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I.F.D.C. LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE

ALUMNO RESIDENTE: Barth María PíaPeríodo de Práctica: Primer períodoInstitución Educativa: Colegio CastexDirección: Brown 99 (8400)Sala / Grado / Año - sección: Sala de 5 años, turno mañanaCantidad de alumnos: 14 (catorce) Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Partes del cuerpoClase Nº: 2Fecha: Viernes 24 de abril de 2015Hora: 9:30 hs a 10:15 hsDuración de la clase: 45 minutosFecha de primera entrega: 19/04/15

Teaching points : Body parts, head, shoulders, knees, toes, mouth, ears,

nose, eyes, sharped teeth, hair, face.

Aims or goals : During this lesson, learners will be able to:

Identify the new vocabulary presented. Develop their speaking and listening abilities through games and

stories. Become active learners. Deepen their understanding of commands and instructions while

developing their gross motor skills as well.

Language focus :

Functions Lexis Structures PronunciationRevision

Follow commands

Talk about

Greetings, actions (sit

down, stand up, boy, girl, numbers (1-

Hello, how are you today?

Fine, thank you, and you?

- Foot /f/- shoulders/ ʃ/- touch toes

today /t/- mouth /m/

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and identify different

body parts

8), very well, happy, sad, scared,

angryHead,

shoulders, knees, toes, mouth, ears, nose, eyes ,

legs

Yes/noTouch your

nose/mouth/ ears/eyes/

New Identify new body parts

Sharp teeth, hair, go

away

“Is it a nose? No, it’s an

eye”“Is it a

mouth? Yes, it is”

- Teeth, knees, green/i:/

- mouth/ θ/- purple/p/

Teaching approach : “communicative approach”

Integration of skills : I’ll integrate the speaking and listening skills through the use of a story called “Big green monster” and games.

Materials and resources : big green monster picture, flashcards (to tell the story and for the bag game), masking tape, CD player, head and shoulders song.

Seating arrangement: Students will be sitting in a circle on the floor in order to facilitate visual contact and interaction within the group. At some points in the lesson, they’ll move around the class to perform some commands.

Possible problems / difficulties and their possible solutions during the class: Some of them may behave improperly while listening to the story, I’ll remind students that they should be careful so that no one is hurt and we can continue with the games and activities. I’ll use some chants to help them to be quiet.

Classroom management strategies:

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I’ll vary the tone of my voice at some moments to help them to understand if they are behaving properly or not, and to help them to identify in what instances they must be quiet.

I’ll also use different commands to remind students they should behave properly and be in silence during certain activities. For example: “pay attention, concentration!” or “silences please, silence please, like a “bee”, like a “bee”

I’ll create a safe environment through developing students’ confidence, making them feel comfortable with me and the class. To create this environment, I won’t raise my tone of voice, I mean that I won’t shout, and I’ll tell students positive comments to make them feel secure.

Potential problems students may have with the language: students might have some difficulty to understand the story in L2; I’ll have flashcards to help them to understand the story better.

Pedagogical use of ICT: I’ve adapted some flashcards about the story that I’ve taken from the web. The pedagogical use of ICT in the class allows me to adapt the story according to my students’ language level.

Assessment: I’ll assess learners’ acquisition process by asking them to point or name different body parts, and to perform certain commands in order to check their understanding. I’ll provide them with positive feedback.

Procedure : Routine (5 minutes)

I’ll get into the classroom; students will be sitting down in on a circle on the floor. I’ll go to the circle and I’ll sit down with them. I’ll start singing the “hello song” in order to start the lesson. (the song is adapted from a Barney’s song)

“Hello, hello, I say hello to you…Hello, hello, how are you today?

Sing it la la, sing it la la…sing it la la!”

I’ll ask students “how are you today? Are you happy or sad? I’ll encourage them to answer me. I’ll have four flashcards to help them to understand the question and to answer “happy, sad, scared or angry” (the pictures were taken by me, they are my flashcards)

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Then, I’ll ask students to stand up and line up, we’ll sing a song in order to do it. We’ll walk around the class doing a train to rehearse some vocabulary (train, boys, and girls) and because it’s meaningful to have the children in movement in certain instances since little children tend to get tired and bored.

