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

ALUMNO RESIDENTE: Naiman LorenaPeríodo de Práctica: PrimariaInstitución Educativa: Colegio del SurDirección: Gobernador Campos 134, Ushuaia.Sala / Grado / Año - sección: 4to grado AzulCantidad de alumnos: 20Nivel lingüístico del curso: IntermedioTipo de Planificación: ClaseUnidad Temática: Describir personalidadesClase Nº: 2Fecha: Martes 15 de SeptiembreHora: 13:30 hsDuración de la clase: 120’Fecha de primera entrega: 13/09/15

Teaching points: Review the vocabulary learnt about myths Present new vocabulary related to personal descriptions Reflect on the importancte of myths

Aims or goals: During this lesson, learners will be able to ...

Develop their listening and speaking skills by listening to a story and interacting with their teacher and mates

Develop writing skills by producing descriptions using personal adjectives

Language focus:

Functions Lexis Structures PronunciationRevision Describing

story charactersQueen, dragon, prince, king, princess, giant, mermaid, wizard – brave, kind, leader, afraid, important, scary

Uses of verb to be in the present tense: ‘He is’, ‘she is’ ...

Pronunciate the short vowel /i/ like in ‘Prince’

New Describing a character.

Vocabulary about a short

Uses of verb to be in the past

Differentiate the

story: cruel, greedy, generous, shy, confident, scared

tense:‘He was’, ‘She was’...

diphthongs / ɑɪ/ like in ‘shy’, the sound / ʊə/ like in ‘cruel’ and / eə/ like in ‘scared’

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 a cd, a PowerPoint presentation, and flashcards. Students will be expected to review previouws 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, cd, students books ( World Quest 1), extra copies, a computer, the board, markers.

Pedagogical use of ICT in class or at home: During the lesson the powerpoint presentation and the audio 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 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.

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 regarding the different types of personalities that we can find 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 greet the students and open the lesson.

The teacher will write the welcome poem on the board before ss get into the classroom.The T will greet students and will ask them if they remember the poem they learnt the day before.To enhance ss to say the poem, the T will ask three ss to read it aloud, each of them will read one part of the poem. If they do not remember it, the T will ask them to practice it the same way they did the lesson before by saying the poem, repeating the parts, and finally saying the complete poem all together.

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Transition: Great welcoming! Now let’s get ready for the lesson.

Warmp up (10’):Purpose: To prepare ss for the activities they will be working with during the lesson.

The T will ask ss if they remember the story about King Arthur and its characters. While ss say/name their ideas, the T will write them on the board as a brainstorming activity. Ss ideas will remain stay written on the board throughout the lesson so that at the end of the lesson ss contrast their final works with their predictions.Then, Ss will be invited to play a matching game with the word-cards and flashcards the T showed them the class before. One ss will help to stick all the cards on the board.Ss will have one minute to look at the flashcards.After that, the T will change the order of all the flashcards and word-cards.The T will say: ‘Now! It’s your turn! You’ll have to re- organize the pictures with their correct word-cards and match them!’The group will be divided into two groups and the T will be in charge of writing the points.

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

Once the game is finished, the T will ask ss if they remember the characters of King Arthur’s myth. Ss will be encouraged to discuss the content and meaning of the myth so that to review previously learnt content and connect it to the new one.The T will ask: ‘Which words from the game can we use to talk about Arthur’s myth? Ss EA: king Arthur! Queen Guinevere! Merlin the wizard!The T will continue: ‘ Are they real or fantasy characters?Ss EA: ‘Real! And fantasy!The T will ask: ‘ Do you remember any other character of the myth?’Ss EA: ‘Yes! The Knights!

Finally, the T will ask: ‘ What was the message of the myth?’Ss EA: ‘ to be equal!’

Transition: Ggreat job reviewing Sir Arthur’s myth ! Did you have fun?! Ss EA: yes!/ no. Now, let’s continue learning about myths.

Presentation (10’):Purpuse: To present new vocabulary related to a short story.

The T will explain ss that they’ll work with a very old short story which has been re – made into a new version which includes more characters but represents the same moral.One ss will be in charge of taking the pictures and sticking them on the board.T words: ‘The characters you’re going to find in the story are the following:’

T words: ‘Well, now that you know who the characters of the story are, answer the following questions:’‘What do you think the story will be about?Where do you think the story takes place?When do you think it takes place?Who do you think is brave, kind, leader, afraid, important, scary?Do you think there is a heroe in this story?’After answering the questions, ss will be asked to stick the following wordcards under the animal they believe represents that characteristic. WORDCARDS:

BRAVE – KIND – LEADER – AFRAID – IMPORTANT – SCARY

After ss stick the word-cards, they will be asked to explain why they think those characters may have the personalities they chose to describe the animals.The T will ask ss to write down their predictions in a small separate sheet of paper that they will keep up to the end of the lesson.

Transition: Nice job! Let’s learn a little bit more about personal traits.

Activity 1 (20’): Purpose: To present the vocabulary ss will need to understand the story.

The T will invite ss to watch a PowerPoint presentation which includes the following vocabulary: cruel, greedy, generous, shy, confident, scared, brave, kind.All the words are illustrated with pictures that represent them.

While ss watch the presentation, the T will ask them to remember which character from of the King Arthur’s myth presented any of the personal characteristics they see in the power point presentation and which of the new characters they think have those traits, too.

