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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel PrimarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Río Grande, Tierra del FuegoSala / Grado / Año - sección: 5 GradoCantidad de alumnos: 20Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: GenteClase Nº: 5Fecha: 24 de septiembre de 2015Hora: 08.40 a 09.20 amDuración de la clase: 40 minutosFecha de primera entrega: 22 de septiembre de 2015

CLASS 5

• Teaching points: People• Aims or goals: During this lesson, learners will be able to…

✓ Identify and vocabulary related to people description using the Present Simple

✓ Develop their speaking skills by describing people ✓ Develop their thinking skills by recalling prior knowledge through

a brainstorming activity✓ Develop their thinking skills by applying new knowledge in a

matching activity• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Identifying and talking about famous people

Expressing possession(Have got)

Imperatives listen / look / glue / match

Occupations:He is an actor / singer / football player

Objects: glasses

Commands:- Look at this

picture- Copy / glue on your notebooks

WH-Questions-Who is she/he?-What does he/she do?- He is Lionel

Messi- He plays football

Description of people:-He has got glasses

Students will be encouraged to practise pronunciation of words through repetition

New Identifying and using vocabulary to describe people

Adjectives (+ Noun)- long/short/

curly/straight hair

- freckles / braids /

Describing people- He has got curly

hair- She has got

brown eyes /

Pronunciation of new words will be practised through repetition

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(blue) eyes braids (drilling)

• Teaching approach: Communicative Approach• Integration of skills: Listening mainly to the teacher and each other,

speaking through a brainstorming activity oriented to recall prior knowledge, applying new knowledge in a matching activity

• Materials and resources: pictures related to famous people1, a worksheet assembled by the teacher, whiteboard, blu tack, pictures of different people downloaded from the Internet2

• Pedagogical use of ICT in class or at home: a tablet • Seating arrangement: Horseshoe • Possible problems / difficulties and their possible solutions during the

class: I will ask the class’s teacher to organise students in the horseshoe seating arrangement beforehand to avoid wasting of time.

• Classroom management strategies: students will be seated most of the time since the presentation stage will take a great deal of time; in case the two/three Ss who like to stand up and wander around I will ask them to assist me sticking pictures on the board or kindly ask them to sit down.

• Potential problems students may have with the language: Ss might have difficulties in associating have got / has got with physical description, pictures of famous people will be used to demonstrate and associate the structure with the lexis

• Assessment: Recollection of prior knowledge on Occupations through brainstorming, new vocabulary will be assessed through a matching activity. Pronunciation will be constantly assessed and corrected when necessary.

RoutineI will greet Ss and ask them how they are in L2 so as to let them know the lesson has started. I will ask what day it is and write the date on the board.

Warm-up 7’ Purpose: to recall prior knowledge through brainstorming I will write the following prompt on the board and say ‘Last class we talk about favourite subjects, right? What is the class’s favourite subject? Look at the bar chart’ EA ‘PE’ T ‘Great! So we can have a favourite subject’ here I will draw an arrow and write ‘Subject’

1 http://www.posta.com.mx/musica/violetta-en-vivo-abre-nueva-fecha-en-el-auditorio-nacionalhttp://www.china-files.com/es/link/45412/la-verdad-sobre-china-%C2%BFweibo-le-pago-a-messi-para-que-no-abriera-una-cuenta-de-twitterhttp://www.fanpop.com/clubs/daniel-radcliffe/images/26272970/title/daniel-radcliffe-wallpaper-wallpaper2 http://digest.bps.org.uk/2012/09/what-children-think-of-people-who-wear.htmlhttp://www.anatomybox.com/freckles-2/http://www.glamour.com/lipstick/blogs/girls-in-the-beauty-department/2015/02/4-women-whose-long-hair-youllhttp://slodive.com/inspiration/little-girl-hairstyles/http://pinterest.com/

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I will go on saying and writing on the board ‘You can also have a favourite actor or actress, for example my favourite actor is Tom Hanks. Who is your favourite actor (Ezequiel)?’ and I will wait for him/her to replay. Actor is a cognate so there should be no problems with meaning and ‘My favourite…’ is a chunk we have been practising so this should also be expected to work out well. I will also say ‘You can also have a favourite singer, like Justin Bieber. Do you like Justin Bieber (Serena)?’I will end the map by saying ‘What about a sport star?’ I will try to elicit students’ contribution through this prompt; in case it does not come out I will give them an example as Cristiano Ronaldo.I will tell students ‘Please open your notebooks, copy the dates and the map’ I will grant the two minutes to finish.

