Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period - Kindergarten

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Paula Schulze

Students consulted for Peer Correction: Myriam Beatriz Tielve

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Colegio Bilingüe Neuquén

Dirección: Los Álamos 700 – Neuquén Capital

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Mi jardín de Infantes

Clase N°: 1

Fecha: 13/05/2015

Hora: 8:50 – 9:30

Duración de la clase: 40´

Fecha de la primera entrega: 08/05/2015

Teaching Points: School Objects Aims:

During this lesson, learners will be able to…

Identify and name some school objects. Identify and follow simple commands while they get organized to work. Participate actively in speaking interactions. Develop their listening skills by listening to commands and songs.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION Greetings

Hello! Goodbye!

The weather

sunny, cloudy, rainy, windy, snowy hot and cold

The imperative

Sit down! Stand up!Look!Listen!Repeat!

ColoursGreen, white, blue, black, pink, red.Adjectives:Bigsmall

-Greeting other people.

-Recognizing and describing different weather conditions.

-Giving and following commands and /or instructions.

-Wh questions in the simple present How are you today?

-What´s the weather like today? It´ s (sunny).

-What colour is the crayon? It´s…

-Polite requests

-Let´s sit down…

-Yes/no questions-Is it cloudy or rainy? It´s …

Recognition and use of the diphthongs sounds of cloudy | | əʊ

rainy |e |ɪ

NEW School Objects: CrayonPencilGlueEraserSchool bag

Recognizing and describing school objects

-Yes/no questions-Is it a crayon or a pencil ? It´s a …

-Wh questions-What´s this? It´s a(blue)

Recognition and use of the sounds

Crayon / krˈ eɪɒn/

The triphthong

(crayon).

- Polite RequestsLet´s relax/colour the….Can you give me another object Cookie?

Glue / lɡ uː/

Teaching approach: Natural approach, being learners exposed to the target language without expecting them to talk until they are ready, and Total Physical Response method

Integrating skills: Listening and Speaking skills will be integrated in a natural way as the students listen to the teacher´s questions and they provide answers

Materials and resources: weather flashcards, Cookie the puppet, classroom elements (crayon, glue pencil, eraser), school bag, worksheet.

Pedagogical use of ICT in class: for this very first class, no audio sources will be used since the students already know the hello and goodbye songs and they always sing them without a CD player.

Seating arrangement: Students will sit in a semicircle on the carpet to facilitate eye contact and interaction with the teacher and peers. At this age students still need movement therefore then later on they will be invited to stand up to play a game. They will also perform some movements while singing a song.

Cooperative work: As learners at this age are in a social play stage, they will work as a class and /or individually during this first lesson.

Possible problems / difficulties and their solutions during the class: In case the learners get bored or misbehave, as it may be expected because of their short time span, the following planned activity will be introduced, seating arrangement will be changed or even a chant “Mr Silence” to keep in silence will be used.

Potential problems students may have with the language: Students are not very used to be given instructions neither use the target language during the whole lesson so probably gestures, repetition and modeling to help their understanding will be applied. At the time a student says a word in his/her mother tongue the sandwich technique will also be used.

Assessment: what will be assessed and how: Students´ comprehension will be assessed while performing the activities and consequently cheering and positive feedbacks will be given. Students will be encouraged to repeat and produce chunks instead of isolated words. Nevertheless, it will be considered correct if they just follow the instructions with gestures or movements as may be expected at this stage. Interlanguage will be welcomed.

Routine: 5´

Purpose : to greet students and get them on focus to start the lesson.

I will greet students: “Hello kids! Sts: “Hello!” Hello Miss Paula (as they have already met me). Then I will encourage students (sts) to sing the “Hello to Everyone Song”, which is the same they are used to sing with their teacher at the beginning of each lesson. For this routine the teacher gets the students to stand in a circle near the blackboard and while they sing they perform the actions mentioned in the song. At this stage I will mime the gestures while singing the song with them.

Hello To Everyone

Hello to everyone, and how are you today?

We come to our circle time to laugh and sing and play,

and when you're up, you're up,

and when you're down, you're down,

and when you're only half way up, you're neither up nor down,

Now roll your hands so slowly, and roll them all so fast

Give our hands a clap, clap, clap, and fold them in your lap tap, tap.

http://preschoolcircletime.weebly.com/

Transition: Excellent kids! Sit down, please. The sts will sit in a semi circle, looking at the teacher and she will sit on those little chairs for kinder to have visual contact with all the kids.

Warm-up: 10´

Purpose : to activate previous knowledge of the weather.

The teacher suggested this topic of the weather conditions for the warm up as it was taught last year and has been used in some classes of this current year but not on regular bases. I will include this topic in my following plans as well, as part of the daily routines.

I will introduce the topic with “the help” of the class´s pet, the puppet Cookie which is

a cat. (The one the sts have is a bit over-used but they love him!)

Before starting the class I will put the puppet in a bag so as to create suspense before using it. The sts will sit in a semi-circle on the carpet as they usually do, I will wait until they are all sat and I will place myself in front of them to have eye-contact with all the sts.

