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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel InicialInstitución Educativa: Juvenil Instituto FueguinoDirección: Libertad 965, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: Sala Celeste de 5 añosCantidad de alumnos: 29Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Family & ToysClase Nº:4Fecha: 19 de mayo de 2015Hora: 09.50 a 10.30 amDuración de la clase: 40 minutosFecha de primera entrega: 15 de mayo de 2015

CLASS 4

• Teaching points: Aims or goals: During this lesson, learners will be able to… ✓ Develop thinking skills by ordering events of a story using visual

aid✓ Develop listening skills by following simple instructions and listening to a segment of Peppa Pig’s episode ‘George’s New Dinosaur´✓ Develop speaking skills by retelling Peppa Pig’s episode

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Identifying colours

Identifying family members: This is my mother/father/brother/sister

Imperatives listen / come here / sit / stand

Colours: red, blue, orange, green

Family members:mother, father, brother, sister

-Please, sit down / listen

Wh- question:-What colour is Peppa’s dress?-It’s red

Wh- question:- Who is this?- This is my

mother

Practice of vowel /ɑː/ as in garden and bath

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New Identifying someone’s favourite toy

Simple commands

Recognition of words to comprehend listening activity (watching a video)

Dinosaur, teddy bear

The imperative watch

Key words- Garden- Bath- Bed- Tail- Shop

- George’s favourite toy is Mr Dinosaur

- Listen and

watch the video

- George plays

with Mr Dinosaur in the garden/bath

- George takes

Mr Dinosaur to bed

- Mr Dinosaur

hasn’t got a tail anymore

- They go to

the shop to buy a new dinosaur

Practice of vowel /ɒ/ as in got - watch

• Teaching approach: Communicative Approach• Integration of skills: Listening mainly to the teacher and Peppa Pig’s

Episode ‘George’s New Dinosaur’ and speaking by repeating chunks of language and retelling a story.

• Materials and resources: Story cards from Peppa Pig’s Episode (captured from the video episode by the teacher), copies of story cards for Ss to put in order, a toy dinosaur, video episode ‘George’s New Dinosaur ‘ Season 4 - Episode No 191, video projector, white screen, laptop

• Pedagogical use of ICT in class or at home: Ss will watch a segment of Peppa Pig’s Episode ‘George’s New Dinosaur’ on video projector. Ss will watch the video, predict content and then retell the story.

• Seating arrangement: Groups of 5/6 the same way they are arranged by the class’ teacher

• Possible problems / difficulties and their possible solutions during the class: There could be technical problems which do not allow the use of the projector or watch the video; should either one happens, I will tell the story to the Ss using the story cards.

• Classroom management strategies: as it is a large group and due to previous lessons; I will make use of transitions markers for Ss to know an activity has finished and predispose for the following one, but this time I will tell Ss in advance what I expect whenever I resort to them (e.g. I will tell them that when I say 1, 2, 3 eyes on me, what I expect is that they be silent and look at me). Ss might get too excited, wanting to touch the white screen or stand up during the projection; I will kindly ask Ss to sit

1 Downloaded from https://www.youtube.com/watch?v=yPNqaRZhD5A

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down or use a transition marker. Stopping the projection of the video could be resorted to, in case the class is too disorganised, as a means of making Ss settle.

• Potential problems students may have with the language: Ss may have difficulties in understanding the video episode; for this purpose, I will pre teach key vocabulary for Ss to follow the story. When retelling, Ss will lack linguistic competence to retell the story in L2; I will help them using L2 prompts and allow use of L1 to assess comprehension.

• Assessment: Understanding of the story will be assessed by retelling and ordering the events of the story in groups. Pronunciation will be assessed by having students repeat words/chunks of language.

