards with
the name of the parts of the face.

Head Hair Nose Eye Mouth Eyebrow Ear

Children have to guess the meaning of the above names and then I´ll past them next to the Commented [UdW21]: You may just point at the parts of the
face and have volunteers stick the words.
correct part of the body.

We will practise the pronunciation of the different parts.

I will ask students What can we use our eyes for? And our mouth? And the nose?

I will help students with the following sentences


Eyes to see
Nose to breathe
Mouth tso sing
Ears to hear Commented [UdW22]: This would be rather complex. Parts of
the face have just been introduced, and you are adding verbs, too.
It might be too much.
Children have to copy and draw the big face on their copybooks.
Commented [UdW23]: This will take time. Control noise level
while they are copying.
Transition: Excellent kids! Now let´s use this vocabulary.

Development 25’:

 Activity 1 :

Purpose: To foster contextualized practice of the teaching points.

I will give students the above activity (photocopy). They will work in pairs. They have to
write and draw which part of face is missing. Commented [UdW24]: You should demonstrate on the board
first.

We will share the correct answers all together on the blackboard.

Activity 2:

Purpose: To foster contextualized practice of the teaching points.

Let´s play a game called Simon says!


Students must only obey commands that begin with the words “Simon Says.” If Simon says,
“Simon says touch your nose,” then players must touch their nose. But, if Simon simply says
touch your ear players must not touch their ears.

Closure - 10’: Video watching

I’ll invite students to watch a video and sing along: Commented [UdW25]: Try to recycle this video in lesson 4. So
far, you have shown some videos, but you should definitely exploit
them more. As well as this, I recommend you don´t leave them for
https://www.youtube.com/watch?v=fpd0aWJIGnIDescription: This is a song about parts of the very end of the lesson. Students might be tired. It should not
become a routine either.
the body

Transcript:

I have two eyes


That I use to see
I have a nose
That I use to breathe
I have a mouth
That I use to speak
I have two ears
That I use to hear

Eyes
Mouth
Nose
Ears
Eyes (see)
Mouth (speak)
Nose (breath)
Ears (hear)

Eyes to see
Nose to breathe
Mouth so sing
Ears to hear

I have two eyes


That I close to dream
I have a nose
I can smell moms cooking
I have a mouth
With teeth to chew
I have two ears
With them I can hear the song
Eyes
Mouth
Nose
Ears
Eyes (see)
Mouth (speak)
Nose (breath)
Ears (hear)

Eyes to see
Nose to breathe
Mouth so sing
Ears to hear

“Oh, no! Look at the time” (pointing to the clock on the wall). It’s time to say goodbye!
Let’s sing the good bye song:

“This is the way we say good bye,say goodbye, say good bye,

This is the way we say good bye, to you, and you, and, you”.

Lesson plan Excellent VeryGood Good Acceptable Below Standard


component 5 4 3 2 1
Visual organization X

Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X

Teachingstrategies X

Languageaccuracy X

Observations Minimum score: 18 / 30


Score: _24___ /30

Nicelesson!
Ponder upon students` expected outcomes. Make sure they actually practice the target
vocabulary.

Have a great time!

I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Gastón Jara

Período de Práctica: Nivel primario

Institución Educativa: Escuela 310

Dirección: Calle Enrique Hermite 852, San Carlos de Bariloche

Sala / Grado / Año - sección: 4to Grado - TT

Cantidad de alumnos: 12

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Las partes del cuerpo

Clase Nº: 4

Fecha: 09/08/2018

Hora: 15:00 – 16:00 HS.

Duración de la clase: 1 hour

Fecha de primera entrega: 6/08/2018

• Teaching points: The parts of the body

• Aims :During this lesson, learners will be able to…


- To identify and name different parts of the body.
- To develop their listening skills by watching and listening to a video.
- To develop their writing skills by writing sentences.

- • Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION


REVISION Head, Giving mouth
hair, eyes, commands or What can we /θ/
nose, mouth, instructions. use our eyes
ear, eyebrow for?
NEW Legs, arms, Giving I´ve got… Feet
feet, neck, commands or /i:/
belly, hands, instructions.
toes

• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).

• Materials and resources: Blackboard. Photographs.