“A train of boys, and a train of girls…

Boys…boys…boys…

Girls…girls…girls”

Finally, I’ll sing a circle on the floor song in order to get the students into the mood of work.

“a circle on the floor, a circle on the floor,1,2,3 and a circle on the floor”

Warm-up (5 minutes) In order to rehearse the vocabulary previously learnt we’ll play a game. I’ll put some flashcards in a bag full of coloured pieces of papers, I’ll play some music ad students will have to take one card out of the bag and name it.“Look! I’ve got a bag… it’s full of pieces of paper (showing them the pieces of paper) and cards (taking one card out from the bag) I’ll play music, and when the music stops you’ll take a card and name it” (I’ll demonstrate the activity).While doing the activity, I´ll help them to name the cards by doing some questions “Is it a nose? No, it’s an eye” “Is it a mouth? Yes, it is”

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Transition: very good children! It was funny

Presentation (15 minutes)

I’ll display on the board a big green monster picture made in eva foam (I made it) in order to encourage students to recognize colours, body parts and count. I’ll say “Look! He’s big green monster. Do you like monsters? Yes! Me too!”In order to introduce a new language item I’ll say “wow, look at his sharp teeth…grrr… let’s count them “1, 2, 3, 4, 5, 6, 7 and 8” “Look at his hair (another new language item) what colour is its hair? Yes! It’s purple”I’ll continue counting different body parts and asking them to name the colours.

“Now is time for a story!” I’ll say.

I’ll ask them to be in silence, we’ll sing “pay attention, concentration” Then, I’ll start telling them the story while doing it, I will show them each picture to stick it on the board (http://www.makinglearningfun.com/themepages/BigGreenMonsterSequenceCards.htm) , and I will also point to real body parts when they are named on the story. To narrate the story, I will use different tones of voice emphasizing the body parts names and pronunciation.

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Big green monster go away by Ed Emberley (story)

Big green monster has two big yellow eyes,A  l o n g  green nose,

A big red mouth with sharp white teeth,Two little ears,

purple hair,And a big scary green face.

But, you don't scare me!So go away, purple hair,Go away Two little  ears,

Go away  l o n g   green nose,Go away big green face,Go away big red mouth,

Go away sharp white teeth,Go away two big yellow eyes,Go away Big green monster.

And don't come back, until I say so.

Development (15 minutes) Activity 1 (10 minutes)

In order to check students understanding of the story I’ll ask them to put the story in order. I’ll mix the flashcards (the ones that I used to narrate the story) and I’ll display them on the floor. I’ll ask them to help me to put the story in order. I’ll repeat the story in chunks to help them to take the correct cards.I’ll say “ouch, I’ve mixed up the cards. I think that this was number one. Right? Let’s repeat the story to put in order the cards. Bianca, what card is number two? Big green monster has two big yellow eyes (pointing to my eyes) can you give me the yellow eyes, please? Awesome!” “now, I need number three, Big green monster has a long green nose… Sofi, can you give me the long green nose? Yes! Fantastic” I’ll continue the same procedure with the rest of the cards.

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Activity 2 (5minutes) In order to remind some body parts and some commands we’ll play “follow the leader”. I will say “it´s time to play a game. Please, everybody stand up! Stand up! Come on!” “We’ll play follow the leader…are you ready? Yes” “Touch your nose (pointing to my nose) great!” “sit down on the floor” excellent” “touch your mouth” (pointing to my mouth) “very well” “shake your head (shaking my head, encouraging them to do it) “awesome” “sing and dance head, shoulder, knees and toes (encouraging them to repeat with me and dance the song) “Fantastic!”Transition: “ouch! Miss Silvia is coming, we’ve finished for today. Let’s make a circle on the floor”

Closure ( 5 minutes) We’ll sing the balloon song to remind students about the colours. They already know the song. While singing the song I’ll point to different colours.“Balloons are red, balloons are blue, balloons are green and a yellow too”

I will ask them to sit down in a circle again and we will sing and mime the rhyme to say goodbye. (I really don’t know the source of the song, we use it in the school I work, and their teacher uses it with these students… I didn’t want to change their routine since they are learning it with their teacher)

“ It’s time to say goodbye, it’s time to say goodbye,see you next class…

bye, bye, bye, bye (we will blow some kisses)”