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

ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: PrimariaInstitución Educativa: Colegio del SurDirección: Gobernador Campos 126, Ushuaia.Sala / Grado / Año - sección: 4to grado AzulCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: ClaseUnidad Temática: MitosClase Nº: 1Fecha: Miércoles 9 de SeptiembreHora: 13:30 hsDuración de la clase: 120’Fecha de primera entrega: 06/09/15

Teaching points: Introduce the Topic of Myths Present the uses of the past tense Present vocabulary related to myths Present vocabulary related to personal descriptions Reflect on the importante of myths

Aims or goals:

During this lesson, learners will be able to ... Develop their listening skills by Watching and listening to a video

about… Develop their listening skills by interacting with peers and with the

teacher Develop their reading skills by Reading and understand a short

articleabout… Develop their reading skills by working with an article Develop their speaking skills by DDiscussing the importance of myths Develop their writing skills by Producinge a short text about one of

the myth’s characters

Learning aims should be devised in terms of development of skills.Language focus:

Functions Lexis Structures PronunciationRevision Describing

story charactersQueen, dragon, prince, king,

Uses of verb to be in the

Pronunciate pronounce the

princess, giant, mermaid, wizard

present tense: ‘He is’, ‘she is’ ...

short vowel /i/ like in ‘Prince’

New Talking about myths.Describing a character.

Vocabulary about myths: lake, battle, rock, castle, to pull, knights, afraid, important, scary

Uses of verb to be in the past tense:‘He was’, ‘She was’...

Differenaciate the sounds /æ/ like in ‘battle’ and the sound /ɑ:/ like in ‘castle’

Teaching approach: The teaching approach followed for this lesson is the Communicative Approach.

Integration of skills: Students’ four macro skills will be developed exploited throughout the whole lesson by the use of an interactive cd rom, a video, and a short article. Students will be expected to review previows knowledge regarding vocabulary, analyse new information, and produce a short text using the new information and vocabulary acquired. Besides, students will be asked to work individually, in groups and in pairs.

Materials and resources: a power point presentation, an interactive cd rom, a video, students books ( World Quest 1), extra copies, a computer, a projector (if possible), the board, markers, a wireless mouse.

Pedagogical use of ICT in class or at home: During the lesson the powerpoint presentation, the video and the activity with the multirom cd will enhance understanding about the new topic and the learning of new vocabulary, and will support the exposure to the L2.

Seating arrangement: Students will be sitting as usual, following the schoool arrangement which is the traditional classroom arrangement: three lines of eight desks looking at the board. The classrooms are not so big, so that is the best sitting arrangement possible.

Possible problems / difficulties and their possible solutions during the class: Students could find it difficult to produce a text on their own, so I will monitor their work and serve as a resource regarding the use of new vocabulary. Classroom management strategies: Although the group is a calm and organizad one, children could get exited while watching the video or solving the interactive activity, so strategies like singing a song or a poem will be useful to calm them down.

Although the group is a calm and organized one, children could get exited while watching the video or solving the interactive activity, so I will ask students to keep calm and make silence so that to be able to watch the video. If this does not work, I will identify the children who misbehave and make them change places or sit close to me.

This way I could find the balance among students’ behavior so that to continue the lesson without interruptions.

Potential problems students may have with the language: Students may find new words difficult to use; therefore, videos,pictures, drawings, gestures and body movement will be used so that to illustrate the new vocabulary and help learners acquire it.

Assessment: what will be assessed and how: recognition of previowsly learnt vocabulary through matching activities, understanding of the myth and reflection on the importance of myths in a culture through comprehension activities and discussion, use of the new vocabulary through completing activities and the production of a short text.

Routine (10’):Purpose: to meet the students and welcome our new lesson.

