I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: López, Fernanda Emili E.Período de Práctica: PrimariaInstitución Educativa: I. F. D. Nº13Dirección: Italia 144 – Zapala - NeuquénSala / Grado / Año - sección: Cuarto Grado “A” Cantidad de alumnos: 17Nivel lingüístico del curso: Principiantes Tipo de Planificación: ClaseUnidad Temática: Edificios. Clase Nº: 5Fecha: 25 /11/14 Hora: 15.05 – 15.45hsDuración de la clase: 40’Fecha de primera entrega: 18 /10/14

Teaching points: Using prepositions of place.

Aims or goals:

During this lesson, learners will be able to:

Develop writing and speaking skills. Describe where buildings are. Answer questions about where the buildings are using prepositions

of place.

Language focus:

Functions Lexis Structures Pronunciation

R

E

V

Buildings: HOSPITAL /FIRE STATION/ LIBRARY /BANK /SHOPPING CENTRE /PARK /POLICE STATION / SHOP.

Questions:

Is there….?

Are there….?

N

E

W

- Describe where buildings are.

-dream town

- opposite

- next to

-behind

- Where is the…?

/bɪtwi:n/

/ɒpəzɪt/

/bɪ'haɪnd/

Materials and resources: flashcards, posters, slips of paper.

What approach are the lessons based on?: PPP MEHTOD

Integration of skills: Students will look at a map and will describe which buildings they see in it. The teacher will explain to them the different uses of prepositions of place and they will make sentences together. Then students will have to work with a different map to say where the buildings are by using the prepositions previously learnt.

Seating arrangement: Students will sit in pairs. Students’ desks will be separated in three queues in front of the blackboard.

Possible problems / difficulties and their possible solutions during the class: Some students may have problems understanding the correct preposition to describe where the buildings are. For this reason, the teacher will exemplify each of the uses of prepositions with sentences. What is more, the teacher will show them that many sentences can be written to refer to the place where a building may be.

Potential problems students may have with the language: Students may have to use repeatedly the different prepositions so as to remember them. The teacher will show how to use prepositions through sentences and she could resort to using drawings too.

Assessment: Students’ learning process will be assessed orally through short questions. Students will have to use correctly the prepositions taught in different oral situations. Moreover, written production will be assessed when completing a dialogue.

Procedures:

Routine (7 minutes):

The Teacher will greet the students: “Hello, how are you today? Fine?” The teacher will accompany this question with an “ok” gesture.

Then, she will point to the window and she will ask the students. “What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The teacher will show them pictures of the weather in case students do not remember them.

She will then ask them to write the date on their notebooks: “Please open your notebooks”. She will accompany all expressions with miming. She will encourage students to work on their own: “Write the dates, come on!”

She will say the following to students: “I have a box here with me (showing it to students) can you guess what’s in it?” while doing this she will move it. The box will have different old pictures of Zapala. She will ask sts: “Is it a city? Which one is it?” so as to elicit “Zapala”.

Transition: After students recognize their city, the teacher will show them different pictures.

Presentation (15 minutes)

The teacher will show students some pictures of Zapala and will ask them: “Where is this?” Students will recognize their city and she will ask “What is there in Zapala? Are there any supermarkets? Are there any cinemas?” Students will be encouraged to answer these questions and the teacher will write some of the sentences on the board. The teacher will show them the three following pictures of buildings in Zapala:

The teacher will ask sts; “Where is this? Is this a bank?” to check revision of these buildings.

The teacher will write “IN ZAPALA…” as a headline on the board. Some students will be asked to write sentences next to each of the pictures given like: THERE IS A CHURCH / THERE IS A PARK / THERE IS A SCHOOL.

Transition: The teacher will say “Well done! This is our city! Now let’s see Mike’s city! Remember him? The teacher?” and she will show sts a picture of Mike to aid comprehension.