Teacher (T): Look. Mmmm Listen! (I will point at my ear. Then I will take sth from the bag that is apparently moving). I will do this slowly to catch the sts´s attention.

T: Oh Cookie, hello! Children say hello to Cookie! Sts: Hello Cookie. How are you today? I´ll move the puppet in an affirmative way to mean he is ok.

Now I will stand up for the sts to pay more attention to what is going on with the puppet.T: Oh. He is OK. Look Cookie! (I will use the puppet and move it to look at the window which is not far from where the kids are sat). What´s the weather like today Cookie? Is it cloudy or sunny? I will take the puppet next to my ear as if waiting for the answer. I will repeat the question. I will show a disappointing face as he does not answer the question.T: ok kids. Let´s see. What´s the weather like today, children? Is it cloudy or sunny?Sts: Sunny!T: Excellent. It is sunny. It is sunny. (And now with my hand in the puppet I will do as if it is taking sth from my bag. I would have included the flashcards on the weather conditions sts have already studied in it) Oh Look, one weather flashcard! Thank you Cookie! I will show it to the kids. What´s the weather like? Is it snowy or windy?Sts: snowy!T: yes. It is snowy! Repeat: It is snowy. Great! Is it cold or hot?Sts: Cold.T: yes! It is cold. It is snowy and cold. I will give them positive feedback: “Well done, kids!”

I will stick each picture on the board and I will continue until the 5 weather conditions have been mentioned, I will encourage chorus repetition but in case I see some sts are a bit lost or misbehaving I´ll ask them for individual repetition in order to call their attention back again. Another possibility is to use the chant sts sing:

Mr Silence shut your mouthComing Mr Silence shut your mouth

FLASHCARDShttp://www.eslprintables.com/vocabulary_worksheets/the_weather_/weather_flashcards/Weather_Flashcards_512083/I will stick the flashcards on the blackboard and leave them there for the sts to have daily visual contact with them.Transition: excellent work children and Cookie!

Presentation : 10´

Purpose : to set the context and expose the students to the new lexis and structures.

T: Ok let´s relax! I will perform the action for them to mime. Relax children! Relax Cookie! I’m still going to have Cookie in my hand but I will do as if he wants to move.T: Oh! Look! He is happy, he wants to move. At this point I´ll bring nearer a little school bag with some school objects in it.

T: Look, this is Cookie´s school bag. It is a school bag.And Cookie will take a crayon. I will do this slowly and make surprise noises so as to have the sts´s attention.T: oh! It´s a school object. It ´s a crayon! It´s a crayon, what is this kids?Sts: It´s a crayon. . (I will repeat the sentence and ask for chorus repetition.)When introducing the word crayon I´ll make special emphasis on individual repetition to focus on the triphthong and when glue is presented on the length of the vowel.T: great! What colour is the crayon? Is it blue or white?Sts: blue!T: Yes, it is a blue crayonT: Now, Let´s see Cookie can you give me another school object? I will take something else. Oh it is a pencil. It´s a pencil What´s this kids?Sts: it´s a pencilT: what colour is the pencil?Sts: green!! T: It is a green pencil. So we have a .... (I will point at the blue crayon and the sts complete the sentence) and a .... ( I will points at the green pencil). If sts do not say the words, I’ll encourage them to repeat after me.

Source: Google images

The other elements will be introduced in the same way. After each object has been taken from the bag I will place them on a table.

Transition: Perfect! Let´s play a game! I will do the gesture to make them stand up.

- Development ( 10´ )

Activity 1 Purpose: to foster listening comprehension while performing an action

I will ask the sts to sit at their tables, they already have assigned places. On each table I´m going to place 1 blue crayon, 1 green pencil, 1 big glue and 1 white eraser.I will mime the activity first as follows: T: when Miss Paula says: Blue crayon, you touch the blue crayon. So, for example, I will call out blue crayon and they will have to touch it. At first I will say correctly but

then I will say blue pencil or just eraser and so they don´t have to touch anything. I will monitor that all the kids play but checking they behave properly and nobody gets hurt. Probably at some time they will stand up to have a better view of the objects and the T will allow this as at this stage they are very full of energy.T: very good children!

Transition: now, let´s colour some school objects

Activity 2:

Purpose: to follow instructions and recognize learned objects

Sts will be delivered a copy in which they only have to colour the school objects we have seen. They will not have to colour the objects in the colours we have mentioned, in this case they will be free to choose the colour they want because they already know more colours. So while I walk around and monitor their paintings I will ask for example: What colour is the glue, Lautaro? I´ll take a worksheet and hold it up for everybody to see. I´ll give the instructions and demonstrate with a colour if necessary. I´ll do the first number with the whole class, if necessary.

SCHOOL OBJECTS

Source: adapted from Google Images

Once the activity has been finished, they will be collected to be included in each student´s folder.

Closure : 5´

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

Sts will sing the goodbye song they usually sing with the teacher. This time, I will encourage students to sing the goodbye song with me:

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

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

Finally, I will put my material together and leave the room.

