Académique Documents
Professionnel Documents
Culture Documents
LENGUAS VIVAS
Cantidad de alumnos: 15
Clase Nº: 1
Fecha: 14/07/2018
• Teaching points: The numbers ( one /two / three /four /fiveto twelve).
• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).
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.
• 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’:
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’:
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.
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.
I’ll follow the same procedure for return the pages with colour.
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?
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.
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)
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:
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.
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
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! ;)
“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”.
Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X
Teachingstrategies X
Languageaccuracy X
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.
Cantidad de alumnos: 15
Clase Nº: 2
Fecha: 01/08/2018
- • Language focus:
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’:
Development 25’:
Activity 1 :
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
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
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”.
Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X
Teaching strategies X
Language accuracy X
Cantidad de alumnos: 12
Clase Nº: 3
Fecha: 07/08/2018
eyebrow
• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).
• 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.
• 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’:
I´ll ask students if they know the meaning of Ffacebook. I will use mimics mimingin Commented [UdW18]: Expectedanswer?
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.
Presentation 10’:
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.
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.
I will ask students What can we use our eyes for? And our mouth? And the nose?
Development 25’:
Activity 1 :
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.
Activity 2:
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:
Eyes
Mouth
Nose
Ears
Eyes (see)
Mouth (speak)
Nose (breath)
Ears (hear)
Eyes to see
Nose to breathe
Mouth so sing
Ears to 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”.
Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X
Teachingstrategies X
Languageaccuracy X
Nicelesson!
Ponder upon students` expected outcomes. Make sure they actually practice the target
vocabulary.
Cantidad de alumnos: 12
Clase Nº: 4
Fecha: 09/08/2018
- • Language focus:
• Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010).
• 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.
• 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!”
(“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’:
And I am Sam
I am Randal
I am professor knight
I am James Sullivan
I am Mike Wazowvskiy
I am Squishy
I am Art
I amDon Carlton
Transition: Excellent children let´s keep working. Let´s go to the classroom again.
Presentation 10’:
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 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.
Development 25’:
Activity 1 :
I am………………
I´ve got……….
I´ve got…………
Closure - 10’:
Hangmaned
Children have to say a letter. Commented [UdW29]: Do they know the ABC in L2?
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”.
Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities x
Teachingstrategies X
Languageaccuracy X
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:
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.
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.
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.