I’ll greet the students and I’ll ask them if they remember who I am. Once they give their answers, I’ll explain to them that I ususally start my lessons with a short poem to welcome our day. I’ll pre teach the poem asking children what they wish their day will be like. Then Ii’ll say the poem myself for students to listen. After that, i`ll say the poem in parts so that ss repeat after me, finally we’ll say the poem altogether.I’ll give ss a copy of the poem so that they keep it for the following lessons.The T will greet the ss and will introduce herself to the group. The T will say: “Hello everyone! How are you today? Do you remember me? I’m teacher Lorena”.Students’ expected answers: “Yes! Hello teacher!”The T will explain ss that she would like them to learn a poem so that to open the lesson. For this reason, the T will ask ss some questions so that to elicit the vocabulary they will need to learn the poem.The T will say: “ How do you think the lesson will be like? How would you like to finish your day?” Ss EA: “ fun! good! Happy!After that, the T will ask ss to listen to the poem, she will read the poem aloud:

The poem is:

http://2.bp.blogspot.com/-EKS3jHrrWOI/T9f5EZ29hNI/AAAAAAAABbk/4-vOyv1IQOs/s1600/Bubble+gum+Today+poem+pic.png

and by performing a role play First, the T will divide the poem into three parts and ss will repeat each part at a time. Then, the T will ask ss to try to sy the poem altogether.The T will give ss a copy of the poem so that they can keep it in their binders and learn it at home. and by performing a role play(Before we continue I’ll ask ss if they liked the poem and if they know any other. If they actalyy know other poems, they’ll be invited to say it on the following lesson.) omitted.

Transition: Now, look at this! (and I ‘ll show them my computer, or the screen if we are able to use the projector in the classroom) I think you imagine what we are going to do!. Ss EA: ‘we’ll watch a video’. Yes! will work with powerpoint presentations, one interactive activity and a video.Well done! Did you like the poem? Ss EA: yes! Now, let’s talk about some story characters you know.

Warm up (150’): Purpose: To prepare students for the activities they will be working with.

I’ll ask ss if they remember the comic they read the last lesson they worked with the book. Ss EA:’yes! It’s a comic about...’ The T will ask ss if they remember the comic they read the lesson before. The story was the following:

and by performing a role play If they do not remember the characters I’ll mime actions and use body movement so that they realize who the characters were.If ss do not remember the characters of the story, the T will help them by using body movement, gestures and miming so that to elicit the vocabulary from them.To help ss with the characters of the story, the T will invite them to pick some flashcards of the characters and she will ask them to use the word-cards too so that to match the pictures with their correct names.The flashcards will be:

PRINCESS – PRINCE – KING – QUEEN – DRAGON – GIANT – MERMAID - WIZARD

I’ll ask them to help me organize the story on the board, what happened at the beginning, in the middle aand at the end. Once ss review the names of all the characters of the story, the T will ask them to organize the events of the story. She will draw a spider map on the board with the tittle “Story”. The spider map will remain on the board during the whole lesson so that ss can see the organization of the story.

(Once we review the wwhole story I’ll ask ss to pick pictures of the characters from the flashcards I’ll have on the table which will be mixed and will contain pictures from different topics.) Omitted(Ss will have to name the characters and stick them on the board.Then, I’ll tell students to pay attention to the screen.

They will also pick wordcards with the vocabulary that matches the pictures.

PRINCESS – PRINCE – KING – QUEEN – DRAGON – GIANT – MERMAID - WIZARD

‘Now, you are going to solve a quizz about the characters of the comic you read, let’s pay attention.’I’ll have a wireless mouse so that students can participate.) Omitted.

Ss will be invited to play a memory game. All the word-cards and flashcards will face down and will be mixed. Students will have to turn a word-card and remember the place of its correct picture.

Transition: Great job!! Now, let’s learn about a well known myth!

Presentation (10):Purpose: To present the topic students will deal with during the rest of the lesson. Did you like the comic?What fantasy characters did you find?Ss anwers: ‘ the dragon! The giant! The mermaid!’Fantastic! Now we are going to work with a story.Do you know something about king Arthur of England?Yes!/no!Well, I’ll give a short explanation of his story and you’ll have to pay close attention to the pictures I’ll show you. But first, look at this picture:

What do you think about it?When do you think it happened?What do you think the story is about?Who do you think the man is?How do you think the man is like?

(I’ll play a powerpoint presentation while I tell a short version of the kings’ story, (not the myth).) omitted.The T will draw a cloud on the board and will write ss ideas as a brainstorming activity. The ideas will remain on the board up to the end of the lesson.

