lesson plan kinder 3
TRANSCRIPT
I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Inicial
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 953
Sala / Grado / Año - sección: Sala de 5 años
Cantidad de alumnos: 25 estudiantes
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Partes de la casa
Clase Nº: 3
Fecha: 10/06/2015
Hora: 15:30-16:15
Duración de la clase: 45 minutos
Teaching points: Revising parts of the house (My house - Living room - Bedroom - Bathroom -
Kitchen)
Aims or goals: During this lesson, learners will be able to…
- To revise the already learnt vocabulary by identify them in several images. - To develop their speaking skills by naming the parts of the house.
- To practice their listening skills by listening to songs from a CD. - To name parts of the house in meaningful contexts.
Language Focus:
Lexis Function Structure Pronunciation
Revision House Living room
Bedroom Bathroom
Naming parts of the house.
My house
The living room The bathroom
Room /u:/
New Kitchen Naming parts of
the house
This is my house
This is the living
room
This is the bathroom
Kitchen / ʃ/
Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under PPP as proposed by Jeremy Harmer.
Materials and resources: Picture of Snow White (My First English Adventure), pictures of bathroom, kitchen, bedroom and living room. Song form a CD and a CD player.
Pedagogical use of ICT in class: Listening to a song from a CD so they practice their listening
skills. Seating Arrangement: Students will sit on the floor in a circle in order to interact with each
other and listen to the story. Then they will work at their tables in groups to carry the different activities on.
Cooperative Work: As students belong to the parallel play stage, they work adjacent which
means they can work together, but still some communitarian work will be difficult to achieve.
Possible problems/difficulties and their possible solutions during class: Children tend to get excited with visual activities and when drawing on their own, so it is necessary to be as organized and clear with the activities as possible, so all of them can watch all the pictures,
understand activities and listen to the story. Using a book each, facilitates the visual work. Teacher always assists kids when drawing and painting.
Potential problems students may have with the language: They may have problems when
revising words, so it is important to contextualized them.
Assessment: What will be assessed and how: I will check understanding by listening to them and correcting with examples. Peer correction is always a good method to encourage them to feel comfortable with corrections.
Routine:5 minutes
Purpose: To greet students by singing the song used every class, so they will be able to practice speaking skills. Teacher uses a charango to accompany the song.
I get into the class and say hello to all, greet them by means of the song. I will ask them to
relax by stretching arms and neck. Then, we start with the song. Hello, hello, how are you today?
I'm fine, I'm fineTwice And you, how are you?
Good evening, good eveninghow are you today?
I'm fine, I'm fineTwice And you, how are you?
Warm-up:15 minutes
Purpose: to revise the already learnt topic and teaching points.
It is important to show a clear pronunciation so students may imitate as accurately as possible. I try to say some words in English and then repeat them into Spanish and then in English again
they get used to listen to the English language. The word room will appear several times, so this will be the one to put emphasis on.
T: Hello children, how are you today? Do you remember the tale of last class? Sts: Yes, Snow White! T: Excellent!! Look at the pictures.
T: What is this? In English please... Sts: My House! Great, my house!! Snow White is in the house. She gets to the house and when she enters, she finds what?? Do you remember? Sts:
No... T: Look at this picture now!
Sts: A room... T: Ok, what room is it? At this room we usually read a book, watch TV... It is the... Sts: Living room! T: Excellent, the living room!! In that place Snow White found a mess
and decided to clean it up. How do you when you watch TV? (Miming) T: Then, as she finished cleaning all the living room she was so tired...She decided to rest, so
she went to another room, do you remember it? It's the place where we sleep and rest... Sts: Bedroom!! T: Great!! Here she took a nap using three small beds till the dwarfs arrived...how
do you when you sleep? (Miming) T: What happened when they arrived?? They were very glad because Snow White was a very
good person!! So they decided to celebrate and Snow White prepared food...where did she prepare the food? Sts: In the kitchen T: Very good, in English it is Kitchen... Great!!How do you when you prepare food? (Miming)
Finally, before she left the house, she went to the...Sts: Bathroom!! Very good!!, Here is where we go before leaving home. We usually brush our teeth...how do you when you brush your
teeth? (Miming)
T: Great, excellent!! You remembered the story quite well!!
Transition: Ok, while I look for some other images, you seat again as a circle.
Presentation: 10 minutes
Purpose: To expose students with the target language and practice their oral skills.
T: Ok, now I will show you some new pictures. You will have to tell me what room of the house it is, are you ready?? Sts: Yes!! Great, you tell me "This is my bedroom"
Students say the corresponding word according to the image they see. T: Great!! Now, do you remember how did we do a moment ago to mime the parts of the
house? For example if I am at the living room, I watch TV, so I do like this...(miming)
Once they have practiced the mime of each room, I say the word, and they will have to do the mime, then the other way round.
Transition: Now, you will work with your workbook, so please have a seat while I give them to
you.
Development: 10 minutes
Activity 1: 10 minutes
Purpose: This activities fosters contextualized practice making students work on the main topic.