After watching the power point presentation, the T will invite ss to work with fantasy characters; she will bring cut outs for all the group to work with. The T will say: ‘Now, you’ll have to choose one character from the cut-outss I have here. Once you do it, stick the character in a sheet of paper. Then, I’ll play the power - point presentation again for you to use the adjectives you want to include to the personality of your character. When you finish, five characters will be described.’When ss finish, five of them will be invited to show their works to the rest of the class.

Tranition: Now we’re ready to listen to the story!

There is a 7 minutes break in between the lesson, at 14:15hs.

Activity 2 (15’):Purpose: to understand a short story and reflect on its content.

The T will ask ss to open ther pupils’ book at on page 75 and focus on activity 9.Ss will be asked to look at the pictures and think about the content of the story;The T says words: ‘What is the story about?’

Ss EA: ‘It’s about a tortoise!’The T will explain to ss that while they listen to the story they will have to look at the words they find in the box and match them to the pictures under the box. The T will make it clear that instead of making a circle to the letter of the picture, she will ask ss to write the name of the characters under the correct word.The T will say: ‘…instead of making a circle, you’ll have to write the name of the characters under the words you choose to describe them. Are you ready? Let’s listen to the story.’

After listening for the first time, ss will say what character fits with each adjective and the T will write the answers on the board. Ss will check assess the activity by contrasting their answers to the ones on the board.The T will say: ‘I’f you did all the points ok, draw a happy face next to the activity! :D’

The T will say: ‘Let’s continue with activity number 10!’the T will explain that during this activity they will have to order the events of the story by labelling the pictures.The T will ask: ‘Are you ready to listen again? Here we go!’After listening for the second time, ss will say the correct order of the pictures and the T will write the answers on the board. Ss will assess the activity by contrasting their answers to the ones on the board.

The T will say: ‘I’f you did all the points ok, draw a happy face next to the activity! :D’

Finally, the T will explain to ss that it is their time to say the story. To be able to retell the story, ss will have five minutes to work with a partner. If they feel it necessary, ss can write down their ideas so that to better organize the story. The T will say:’…You’ll have five minutes to work with your partner so that to organize the story and be able to retell the different parts of the story to your mates.’

The T will monitor the groups and make sure ss use L2 and are as clear as they can to tell the content of the story to their mates.

Transition: Fantastic job! Let’s continue learning about personality descriptions!

Activity 3 (20’)Purpose: controlled practise using the vocabulary learnt during the lesson.

The T will ask ss to open their Activity Book and go to page number 64.

Ss will work with activities 1, 2 and 4.

The T will explain ss that they will have to use the vocabulary they know in different situations; not only with fantasy works as personality descriptions are present every day. The T will tell ss that first they will have to look at the pictures and circle the words that match those situations.

Ss will be asked to work with one mate. Once they finish all the group will discuss the answers to the activity and the T will be in charge of writing the answers on the board.The T will say: ‘I’f you did all the points ok, draw a happy face next to the activity! :D’

Once all ss finished, the T will explain that ss will have to read the sentences they find in activity 2 so as that to think about the situations presented and use the words that best suit each situation.Once ss finish, all the group will discuss the answers to the activity and the T will be in charge of writing the answers on the board.The T will say: ‘I’f you did all the points ok, draw a happy face next to the activity! :D’

And finally, ss will have to work with a crosswords that includes vocabulary from the whole unit. The T will say: ‘But, be careful! In this activity you’ll have to use the vocabulary learnt in the last two lessons!’Once they finish all the group will discuss the answers to the activity and the T will be in charge of writing the answers on the board.The T will say: ‘I’f you did all the points ok, draw a happy face next to the activity! :D’

Throughout the whole activity the T will monitor and check that all ss work and complete the activities through observing how they complete them and making questions regarding the topic of the lesson.

Transition: Brilliant job! Now let’s continue talking about characters from stories with some freer activities!

Activity 4 (20’):Purpose: to produce character descriptions and a version of the story.

The T will say to the ss: ‘Now that you know about myths, you’ll have to create your own myth!’Ss will have to work in pairs and choose two characters. They will have to describe the characters physically together with their personality traits.Ss will have ten minutes to complete this activity. Once they finish, they will have to look for the other two characters of their story. Each story may have at least four characters. The T will explain:‘For instance, if you have described the eagle and the hedgehog you’ll have to look for the hare and the tortoise.’Once ss gather with the rest of the group, they will have to write the beginning, middle and end of the story. The T will add: ‘Feel free to add changes and try to use the vocabulary about myths.’Ss will have other ten minutes to produce their writing. There should be one writing for each group. The stories should have at least six lines. Ss should remember that all myths have a message in them.All the instructions will be written on the board before the activity begins so that ss do not get lost. The T will make sure the characters do not repeat more that two times for students to be able to create their myths. She will serve as a resource, she will monitor the activity and walk around the classroom so that to check each stage of the story children produce.

Transition: excellent work! Now and finally, who dares reading the new story for the rest of the lesson?Closure (10’):Purpose: To contrast ss predictions at the beginning of the story and to let ss share their final works.

Before ss read the stories, the T will take the bag with all the sheets of papers ss used at the beginning of the lesson to predict the content of the story.The T will ask some ss to take a sheet of paper and read it them aloud. The whole group will explain the differences they find between their predictions and the real story.After that, ss will be invited to read their stories.All the writings have to be given to the T for future feedback with the names of all the students who took part in the process of writing the story.

Ss will also give in the homework the T asked for the day before.

There are 7 mins of break in between the lesson.