I.F.D.C. LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Dario Bressan Período de Práctica: Nivel Primario

Institución Educativa: Colegio Santa Eufrasia Dirección: Maria Olguín 653 Río Cuarto - Córdoba

Sala / Grado / Año - sección: 5to grado A Turno Mañana Cantidad de alumnos: 33 estudiantes Nivel lingüístico del curso: Elemental

Tipo de Planificación: Clase Unidad Temática: Adjetivos Demostrativos

Clase Nº: 1 Fecha: 01/10/2015

Hora: 12 a 13hs. Duración de la clase: 60 minutos

Teaching points: Learning Demonstrative Adjectives (This - These - That - Those)

Aims or goals:

During this lesson, learners will be able to… - To revise the already learnt vocabulary by including

Demonstratives. - To develop their speaking skills by naming already learnt vocabulary

with Demonstratives. - To identify when to use singular or plural Demonstratives in a sentence.

- To complete sentences from their class book with the new learnt items.

Language Focus:

Lexis Function Structure Pronunciation

Revision Balls, cats, new house,

sandwiches, trendy

watch, beautiful t-

shirts, ugly bike.

Naming things by the use of

adjectives (pre modifying a

noun) in sentences.

Trendy watch

Ball / ɒ/

New This -These

That - Those

Using

demonstratives to point to things which

near or far.

This is a

ball That is a cat

These are balls

Those are cats

What is this?

What are those?

House /aʊ/

This/I/

These / i:z/

Teaching Approach: The lesson is based on Krashen's Natural Approach and organized under PPP as proposed by Jeremy Harmer.

Materials and resources: Class book "Sign up" with its activities.

Three tennis balls. Use of the board to make the lesson more graphic.

Pedagogical use of ICT in class:

Seating Arrangement: Students will be seated in groups of four students as they usually work in regular classes. According to the school policies, this improves communication and group work among

mates.

Possible problems/difficulties and their possible solutions during class: Children tend to talk if the class gets bored, so it is

quite important to maintain their attention activated trough the use of miming, for instance. Using a book each facilitates the visual work

and help students to concentrate. Teacher always assists kids during class.

Potential problems students may have with the language: They may have problems with the pronunciation of the word "These" and

the difference with "This". For this, I will try to make a clear distinction when introducing Demonstratives. Another potential

problem may be when revising words it is important to contextualize 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. I will also encourage them by saying

"Very good" "Excellent" "Well done" among others.

Procedures:

Routine: 10 minutes

Purpose: To greet students and let them know the class has started.

T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!!

Sts: We are doing fine!! T: That is great!! In the very first class I will introduce myself formally, they already know me because the teacher told them about my presence when I

observed their class. T: Ok, my name is Dario and I will be teaching you some classes

while the teacher is here with us. T: We will work in the class as you are seated here, always in groups.

Do you have any questions?

Transition: Please look for your material so we may start working. Warm up: 20 minutes

Purpose: To contextualize the topic of the lesson and begin with the

class.

I will carry a bag with three tennis balls inside if it. I will put them on the teacher's table.

T: Look here, I have some things for you to see. I have this (a tennis ball) Do you it? what is this? Sts: A ball!! T: Great, This is a ball!! How many balls can you see here? Sts: One!! T: Very good, so This is

a ball. (I write it on the board and mime the number one so they may identify it is singular) Look here, on the board. It says: "This is a ball"

So, when we say the word "this" we are referring to ONE object, in this case a tennis ball. (I will pronounce the word "this" with

emphasis so they can identify the difference with these) T: Ok, let me take out something else from the bag (another two tennis ball) Look

at them, what are these? Sts: More tennis balls T: Excellent, we have in this case one, two, three tennis balls, so we say: "These are balls" Look at the board. The word "these" is used to refer to TWO or MORE

objects, in this case they are three. So, let's think again, if we talk about ONE object we use the word "this" and if they are TWO or