Homework:

The students do not have a booklet yet so they don´t take any homework home. But for the following classes I have been told that if I want to include some there won’t be any objection to it.

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Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period - Kindergarten

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Paula Schulze

Students consulted for Peer Correction: Ludmila Ruiz Diaz

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Colegio Bilingüe Neuquén

Dirección: Los Álamos 700 – Neuquén Capital

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Mi jardín de Infantes

Clase N°: 2

Fecha: 18/05/2015

Hora: 11:10 – 11:50

Duración de la clase: 40´

Fecha de la primera entrega: 12/05/2015

Teaching Points: shapes Aims:

During this lesson, learners will be able to: Identify and name some shapes Identify and follow simple commands while they get organized to work. Participate actively in speaking interactions. Develop their listening and fine motor skills by listening to commands

and songs.

Language focus:

REVISION LEXIS FUNCTION STRUCTURE PRONUNCIATIONGreetings

Hello! Goodbye!

Recognizing, naming and describing

-Wh questions in the simple present How are you today?

Recognition and use of the sounds of

The weather

sunny, cloudy, rainy, windy, snowy hot and cold

The imperative

Sit down! Stand up!Look!Listen!Repeat!

Colours blue, black, pink, red.Adjectives:BigSmall

different shapes

-Giving and following commands and /or instructions.

-What´s the weather like today? It´ s (sunny).-What colour is the …? It´s…

-Polite requests -Let´s sit down…

-Yes/no questions-Is it cloudy or rainy? It´s …-Affirmative sentences.It´s very (cold)

Colour

/ kˈ ʌl (r)/ə

NEW Shapes: Circle TriangleSquareheart

Objects:Air-balloon

Recognizing and describing

-Yes/no questions-Is it a ……or a ….? It´s a …Can you hear?

Affirmative sentences:They are shapes

-Wh questions-What´s this? It´s a (blue) (triangle).What are they? They are shapes

- Polite RequestsLet´s relax/colour the….Can you give me another object Cookie?

Recognition and use of the sounds and diphthongs in:

Square

/skweə(r)/

Heart

/h (ɑː r)t/

Teaching approach: Natural approach and Total Physical Response method.

Integrating skills: Listening and Speaking skills will be integrated in a natural way as the students listen to the teacher´s questions, the song and as they provide answers.

Materials and resources: weather flashcards, hot-air balloon in a big size, Cookie the puppet, worksheets, overhead projector available at the school, teacher´s laptop.

Pedagogical use of ICT in class: when parents come to fetch the sts, they will be given a slip of paper with the website where with their children they can watch the video related to shapes. (The instructions are explained at the end of the plan)Video: https://www.youtube.com/watch?v=g2jdZ46nK-M In case some students do not have internet, they will be encouraged to tell the parents the shapes they remember while they do the specific hand gestures.

Seating arrangement: Students will sit in a semicircle on the carpet to facilitate eye contact and interaction with the teacher and peers. At this age students still need movement therefore then later on they will be invited to stand up to do the worksheet. They will also perform some movements and specific hand gestures while singing a song.

Cooperative work: As learners at this age are in a social play stage, they will work as a class and /or individually during the lesson but during the graphic activity if some students finish earlier, they will be encouraged to help their classmates.

Possible problems / difficulties and their solutions during the class: In case the learners get bored or misbehave, as it may be expected because of their short time span, the following planned activity will be introduced, seating arrangement will be changed or even the chant “Mr. Silence” to keep in silence will be used. At the time of singing and doing the specific hand gestures to make the shapes, students may have fine motor skills difficulties; if this is the case, at this point, the teacher will not only model but also help the students placing their hands in the best form to make the shapes.

Potential problems students may have with the language: Students are not very used to being given instructions neither use the target language during the whole lesson so probably gestures, repetition and modeling to help their understanding will be applied. At the time a student says a word in his/her

mother tongue the sandwich technique will also be used, saying first the English word, then the Spanish word and finally the English word again.

Assessment: what will be assessed and how: Students´ comprehension will be assessed while students are performing the activities and consequently cheering and positive feedbacks will be given. Students will be encouraged to repeat and produce chunks instead of isolated words. Nevertheless, it will be considered correct if they just follow the instructions with gestures or movements as may be expected at this stage. Interlanguage will be welcomed.

Routine: 5´

Purpose : to greet students and get them in focus to start the lesson.

Students (sts) will be greeted by the teacher (T) at the door as they enter the classroom.( I will be wearing gloves, a scarf, a coat and a hat for the warm-up stage. These pieces of clothing will create suspense.) The sts have just washed their hands after the art period. I will try to call the students by their names as I already recognize some from the observations. T: Hello, Antonio. Good Morning! Some students will answer “hello Miss”, others “hola Miss”.I will ask the students to get ready to sing the “Hello to Everyone” song.For this routine the teacher gets the students to stand in a circle near the blackboard and while they sing they perform the actions mentioned in the song. At this stage I will mime the gestures while singing the song with them.

Hello To Everyone

Hello to everyone, and how are you today?

