Rodrigues - TPD - Primer Período - Planificación 1

Instituto de Formación Docente Continua Lenguas Vivas Bariloche

ALUMNO PRACTICANTE: Laura Natalia Rodrigues

Período de Práctica: Nivel Inicial

Institución Educativa: Instituto de Nivel Inicial N° 1467 “Hakuna Matata”

Dirección: Fragata 25 de Mayo 588, Rada Tilly, Chubut

Sala / Grado / Año - sección: Jardín (Sala de 5)

Cantidad de alumnos: 16

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Objetos del aula

Clase Nº: 1

Fecha: 07/05/2015

Hora: 10:00 - 10:30 hs.

Duración de la clase: 30’

Fecha de primera entrega: 30/04/2015

Teaching points: Vocabulary school objects (pencil, paper, crayon, book)

Aims: During this lesson, learners will be able to…

- Identify and name different school objects.

- Understand / Recognise new vocabulary by answering questions.

- Develop their listening skills by listening to a song.

- Revise and use vocabulary related to colours.

Language focus:

Functions Lexis Structures Pronunciation


Revision Following commands and instructions

Answering questions related to colours.

The imperative:

Look!

Listen!

Sit down

Colours: green, yellow, blue, red, pink, purple, orange, black

Recognition and use of Wh- questions in the simple present:

What is this? It is a…

Let´s:

Let´s make a circle

Recognition and use of the sound:

/ ɜː/ Purple

Recognition and use of the sound:

Voiced palatal affricate

/dʒ/ (orange)

New Answering questions related to school objects identification.

School objects:

Pencil, paper, book, crayon

Recognition and use of Wh- questions in the simple present:

What is this? It is a…

Touch:

Touch (yellow)

Recognition and use of the sounds of diphthong:

/eɪ/ (crayon)

Teaching approach: Communicative Approach

Materials and resources: school objects – a box - colour flashcards - CD player or computer.

Pedagogical use of ICT in class: I will use a song to revise colours. Students will listen and sing while they perform an action. In this first lesson I have chosen not to use ICT. I will include them in the next lessons .I will play all the songs from the computer and I will also take them in a pen drive in case technology does not work.

Seating arrangement: Students will be sitting in a semi circle on the floor in order to facilitate visual contact and interaction with the teacher and classmates.

• Cooperative work: as learners are still very young, they can play together as they will do in this class, but they are still not aware of their classmates’ feelings or thoughts, so it is difficult to carry out cooperative work activities.

Possible problems / difficulties and their possible solutions during the class:


- Students may have problems to understand some instructions or games or that

they cannot understand what the teacher says. I will paraphrase the instruction using

gestures and mimic.

- Students may get too excited. I will provide support.

- Some students may misbehave in class. I will talk to them and try to see why they

behave in that way, trying to calm them down.

- Some students may not accept to participate in games. I will tell them that they

will have fun if they participate, but I will not insist if they do not like to play.

Potential problems students may have with the language:

- Students may not understand a question, so I will guide them pointing to pictures

and modelling the answer first.

- Some students may have problems to pronounce certain words or sounds. I will

ask them to repeat the words several times and to listen carefully to the way I

pronounce them (how I use my lips, teeth or tongue).

Assessment: I will check that students comprehend and identify the different school

objects by listening to them say the objects or perform an action with the word

involved.

LESSON PROCEDURE:

ROUTINE: 5’

Purpose: To start the lesson, get students into the right atmosphere for work,

establish a connection with students.

Interaction patterns:

Teacher-Student

Teacher-Class

Skills / Skills Integration:


Listening and speaking (every day greeting)

Speaking (singing the Hello song)

Learning styles:

Auditory, visual and kinaesthetic

I will greet my students and we will sing and dance their daily “Hello” song:

Hello!

Hello!

Hello, how are you?

(Repeat)

I'm good!

I'm great!

I'm wonderful!

(Repeat)

Hello!

Hello!

Hello, how are you?

(Repeat)

I'm tired.

I'm hungry.

I'm not so good.

(Repeat)

Hello!

Hello!

Hello, how are you?

(Repeat 3x)

Source: http://supersimplelearning.com/songs/original-series/two/hello/

I will not introduce the hello song to the students because this is not the first day of

class. They have already known the song as they use it as a daily routine to start the

lesson.

http://supersimplelearning.com/songs/original-series/two/hello/


WARM-UP: 8’

Purpose:

To revise vocabulary and get the students engaged with the topic of school objects.


