moure kinder morning_group_lesson_plans_week1

Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015

Alumno practicante: Regina MoureStudent consulted for peer correction: María Inés TrechPeríodo de práctica: Nivel Inicial.Institución educativa: Jardín de Infantes “Cardenal Spínola”Dirección: Don Bosco 193 – Caleta Olivia (Santa Cruz)Sala/Grado/Sección: Sala 5 años. TMCantidad de alumnos: 27Nivel lingüístico del curso: PrincipianteTipo de Planificación: Clase Unidad temática: Saludos y presentaciones.

Clase Nº: 3Fecha : Monday, June 22ndHora: 9:45 – 10:15Duration of the lesson: 30’ Fecha de primera entrega: 19/ 6/2015

Teaching points: Greetings and introductions – Places in the Kindergarten.Lesson Aims:

By the end of the lesson, Ss will:

Be able to identify and name the places in the kindergarten. Develop their listening skill by following a story in English. Develop their speaking ability by taking part in short oral exchanges, playing a game and

singing a goodbye song. Deepen their understanding of commands/instructions while developing their social skill.

Language Focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

Rev Greetings:-Hello! Bye-bye!-Good morning.- How are you today? Fine! Numbers:1-10-Boy - GirlCommands:-Sit down!-Come here! + please.

-Greeting.-Counting.-Following commands and/or instructions.-Introducing oneself.

WH questions and answers in the simple present:

- Who’s….?- I am!

Recognition of the following sounds in initial position:/h/hello, how

/w/Who

New

INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHEPROFESORADO DE INGLÉS A DISTANCIA

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Teaching approach: Natural approach.

Materials and resources:

A white board and felt pens. Ss’ name tags provided by the main teachers (those which Ss use every morning when T

takes attendance. A chant for opening the lesson. Two picture cards to help Ss know the difference between Boy and Girl. A chant for taking attendance, although T will be using a variation of the one found in, so as

to familiarize Ss with the routine. K-5 main and assistant teachers (they will be helping T to introduce and model the oral

exchange). Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)

Pedagogical use of ICT: There are not any instances of ICT use during this first encounter

Seating arrangement:

Monday lessons make the first activities the children have when they start their routine at the kindergarten. Therefore, there will always be a set routine, in which taking attendance will be mandatory. Variations will be made in order to integrate the content covered/taught on Wednesdays, when the 30 minutes of the English class are entirely devoted either to teach vocabulary or to provide Ss with practice.

This set routine of Mondays requires the teacher of English to follow the headmistress’ suggestion at the time of arrange Ss on the circle-time spot. So, instead of sitting in a circle (as they usually do with Miss Regi), they’ll sit making a semi-circle so that they are not caught into camera. This semi-circle will be facing the white board, place in which T will be conducting the lesson


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https://www.youtube.com/watch?v=rCr2t34vkIE


T

SS

SS

SS

SS

S S S S S S S S S S

Cooperative work: Children will work as a class and then individually while interacting with the Teacher.

Possible problems and possible solutions regarding behaviour:

Chances are that Ss get anxious or bored during the morning routine, and want to move to the play-zone.

T will be paying attention to this and have some strategies prepared beforehand:

Nominating disruptive Ss to come to the board and interact with the teacher. Saying a chant to ask Ss to be quiet so everybody can do his/her part:


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Another way of preventing disruptive behaviour may be by allowing children to move their bodies a little before starting the lesson.

Potential problems students may have with the language: Students this age (especially if they have not had any contact with the language before) may experience a silent period. Therefore, chances are that they refuse to answer to the Teacher’s greeting in English, and prefer doing it in their L1 or simply using their body language.

T will take that as a signal of comprehension and keep on trying to communicate in the target language. That is to say, it is ok for children to make use of their mother tongue to achieve communication, but the teacher should keep on using the target language.

Assessment: What will be assessed and how: Basically, the teacher will monitor that Ss enjoy this first encounter, which will serve the purpose of providing her with a better idea as regards the group’s interests and needs about the language.

Routine (10’)

Aim: To introduce Ss to the “good morning” routine in English.

T will be by the classroom door, welcoming Ss with a warm “Hello!” or “Good morning!”.

As she does so, she will also invite Ss to sit in a semi-circle in front of the board, just like they do with their main teachers.

T: Good morning!


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Mr. Silence, Mr. Silence, he says shhhh!, he says shhhhh!