We come to our circle time to laugh and sing and play,

and when you're up, you're up,

and when you're down, you're down,

and when you're only half way up, you're neither up nor down,

Now roll your hands so slowly, and roll them all so fast

Give our hands a clap, clap, clap, and fold them in your lap tap, tap.

http://preschoolcircletime.weebly.com/

Transition: Excellent kids! Sit down, please. The sts will sit in a semi circle, looking at the teacher. She will get them get organized as at times they take their time to have a sit. I will sit on those little chairs for kinder to have visual contact with all the kids.

Warm-up: 10´

Purpose: to activate previous knowledge of the weather.

As part of the daily routines, I will start with the weather. Last class sts revised this topic after a long while as the teacher includes it in the class routines randomly.T: hello kids!Sts: hello. Hello Miss PaulaT: Oh you know? Today is very… I will rub my hands while I say this and do the gestures to show I´m cold. I will wait to complete the sentence to see if the sts complete it by themselves. Oh It´s very…. If they do not answer, I will ask: is it hot or cold?Sts: Frio. ColdT: Yes it´s cold. It´s cold. What´s the weather like? Sts. It´s cold. ColdT: Ok. Let´s jump. I will mime for the sts to follow me.T: Now it is hot. I will take off the scarf, gloves, coat and hat. It´s hot! What´s the weather like?Sts: it´s hot. T: now look! I will point at the window. And I’ll ask: is it windy or cloudy? If sts do not answer, I will prompt them by pointing to the weather flashcards introduced in the previous lesson. They have remained on the board of the class. I will continue asking about the other weather conditions until the 5 have been mentioned, I will encourage chorus repetition but in case I see some sts are a bit lost or misbehaving I´ll ask them for individual repetition in order to call their attention back again. Another possibility is to use the chant sts usually sing if the teacher asks for silence:

Mr. Silence shut your mouthComing Mr. Silence shut your mouth

FLASHCARDS

http://www.eslprintables.com/vocabulary_worksheets/the_weather_/weather_flashcards/Weather_Flashcards_512083/

Transition: Excellent work children!

Presentation: 10´

Purpose: to set the context and expose the students to the new lexis and structures.

T: ok, let´s sit down. (I will ask the sts to sit on the carpet in a semi circle so everybody can see what it is being done)Before starting the class, I would have asked the observer to go to the near room and make some noises at this point of the class. T: Oh, listen kids! Can you hear? I will take my hand to the ear as listening to the noise. I will go to the door of the class and find sth on the floor. I will do this slowly to create suspense. With exclamations I will take the pet of the class, Cookie the cat; but this time he will come in an air balloon like the one below. Inside the balloon only the circle, triangle, square and heart will be drawn. I will prepare one in a bigger size and I will include the cat instead of the body image.

Source: http://www.first-school.ws/t/ap/balloon_colors_shapes.htm

T: Oh Cookie, it´s you! Hello Cookie. Say hello kids to Cookie.Sts: Hello cookie.T: It is Cookie and it is an air balloon. And I will touch it for the sts to recognize the object. An air balloon! What is this, kids?Sts: An air balloon!T: And the air balloon has shapes. They are shapes. What are they? I will point to the different shapes glued to the balloon.Sts: Shapes. They are shapesT: Look. This is a triangle. It is a blue triangle. What is this?Sts: It´s a blue triangle.T: Is this a triangle? I will point to the circle.Sts. NoT: No, it´s a black circle. I will do the same with the pink square and the red heart.

Transition: Perfect! Let´s sing a song with the shapes! I will make the gesture for them to stand up.

- Development ( 10´ )

Activity 1

Purpose: to foster listening comprehension while singing and performing a fine-motor- skill action through the TPR procedure

At this point, sts will be invited to go to the SUM. They will have to watch a video on shapes in which the sts not only have to sing a very simple chant but the challenging aspect is that they have to make the shapes with their hands as they sing. I will model and help the sts in need. I assume that the sts will be really engaged so they will watch it twice. In case of electricity shortcut, I will sing the song myself performing the gestures as well and encouraging the sts to follow me.

Script:A circle, a triangle, as square, a heart.A circle, a triangle, as square, a heartCan you see a circle? Yes, I can.Can you see a triangle? Yes, I can.A circle, a triangle, as square, a heart.A circle, a triangle, as square, a heart (bis)

Video: https://www.youtube.com/watch?v=g2jdZ 46nK-M

Transition: Fantastic children! Now, let´s colour Cookie´s hot-air balloon!

Activity 2:

Purpose: to interact with the teacher while developing their creativity

Sts will be given the empty hot air balloon worksheet with cut out shapes for them to glue inside the balloon as they want to. Meanwhile, I´ll circulate and ask lots of questions e.g. what’s that? Is it a triangle? What colour is the circle? I´ll praise the students, as well.

Then, to the whole class I´ll ask who wants to show his/her hot-air balloon and describe them.

If some sts finish earlier with their balloon I´ll encourage them to add more shapes to the figures or to help out other classmates so as to foster cooperative work or some of them may also be encouraged to draw Cookie the cat in the basket of the balloon. I wiil provide the shapes in the mentioned colors.