Transition: Now that you know the story, (let’s work with the book!) Let’s read about it! So, please, open your books at on page 74.

Activity 1 ( 105’)Purpose: To read and understand a short text.(Now that you heard the story of the king, what do you think about him? And what do you know about him?Ss EA: he is a kind man! Ss will be asked to brainstorm ideas about the myth related to king Arthur.) omitted.After that, ss will describe the pictures that surround the text and predict the content of the text.

The T will ask ss to look at the pictures that surround the article of the book. They will be invited to describe the pictures and to predict the content of the article. The T will ask: “What do you think the men of the pictures are doing? What do you think the content of the article will be about?.”Ss EA: “They are discussing!” They are in a battle”.

Ss will be asked to read the article with one mate. While they read, ss will have to read for gist so that to know what the text is about.Once ss finish reading, the T will ask what the main idea of the article is.Ss EA: “It’s about a king!”

Finally, ss will be asked to re-read the text and underline the main idea of each paragraph. Once ss have the main ideas, they will be asked to answer to the questions of the text with their own words.

( After that, ss will describe the pictures that suround the text and predict the content of the text.Then, they will be asked to read the text, a student per section.The second time students read the text they will be asked to circle with blue all the proper words they find.

If ss do not remember what proper words are, I’ll explain that proper words are identified by a beginning capital letter and they usually refer to names of places, things or people.Now that you circle all the proper names, what do you think ‘Guinevere’ stands for?Ss EA: A place! A girl!I’ll ask ss the same types of questions regarding all the proper names they could find.)

Transition: (Let’s practice a little bit more with the new vocabulary!) Well done! Let’s continue learning about King Arthur’s myth.

Activity 2 A, B and C( points 3 and 4 in ss’ book, 15’):Purpose: to recognize the vocabulary used in the text and solve a comprehension activity.A- (Ss will be invited to watch pictures and their vocabulary related to the activities they are going to complete.Let’s continue watching the powerpoint presentation. But, now pay attention to the vocabulary we usually find in myths and fantastic stories. Try to relate the vocabulary to the text we’ve just read.)The T will ask ss look at the pictures they find in activity 3 from page 74 and describe them. Then, ss will be asked to go back to the text and find the four words they have in the box of the activity: pull – lake – battle – rock. Once ss find the words, the T will ask them to highlight them with a colour and read the sentence in which the word has been used. The T will ask: “What do you think the words mean in the story?”Ss will work with the meaning of each word.

B -– The T will explain ss that now that they know why these words appear in the article and why they are necessary to understand the story, they will have to match them with the correct pictures.(Now that you finished reading and identifying the vocabulary, you’¡ll have to solve two more actvities:Let’s begin with the first activity point 3 from page 74, tell me what do you think the pictures are about?) omitted.

Ss EA: ‘ una pelea!, un bosque! A lake!’ If Ss give the answers in L1 I’ll give the equivalent words in L2.Ok! Juan, can you tell the first answer?Ss EA: ‘number one goes with battle!’ Great! I’ll copy the answer on the board so that you can all check.

Ss will continue giving the answers to the activity the same way.

For ss to check assess their work, they will be asked to check their answers with the ones written on the board and to correct the wrong ones.themselves. The T will say:“If you have all the answers correct, draw a happy face!”.

the T will monitor the activity and check that all ss completed it and checked it.(I’ll monitor the activity and check that every ss completed it and checked it.)Awesome job! Let’s continue with the following activity, point 4 from page 74.

C- Laura, can you tell us what do we have to do in this activity?Ss EA: ‘we have to circle the correct answers!’Great! Martin, can you read the first sentence and its options?Ss EA: ‘Yes! King Arthur....’I’ll write the answers on the board so that you can all check.Ok! Valeria, can you tell the first answer?Ss EA: ‘Camelot!’

Ss will continue giving the answers to the activity the same way.

If you have all the answers correct, draw a happy face!I’ll monitor the activity and check that every ss completed it and checked it.

Transition: Brilliant work! Now let’s go a little bit further into king Arthur’s myth.