Routine 3’Purpose: to greet students and begin the lesson. To continue practising and setting the routine for the opening of the class.Before starting the lesson, I will resort to a transition marker in order to settle students and predispose them to sing the Hello Song, this time I will make clear that I expect them to be quiet and pay attention each time I say the following: 1, 2, 3, eyes on me1, 2, 3, listen carefully

Once I draw students’ attention I will sing the song to greet encouraging them to repeat:Hello, everyone. Tra-la-la-la-la.Hello, everyone. Tra-la-la-la-la-la.Hello, everyone. Tra-la-la-la-la.Hello, everyone.2

Transition: ‘Excellent, everyone! Let’s move on’

Warm-up 5’ Purpose: to pre teach vocabulary Ss will need to recognise words from the video.I will show Ss the picture where Peppa and George are playing in their room. I will ask Ss to recall the name of the toys we have worked in the previous class. Ss will possibly say the names in L1, I will repeat their contributions in L2.I will ask Ss where people can buy toys, in order to elicit ‘Juguetería’ and teach ‘Toy shop’Then I will show the pictures where George is playing with his dinosaur in the garden and in the bath. I will say ‘Mr Dinosaur is George’s favourite toy. He plays with is the garden and he plays with is the bath’ As I show the pictures I will be pointing to the green ground and the bath, I will encourage Ss to repeat ‘garden’ and ‘bath’. The same procedure will be employed to teach ‘bed’, I will show Ss the picture where George is in bed with Mr Dinosaur and explain ‘George takes Mr Dinosaur to bed’I will show Ss the dinosaur toy and ask them about its colour; I will direct the attention to the tail of the dinosaur in order to teach ‘tail’.

Transition: Well done, everyone! I will resort to the transition marker in case students start to disperse.

Development 30’

2 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP

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Activity 1 15’Purpose: to develop Ss listening skills by watching a videoI will first play the video stopping at certain moments in order to check Ss’ understanding of the story. Ss may have seen the episode before, I will encourage them to use L2 to name the vocabulary they can recognise.After checking comprehension, I will play the video a second time non-stop.

STOP

COMPREHENSION QUESTIONS / PROMPTS

00:12 I will ask Ss to identify and name family members after presentation of characters

00:47 I will ask Ss what George’s favourite toy is, I will ask where he plays with it.I will mention that the dinosaur is made of plastic and cannot break (L1)

01:01 I will recap George plays with his dinosaur in the garden and the bath, and then that he takes his toy to bed. I will draw Ss’ attention to the broken toy in order to predict what happens next.

01:30 I will ask Ss about George’s reaction when he finds out his toy is broken. I will ask Ss if George is happy or sad making the meaning clear by miming.

01:40 I will ask Ss what they can see (Mr Fox’s shop) and draw their attention to the window where the new dinosaur can be seen, prediction will take place here as well.

01:57 I will point out to George’s reaction when he sees the new dinosaur in the window.

02:23 I will ask how the story ends; how George feels. I will ask about differences between the broken dinosaur and the new one.

Transition: Very good! Did you like the story? / Les gustó la historia? I will resort to the transition marker in order to set the mood for work.

Activity 2 5’Purpose: to develop Ss thinking skills by ordering events of the story using visual aidSs will work in groups as they are arranged by the Spanish teacher every week, I will distribute the following pictures for students to put in order according to the story seen. Copies will be in grey scale.

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I will help students organise the story. Once they have all the pictures in order, I will continue with the next activity.

Transition: Great work everyone! I will resort to the transition marker to go on with the following activity.

Activity 3 10’Purpose: to retell the story using the story cards Ss have arranged.As these Ss have had very little exposure to L2 and make very little use of it, there will be many instances where L1 will be necessary to retell the story. I will specifically encourage Ss to make us of L2 by having them recognise words from the pictures and repeating chunks of language.

This will be a whole class activity, the purpose is to have as many Ss as possible to participate. Should it be needed, a transition marker will be used here as well.I will have the same set of pictures as story cards in full colour. I will start by asking Ss which is the first picture in the story and show it to me; any wrong

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picture will be corrected on the spot and Ss will be asked to look for the correct one. I will start by asking questions as prompts to have Ss start retelling the story, I will point to elements in the pictures for students to identify and name in L2. Finally, for each picture, I will sum up a simple sentence for students to repeat, for instance in case of Picture 1 ‘George plays in the garden’

Transition: Excellent, you’ve done a great job! Transition marker will be needed to end the lesson.

Closure 3’Purpose: To end the lesson with a chant and to say goodbye.I will tell Ss this is my last class and tell them I had a great time with them. I will encourage them to sing the good-bye song with me.

Bye-bye, everyone. Tra-la-la-la-la.Bye-bye, everyone. Tra-la-la-la-la-la.Bye-bye, everyone. Tra-la-la-la-la.Bye-bye everyone.3

3 Retrieved from Cookie and Friends Plus B, Reilly Vanessa, OUP

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