Source: Adapted from Google Images

Once the activity has finished, I will collect the worksheets to be included in each student´s folder.

Closure: 5´

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

Sts will sing the goodbye song they usually sing with the teacher. This time, I will encourage students to sing the goodbye song with me:

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

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

Finally, I will put my material together and leave the room.

Querida familia: En esta clase hemos estado trabajando en inglés con las formas, THE SHAPES.Si Uds. también quieren aprenderlas, sus hijos se las pueden enseñar mientras miran juntos este video. Video: https://www.youtube.com/watch?v=g2jdZ46nK-M

¡Que se diviertan! Have fun! Miss Paula

BLUE PINK BLACK

RED

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Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period - Kindergarten

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Paula Schulze

Students consulted for Peer Correction: Ludmila Ruiz Diaz, Myriam Tielve

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Colegio Bilingüe Neuquén

Dirección: Los Álamos 700 – Neuquén Capital

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Mi jardín de Infantes

Clase N°: 3

Fecha: 20/05/2015

Hora: 8:50 – 9:30

Duración de la clase: 40´

Fecha de la primera entrega: 15/05/2015

Teaching Points: Family members Aims:

During this lesson, learners will be able to: Identify and name family members in a meaningful context. Identify and follow simple commands while they get organized to work. Participate actively in speaking interactions. Develop their listening skill by listening to commands.

Language focus:

REVISION LEXIS FUNCTION STRUCTURE PRONUNCIATIONGreetings

Hello! Goodbye!

The weather

sunny, cloudy, rainy, windy, snowy hot and cold

The imperative Sit down! Stand up!Look!Listen!Repeat!

Numbers :1 to 5

Family Members:FatherMother

Recognizing and naming some family members(mother and father)

-Giving and following commands and /or instructions.

-Wh questions in the simple present How are you today?

-What´s the weather like today? It´ s (sunny).-What colour is the …? It´s…

-Polite requests -Let´s sit down…

-Yes/no questions-Is it cloudy or rainy? It´s …

-Affirmative sentences.It´s very (cold)

Recognition and use of the sounds of

Mother

/ mˈ ʌð (r)/ə

Father

/ fˈ ɑːð (r)/ə

NEW Family Members:GrandfatherGrandmotherBrothersister

Recognizing and naming the family members

-Yes/no questions-Is this (the mother or the father)? It´s the …Can you hear?

Affirmative sentences:

-Wh questions-Who is this?It´s the (mother/father).

- Polite RequestsLet´s colour the….

Recognition and use of the sounds in:

Brother

/ brˈ ʌð (r)/ə

Teaching approach: Natural approach (as the idea is that students listen to the words and produce them as they do when they are learning their mother tongue and Total Physical Response method.

Integrating skills: Listening and Speaking skills will be integrated in a natural way as the students listen to the teacher´s questions as they provide answers or perform an action.

Materials and resources: weather flashcards, worksheets (family and family tree), rhyme, Cookie the puppet

Seating arrangement: Students will sit in a semicircle on the carpet to facilitate eye contact and interaction with the teacher and peers. At this age students still need movement therefore then later on they will be invited to stand up and sit at their tables to do the worksheet.

Cooperative work: As learners at this age are in a social play stage, they will work as a class and /or individually during the lesson but during the graphic activity if some students finish earlier, they will be encouraged to help their classmates.

Possible problems / difficulties and their solutions during the class: In case the learners get bored or misbehave, as it may be expected because of their short time span, the following planned activity will be introduced, seating arrangement will be changed or even the chant “Mr. Silence” to keep in silence will be used.

Potential problems students may have with the language: Students are not very used to being given instructions neither use the target language during the whole lesson so probably gestures, repetition and modeling to help their understanding will be applied. At the time a student says a word in his/her mother tongue the sandwich technique will also be used.

Assessment: what will be assessed and how: Students´ comprehension will be assessed while performing the activities and consequently cheering and positive feedbacks will be given. Students will be encouraged to repeat and produce chunks instead of isolated words. Nevertheless, it will be considered correct if they just follow the instructions with gestures or movements as may be expected at this stage. Interlanguage will be welcomed.

Routine: 5´

Purpose : to greet students and get them on focus to start the lesson.

Students (sts) will be greeted by the teacher (T) at the door as they enter the classroom. I will try to call the students by their names as I already recognize some from the observations. T: Hello, Antonio. Good Morning! Some students will answer “hello Miss”, others “hola Miss”.I will ask the students to get ready to sing the “Hello to Everyone” song.T: are you ready to sing? Showing my thumbs up.For this routine the teacher gets the students to stand in a circle near the blackboard and while they sing they perform the actions mentioned in the song. At this stage I will mime the gestures while singing the song with them.

Hello To Everyone

Hello to everyone, and how are you today?

We come to our circle time to laugh and sing and play,

and when you're up, you're up,

and when you're down, you're down,

and when you're only half way up, you're neither up nor down,

Now roll your hands so slowly, and roll them all so fast

Give our hands a clap, clap, clap, and fold them in your lap tap, tap.

http://preschoolcircletime.weebly.com/

Transition: Excellent kids! Sit down, please

Warm-up: 10´

Purpose: to activate previous knowledge of about the weather.

