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I.F.D.C.

LENGUAS VIVAS

TALLER DE PRCTICA DOCENTE

ALUMNO RESIDENTE: Duprez Andrea

Perodo de Prctica: Nivel Secundario

Institucin Educativa: ESRN N 36

Direccin: Palacios 2297

Sala / Grado / Ao - seccin: 12

Cantidad de alumnos: 19

Nivel lingstico del curso: Bsico

Tipo de Planificacin: clase

Unidad Temtica: Informacin Personal

Clase N: 1

Fecha: 8/5/2017

Hora: 10:10 a 12:00

Duracin de la clase: 1 hora 50 minutos

Fecha de entrega: 26/4/2017

Teaching points

- Revision of personal questions and answers seen so far (name, surname)


- Revision of alphabet
- Numbers
- Asking and giving new personal information: telephone number, age, ID number,

Aims or goals:

During this lesson, learners will be able to:

- Develop their speaking skills by asking and answering questions about personal
information;
- Develop their listening skills by interacting with others in the classroom and by
listening to a video;
- Develop their writing skills by writing words and sentences in context, about
themselves and others.
- Develop their reading skills by interpreting a worksheet and role play cards.
Language points

Functions Lexis Structures Pronunciation


Asking and Personal My name Pronunciation of
Revision answering about pronoun: I is / My surname letters j and
name, surname, city, Possessive is / I am years g and the
favourite colour, pronoun: My old. difference
profession, address. Question Whats between b
Answering words: What / your.? and v
questions about How / Where How do
others you spell your? /
Spelling Where are
names and surnames you from?

Asking and Personal My Pronunciation of


answering about age, pronouns: she/he telephone n is / h in he, her,
telephone number, Possessive My favourite n is his
favourite number, pronouns: her/his / My ID number Pronunciation of
fathers and mothers Last is. favourite,
names name: synonym Whats she, he
New of surname, your telephone Pronunciation of
numbers number? / Whats in number 3,
your favourite 13, 30
number? / Whats Difference
your ID number? / between teen
Whats your and ty, as in
mothers/fathers thirteen and
name? thirty
She is
Her is / He is His
is

Teaching approach or combination of methods / approaches: Communicative


approach
Integration of skills: speaking and listening skills are integrated, through students and
teacher interaction and also among students. Reading and writing skills are also
combined by the reading of information in charts and by completing them.
Materials and resources: board, a computer to watch the video, worksheet, mini
loudspeaker, projector, ball.
Pedagogical use of ICT in class or at home: students will watch a video about an
interview on personal questions
Seating arrangement: first they will sit as they usually do, in pairs. Then, they will work
in groups of 3 or 4.
Assessment: what will be assessed and how: students will be assessed on questions
and answers so as to make sure they are making them correctly. This will be done by
repeating the structure in order to make sure they are listening to it and also involving
the rest of the class so as to encourage the students to correct themselves and not
provide them the answers.

Stages in the lesson

Routine (1)

Ill greet my students: Hello! How are you? Are you ok? They will answer saying Im ok Im
fine, thanks.

Warm-up (2)

T: ok, today we will work with numbers. Do you know any number in English? (while writing
some numbers on board) What about this one? (pointing) and this one?

(Students know some numbers, basically from 1 to 10, so the teacher will write some of those
numbers on the board)

Transition: Great, so today we will study numbers from 0 to 100! They are very easy, youll
see

Development

Activity1 Numbers (20)

T: Well, I will give you this photocopy about numbers. You will have some minutes to look at it
and write any number you remember. For example (while writing on the board): this number,
how do you write it, remember? Can you spell it, please?

1: _ _ _

S: O-n-e

T: fantastic! Now, look at the photocopy and write some numbers you remember. Then we
check on the board and complete the rest.

Students are given the following photocopy: (the original looks much better)
Students are given some minutes to try to remember some numbers. Then, the activity will be
checked on the board, eliciting the answers from the students, practising spelling and
pronunciation.