Activity 3 A, B and C ( 30’) Purpose: To gather more information regarding King Arthur’s Myth.To enhance reading (and listening) comprehension. To work with vocabulary regarding personality traits.

Let’s watch a video! It’s an interesting video that some senior ss did.Please make silence and pay attention.Ss will be invited to watch a video. The T will explain that the video has more information about King Arthur’s myth.While ss watch the video they will be asked to find the real characters and the fantasy characters of the myth.The T will say: “Let’s watch a video! It’s an interesting video that some senior ss did.Please make silence and pay attention.”

If ss do not behave, ( I’ll say a poem or a chant for them to calm down and realize it’s high time to make silence and get ready.) I’ll play “teacher says” with some actions so that to let them calm down and focus on the activity.

Ss will watch a video (5’):https://www.youtube.com/watch?v=CaiqIOdCFhg

Script of the video:

‘The Legendary Myth of King Arthur of England. Arthur was the first king of England.He was a very kind...and very brave king. Merlin was the wisest wizard at that time. Wizard Merlin said: Arthur is the true king of England!. Excalibur was a powerful magic sword. It was inside a rock for years. Only a kind person could pull excallibur out of the the rock. Merlin helped Arthur find Excalibur. He pulled it out of the rock. Another story says that Arthur... took the magical sword from a woman’s hand .. the Lady of the Lake. Camelot was a big old castle. King Arthur lived there. He lived there with his qeen . Guinevere was Arthur’s queen. Arthur’s knights lived in the castle too.He and his knights were equal. They discussed the problems in their country and planned the battles together. King Arthur was a great leader! ‘

Wow! Did you like the video?Ss EA: yes!/no.What do you think now about King Arthur?

I’ll give out copies with activities regarding the video.Now, you’ll work in groups of 2, I mean with your desk partner. For each activity one ss will be in charge of reading the instructions. Once the activity is finished, we’ll check the answers on the board all together.

Activity A:Order the text.

a- They discussed the problems in their country and planned the battles together. King Arthur was a great leader! ‘ ..........

b- Took the magical sword from a woman’s hand ..

the Lady of the Lake. Camelot was a big old castle. King Arthur lived there.He lived there with his qeen..........

c- ‘The Legendary Myth of King Arthur of England. Arthur was the first king of England.He was a very kind...and very brave king. Merlin was the wisest wizard at that time...1.....

d- Merlin helped Arthur find Excalibur. He pulled it out of the rock. Another story says that Arthur......

e- Guinevere was Arthur’s queen. Arthur’s knights lived in the castle too.He and his knights were equal.......

f- Wizard Merlin said: Arthur is the true king of England!. Excalibur was a powerful magic sword......

g- It was inside a rock for years. Only a kind person could pull excallibur out of the the rock. .......

( 1- c, 2 –f, 3 – g, 4 – d, 5 – b, 6 – e, 7 – a)

Activity B: Listen to the teacher and fill in the gaps with the words from the box.

(VERY x 2 –BRAVE – OLD – EQUAL –LEADER – KIND – PULL - KIND PERSON

1- Arthur was the first king of England.He was a ______ _______...and ______ ______king.

2- Only a _______ _______ could _______ excallibur out of the the rock.

3- Camelot was a big ________ castle.

4- Arthur’s knights lived in the castle too.He and his knights were ________.

5- King Arthur was a great________!

‘The Legendary Myth of King Arthur of England. Arthur was the first king of England.He was a very kind...and very brave king. Merlin was the wisest wizard at that

time. Wizard Merlin said: Arthur is the true king of England!. Excalibur was a powerful magic sword. It was inside a rock for years. Only a kind person could pull excalibur out of the the rock. Merlin helped Arthur find Excalibur. He pulled it out of the rock. Another story says that Arthur... took the magical sword from a woman’s hand .. the Lady of the Lake. Camelot was a big old castle. King Arthur lived there. He lived there with his qeen . Guinevere was Arthur’s queen. Arthur’s knights lived in the castle too.He and his knights were equal. They discussed the problems in their country and planned the battles together. King Arthur was a great leader! ‘)