Evebody quiet, just like Mr. Silence..

Silence, please. Silence, shhhhh!

(to the tune of “La lechuza”.)

Flying, flying little clip! It goes quickly to my lips!


Hello!

Please, come in!

Once they are all sat on the floor, T will start the lesson by saying:

T: Hello, children!

Ss (EA): Hola/hello/(silence)

T: How are you today? Fine?

(T puts her two thumbs up and shows a big smile)

Ss (EA): sí/fine/ thumbs up/ a smile.

T: That’s fantastic!

(again, displaying a big smile)

Then, T will check that Ss are sitting following the pattern suggested by Regina and Silvia (main and assistant teachers), that is: boy, girl, boy, girl.

If Ss are not sitting that way, T will ask individual students to change place with someone else.

T: Let’s sit on the floor this way:

Boy – girl – boy – girl

T may use flashcards to help Ss understand the meaning of Boy and girl. For instance:


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BOY GIRL

As she does so, she’ll introduce the chant, which will also serve the purpose of checking the seating arrangement.

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1 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE

PROFESORADO DE INGLÉS A DISTANCIA2015

Everybody sitting down,

sitting down,

sitting down.

Everybody sitting down

on the floor!

Boy and girl sitting down

sitting down, sitting down

boy and girl sitting down

on the floor.

To the tune of “Mary had a little lamb”


The chant is a modified version of the one introduced in the mock lesson plan.

Warm-up (5’)

Aim: To get Ss to know their English teacher and also allow T to know her Ss’ names.

Once Ss are arranged on the floor, T will say:

T: Well, Hello again! My name’s Gina

(T writes her name on the board, paying attention to avoid giving her back to Ss)

See? Gina, What’s my name?

(T puts her hand on her ear as a signal for Ss to repeat her name)

Ss (EA): Gina

T: My name’s Gina, and I’ll be your English teacher.

Now, I’d like to know YOUR names.

(T points at the group of students)

Transition:

T takes out the set of name tags the main teachers employs during the morning routine and shows them to the students.

T: Look, I have your name tags here

Presentation (5’)

Aim: To teach Ss to introduce themselves by answering to the question “Who’s ……?”

T: Listen, please…I’ll say a name

(T points at one of the name tags)

…and if it’s yours, put your hand up

(T shows the corresponding movement)

And say “I am!”…ok?


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What do you have to say?

(T waits for Ss to repeat the answer “I am!”)

Great! Let’s try!

T first calls out one of the main teacher´s names so as to model the activity:

T: Mmmm, Who’s Regi?

Miss Regi: I am!

T: Hello, Miss Regi! Can you come here and write your name on the board?

Transition:

T: Thank you, Miss Regi! Now, let’s try with another name!

Controlled practice: (10’- 15’, depending on the number of Ss in class)

Aim: To allow children to interact with the English teaching in the target language.

At this stage, T will be checking attendance, but including an extra: Ss will have to write their names under the corresponding picture: Boy or girl.

T: Who’s (Martín)?

S1: I am!

T: Hello, (Martín)! Nice to meet you!

Come here, please, and write your name.

Where are you going to write it? Are you a boy or a girl?

(T points at the pictures as she names them)

S1: (Boy!)

T: Ok! Write your name here, please!

T will continue that way with all the students, paying attention to her rendition of the phonemes /h/ and /w/ so that Ss do not confuse them with Spanish /j/ (jellou) and /g/ (guats). It will be their turn to ask the question in the future, and it is important to provide them with the right pronunciation from the very beginning.


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Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015As soon as all the Ss have written their names, T will proceeds as the main teachers usually do, drawing a house and asking SS:

T: Very good job, everyone!

Now, tell me: Who’s not here? Who’s at home?

(T uses gestures: conveying negative by using her index finger and then pointing at the house on the board)

Even though T already knows the answer (She keeps the name tags which haven’t been used), this activity is a good way to check Ss’ comprehension and provide them with an extra instance of oral interaction.

Then, T will ask Ss to help her count the boys and girls in the room:

Transition:

T: All right! Now, let me see…

How many boys are there here today? Can you count with me?

(T makes a gesture with her fingers)

Practice II: Aim: To evaluate Ss’ prior knowledge on numbers and counting.

There are some Ss who can count up to ten, therefore they will be helping their mates with the task.

T and Ss count the children and write the number next to the pictures of Boy and Girl.

Transition:

T: Well, I’m so glad to have met you all. You did really good today! Thank you!