Transition: Very good. Now, lets play a simple game to practise numbers. The game is like
this

Activity2 Dont say that number! (5)

T: ok, I will say number 1, she (pointing at one student at the front on the left) will say number
3, she (the student next to her) will say number 3, then number 4 BUT he CANT say number 5;
he has to say STOP instead. So, for example.. (she repeats the sequence: 1,2,3,4,stop) and
then we continue: 6,7,8,9,STOP, 11, 12, 13, 14, STOP So, every time you have a 5, 10, 15, 20,
etc., a multiple of 5, you cant say the number. (Miming and pointing when explaining). Ok?
Lets practice

They practise once and then they play for some minutes.

Transition: T: ok, today we will work with numbers and with Personal questions and answers.
Do you remember any personal information question? And any answer?

Students: Yes! Whats your name? / Whats your surname? / How do you spell your name? /
Where are you from? / How old are you?/ Whats your address? / whats your favourite? My
name is my surname is.. Its . I am Im from
T: Great! today we will continue working with personal information questions and numbers.
So, now we will work in groups. Group work! Groups of 3 or 4 students, ok?

Activity3

a. Matching question and answer 10

T: Ok, lets play another game in the same group you are now. First your group needs a name.
Lets name the groups with one colour. Whats the name of your group? Yellow? Blue?

Students choose the name of their group and the teacher writes them on the board to write the
scores later on.

T: fantastic, now listen. Here I have these cards (shows the cards). Some cards contain
questions and some others have answers. You need to match the question with its answer
(mimes the verb match by putting one card next to the other). For example, if I match this
question (whats your name?) with this answer (I am years old), is it ok? (facial expression
communicating something is wrong).

S: No!

T: exactly. So, can someone explain the activity?

As usual, students try to explain using their own words what they are supposed to do. They play
and when they finish, I sum up all the correct matches and write that number on the board.

The questions and answers included in the game are:

Already known by students New questions and answers


Whats your name? My name is.. Whats your telephone number? It is
Whats your surname? My surname is.. Whats your favourite number? I like
number..
Where are you from? Im from Whats your mothers name? HER name
is
Whats your address? My address is Whats your fathers name? HIS name is
How do you spell your (surname)? It is
Whats your favourite colour? My
favourite colour is
How old are you? I am.

Transition: T: Ok, the game continues

b. Say the question or the answer 10

T: now, I will put the same questions and answers you worked with in this bag (she does it
while speaking). So, I will take ONE card and show it to group 1 (yellow group, for
example). If this card is a question, this group has to say the answer. If I take one answer,
the group has to make the question (she exemplifies while explaining).

The teacher makes one example on how to play.


T: If the group answers incorrectly, I will pass on to group n2; if group n 2 cannot answer
it, I will continue with group n 3, and so on If your group answers correctly, that group
gets a point. Ok? And ONE MORE THING: ALL of you participate! Not only one or two in the
group ALL, ok?

Transition: Fantastic, now, we will write the new questions and answers learnt today on
the folder.

Activity2 - Write the new questions and their answers in the folder. (8)

For this, the teacher will draw a chart on the board and elicit from students the questions
and answers leant that day:

QUESTION ANSWER
1. Whats your telephone number? It is.
2. Whats your favourite number? I like number..
3. Whats your mothers name? Her name is
4. Whats your fathers name? His name is

Transition: Now, you will watch a video with people from different parts of the world. A
teacher also asks personal questions to his students

Activity4 VIDEO: Our Spanish Class

Link to the video: https://www.youtube.com/watch?v=KIO0yUD25GM

Pre-listening activity 4

T: So, in Argentina, in your school ESRN n 36, you learn ENGLISH. But in the USA or England,
for example do they learn English? What language do they learn? (Probably the teacher will
have to draw on the board to illustrate the idea)

S: Spanish

T: exactly! This video is about a SPANISH CLASS with students from different parts of the world:
students from JAPAN, from MEXICO where else do you think? Students from. ?