The sts will sit in a semi circle, looking at the teacher. She will get them organized as at times they take their time to have a sit. I will remain on my feet so as to have visual contact with all the kids. As part of the daily routines, I will start with the weather. The previous class sts revised this topic and the flashcards have remained on the blackboard. Today I will concentrate on 4 weather conditions: rainy, windy, stormy and hot. For each condition I will teach the students (sts) an onomatopoeia. For example: when I say “It is windy”, the sts will have to do a blowing sound. A couple of time will be done with the whole class. Then some sts will be asked individually. The same procedure will be used with the other three weather conditions.Next, I will do on the other way around, some sts will be asked to say the weather condition and I will do the sound. At one point I am going to make a mistake, that is to say, make the wrong sound for the sts to correct me.

As this is a stirring activity, and some of the sts may be on their feet, in case of misbehavior, I´ll ask the sts for individual repetition in order to call their attention back again. Another possibility is to use the chant sts usually sing if the teacher asks for silence:

Mr. Silence shut your mouthComing Mr. Silence shut your mouth

FLASHCARDS

http://www.eslprintables.com/vocabulary_worksheets/the_weather_/weather_flashcards/Weather_Flashcards_512083/

Transition: Excellent work children!

Presentation: 10´

Purpose: to set the context and expose the students to the new lexis and structures.

T: ok, let´s sit down. (I will ask the sts to sit again on the carpet in a semi circle so everybody can see what it is being done). I will remain on my feet to feel free to do the gestures and for the sts to have eye-contact. I will have the board at my back to have it at hand at the time of sticking the poster I will use. I will take Cookie the cat from my bag and he will have stuck the picture shown below.T: Look kids! Hello Cookie!! Oh, this is the family Cookie the cat likes to visit. Cookie visits this family. I will then stick the poster on the board, the members of the family will be already colored and the picture of the pet will be included in the picture. I will do as if the cat is whispering something to me. T: Oh Kids, listen! At this point, I will read a rhyme twice, pointing to the family members on the poster as they are mentioned.

My FamilyI walk slowly with my brother.I walk quickly with my father.

Grandfather loves to talk to me.Mother holds me when I’m sad.

Sister laughs at silly faces.Grandmother takes me to lots of places.

This is my family and I.

Source: Adapted for pedagogical use from http://www.eduplace.com/state/fl/handbook/ell/lk/flrdng_grk_ell_th3.pdf

Source: Google imagesWhile reading for the third time, I will stop each time an action is mentioned and do some gestures as if I were walking, talking, swimming, etc. for the sts to understand the broad meaning of the rhyme. Then I will ask while pointing to the family members.T: who is this? Is this the father or the mother?Sts: mother!T. ok, it is the mother! Repeat. It is the mother.I will do the same with the other members of the family.

Transition: Perfect! Let´s play a game! Are you ready? Yes? I will show my thumb up.

- Development ( 10´ )

Activity 1

Purpose: to foster listening comprehension while identifying family members.

I will use the same picture of the family to do this activity, it is still stuck on the blackboard. I will start pointing at the different family members but quickly. I will ask the sts to say “stop”. When they do it, I will place my finger on a family member and I will ask to the whole class : who is this? Is it the mother or the father?Sts: father!T: excellent! It´s the father.I will repeat the same action a couple of times with the whole class. Then I will ask one st to come to the front and do the quick movement, when another chosen classmate says stop, the st pointing at the family member has to say who he/ she is.

T: Who´s this, Lautaro?St: It´s the grandmother. T: Well done kids!

Transition: Fantastic children! Now, let´s colour the family!

Activity 2:

Purpose: to foster listening skill while having fan

I´ll deliver some worksheets with the members of the family on. I´ll hold one copy up in the air for all the sts to see. I´ll point to one member of the family at a time to elicit their names and revise all the members. Then I´ll give the instructions: while listening again to the rhyme used in the presentation , students will have to color the member of the family mentioned. I will model the first one.

Once the activity has finished, the worksheets will be collected to be included in each student´s folder.

Closure: 5´

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

Sts will sing the goodbye song they usually sing with the teacher. This time, I will encourage students to sing the goodbye song with me:

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

Now, it´s time to say goodbye, say goodbye, say goodbye.

Now, it´s time to say goodbye, goodbye everyone.

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

Finally, I will put my material together and leave the room.

Querida familia: En esta clase hemos estado trabajando en inglés con los miembros de la familia, FAMILY MEMBERS.Si Uds. también quieren aprenderlos, sus hijos se los pueden decir mientras realizan el árbol genealógico, the Family Tree. ¡Que se diviertan! Have fun! Miss Paula

The family will be given the following worksheet to complete it at home.