T: Now imagine there is a family who have just moved in. They are in the new house and they
want to put everything in order. Could you help them?
Match the objects with the different rooms. (I will help them)
You will paint the drawings and as I pass for your table, you will tell the name of each room.
(I decided to prepare just one activity since last class time was short. They need some extra time to assimilate what they are working with.)
Transition: I ask them to come back to the "dancing area" so they can all practice and enjoy
the song.
Closure:10 minutes
T: Now, we will listen to a song, the one you have already listened to it last week!!! It is about cleaning the living room and doing the same sound a broom does. Do you remember?? Sts: Yes!! T: How does the broom do? Sts: Fsh, fsh, fsh... T: Excellent!! Now listen!!
08-AudioTrack 08.mp3
The living room, the living room, let's clean the living room!!!
Fsh, fsh, fsh
The living room, the living room, let's clean the living room!!! Fsh, fsh, fsh
The living room, the living room, let's clean the living room!!! Fsh, fsh, fsh
Ok kids, it was very nice to work with you, see you later!!
Taller de Práctica Docente 2015
Lesson plan criteria Peer and Self-check Yes No
1 Heading Does the lesson plan heading include all the required
information? Has itbeencompleted in Spanish?
X
2 Learningaims Are the aims for this lesson devised in terms of
development of language skills and language learning
/ acquisition?
Are they clearly written to explain what the learners
will learn and be able to do?
X
3 Teachingpoints Are there any new teaching points?
Are the teaching points aligned with the course
syllabus and the district curriculum?
Are they presented within a meaningful context?
X
4 Languagefocus chart Are the new and revision language itemsspecified?
Are the new and revision language items related?
Is the pronunciation focus complete?
x
5 TeachingApproach Is the approach you chose suitable for your teaching
context?
Are its aims and fundamentals coherent with the
lesson aims?
X
6 Materials and resources Does the lesson plan include all the required
materials and resources for this lesson?
Does it include handouts, links, video scripts and
sample flashcards?
Are these materials and resources
coherently/adequately included in the lesson plan?
X
7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical
uses of ICT? Does it include a contingency plan in
case technology does not work?
x
8 Seatingarrangement Does the seating arrangement foster communication x
and interaction among teacher and peers?
Isitcoherentwiththelessonactivities?
9 Cooperativework Does the lesson include instances of cooperative
work among students? Is there a set of guidelines
and instructions for this work to be carried out?
Does the lesson plan specify what kind of pedagogical
mediation the teacher will provide?
X
10 Possible language
difficulties and possible
solutions
Does this section explain possible difficulties
according to previous lessons’ experiences and class
observation?
Does the lesson plan allow for differentiation
(instruction and assessment)?
X
11 Possible lesson or
classroom management
problems and their
possible solutions
Does this section explain possible difficulties
according to previous lessons’ experiences and class
observation?
X
Lessondevelopment
12 Lessonstages Is the lesson plan organized in stages in accordance
with the approach or the method framing the lesson?
Does it include a warm-up, a development and a
round-up or closure?
X
13 Lessoncontext and
content
Are the lesson context and content appealing to
students? Are they engaging? Is the context culturally
relevant?
X
14 Lessonactivities Is each activity sustained by a pedagogical purpose?
Is each activity related to a learning aim?
Do the activities allow for language exposure,
exploration, development of language awareness ?
X
15 Type of activities Is there a balance of activities that range from
controlled practice to freer communicative practice?
Do they facilitate integration of skills?
X
16 Transitions Does the lesson plan show a coherent flow of
activities clearly interconnected? Are there any
comments or indicators that link each activity or
stage with the next one?
X
17 Language of instructions Are instructions written in a simple manner? Is there
a set of strategies to accompany the instructions and
aid learner comprehension?
X
18 Teachingstrategies Is instruction aided by any teaching strategies such
as…
• Modeling
• Exemplifying
• Showing
• Pointing
• Explaining
• Paraphrasing
• Miming
• Others?
X
19 Directspeech Are all instructions and possible anticipated dialogues
written in direct speech?
X
20 Homework Does the lesson plan include any task to do at home?
Is the task engaging? Will students feel motivated to
perform it? Will the students be in direct contact
with the language? Willthey share
theirworkwiththeclass?
X
21 Active
learning:Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of
Bloom’s taxonomy?
X
22 Grammar, Appearance,
and Language
Does the lesson plan effectively communicate to the
intended audience? Has it gone through proof-
reading for grammar and spelling mistakes?
x
Observations:
Dear Darío
This plan seems to be fine and I can see your effort. However, there are certain aspects regarding aims ,
purposes of activities and language to improve .
If you have any questions, do not hesitate to contact me.
I hope you had a great class!
Eugenia
Lesson plan
component
VeryGood
4
Good
3
Acceptable
2
Below Standard
1
Organization x
Coherence and
sequencing X
Learningaims x
Stages X
Activities x
Teachingstrategies X
Class.
managementstrategies X
Languageaccuracy x x
Observations Minimum score: 20 / 32 Score: 21/32= 6.5