• Pedagogical use of ICT in class: At the beginning of the lesson, a video will be
used in order to support the presentation and exposure of the students to the
teaching point.

• Seating arrangement: Students will be sitting in a semi circle on their chairs in order
to facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class.

• Cooperative work: learners will play a game in pairs/ groups.

• Assessment: what will be assessed and how: I’ll check that students comprehend
and identify the different parts of the face by watching them mime the word, or
pointing out the corresponding picture I’ll provide them with the necessary input, and
I’ll encourage them to produce the chunks of language I’m teaching.
Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom and greet students: “Hello! How are you today?” EA: “Hello!”

We’ll sing the usual welcome song:

(“Hello children hello children how are you? How are you? How are you today? How
are you today? I´m fine thanks, I´m fine thanks).

Warm-up 10’:

Purpose: to have a review on the topic and the teaching points

I will invite students to watch the following video

https://www.youtube.com/watch?v=l68rk1CLhGI} Commented [UdW26]: Paying attention to classroom


arrangement and students` behavior. You might pause the video,
ask some questions, and then move on. Be flexible.
Trancription :
Field Code Changed

Hi! I am Kelly Sam´s sister

I have two ears

I have two eyes

I have one mouth

I have one nose

And long brown hair

And I am Sam

I´ve got two arms

I´ve two hands

I´ve got two legs

I´ve got two feet

And short blonde hair

But our friends are different

Do you want to meet them?


I am Dean hardscrabble

I have twenty eight feet

I have two wings

And one long neck

I am Randal

I´ve got four arms

I´ve got four legs

And one long tail

I am professor knight

I have two big feet

I have one mouth

And one short tail

I am James Sullivan

I´ve got two arms

I´ve got six toes

And one big mouth

I am Terri with an I and I am Terri with a Y

We have four hands

We have six legs

And two heads

I am Mike Wazowvskiy

I´ve got two feet

I´ve got two legs

And one big eye

I am Squishy

I have two short legs


I have five eyes

And two short arms

I am Art

I´ve got one big mouth

I´ve got two short legs

And two long arms

I amDon Carlton

I have one big belly

I have two short legs

And one small nose

Transition: Excellent children let´s keep working. Let´s go to the classroom again.

Presentation 10’:

Purpose: to further expose the learners to the target language, to foster


comprehension

I will paste on the board a photograph of Mike Wazowvskiy and another one of James
Sullivan.

Then I´ll copy four sentences. I will motivate children to draw the monsters and copy
two sentences of each monster

I am James Sullivan

I´ve got two arms Commented [UdW27]: Try to elicit vocabulary from students.
If they cannot come up with the words, provide them options for
them to choose the correct. It`s important that they get an active
I´ve got six toes role.
And one big mouth

I am Mike Wazowvskiy

I´ve got two feet

I´ve got two legs

And one big eye

I will draw the different parts of the body next to each word. Commented [UdW28]: You should use the pictures of the
monsters! Draw lines and label the body parts.

Transition: Excellent kids! Now let´s use this vocabulary.

Development 25’:

 Activity 1 :

Purpose: To foster contextualized practice of the teaching points.

I will invite children to create their own monster.

Now draw your monster:


Complete the sentences

I am………………

I´ve got……….

I´ve got…………

Closure - 10’:

Purpose: To foster contextualized practice of the teaching points.

Let´s play a game in groups.

Hangmaned

Children have to say a letter. Commented [UdW29]: Do they know the ABC in L2?

The words are parts of the body

1) N_ _ _ (NOSE)
2) L_ _ (LEG)
3) A_ _ (ARM)
4) M_ _ _ _ (MOUTH)
5) H_ _ _ (HAND)

“Oh, no! Look at the time” (pointing to the clock on the wall). It’s time to say goodbye!
Let’s sing the good bye song:
“This is the way we say good bye,say goodbye, say good bye,

This is the way we say good bye, to you, and you, and, you”.

Lesson plan Excellent VeryGood Good Acceptable Below Standard


component 5 4 3 2 1
Visual organization x

Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities x

Teachingstrategies X

Languageaccuracy X

Observations Minimum score: 18 / 30


Score: __29__ /30

Wonderful job, Gastón! Congrats! Keep up the hard work. 