Source: http://www.eslprintables.com/vocabulary_worksheets/family/family_tree/Family_tree_106521/

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Taller de Práctica Docente 2015

Tutora: Prof. Cecilia A. Zemborain

Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur

Lesson Plans – Practicum – First Period - Kindergarten

I.F.D.C. Lenguas Vivas

Taller de Práctica Docente

ALUMNA PRACTICANTE: Paula Schulze

Students consulted for Peer Correction: Cecilia Nievas, Natalia Chaves

Período de Practica: Primero – Nivel Inicial

Institución Educativa: Colegio Bilingüe Neuquén

Dirección: Los Álamos 700 – Neuquén Capital

Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana

Cantidad de alumnos: 30

Nivel Lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Mi jardín de Infantes

Clase N°: 4

Fecha: 26/05/2015

Hora: 11:10 – 11:50

Duración de la clase: 40´

Fecha de la primera entrega: 19/05/2015

Teaching Points: Parts of the Face Aims:

During this lesson, learners will be able to: Identify and name some parts of the face in a meaningful context. Identify and follow simple commands while they get organized to work. Participate actively in speaking interactions. Develop their listening skill by listening to commands and a song.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATIONREVISION Greetings

Hello! Goodbye!

The weather stormy, rainy, windy, hot and cold

The imperative Sit down! Stand up!Look!

Recognizing, naming and describing parts of the body

-Giving and following commands and /or instructions.

-Wh questions in the simple present How are you today?

-What´s the weather like today? It´ s (sunny).

-Polite requests -Let´s sit down…

Recognition and use of the sounds of

Toe /t /əʊ

Listen!Repeat!

Parts of the body: Head, shoulder, knee, toe

Colours:Pink, red, black, blue

Numbers:1 to 5

-Yes/no questions-Is it cloudy or rainy? It´s …Are they (blue) or (black)?

-Affirmative sentences.It´s (cold).

NEW Parts of the body:

EyeMouthNose

Recognizing and describing parts of the face

-Yes/no questions-Is it a ……or a ….? It´s a …Can you hear?

-Wh questions-What´s this? It´s a (mouth) .What color is the eye? It is (blue).How many (eyes) are there?

- Polite RequestsLet´s colour the….Let´s stretch your body

Recognition and use of the final sounds in:

Nose /nəʊz/

Mouth /maʊθ/

Teaching approach: Natural approach and Total Physical Response method.

Integrating skills: Listening and Speaking skills will be integrated in a natural way as the students listen to the teacher´s questions, the song and as they provide answers.

Materials and resources: weather flashcards, poster with the outline of the monster´s face, worksheets, crayons, Cookie the puppet

Pedagogical use of ICT in class: In this lesson there will not be any use of ICT in class by students. They will work with elements provided by the teacher.

Seating arrangement: Students will sit in a semicircle on the carpet to facilitate eye contact and interaction with the teacher and peers. At this age students still need movement therefore then later on they will be invited to stand up to do the worksheet. They will also perform some movements and specific hand gestures while singing a song.

Cooperative work: As learners at this age are in a social play stage, they will work as a class and /or individually during the lesson but during the graphic activity if some students finish earlier, they will be encouraged to improve their worksheets like adding or coloring some other parts of the face.

Possible problems / difficulties and their solutions during the class: In case the learners get bored or misbehave, as it may be expected because of their short time span, the following planned activity will be introduced, seating arrangement will be changed or even the chant “Mr. Silence” to keep in silence will be used. At the time of singing and doing the specific hand gestures to make the shapes, students may have fine motor skills difficulties; if this is the case the teacher will not only model but also help the students at that point.

Potential problems students may have with the language: Students are not very used to being given instructions neither use the target language during the whole lesson so probably gestures, repetition and modeling to help their understanding will be applied. Ultimately, at the time a student says a word in his/her mother tongue, I will say the English equivalent and showing approval for the student not to become demotivated.

Assessment: what will be assessed and how: Students´ comprehension will be assessed while performing the activities and consequently cheering and positive feedbacks will be given. Students will be encouraged to repeat and produce chunks instead of isolated words. Nevertheless, it will be considered correct if they just follow the instructions with gestures or movements as may be expected at this stage. Interlanguage will be welcomed.

Routine: 5´

Purpose : to greet students and get them on focus to start the lesson.

I will greet the students (sts) once they are already sat on the carpetT: Hello kids. Good Morning! Some students will answer “hello Miss”, others “hola Miss”.I will ask the students to get ready to sing the “Hello to Everyone” song.

For this routine, as we have done before the students will stand in a circle near the blackboard and while they sing they perform the actions mentioned in the song. At this stage, I will mime the gestures while singing the song with them.

Hello To Everyone I´m Cookie, Cookie the cat

Say hello to Cookie, hello, hello, hello

I´m Denzel, Denzel the duck

Say hello to Denzel, hello, hello, hello

I´m Lulu, Lulu the kangaroo

Say hello to Lulu, hello, hello, hello

https://www.youtube.com/watch?v=nWv55iA-RHI

Transition: Excellent kids! Sit down, please. The sts will sit in a semi circle, looking at the teacher. She will get them organized as at times they take their time to have a sit. I will sit on those little chairs for kinder to have visual contact with all the kids.

Warm-up: 10´

Purpose: to activate previous knowledge of the weather.