Closure : (5’)

Aim: To wrap up the lesson and teach Ss a goodbye song.

Then T glances at her watch and says:

T: Oh! Look at the time! Now it’s time to say goodbye!


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(T starts singing the goodbye song very slowly and making the necessary gestures)

Now it’s time to say goodbye, say goodbye, say goodbye,

Now it’s time to say goodbye

Goodbye, everyone!2

Can you sing with me?

(T invites the children to join her singing the song and making the gestures)

Later on, T tells Ss they have a little time to go to the play-zone and say goodbye!

Clase Nº: 2 Fecha : Wednesday, June 17thHora: 10:30 a 11:00Duration of the lesson: 30’ Fecha de primera entrega: 14/ 6/2015

Teaching points: Greetings and introductions.Lesson Aims:

By the end of the lesson, Ss will:

Be able to introduce themselves in English. Develop their listening ability by listening to a chant and short dialogues. Develop their speaking ability by taking part in short oral exchanges and singing a goodbye

song. Deepen their understanding of commands/instructions while developing their social skill.

Language Focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REV Greetings:-Hello! Bye-bye!-Good morning.- How are you today? Fine!

-Greeting.-Counting.-Following commands and/or instructions.


- Who’s….?- How many ..?

Recognition of the following phonemes in initial position;/h/

2 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE




Numbers:1-10-Boy - GirlCommands:-Sit down!-Come here! + please.

hello, how

/w/Who, what

NEW Tiggy, the tiger - Introducing oneself.


- What’s your name?

- My name’s

Questioning intonation.

Teaching approach: Natural approach.

Materials and resources:

A white board and felt pens. A puppet, Tiggy.

A backpack. A chant for opening the lesson. K-5 main and assistant teachers (they will be helping T and Tiggy to introduce and model the

oral exchange). Goodbye song (retrieved from https://www.youtube.com/watch?v=rCr2t34vkIE)

Pedagogical use of ICT: There are not any instances of ICT use during this first encounter

Seating arrangement:

The same as the one employed in the prior lesson.

Cooperative work: Children will work as a class and then individually while interacting with the puppet.


2015


Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015Possible problems and possible solutions regarding behaviour: Ss may get very excited at the sight of Tiggy. It is possible that some of them want to touch it and stand up in order to do so, disrupting the class and hampering their mates’ vision.

One way to avoid this from happening could be to have Tiggy greeting each and every children individually, and letting Ss know that they all will be able to see the puppet at a closer distance. What is more, they (Ss) even can talk to him!

Potential problems students may have with the language: It is expected that Ss feel more confident and participate in the oral exchanges making use of the language they have so far.

Nevertheless, there may be a few shy Ss still reluctant to speak in the target language. Since this is their first week of exposure to English, T will consider their body language and their use of L1 as a sign of comprehension.

Assessment: What will be assessed and how: During this second encounter T will monitor, besides that Ss enjoy the lesson, their level of participation and comprehension.

Routine (5’)

Aim: To get Ss’ attention and arrange them to start the lesson .

T will enter the room and greet the Ss with a warm “Hello!”.

Depending on how the main teacher has decided to arrange the children during the activity prior to this teacher’s intervention. T may call learners’ attention towards her and invite them to move to the circle-time spot:

T: Hello, children!

Ss (EA): Hello!

T: How are you today? Fine?

(T puts her two thumbs up and shows a big smile)

Ss (EA): sí/fine/ thumbs up/ a smile.

T: That’s fantastic!

(again, displaying a big smile)

Now, can you come here, please?

(T uses gestures to convey meaning)


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Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015While they are moving towards the place indicated by T, she starts saying/singing the chant making use of the boy and girl pictures used in the prior encounter.

T encourages Ss to join her:

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Warm-up (5’)

Aim: To set the context for introducing Tiggy, the tiger puppet.

Once Ss are arranged on the floor, T will say:

T: I’m so happy to see you all again!

(T puts a big smile on her face while she makes eye-contact with Ss)

Do you remember my name?

My name is……? I am ……?

In case Ss do not understand the questions, T will provide them with some clues:

3 Idea taken from Grace Bertollini’s TEK course, Module 1- Unit 3, page 32.INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE


Everybody sitting down,

sitting down,

sitting down.

Everybody sitting down

on the floor!

Boy and girl sitting down

sitting down, sitting down

boy and girl sitting down

on the floor.

