Taller de Práctica Docente 2015:

Alumno Residente: Mariana Canellas

Período de Práctica: Nivel secundario

Institución Educativa: Colegio N° 738 “Pastor Schneider”

Año: 1ro secundaria

Cantidad de alumnos: 27 (veintisiete)

Nivel lingüístico del curso: Básico

Tipo de Planificación: Clase

Unidad temática: Información personal (Mi ciudad)

Clase N°: 3: (del primer período de Práctica) 5 de agosto de 2015

Duración: 120 minutos

Teaching points:

- Revision of vocabulary: Places in town (cinema, bank, post office, Cathedral, square, supermarket, theatre)

- Revision of structures: Is there a…? / Are there any…? / There is…/ There are…- Use of new vocabulary: More places un town: shop, museum, hospital, police station, library,

restaurant, petrol station, bus station, drugstore, gym, mall- Use of new structures: Imperative, giving directions: go straight on, go past , cross the street, turn

left, turn right, take the second left, take the second right, roundabout, Prepositions of place: next to, opposite. Nouns; traffic lights

Aims or goals:

During the lesson. Learners will be able to…

- Develop their speaking and listening skills by interacting with the teacher and their partners and doing listening activities.

- Develop their language awareness and communicative competence by giving directions in pairs or small groups

Language Focus:

FUNCTIONS LEXIS STRUCTURES PRONUNCIATIONRevision Sharing

information about places in town

Places in town: cinema , bank, post office, Cathedral, square, theater, supermarket

Is there a…?Are there any…?There is …There are…

Intonation: rising tones at the end of Yes/No questions

New Giving directions Places in town: shop, museum, hospital, police station, library, restaurant, petrol station, bus station, drugstore, mall, gym Prepositions: next to, oppositeNouns: traffic lights, roundabout

Imperative:“How can I get to… (the library)?Go straight on…Go past…Walk for…Cross the street…Turn left…Turn right…Take the second left…Take the second right…

Intonation:Rising falling tones at the end of statements (commands)

.Pronunciation will not be specially taught, tones will be emphasized for the students to acquire them; however, if they are not producing the right tones they will be guided to do so.

Teaching Approach: Communicative Approach. Students are invited to develop their language awareness by means of listening, reading, and using the language in communicative activities. However, asking and answering about pictures are activities closer to the Audiolingual Method, where the substitution drilling is often uncontextualised use of structures and it is very intensive and extensive.

Integration of skills: The development of the different language skills is integrated throughout the lesson; students listen and speak with the teacher or among them and most of the activities will demand that they listen and speak in order to carry them out. During the listening activity they will have to reads the short dialogue and write some missing words too.

Materials: photocopies (handouts and cards are included in the activities they are needed), board, chalks, posters, cards, netbook, videoprojector.

Pictures: (posters and/or cards); bus station, hospital, Museum, petrol station, restaurant, shop, police station, library, drugstore, gym, mall, traffic lights, King’s road map, Comodoro Rivadavia map, go past, opposite, walk for , next to, cross the street, go straight on, turn right, turn left, take the second right, take the second left, roundabout , San Cayetano map. Some of the pictures included in the previous lesson will be used in the Warm up, and Presentation.

Sources:- https: //wwwgoogle.com.ar/search?q=Mapa+de+Comodoro+Rivadavia- Infolugares.com.ar/Chubut/Comodoro+Rivadavia/Colegio-Provincial-738 Pastor Schneider- https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice-giving-directions

- https://www.google.com.ar/search?q=drugstore+picturea&biw (the same address changing the address: mall, gym etc.)

Seating Arrangement: students will be asked to sit in a semi – circle; it will be more effective for the presentation stage, and for interactional porpuses.

Cooperative work: Students will asked to cooperate with the teacher and among them throughout the lesson. They have to work in pairs, in small groups, and participate actively as a class to reach the aims or goals, and that is why attractive materials have been chosen.

Possible problems and possible solutions: In case students didn’t find the semi -circle comfortable, they might be invited to change the seating arrangement.

Potential problems students may have with the language: There are many new words for them to acquire in only one lesson, working with pictures will be helpful for them to learn them; however they might present difficulties while performing the different tasks, and the teacher will be prepared to help them by letting them change the given words for others they remember, miming meanings, paraphrasing, or translating.

Assessment: the teacher will keep track of the students’ performance by taking notes in a list with the |students’ names throughout some activities.