Instituto de Formación Docente Continua


Lenguas Vivas Bariloche (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.

Taller de Práctica Docente


ESCUELA 310 ARRAYANES
GASTON JARA
AUGUST, 2018
FINAL REFLECTION

Dimensions of Reflective Learning - Adapted from Karen Barnstable (2009)

These four dimensions are intended to help teachers gain a deeper understanding of
themselves and of their actions.

Thinking Back

Thinking about a pedagogical experience retrospectively may allow teachers to revisit the
entire experience from a different perspective. They may ask:

- What was the original aim of this project/experience?

The original aim was to practice teaching and experience how really is to become a teacher.
This means identify the teachers` role and develop a professional identity.

- Were the objectives, activities and the use of resources coherent with a pedagogical
perspective? Was it significant for learners? Why? / Why not?

I think the activities proposed and used as well as the resources were coherent and significant
for learners because students were engaged emotionally and physically connect with what
they already know. The videos we used I think also help learners to build connections with
their real lives.

-What specific skills/knowledge/attributes were necessary to develop this teaching experience?


What did I learn from this experience?
Primary practicum was very different to my previous experience in kindergarten. I needed to
be witty with the development of the activities. I tried to make the lessons funny and accurate
for students´ levels and ages. I learnt that if children get bored they tend to walk around the
classroom and talk between them. It is really important to get their attention from the
beginning.

Thinking Forward

Reflecting on how to act differently in the future may help teachers to transform and improve
their teaching practices.

Questions that may foster understanding of future implications about teaching are:

- If I had the chance to develop this project/practice again, what changes would I make?

I would start the lessons with some videos or listening activities. I would not leave this type
of activities for the end of the lesson. I found out that videos are very useful to trigger the
topics we will discuss afterwards during the lesson.

How might this project/experience influence my future goals? How might this
project/experience affect my future pedagogical decisions?

This experience influences my future goals a lot. It helps me to understand young learners´
reactions. As well as their personal likes and dislikes.
Of course this experience also affects my future pedagogical decisions because now I know
that I have to use pictures, videos and body language and in order to introduce activities or
instructions.

Thinking Inward

Turning inwards can raise teachers' awareness of their emotions. Introspective reflections help
teachers undergo meaningful teaching experiences. Questions that may trigger introspective
reflections are:

-Why was this project/experience meaningful to me? What are my personal beliefs regarding
this experience? Am I satisfied with the way I developed this practice? Why / Why not?

This project was very important for me because I learnt how to manage a primary lesson. At
the really beginning I thought it was impossible to be developed but then I found out that I
need to be calm and trust in my instincts.
- What differences has the experience made in my intellectual, personal or ethical
development? How did I feel during this experience?

I felt as a person who wants to overcome problems. This means, I tried my best. At the
beginning of the practicum period I was full of questions but fortunately along the lessons
those questions turned into answers. Now I feel very happy because I could apply theory over
practice.

Thinking Outward

To reflect on the world around us, we should be aware of others' viewpoints and attitudes.
Thinking outward may encourage teachers to expand their own views or to reaffirm their
positions. Questions that may allow teachers to reflect outwardly are:

- What is my view regarding this topic, problem or situation? Are there any alternative
viewpoints? Which of these viewpoints make the most sense?

I discovered a whole world behind this primary school. It was not easy to display a video and
move the student group from one classroom to the other. I had to prepare keys, pendrive,
projects and speakers with anticipation. It was not an easy job but I am very happy because I
could do it anyway.

- Is it possible to articulate them in order to analyse the complex nature of reality and gain a
deeper understanding of it? Is my current view beneficial to others? Why / Why not?

Listening to other´s hints or advices may help us (future teacher) to solve problems and find
trust in our practices. Different viewpoints may enrich our reflections and reaffirm positions
with our work. It is teachers´ concern to identify alternative viewpoints and make them helpful
to different situations or problems.

Does the situation/problem have social, political, economic, ethical implications?

It will depend in the context we were situated. Each school has its own background. 310
primary school as others schools has its own social, political, economic and ethical
implications. The director told me that many children from this school live in a context of social
vulnerability. Teachers have to be prepared for reading those problems and therefore identify
the correct implication in order to solve it.

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