IFDC LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE III

ALUMNO PRACTICANTE: KLEIN, NATALIA SOLEDAD

Período de Práctica: Segundo período

Institución Educativa: Escuela Primaria N°14.

Dirección: Calle 16 s/n. Buena Parada. Rio Colorado. Río Negro.

Sala / Grado / Año – sección: 7mo grado

Cantidad de alumnos: 19

Nivel lingüístico del curso: Básico

Tipo de Planificación: Diaria

Unidad Temática: “Países y Nacionalidades”

Clase N°: 2

Fecha: 8 de Agosto, 2014

Hora: 14.00 hs a 15.20 hs

Duración de la clase: 80 minutos

Fecha de primera entrega: 1 de Agosto 2014

• Teaching points: Nationalities, Continents and Countries.

Aims:

• They will be able to read the names of countries and nationalities properly

The students will be able to answer yes/no my questions orally.

• The students will be able to improve their speaking and writing skills.

FUNCTION LEXIS STRUCTURE PRONUNCIATION

REV Talking about the weather, clothes and countries.

Countries: Argentina, Canada and Brazil.

Clothes: t-shirt, trousers, skirt, shoes, scarf and gloves!

Which flag is it?It is …..

Is it ….?No, it isn´t/Yes, it is.

What´s the weather like?

It is ……

Practice the pronunciation of the countries, clothes and weather through questions and games.

NEW Talking about countries and nationalities.

Countries: japan, the USA, Mexico, Australia and Italy.

Nationalities: Argentinean, Canadian, Brazilian, Japanese, American, Mexican and Italian.

Where is he from?He is from….

Where are they from?They are from…

Practice the new vocabulary and structures through communicative activities by imitation and repetition.

Teaching Approach: PPP Method.

Materials and resource: pictures and flashcards and small colorful posters with sentences written.

Integration of skills: Listening and speaking, reading and writing skills will be integrated through the presentation, practice and production’ stages of the lesson. Student will have to read the instructions and the sentences they will have to complete. Then, they will listen to a recording and do the writing activity according to what they have heard. And, once all of them have finished, we will check the answers orally.

Seating arrangement: Students will sit in a semi-circle.

Possible problems / difficulties and their possible solutions during the class: A possible problem could be that students do not understand the meaning of the phrases presented. In those cases, I will help them by giving them clear examples.

Potential problems students may have with the language: the pronunciation of the new vocabulary can be difficult for students. The practice will improve these types of problems.

Assessment: I will asses my students’ learning and progress during the entire lesson by asking them questions. The evaluation will be orally and written.

WARM-UP: 10 MINUTES.

I will say:

Hello! It is our second class together! How are you?

The SS answer: Fine!

I will say:

Let´s play a Tic-Tac-Toe game!!!

Let´s divide into 2 groups!

One group will be noughts.

I will stick a flashcard with the symbol on the board.

The other group will be crosses. I will stick a flashcard with the symbol on the board:

I will stick a big flashcard representing the game!

1 2 34 5 67 8 9

I will say:

I will number the boxes.

Each group will choose a box!

Each box will have a question, if you answer it correctly, you will obtain your corresponding symbol and you have more chances to win!

The group which could answer correctly and put three symbols in a line the same symbol in the same line will win!

So… (checking comprehension)

What do you have to choose?

Elicit: A box from the board!

And I will …

Elicit: Ask a question!

And you have to…

Elicit: Answer correctly the question!

And… who will win?

Elicit: three symbols in a line!

Ok. Let´s play the game!

I will ask:

Who wants to start from group A?

A student offers himself to come to the front and choose a box!

I will ask: (showing him a flag)

What country flag is it?

The student answers: it is Canada!

I will say: Correct!

I will say: Now, you choose a partner from group B to come to the front!

The student chooses: Javier.

I will ask:

Javier, what country is it? (showing him a flag?

Javier answers: it is Australia.

I will say: It is incorrect! It is Mexico!