Practice (20 minutes)

The teacher will show the following picture and will say “This is Dream Town. Mike lives here. What is there in Dream Town? Are there any parks? Is there a church?” In this way the teacher will ask students to start describing the map of the city. What is more, students will be

asked to tag each of the buildings they recognize in this map as a way of revisiting buildings’ names. The teacher will have the names of the following building for sts to recognize: HOSPITAL /FIRE STATION/ LIBRARY /BANK /SHOPPING CENTRE /PARK /POLICE STATION / SHOP.

Some students will be asked to write sentences about this map using: “There is…” The teacher will say: “Ok, what is there in Dream Town?” The teacher will encourage students to answer some of her questions like: “Is there a bank?” , “Are there any shops?”, “is there a fire station?”. In this way students will pay careful attention to what the teacher is asking and then look at the map. While sts answer the questions, the teacher will write on the board: “There is a bank” / “There are shops”. While the students tag the buildings, the teacher will write the sentences next to the map.

Then she will say the following: “Look at the hospital, it’s behind the library”. She will stand behind one of the students for them to understand the meaning of the preposition and she will say “I’m behind X (Student’s name)” and she will ask: “Where is the hospital?” so as to elicit “behind the library” from sts. To aid comprehension, the Teacher

will show them a flashcard of this preposition and will write the sentence “The hospital is behind the library” on the board.

Flascard:

The teacher will do the same with the others prepositions: “Look at the fire station; it’s next to the shop”. She will stand next to one of the students for them to understand the meaning of the preposition and she will say “I’m next to X (Student’s name)” and she will ask: “Where is the library?” so as to elicit “next to the shop” from sts. To aid comprehension, the Teacher will also show them a flashcard of this preposition and will write the sentence “The fire station is next to the shop” on the board.

Flashcard:

The teacher will explain the meaning of “opposite” to sts: “Look at the park; it’s opposite the police station”. She will stand opposite one of the students for them to understand the meaning of the preposition and

she will say “I’m opposite X (Student’s name)” and she will ask: “Where is the park?” so as to elicit “opposite the police station” from sts. To aid comprehension, the Teacher will also show them a flashcard of this preposition and will write the sentence “The park is opposite the police station” on the board.

Flashcards:

After this, the teacher will ask some students about other places: “Where’s the shopping centre? so as to check if sts have understood the correct use of the prepositions.

If students need more exposure to the use of prepositions, then the teacher can resort to drawings. She could bring the picture of houses to the class and draw some streets on the board by changing the house from one place to another. For instance, she will say “This house is

opposite this other house” by pointing to them. She will then change the house to a different position and say: “This house is next to this other house” and she will put the house behind the other house by expressing: “This house is behind this other house”.

Then the teacher will say that now they will have to answer some questions tourists make to Mike when they visit his town: “Now, we have to complete a dialogue between Mike and some tourists who visit Dream Town. Do you know what tourists are? We are from Zapala and if we visit Dream Town, we are tourists there but if Mike comes to Zapala he is a tourist!”

The teacher will say: “Let’s complete the dialogue and help the tourists” The teacher will give sts the following map:

Source: http://wikifor1c.wikispaces.com/Listening+activities+and+podcast

Students will complete the following dialogue:

Tourists: Excuse me sir, we are not from Dream Town and we’ve got this map. Can you tell us where is the church?

Mike: Yes! The hotel is……………………………………………………………..

Tourists: Great! Thanks! And where is the cinema?

Mike: ………………………………………………………………………………….

Tourists: Thanks! Where is the post office?

Mike: ………………………………………………………………………………....

Tourists: Thank you very much, Sir!!

Now it’s time students make sentences about different buildings, the teacher will say to them: “I will write questions and you have to answer them in your notebooks”

The questions the teacher will write on the board are the following:

Where is the library?

Where is the shopping centre?

Where is the park?

Where is the fire station?

The teacher will correct and monitor the activity while the students are working in the sentences about Mike’s Dream Town.

Closure (3 minutes)

The teacher will say to the students: “Who wants to read one sentence?” Some students will read it in front of others and they will say goodbye to each other.