As part of the daily routines, I will start with the weather. During the previous class, sts were taught an onomatopoeic word for each of these four weather conditions: rainy, windy, stormy and hot. So today, the idea is to revise them and include a chant.T: hello kids!Sts: hello. Hello Miss PaulaT: Oh you know? Today is very… I will rub my hands while I say this and do the gestures to show I´m cold and I´ll do the onomatopoeia. I will wait to complete the sentence to see if the sts complete it by themselves. Oh It´s very…. If they do not answer, I will ask: is it hot or cold?Sts: Frio. ColdT: Yes it´s cold. It´s cold. What´s the weather like? Sts. It´s cold. ColdI ´ll repeat the same procedure with the other two weather conditions. As in the previous classes, as I say the conditions, I will stick the flashcards on the board.T: Ok. Let´s sing. I will say the first line for the sts to follow me.This is a chant the teacher told me she has already introduced but several classes ago, so it will be a revision instance for the sts.

How´s the Weather song

How´s the weather? It´s (sunny)How´s the weather? It´s (sunny)

How´s the weather? It´s (sunny), it´s (sunny) today.

The same will be done with the other three weather conditions while I point at the weather flashcards.Source: https://www.youtube.com/watch?v=I8GeA3anPdo

As usual, I will encourage chorus repetition but in case I see some sts are a bit lost or misbehaving I´ll ask them for individual repetition in order to call their attention back again. Another possibility is to use the chant sts usually sing if the teacher asks for silence:

Mr. Silence, Mr Silence shut your mouthComing Mr. Silence shut your mouth

FLASHCARDS

http://www.eslprintables.com/vocabulary_worksheets/the_weather_/weather_flashcards/Weather_Flashcards_512083/

Transition: Excellent work children!

Presentation: 10´

Purpose: to set the context and expose the students to the new lexis and structures.

T: ok, let´s sit down. (I will ask the sts to sit on the carpet in a semi circle so everybody can see what it is being done) I will sit on a tiny chair, the one used in kinder for the sts to see me and for me to have visual contact with all of them. I will wait until all are quiet to have the sts´ attention. I will have my bag next to me, I will do as if looking for sth and I will get Cookie the class puppet.

T: “Oh Cookie, it´s you! Hello Cookie. Say hello kids to Cookie”.Sts: “Hello Cookie”.I will do as if Cookie is whispering sth in my ear.T: “Oh, Cookie is tired”. I will do the gesture for the sts to understand. “Let´s stand up. Let´s stretch our bodies”. Again, I will do the mime and I will encourage the sts to do the same. “Antonio, stretch your body!” T: “Cookie, are you ok, now?” I will take the puppet to my ear again.T: “Cookie says touch your eye”. As this is a new word for the sts I will do the gesture. And encourage the sts to do the same. “Laura, touch your eye”. The same will be done with mouth and nose.

Transition: Fantastic kids! Go to your tables and sit down!

- Development ( 10´ )

Activity 1

Purpose: to foster sts´ production while drawing a monster´s face

I will stick on the blackboard a poster with the outline of a monster´s face like the one below. The eyes, mouth and nose will be erased. Only the outline of the face will be left. So sts will be watching from their tables to the poster on the board.T: “Ok now, listen. We are going to draw a monster, an ugly monster!” I will do the gesture for the sts to understand the meaning of ugly, as monster and mostruo are cognates or even from the movie Monster´s Inc I think they won´t have problems at the time of understanding that word.

Source: Adapted from Google Images

T: “How many eyes for this monster: 3 or 4?” I will do the gestures of the numbers with my hand and I will point to my eye as well. Sts will be asked to put up their hands to answer. T: “What color are the eyes? Are they blue, black, pink?” I will use the same procedure for mouth and nose.

Transition: Excellent children! Now, let´s draw your monster´s face!

Activity 2:

Purpose: to interact with the teacher while developing their creativity

Sts will be given the worksheet with the outline like the one above and crayons for them to draw the different face parts. Meanwhile, I´ll circulate and ask lots of questions e.g. what’s that? What colour is the eye? What colour is the mouth? Is this eye small or big? How many ears are there? I´ll praise the students, as well.

Then, to the whole class I´ll ask who wants to show his/her face and describe them.

If some sts finish earlier I´ll encourage them to draw Cookie the cat´s face next to the monster´s face.

Once the activity has finished, the worksheets will be collected to be included in each student´s folder.

Closure: 5´

Transition: “Excellent lesson, kids! You´ve worked hard!” (pointing to the clock on the wall) “It´s time to say goodbye!”

Sts will say the goodbye chant they usually do with their teacher. This time, I will encourage students to say the goodbye chant and do the mimicry with me:

Teddy bear, Teddy bear turn around,

Teddy bear, Teddy bear touch the ground,

Teddy bear, Teddy bear touch your shoes,

Teddy bear, Teddy bear goodbye to you!

Source: Adapted for Pedagogical purposes, http://www.mothergooseclub.com/rhymes_parent.php?id=119

Finally, I will put my material together and as this is the last class with the sts, before leaving the room, I will give one bon-o-bon to each student.