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

ALUMNO RESIDENTE: López Luciana CarolinaPeríodo de Práctica: Nivel secundarioInstitución Educativa: Instituto Primo CapraroDirección: Gallardo 40, Bariloche, Río NegroSala / Grado / Año - sección: 2do añoCantidad de alumnos: 10Nivel lingüístico del curso: Intermedio inferiorTipo de Planificación: claseUnidad Temática: Revisión y finalización de “The Adventures of Huckleberry Finn”Clase Nº: 4Fecha: 24-11-15Hora: 08:00Duración de la clase: 80 minutosFecha de primera entrega: 23-11-15

CLASE N°4

Teaching points: Describing people

Aims or goals: During this lesson, learners will be able to… Test their descriptive functions of language skills. Develop their listening comprehension skills by answering riddles made by

their classmates. Develop their organizing and writing skills through the writing of a draft for

their oral exam.

Language focus:

Functions Lexis Structures Pronunciation

Revision

Describing physical and

attitudinal characteristics.

Giving opinions about

a movie.

Adjectives as:Short, tall, thin, fat, beautiful,

ugly, smart, cute, little, big, small,

round, straight,

overweight, bald, good-

looking, long, pretty, wavy,

pointed.

He is…He has…

(descriptive)In my opinion…I recommend…

/k/ and in character

New None

Reddish, fur, tail, tie, mean, lean, crook,

sewer.

None / uː/ as in /kəˈnuː/ and

/djuːk/

Teaching approach: Communicative approach.

Integration of skills: writing (to develop their oral exams) and speaking (through the exposition of their oral tests and the questions made by the teacher)

Materials and resources: Pieces of chalk and the board, writing guide for oral exam, sentence starters, characters’ pictures, assessment rubrics.

Pedagogical use of ICT in class or at home: None.

Seating arrangement: “U” shaped. The teacher will tell students we will work like that until next Monday.

Possible problems / difficulties and their possible solutions during the class: Students frequently forget their coursebooks and textbooks, but this class these won’t be necessary. For this kind of behavior, I will ask students to share their books, and if repeated, will write their names down on a list for consideration of the class teacher. Apart from this, no other recurrent issue for this class was observable.

Today we will be carrying out an oral assessment. Students frequently suffer anxiety or nerves before and during their tests, so the opening game will try to reduce the tension. Also, if they get stuck during the oral exam I will ask them guiding questions to help them, or offer to take the test later if the tension is too much.There has to be taken into account the reduced time students had to prepare this test, so the expectation won’t be set too high.

Classroom management strategies: As lessons start early, the first activity is to be something active to wake students up. If students are disruptive, I will walk and stand next to them: if their attitude persists, I will call their attention. If students keep talking to each other, I will warn them they will sit separately, and they will have to do so if needed.

Potential problems students may have with the language: This lesson and the following of this practicum are revision of the last topics seen in class. Students are not expected to have any difficulties when dealing with the topics.

Assessment: what will be assessed and how. Oral skills, preparation and comprehension of “Mr. Fox” characters personalities and looks will be assessed through the oral exams.

Warm up (10’)Purpose: to establish communication and check on themIf they are about to perform an oral test, wouldn’t it be advisable to include a warm-up

related to the topics they are revising and to do this task orally?What lexis are SS expected to revise through this game?

Its purpose is not that clear.

I will greet students and ask them how they are today.I will say to the students “Before we start, we are going to play a game called “Word chain”. Do you know how to play word chain?” I will then explain the game like this: “There are two teams, and each team has one side of the board. We will start with one word, for example red (and I will write red on the board), only one member of the team comes to the board and has to write a word that connects with this one, using the last letter of it, for example… (if students don’t provide an idea, I will write one word) doll. Then, another member of the team has to write another word… which letter will be starting that word? (L). So we will make a

chain. Of course your team can help you. The team that writes the most words wins!”“Let’s see another example… (I will write the word blue), which word can I write? (Students answer) and now, which word can I write? (Students answers) Perfect! Ok, from Student 1 to Student 5 will be team one, and from Student 6 to Student 10 will be team two. Stand up and come to the front, all of you.”I will mark a limit about 1m from the board with a piece of masking tape on the floor. “Both teams have to stay behind the line. You will have three minutes to write as many words as you can, one below the other”(One student had foot surgery yesterday, so he will sit at the front beside the first person on the line, and will be given the choice to have someone write for him if his foot is in pain).“Who is going to start? And in this group? Well, I will tell you the first word… write it on the board and write one more word connecting with this one, ok?”I will provide the first two words: long and ugly. When the time is up, the team with the most words wins. Transition “Congrats on the winning team! Yai! Now, please, go back to your seats” I assume that the students that were absent yesterday don’t know what they have to do for their oral exam, so first of all, I will ask the other students to explain to them what are the contents of the oral exam, and how they were supposed to prepare it.I will bring a set of printouts for them (guide and sentence starters)

(Typo corrected)“Today we are having an oral test about “Fantastic Mr. Fox”, who can explain how we prepared it? (elicit “writing a text”) and what did we have to write about? (elicit “describe a character” “the movie” “our opinion”) good, so this is the guide to help you write, and this other were useful sentences. We will work for fifteen minutes with last minute details, if you want me to check anything, or practice on your own, in silence.”I will tell the students that were absent to start writing, and will give them the choice to take their oral exams next class.

Activity 1 (5’)Purpose: To complete the draft and/or practice their oral exams.I will help students polish their drafts.

Transition“Ok, time up! Please stop writing now!”

Activity 2 (40’)Purpose: To assess students orally.“We are going to start with the oral test now. If you want to start, raise you hand… otherwise, I will pick a name from this bag… When you pass to the front, please, SPEAK UP. For the rest, pay attention to what you classmate is saying… guessing the character they have chosen will count for you, too.”

This will be the assessment sheet (merged a rubric from this subject and one from early stages of the subject Lengua Inglesa of IFDC Lenguas Vivas)

According to the teacher’s requests, it is important that students can answer questions because otherwise they will merely memorize their speeches. Also, she said that she never gives them their marks right ahead, and in case any student needs to improve his or her speech considerably, the learner is to be requested to improve the speech for next class.I will keep a copy of the guide with me and ask one or two questions per student, but I will try to have all students participate today (excluding the ones that were absent, for them it will be optional to participate today)CLOSE THE CIRCLE?!

I will encourage them constantly with positive statements as “good” or “perfect” and will try to keep the atmosphere as relaxed as possible for an exam.

Closure (5’)

“Very well, we are going to stop here for today. How did you feel speaking in the exams?... What would you like to change in the exam? What would you recommend to your classmates to prepare for next class? Any ideas, tips, opinions?”

Homework: Students won’t have any homework. Students who have to take the oral exam next class will have to work on their speeches.