BRAVE – MAGIC SWORD – STRONG – KIND MAN – GREAT LEADER - IMPORTANT

1. Once upon a time, there was a __great__ __leader__, King Arthur of England.

2. He was an ________________ king who respected his country.

3. His knights were ________ gentlemen.

4. Sir Arthur had a ________ __________, Excalibur.

5. Arthur was a __________ _____________.

6. Arthur’s knights were ______________.

Once upon a time, there was a great leader, King Arthur of England. He was an important king who respected his country. His knights were strong gentlemen who fought for their king. Sir Arthur had a magic sword, Excalibur,that helped him win the battles. Arthur was a kind man and his knights were brave. His country was a quiet place with them.

Sources: my own production.

ACTIVITY C:Read and choose True or False.

1-Merlin was the king of England. T/F

2- Guinever was one of knights’ girlfriend. T/F

3- Camelot was a very old castle were King Arthur lived.T/F

4- Excalibur was the wizard’s sword. T/F

5- Arthur was a kind and great leader. T/F

(1 –F, 2- F, 3 – T, 4 – F, 5 – T).

THE WORKSHEET WILL BE UPLOADED TO THE CAMPUS T AT T

Transition: excellent job! Now, let’s think a little bit about myths.

Activity 4 (15’): Purpose: To reflect on the meaning of the myth.

Now, (let’s open your books again on page 74, and this time go to activity number 5.Lucia, can you read the questions?SS EA: yes!) Omitted ‘Do you believe the story of king Arthur? Would you like to be one of King Arthur’s knights? Why? Why not?’

Great! Let’s discuss these questions.Ss EA: “yes! Because they win the battle!/ No! because there is no magic sword!.”(Ss will be invited to answer the questions and say what they think about them.Then, they will have to (answer)wer discuss the following questions orally:)The T will make some more questions so that to further the understanding of the myth and the importance of myths in cultures:

1- Why was King Arthur a great leader? How did he consider his knights?2- Do you think Queen Guinevere also fought the battles with the knights?3- Do you think that myths are important for our cultures?4- Do you know any myth from our country?

(All the questions will be written on the board.) After the debate, ss will be invited to work with their partners again on a writing activity:

The T will say: “Now, let’s work with a partner again. This time, you’ll have to describe one of the characters and places of this myth try to use as many physical and personal descriptions as you can:”

The T will give an example of the activity on the board:

The T will make a drawing of a king on the board and she will write“He was King Arthur of England. He was a kind man.

He was tall and strong. His sword was magic.His horse was very fast.”

Then, the T will write the names of the characters on the board so that ss get organized.- King Arthur- Queen Guinevere- Merlin the wizard- The knights- Camelot - Excalibur- The Lady of the Lake

Ss must keep the descriptions they producedproduced so that they use them for a role-play activity they will perform later. .

Transition: Do you dare acting out your characters?!

Closure (15’):Purpose: to finish the lesson and to personify the productions.Ss will be invited to role-play their descriptions.The ss will continue working in pairs. But this time, they will exchange the descriptions they wrote with another pair of students. The descriptions will help them imagine how the character looks like.One of the ss will be in charge of performing the character, and the other will have to help with the character’s clothes (ss jackets, a hat with a sheet of paper, a crown with cut paper, etc) and with the production of the monologue. Throughout this production process, the T will make sure that all ss participate, that they use L2 when they negotiate the content of the monologue and that they collaborate with the dressing up of the character.

A model of the role play will be:“ I am …………………… I live in the ……………………..I am a/an ………………….. person. I want to………………….!”

I’ll choose the participants and they will act out their characters. They should produce a short dialogue and think about body movement, gestures, miming, and everything that can help them reproduce the character.(I’ll give an example personifying the wizard.)

The T will role – play one of the characters so that ss have one example of the activity.

Ss will be assessed on how much creative they are when performing the characters, on the use of the new vocabulary to describe the characters and on how they collaborate with their peers.

HOMEWORK: Think about more personal descriptions and describe your heroe/heroine. Write at least three lines and bring a picture of your character.

There are 7 mins of break in between the lesson at 14:15hs.The extra activities will all be included in one copy.