Transition: Well done! Let’s talk about people now, famous people

Development

Activity 1 10’Purpose: to recall prior knowledge and present the topic of the lessonI will stick the following picture on the board and ask ‘Who is he?’ EA ‘Harry Potter!’ I will say ‘Yes! You’re right. He is Harry Potter in the film, but his real name is Daniel Radcliffe’ As I say this, I will write his name under the picture. I will go on saying ‘What Daniel do? Is he a teacher?’ EA ‘No, an actor!’ T ‘Yes, he is an actor. He plays Harry Potter’ I will write down these two pieces of information as well. I will say ‘Where is he from? Is he from Argentina?’ EA ‘No’ If students

do not know his nationality I will say ‘He is English’ and write this information as well.I will repeat the procedure with the other two pictures.The idea is that each picture results in a fact file

Daniel RadcliffeHe is an actor. He plays Harry Potter.

He is English.

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SingerSubject

Actor / Actress Sports Star

Favourites

Lionel MessiHe is a sports star.

He plays in BFC.He is Argentinian

Martina StoesselShe is a singer and an actressShe plays ViolettaShe is Argentinian

I will leave these pictures on the board so that we can later relate new vocabulary to these people.

Transition: Very good! Now we know a little more about these three famous people.

Activity 2 15’Purpose: to introduce new vocabulary related to people’s description and associate it with structure HAVE/HAS GOT.I will produce the tablet and use it to slide the following pictures. As I show the pictures, I will move around the inner semicircle of the horseshoe so that every student can have a close look at them.As I show the pictures, I will write these words on the right side of the board:• Eyes• Glasses• Freckles• Braids• Long hair• Short hair• Curly hair• Straight hair

T ‘Look at this boy, what can you see here?’ I will point to his cheeks in order to elicit the word in L1. EA ‘Pecas’ T ‘Right, he has got freckles!’ I will write ‘freckles’ on the board. I will point to his eyes and say ‘And look at these?

What are they?’ EA ‘Ojos’ T ‘Good, eyes! He has got two eyes, two blue eyes’ and write ‘eyes’ on the board

T ‘Alright, let’s move on. Look at this picture. What colour are her eyes?’ EA ‘Brown’ T ‘Good, she has got brown eyes. And what else has she got?’ I will point

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to her glasses EA ‘Glasses’ T ‘Very good. She has got glasses and brown eyes’ I will write ‘glasses’ on the board.I will point to her hair and say ‘What about her hair? Is it short or long?’ I will touch my hair and signal length with my hands as I say these ‘short’ and long’ EA ‘Short’ T ‘You’re right, she has got short hair. She has got glasses, brown eyes and short hair’ I will write ‘short hair’ on the board.

I will go on ‘Now, this woman. Is her hair long or short?’ EA ‘Long’ T ‘Yes, she has got very long hair. And her hair is

straight’ Here I will point to my hair as it is straight and some other students’ in order to demonstrate. If necessary, I will ask some students that have understood the meaning to say it in L1. T ‘So, she has got long and straight hair. What about her eyes, what colour are they?’ I will write ‘long hair’ and ‘straight hair’ on the board.

T ‘What about this little girl’s hair? Is it short or long?’ I will point to her braids and say ‘Look at these? What are they?’ eliciting the word in L1 I will say ‘These are braids. She has got two braids.’ I will write ‘braids’ on the board.

T ‘Great, the last one. What can you tell me about his hair?’ EA ‘Long’ T ‘That’s right, he has got long hair. Is it straight?’ EA ‘No’ T ‘No, it’s not. It’s curly; he has got curly hair’ I will twirl my finger to indicate ‘curly’ and write ‘curly hair’ on the board.

As a follow-up, I will draw students’ attention to the pictures on the board and ask them ‘What can you tell me about Messi’s hair? Is it short or long?’ and I will point to the vocabulary written previously on the board ‘Yes, he has got short hair’ I will repeat the procedure with the other two pictures on the board.

Transition: Very good! Let’s see how much you can remember these new words.

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Activity 3 5’Purpose: to have students apply new knowledge through a matching activityI distribute the following worksheet3 and say ‘This is a matching activity, you need to match the picture with the vocabulary’ I will mime with my finger the action of matching. Then I will say ‘Be careful! An image can match two different words or phrases, for instance look at this one - pointing to the long straight hair - this matches long hair and…’ I will try to elicit students’ answer. Then I will leave them on their own to finish the activity. I will go around the classroom checking and assisting them.

Match the pictures with the correct words

Long hair

Curly hair

Braids

Glasses

Eyes

Short hair

Straight hair

Freckles

3 Pictures retrieved fromhttps://quizlet.com/2355163/the-head-flash-cards/http://www.cliparthut.com/50s-vintage-black-cat-clipart.htmlhttp://koru-ru.deviantart.com/art/braids-360499621

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For homework, I will ask students to bring a picture of his/her favourite actor/actress, singer or sports star. To save time, I will distribute and make sure they glue the following passage:

Homework: For next class, bring a photograph of your favourite singer, actor/actress, OR sports star.

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