To the tune of “Mary had a little lamb”


T: Silvia? Sole?

Ss: Gina!!

T: My name’s Gina. Very good!! And today….

At that very moment, T will look at her backpack (see materials and resources), and make a gesture for Ss to wait and pay attention:

Transition:

T: Wait…let me see this…

T will open her bag and, with a huge expression of amazement in her face, she will take out a puppet.

Presentation (5’)

Aim: To teach Ss to introduce themselves by answering to the question “What’s your name?”

T: Wow! Look at this!

Hello! What’s your name?

(T asks the puppet, looking at him and the children intermittently)

(The puppet lowers his head, as if he was very shy)

T: Come on! Tell us, please! What’s your name?

(The puppet looks at the teacher, then at the children and says)

P: My name’s TIGGY

T: Well, Hello Tiggy!

Children, say hello to Tiggy, please!

Ss (EA): Hello, Tiggy!

(then Tiggy looks at the teacher and asks her)


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P: What’s your name?

T: My name’s Gina. Nice to meet you!

P: And them?

(Tiggy turns his head towards the children and the teachers sat in front of him)

T: Oh! They are the teachers and the children. Do you want to meet them?

(The puppet nods his head)

Later on, T will move towards the teachers in order to allow Tiggy to ask them their names.

P: Hello, What’s your name?

Miss Sylvia: My name’s Sylvia.

P: Hello, Miss Sylvia!

Miss Sylvia: Hello Tiggy!

Transition:

Once Tiggy have greeted the teachers, T will say

T: Let’s go and meet the children now. Kids, are you ready to tell Tiggy your names? Yes? Great!

T has two options:

a) She moves among the children and have Tiggy asking the question to each and every of them, or

b) First, she asks for volunteers.

The decision will be made on the spot, considering the general mood of the group of students.

Controlled practice: (10’)

Aim: To allow children to practise introducing themselves.


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Taller Práctica Docente Regina de los Ángeles MoureTutor: Prof. Cecilia Zemborain [email protected] Co-Tutors: Prof. Eugenia Carrión Cantón – Prof. Graciela Manzur June 13th, 2015Depending on the decision made by the T, she will invite volunteers or approach Ss so that they can start the following exchange with the puppet. Even though Ss are expected to answer “My name’s ….”, it will also be accepted that they only provide their names. The structure will be reinforced during upcoming encounters.

P: Hello!

S1: Hello!

P: What’s your name?

S1: My name’s (Carla).

P: Hello (Carla)!

T will continue with the work on pronunciation started in the first encounter, focusing on providing Ss with enough input so that they notice the difference between Spanish /j/ and English /h/, Spanish /g/ and English /w/.

As this stage is getting over, Ss may have lost their interest in listening to their mates talk to Tiggy. When this happens, it will time for the T to wrap up the lesson by putting Tiggy back into her backpack.

Transition:

T: Wow, Tiggy! You have met a lot of new friends! That’s fantastic!

Closure : (5’)

Aim: To wrap up the lesson and sing the goodbye song.

(The puppet nods with his head and approaches the teacher’s ear, as if he was about to tell her something)

T: Oh! You’re tired!

(the puppet puts his head down while T makes a gesture to the children and says, with a low voice)

T: He’s tired! Shhhh! He wants to sleep.

(T puts her head on her free hand so Ss understand the meaning of sleep)

T: Let’s say goodbye to Tiggy…Goodbye Tiggy!


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Ss: (Goodbye Tiggy)!

T puts Tiggy back into her backpack and then turns to the children again to say:

T: Well, we all met a new friend today. We met…

Ss: Tiggy!

T: We met Tiggy!!

(at that moment, T glances at her watch and says)

T: Oh! Look at the time! Miss……..is coming!

(T starts singing the goodbye song very slowly and making the necessary gestures)

Now it’s time to say goodbye, say goodbye, say goodbye,

Now it’s time to say goodbye

Goodbye, everyone!4

Can you sing with me?

(T invites the children to join her singing the song and making the gestures)

Later on, T lines up the children for the next class or simply leaves the room saying: See you!! Goodbye!

4 Song taken from https://www.youtube.com/watch?v=rCr2t34vkIE INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE



moure kinder morning_group_lesson_plans_week1

Education

familiarizesswiththe

chant foropeningthe

set routine of mondays

eugenia carrin cantn

teaching approach

graciela manzur

main teachers

t takesattendance