I will ask:

Javier, is your t-shirt green?

The student answers: Yes, it is!

I will say: Correct!!!

I will say: Javier, could you choose a partner from group A?

Javier chooses: María!

Maria chooses a box. I will ask:

Is this Argentina´s flag? (showing the flag)

Maria answers: No, it isn´t!

I will say: Correct!

Now, María chooses another partner from group B. She chooses: Nestor.

I will ask: Néstor, are your trousers black?

Nestor answers: Yes, they are.

I will say: Correct!

Nestor chooses another partner from group A. She chooses Julián!

I will ask: Julián, are your shoes red?

Julian answers: Yes, they are!

I will say: Correct! Your shoes are green!

I will continue following doing the same procedure up to the moment one of the groups win!

Once the game is finished, I will say: (to the whole class)

Remember that trousers and shoes are plural. We say for example:

The trousers are red and the shoes are grey!

So…(checking comprehension)

The trousers…. (showing my trousers)

Elicit: are green!

And my shoes…. (showing my shoes)

Elicit: are black!

I will say: Good Job!

As you know some countries, I brought a box with lots of flags to revise them!

I will take a flag from my box and I will ask:

Is it Argentina?

The SS answer: No, it isn´t.

I will ask: What flag is it?

The SS answer: It is Canada.

I will say: Right!

I will call one of the students to come to the front and I will ask:

Please, could you take one of the bags from the box?

The student takes one of the flags.

I will ask:

Can you show it to the whole class?

The Student answers: Yes, I can.

I will ask:

What flag is it? (showing the flag)

The SS answer: it is Argentina.

I will say: Yes, it is easy to recognize! It is our country!

Finally, I will take the last flag and I will ask:

Is it Brazil?

The SS answer: Yes, it is.

TRANSITION (1 MINUTE)

Now, we are going to work with some photographs!

I will ask:

Are you ready?

The SS answer: Yes!

PRESENTATION (15 MINUTES)

I will ask:

Do you know that I have family in all over the world?

The SS answer: No!!!

I will say: Yes! And I brought some photographs of them to show you!

Look!

THEY ARE MY COUSINS. THEY ARE ITALIAN. THEY ARE FROM ITALY.

THEY ARE MY NEPHEWS. THEY ARE AUSTRALIAN. THEY ARE FROM AUSTRALIA.

HE IS MY UNCLE. HE IS AMERICAN. HE IS FROM THE USA.

THEY ARE MY AUNTS. THEY ARE JAPANESE. THEY ARE FROM JAPAN.

HE IS MY COUSIN. HE IS MEXICAN. HE IS FROM MEXICO.

I will say:

Have you got any relatives in Brazil?

The SS answer: NO, I haven´t. (the students have already learnt this verb. Only the plural form)

I will ask:

Is Argentina a nice country?

The SS answer: Yes, it is!

I will ask: (pointing to my cousins’ photograph)

Are my cousins Japanese?

The SS answer: No, they aren´t.

I will ask: Where are they from?

The SS answer: They are from Italy.

I will say: Right! Perfect!

I will ask: Where are my aunts from?

The SS answer: They are from Japan.

I will say: Perfect!

I will ask:

Are my nephews from Australia?

The SS answer: Yes, they are!

I will say: Good Job my students!

TRANSITION (1 MINUTE)

Let´s see the following photographs, but that time, they are my friends!

DEVELOPMENT

ACTIVITY 1 (20 MINUTES)

I will say:

Let´s sit in pairs! Look at these photographs. These are my friends.

What we have to do is to read the descriptions and match (miming) each description with the right photograph.

I will read description number 1. You will tell me if it matches photo 1, 2 or 3.

Photograph 1

Photograph 2

Photograph 3

Description 1

My little friend is from Australia. She is Australian, and she has got the flags of her country in her hands.

PHOTOGRAPH NUMBER: ……………..