Names/Performance Fluency AccuracyStudent 1Student 2Student 3...

Pedagogical use of ICT: A video projector will be used for the students to watch a short video to recognize vocabulary and sing a song.

Routine: Warm up (5’)

- The teacher greets the students: “Hello, How are you today? Fine?, students should answer her “I’m fine thanks, and you?” in case they didn’t, she would continue asking questions such as “Are you OK? Yes or No?...I am fine…and you?”

- She continues “Could you please write your names in a piece of paper like this, for me to remember” she demonstrate what they have to do with a piece of paper and she adds “put it on your desk like this, very good!”

- She will invite students to choose a card with pictures of the places they studied in the previous lesson, and she will ask questions such as: “Is there a Cathedral in Comodoro?, or Are there any hills in Comodoro?

Transition: ”Ok today we are going to talk about our city, the neighborhood and other places. We are going to give directions to go for one place to another one (she mimes the meaning)”

Presentation: (20’)

- The teacher points to the posters on the board; our city, another city (any), and San Cayetano neighborhood (where the school is located). She says “This is our city right? this is another city, and these are the streets around the school (she mimes the meaning).“Do you remember the places we studied last class? Yes? She adds. “Pay attention to the maps and remember what we studied: Are there any mills in Comodoro?” she asks to the whole class and expects anyone’s answer.

- The teacher goes on “Choose a card and answer my question”. She walks around the classroom giving all the students the opportunity to choose a card and answer the question it contains; “Pay attention to our city” she indicates.Cards:

1 ARE THERE ANY PETROL STATIONS?2 IS THERE A CATHEDRAL?3 ARE THERE ANY CINEMAS?4 IS THERE A POST OFFICE?5 IS THERE A MUSEUM?6 IS THERE A LIBRARY?7 IS THERE A HOSPITAL?8 ARE THERE ANY SQUARES?9 ARE THERE ANY SCHOOLS?

- The teacher will use the vocabulary that was presented the previous class and she will use new words: petrol station, museum, library, hospital. When she uses these words in the questions she will show a picture for the students to learn new words, these will be written on the map of the city on the board. She will also show the picture to the whole class and say: “This is a petrol station” for example, “let’s repeat: petrol station”, for the students to say aloud.

- The teacher invites the students to sit in a semi- circle and delivers the following pictures and phrases: shop, traffic lights, police station, restaurant, bus station, hospital, Museum, petrol station, gym, drugstore, library, mall, turn left, turn right, take the second left, take the second right, go

past, go straight on, roundabout, walk for, next to, opposite, cross the street (the sources are written above, Materials section).

- She says “You have to find the correct partner to match the picture with the meaning” and she mimes the action. Students will be invited to walk around and the teacher will help them in case they couldn’t guess the meanings, she would paraphrase or mime them. Once they finish they will be invited to stick the pictures and words on the board or on the wall.

Transition: “Ok! Now we are going to practice the instructions and prepositions.”

Activity 1: (10’)

- The teacher takes the phrases below the pictures and gives each of them to one student. She says “Read the phrase aloud”, the student should say “turn right”; she chooses another student to go to the board and point to the picture “Can you point to the picture please?” she says while she mimes the action. The process is repeated with the rest of the instructions and prepositions: turn left, turn right, take the second left, take the second right, go past, go straight on, opposite, next to, walk for, cross the street…

Transition: “Very good! Pay attention to this map (San Cayetano neighborhood) we are here at school she points to the school on the map) we will work giving directions”

Activity 2: (20’)

The teacher invites the students to go to the front of the class, “I need two volunteers…” she might call them by their names in case they didn’t respond to her command.

She continues: “I will give you directions; you are here at school, point to the school in the map please…ok…now walk for two blocks on Balbin street and cross the street. Where are you?”. They are supposed to say “we are at the bus stop” after pointing to the places in the map. She repeats the process with other pairs of students and the following directions:

Church: You are at school, walk for two blocks on Pieragnoli street and turn left. Where are you? Church: You are at school, walk for two blocks on Balbin street, turn right, go past the shop…Where

are you? School: You are at school, walk for two blocks on Balbin street, turn right, go past the shop and

cross the street… Where are you? Shop: You are at school, walk for two blocks on Balbin street, turn left and cross the Avenue…

Where are you? Bus stop: You are at school, walk for two blocks on Balbin street and cross the street …Where are

you?

-The teacher speaks aloud in order to let the whole class to listen to the Directions and follow what the students point to on the map on the board.