S: Argentina, Colombia, China

T: fantastic. Well see

While listening activity 20


The teacher gives the students the following worksheet to be completed while listening
to the video. Before starting with the activity, she gives the instructions:

T: ok, now you will listen to the people from the video. In this worksheet you have a chart, you
see? In this column there are the people from the video: TOM is this one here, you see?
(pointing). He is British. You have to listen and complete how old he is here under age and
his profession. Similarly, you have to complete all the information about the rest of the people
from this class. The squares in grey mean that you dont have to complete (pointing and
miming).

Worksheet

Video: Our Spanish Class


1. Listen to the people from the video. Complete the chart and the questions.

NAME NICKNAME AGE COUNTRY/ PROFESSION


NATIONALITY
Tom British T______
and
Spanish S_ _ _ _ _
_
A_______ ___Z__ Of___e
__ Manager

E_______ M_____ T______


_

P____ Poland I.T.

A__ R_____ Designer

2. Where are the rest of the students in the class from? Choose from the
words given. There is one extra word.

GERMANY ITALY - FRANCE - JAPAN

3 students are from ___________


2 students from ___________
6 students from ___________

The students will listen to the video once, without stopping it, just to get a general idea of what
it is about. They can start completing the chart if they feel like and if they can. Then, the
teacher will start the video again, this time pausing it so that students have enough time to
understand and complete the information requested. If necessary, the teacher will start the
video a 3rd time, for students to finish completing the chart.

NOTE: this will be the first listening activity students do in the year.
After listening activity 10

The activities from the worksheet will be checked on the board. For this, volunteers will go to
the front and write the answers. The first example will be done by the teacher.

T: Lets check the activities! So, what about TOM? How old is he? Is he 20? 40?

S: 30!

T: Excellent (she writes on the board a similar chart from the one in the worksheet and
completes Toms age). Now, what is his profession? Is he a doctor?

S. teacher! Student

T: brilliant! (completes the chart)

The rest of the chart is completed on the board by students who are willing to do it.

Transition: well, now we will sit in pairs for the next activity, where we will talk with the person
next to us.

Activity 4. Role Play (15)

The teacher will write on the board Role Play, and ask students if they know the meaning of
it. Most probably they wont know, so the teacher will choose one student at random and tell
him/her secretly that she/he must answer the teachers questions pretending she/he is Diego
Maradona. The teacher will ask personal questions like the ones seen in class and the student
will answer them imagining she/he is the character given. Then, the teacher will check again
with the class what the meaning of role play is.

T: Great. So, now I will give you a card similar to this one: (she draws a card similar to the ones
the students will be given). On this side you have YOUR new name, YOUR new surname, YOUR
AGE. And on the other side you have to COMPLETE with the information your friend gives
you. So, for example (she asks again to the student who pretended to be Maradona), whats
your name? (the student says Diego), ok, so now I complete here with this name (she
completes on the board). Ok? IMPORTANT its a SECRET card. You cant show it to your
partner (miming how to hide the card so that the idea is understood) .ok? Dont show it!
The students are given one of the following cards:

And the following card to complete:

ROLE PLAY

Complete with
your friends information

Name: __________________________________

Surname: _______________________

Age: __________________________

From: _________________________

Address: _______________________

Profession:_______________________
Telephone number: _________________

Favourite number: _________________

Favourite colour: _________________________

They are given enough time to ask and answer each other, and to complete the cards. The
teacher will monitor and go around the classroom to check the students are speaking English
and to help and assess possible problems.

Transition: Ready? Great, so now lets share who you are!

Closure

At random, students throw a ball making a personal question and when another student
receives it he/she has to answer the question, pretending they are the person in the card given.

Homework

- Bring scissors and a glue.

Lesson plan Excellent Very Good Good Acceptable Below


component 5 4 3 2 Standard
1
Visual x
organization
Coherence and x
sequencing
Variety of x
resources
Learning styles
Stages and X
activities
Teaching X
strategies
Language x
accuracy
Observations Such a lovely lesson! Well done, Andy!

Try to use L2 as much as possible, and encourage students to actually use the
language. Monitor them while they are working in groups so as to check they are
doing the tasks correctly and using L2.

Next time, remember to include the link to the video and the script. As well as this,
please include this chart in further plans.
Best of luck!
Aure