MORE we use "these". Pay attention to the difference in pronunciation between these two words, let's practice them. We all read the

sentences on the board. Sts: "This is a tennis ball" "These are tennis balls" Pay attention to this letter also "s". We use it when there are

two or more objects (I will avoid translation, unless they ask for it) T: Well, as you could see, these objects are next to me. What

happens if I give one to you, catch it. (I give one ball to a student) T: the ball is over there, so I will say "That is a ball" (I point it so they can assimilate it is far from me) Look it here, on the board. (I use

colors to highlight the demonstratives) T: in the other case I used the

word "this" now I use "that", always taking into account it is ONE object. Now, I have two more tennis balls, I give them to you, catch

them. Ok, as they are TWO or MORE objects, I say "Those are balls" I will write them on the board, look at it. Now, he (the first student)

has ONE ball, so I say "That is a ball" but she (the other student) has two, so I say "Those are balls" Can you see the difference?? Sts:

Yes!! T: Ok, let's read them: "That is a ball" "Those are balls" T: Great!! Now, pay to this: "These" and "Those" carries the word "s", which means it is in plural, because they are TWO or MORE.

T: Ok, now let's read all sentences together. (We read all of them) Please, give me back the balls. I walk around the class and give one

ball to a student T: Ok, you have the ball, which sentence would you use? St: "This is a ball" T: Great!! And I do the same with some other

students.

Transition: OK, great job kids!! Now, let´s pay attention to point 4 in your book.

Presentation: 10 minutes

Purpose: To expose students to the target language and develop their oral skills.

T: Look to these examples, what is the first object you see there?

Sts: A ball T: Very good, we have balls here and what about the third and fourth? Sts: Cats!! T: Very good, first one cat and then two cats. So, the sentences here will be...anyone? St: Me!! The first sentence

will be "This is a ball" T: Excellent!! Before going further, please write down all the sentences as we did on the board, but using these

objects. Once students do all the sentences, they read them out loud so they can practice their speaking, pronunciation and syntax. They

will read their answer just before I ask them: "What is this?" "What

are those?" So in this way, we create a short dialogue interacting

orally. I will try to repeat it in the following activities.

Transition: Very good!! Now, you will work with your workbook, so

please look for exercise N° 5.

Development: 10 minutes

Activity 1: 5 minutes

T: Now, you have to use the correct word to complete these

sentences. "This/These/That/Those" Pay attention to the images and to what the sentence says. (They have it in color, so it is more effective)

Students will read their sentences out loud. I will walk around them,

so I can help them. In this task they are also practicing the already

learnt vocabulary.

Transition: Good job kids!! Let's go to the following exercise!

Activity 2: 5 minutes

In the following activity, students will work specifically on numbers.

They have to choose between singular or plural Demonstrative

Adjectives.

T: pay attention to the most important word, the noun and to the

verb too. This will help you decide between singular or plural.

Students say their options out loud again. Already learnt vocabulary

is practiced again.

Transition: Very good job kids, you have done a great job!!

Closure: 5 minutes

Purpose: Here I let students know the class has ended up.

T: Ok kids, we will stop here. Now pick all your stuff up and put it in

your bag. You have worked quite well!!

See you next class!!

Sts: Bye!!

Dear Darío

Please, go over your materials from Didactics II, especially as regards

the importance of context and teaching young learners. Also, revisit

Pearse and Davies, and the book Teaching Primary Learners, by Willis

and Slattery. You are expected to improve on lesson planning for the

next classes. You should submit the plan at least five days before the

lesson so that changes may be suggested and introduced.

You may also visit the section with bibliography about teaching young

learners at this link:

https://drive.google.com/folderview?id=0B2nLpL6ThnCHfl9nUTZ0cHp

teGNYbUxhR0N2M2tYc3J4SWZZY0lzTFpfNW5qOWI5bkg1bjQ&usp=sh

aring

I know you can do it! Your queries are welcome.

Cecilia