Teacher-Class

Teacher-Student

Skills:

Listening and speaking

Learning styles:

Visual, auditory and kinesthetic

I will say: “Do you remember the colours?” I will show them some colour flashcards

and I will ask them: “Ok! What colour is this?” “Yellow”, and so on.

“Well done!”

Source: “Our World” flashcards - National Geographic Learning, 2014.


I will invite children to listen to the colour song. Children will sing and do the actions

while they hear the song:

“Listen to this song!”

Song: “I see something blue”

Blue! (I hold up a blue flashcard)

I see something blue (I hold my hand above my eyes as if I am searching for

something)

Blue!

I see something blue.

Blue, blue, blue, blue...

I see something blue.

Find something blue! (We look around the room for blue items)

Yellow! (I hold up a yellow flashcard)

I see something yellow(I hold my hand above my eyes as if I am searching for

something)

Yellow!

I see something yellow.

Yellow, yellow...

I see something yellow.

Find something yellow! (We look around the room for yellow items)

Red! (I hold up a red flashcard)

I see something red(I hold my hand above my eyes as if I am searching for

something)

Red!

I see something red.

Red, red, red, red...

I see something red.

Find something red! (We look around the room for red items)

Purple! (I hold up a purple flashcard)

I see something purple(I hold my hand above my eyes as if I am searching for

something)

Purple!

I see something purple.

Purple, purple...

I see something purple.

Find something purple! (We look around the room for purple items)


Blue. (Point to something blue)

Yellow. (Point to something yellow)

Red. (Point to something red)

Purple. (Point to something purple)

I see colors everywhere. ♫

Source:http://supersimplelearning.com/songs/original-series/one/i-see-something-

blue/

Transition: “Well done! Let’s see… Look children! Look what I have here”. I will show

them a box. Do you want to see what I have inside this box?”

- PRESENTATION (10 minutes)

Purpose: To introduce the new items of vocabulary which are pencil, paper, book

and crayon.


Teacher-Class

Teacher-Student


Listening and speaking (question/answer. Repeating)

Learning styles:


I take the school objects out of the box one by one in order to introduce them to

students. “Look! It is a PENCIL!”I will encourage students to repeat. “Look children, it

is a PENCIL! What is it? It is a…”


Students: “PENCIL!”

I will follow the same procedure with the rest of the school objects: paper, book and

crayon. I will have more than one school object so that I can give one object to each

child while I introduce them (i.e. I will have 16 objects).

Transition: Excellent! Now let´s play a game!

- DEVELOPMENT

Activity 1 (7 minutes)

Purpose: to practice new vocabulary about school objects, to develop motivation,

and revise colours.


Teacher-Class


Listening

Learning styles:


I will ask students to make groups according to the object they have (all pencils

together, all pieces of paper together…). “Let´s make groups! All pencils stay

together here, all papers stay together here…”

I will place the colours flashcards on the walls and I will tell each group to touch a

colour flashcard.

I will explain them how to play: “Listen kids! We have four groups, you are pencils,

you are papers, you are books and you crayons. Ok?”

I will say a colour and the corresponding group goes and touches the flashcard. I will

say: “Pencils: touch yellow!. Fantastic!!! Papers touch blue! Very good! Books touch


red! Well done!” I will continue until I call out all the groups and ask each group to

touch two colours.

Transition:“A job well done!!! I will tell students to put the school objects back in the

box. “Let´s put the school objects back in the box. Look, like this”. (I model the

instruction with one object). “Let’s sit now!”

- Closure (5 minutes)


Teacher-Class

Skills:

Listening

Speaking (singing a song)

Learning styles:


I will tell the students that our lesson is over and that we have to say goodbye. We

will sing the “Goodbye Song”:

Goodbye! Goodbye!

Goodbye! Goodbye!

Goodbye! Goodbye!

GOODBYE, everyone.

Source: “English Adventure Starter A”, Pearson Education, 2005.

Students wave goodbye while they sing.

- HOMEWORK:


In this first class learners will not take any homework home. In the following lessons I

will use videos and so I will ask for permission to send a note to the families inviting

students to watch a video about school objects. In this way, children will have the

possibility to share with their family what they have learned.

Rodrigues - TPD - Primer Período - Planificación 1

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