Description 2

They are fantastic. They are from the best country in the world. They love (miming love) light-blue and white colors! They play football and eat barbecue. (the students have already learnt food and drink last year)

PHOTOGRAPH NUMBER: …………………

Description 3

They are my friends and they love (miming love) dancing! Their favorite colors are green, red and white.

PHOTOGRAPH NUMBER: ………………….

I: First of all, you will describe the pictures and the colors of the flags each of the pictures. You will it in pairs! Then, you will read descriptions 2 and 3 and you will try to choose the correct photograph!

So… (checking comprehension)

What do you have to read (miming)?

Elicit: Descriptions 2 and 3…

And you have to…

Elicit: choose the correct photo (they may say it in L1)

Perfect! You will do this activity in pairs (miming)

TRANSITION

I will say:

Let´s work with the descriptions and photographs in the following activity!

I will ask:

Do you like the photographs?

The SS answer: Yes!

ACTIVITY 2 (15 MINUTES)

I will say:

Let´s read a bit!

I will ask:

Who wants to read descriptions 2?

One of the students offers himself to read!

I will say: Very Good!

I will ask (to the whole class): Which photo matches this description?

I will say: Well done!

I will ask:

Who wants to read description 3?

One of the students offers himself to read.

I will ask (to the whole class):

Which photo matches this description?

I will say: Perfect!

Now, you will reread the sentences aloud. Please, think about the colors of the flags which appear in each of the pictures!

Let´s start, who wants to start reading?

One of the students offers himself.

I: Good! Start please!

(the students read the sentences well. They have some mistakes in pronunciation but I correct them and I asked them to repeat after me)

I: Now, let´s say all together the colors which appear in the flags!

(The students say the colors perfectly without errors)

TRANSITION

Now, you are going to do an activity to fill in gaps!

ACTIVITY 3 (15 MINUTES)

I will say:

Let´s sit in pairs. You are going to do an interesting activity using the photographs of my friends in activity 1.

I will write on the board the following sentences:

1. In photograph 1 there are three men. They are from ………………………………… They are

…………………………………

2. In photograph 1 there are four women. They are wearing red, blue and white

………………………………

3. The men are wearing white …………………………………………………………

4. In photograph 2, my friends are ……………………………… They are …………………. Argentina.

5. In photograph 2 there are men and women wearing the same clothes. They are wearing

white and light-blue ………………………….

6. The ………………………………….. are blue.

7. In photograph 3, my friend is ……………………………………….. She is ………………….. Australia.

8. In photograph 3 my friend is wearing …………………………t- shirt.

Once they have finished completing the activity, I will say:

Let´s read a bit! (checking)

I will ask:

Who wants to read the first sentence?

A student offers himself to read.

Once he reads, I will ask:

Is the sentence correct?

The SS answer: Yes, it is.

I will say: Ok, that´s right!

I will ask: Who else?

A student offers herself to read the second sentence.

I will ask the whole class: Is it correct?

The SS answer: Yes, it is.

I will continue doing the same procedure correcting the sentences orally.

I will hand out some worksheets for each one.

I will say:

Let´s sit in pairs (miming pairs) and complete the chart with the information presented in the first activity about my family!

I will ask:Do you remember?The SS answer: Yes!!

I will say: Well, let´s do the activity!

COUNTRY NATIONALITY

UNCLE

AUNTS

COUSINS

COUSIN

NEPHEWS

I will say:

Let´s check the answers!

I will write the chart on the board!

I will say:

I need two students to check the answers!I will ask: Who wants to come to the front?

Two of the students offer themselves to come to the front.

One student asks: Where is the uncle from?

The other student answers: The uncle is American.

So, one of them copy the answers in the chart on the board.

The student writes “American” in one column and “USA” in the other.

I will continue doing the same procedure to complete the whole chart.

CLOSURE ( 1 Minute)

I will say:

We are finishing our class. I hope you have enjoyed the class!

Excellent job!

I will ask:

Did you like this class?

See you tomorrow.