Transition: “Good job! I have lots of maps for you to work with a partner giving directions”

Activity 3: (20’)

- The teacher delivers small maps of the streets around where the school (738) is located (the same as the one on the board). She says “Work with a partner, here you have cards with directions, one

of you give the directions and the other follow them pointing to the map”. The cards contain the given directions in activity 2.

- The teacher walks around and takes notes on the students’ performance.

Transition: “Excellent! (if they found it difficult, she may say we have to practice more, right?) Let’s do a listening activity”

Activity 4: (10’)

- The teacher delivers the following handout to work on the listening activity:- Source: https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice-giving directions

Handout:

Listening Activity:

- Complete with: left, next to, library A) Go straight on then take the first left on to Green street, walk past the library and it’s the building

next to the library on the left.- Complete with: right , shop, traffic lights, go pastB) Go straight on, go past the traffic lights, you’ll see a shop on the right go past that and it’s on the

right next to the shop- Complete with: hospital roundabout, theater, oppositeC) Go straight on, go past the traffic lights, and go straight on untill you get to the roundabout; at the

roundabout, turn left go past the theatre, it’s the building next to the theatre opposite the hospital.- Complete with: shop, opposite, traffic lights, rightD) Go straight on, go past the traffic lights, and take the second right on to King’s Road, Go past the

book shop, it’s the building next to the book shop, opposite the café.

- The teacher says “Ok, we will listen to speaker A, giving directions and you will complete the blanks with the missing words”. She lets the students listen to the whole track. She plays it again, and stops it at each blank: “the word is…?”, she asks to the whole class and expects the correct answer. The process is repeated in order to work with speakers B, C, and D. When the activity is finished she invites the students to listen to the speakers again, and to point to the places they mention on the map on the board (volunteers in front of the class).

Transition: “Very Good” Now, I want you to look at the map of the center of our city, we are going to work with directions with this map”

Activity 5: (20’)

- The teacher invites two students to go to the front of the class and pay attention to the map of the center of Comodoro Rivadavia “Follow my directions: You are here…at the Post Office, go straight on San Martin street, and turn left on 9 de Julio street, walk for one block, cross the street and it’s on the left”. Students are expected to follow the directions with their fingers on the map and point to the place they arrive “Where are you?” the teacher asks, and they should say “We are at Ortiz square”, “ok, good”.

- The teacher continues “I want you to work in groups of four students. I will give you a map like this one (center of Comodoro Rivadavia) the place where you are , and the place where you have to go (she mimes the meaning of the instructions pointing to the map). She goes on “one of you will ask: How can I get to the Cathedral?” (she writes on the board) and adds “and the others will give the necessary directions”. Cards with the map are delivered.

- The teacher walks around in order to help the students and take notes on their productions.

Transition: “Great Let’s do the last activity, it’s a song, we are going to watch a video and listen to a song”

Activity 6: (10’)

- The teacher uses the video projector to show the video “Places in my town” (Source: https//wwwyotube.com/watch?v=Kfzyc4m9jVk), and gives the students the following handout, She says “let´s watch and listen to the song”:

- She invites the students to practice the new words that are in the song, and says “This is a gym right?. Let´s repeat, “This is a gym” and she repeats the process with the other words.

- Handout:

Places in my town:

Hi, I´m going to take you on a tour of my town

Turn left, turn right

go straight ahead

up the street

then back down

past places in my town.

Turn left, turn right

go straight ahead

up the street

then back down

past places in my town.

There’s a post office next to the station.

There’s a museum, a bank, and a church.

There’s a hospital, a gym and a library.

These are all the places in my town.

Turn left turn right

go straight ahead

up the street

then back down

past places in my town.

there’s a park opposite the High school

and between the mall and the drugstore

there’s a café.

There’s a bus station near the movie theater.

These are all the paces in my town.

Turn left, turn right…

- Students are invited to read the song while they watch and listen to it the first time; after the second or third time, the teacher asks some questions to the whole class:

A- Is there a post office?B- Are there any schools?C- Is there a Museum?D- Are there any hotels?

Transition: “Ok, the class is finishing, pay attention to the homework”

Closure: Homework (5’)

- The teacher writes on the board: draw a map of your house and write the directions to go to another place. She explains “write the directions to go from your house to another place in a little map”. She draws an example, if it is necessary.

Transition: “It has been a very nice class! Thanks for coming!”