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: 3Fecha: 23-11-15Hora: 08:00Duración de la clase: 80 minutosFecha de primera entrega: 21-11-15

CLASE N°3

Teaching points: Describing people

Aims or goals: During this lesson, learners will be able to… Review descriptive functions of language. Practice 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.

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)

No particular pronunciation

feature is to be revised.

New None

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

sewer.

None / uː/ as in /kəˈnuː/ and

/djuːk/

Teaching approach: Communicative approach.

Integration of skills: reading (to organize events) and writing (to develop their oral exams)

Materials and resources: Pieces of chalk or the board, sentences in slips of paper, writing guide for oral exam, sentence starters, characters’ pictures.

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

Seating arrangement: “U” shaped. 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.

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 persistent I will call their attention.

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 with the topics.

Assessment: what will be assessed and how. Reading of chapter 8 of Huck Finn will be assessed by organizing the events of the story. Comprehension of “Mr. Fox” characters personalities and looks will be assessed while students write their drafts for the oral exam, as the descriptions must lead to a single character.

Warm up (5’)Purpose: to establish communication and check on themI will greet students and ask them how are they. I will ask them about their biology exam, if they could study during the weekend, how was that 15’s party, etc., and establish a brief exchange with them. I will close the conversation based on what we have just talked as “Seems we had a very busy weekend” or “I wish we could all party more often”.I will write on the board the word: “FRAUD” and ask, “What is a fraud? Does it sound familiar in Spanish?”Here, I will seek answers meaning “something that is not what it pretends” “impostor” “a person who tells lies to gain dishonest advantage” If students remain unresponsive, I will exemplify “Student 1, do you have 20 pesos for me? I promise (I will make a funny face and stress the word to make sure they understand I’m lying) I will pay you back in a month!!” and ask students of they think I am being sincere with my question, if they think I will return that money to student 1.

Presentation (5’)“So, that is a fraud, to lie in order to gain dishonest advantage… Is there any character in “The adventures of Huckleberry Finn” that may be fraudulent?” I will help students saying “Which new characters appeared in chapter 8?” I will ask them if the Duke and the King are really a Duke and a King, and if they think that’s a fraud and why.Since I’ve asked them to read chapter 8 of Huck Finn as homework, we will do a brief check on it. I will divide the class in three teams making sure there is someone who has read the chapter in each group (I will aim to include one identified strong learner in each group).

Activity 1 (15’)Purpose: To check student’s knowledge on chapter 8 of Huck FinnI will bring three sets of the following sentences printed on separate slips of paper (no numbers included)

1. After the raft was destroyed, Huck was alone for a long time.2. Huck and Jim met again in the woods. Jim had a new raft!3. Huck was paddling near the woods when two men ran towards him.4. Huck thought they wanted the canoe, but they were escaping.5. Huck decided to help the men.6. One of the men said he was the Duke of Bridgewater, and the other said he was a

King.7. Jim and Huck started doing everything for the Duke and the King.8. Huck knew they were lying, but since Jim was happy about it, he didn’t say anything.9. To be able to travel in the daytime, the Duke and the King wrote a fake “$200

REWARD” note with Jim’s description and told everybody they were him back to his owner.

I will then divide the blackboard in a grid of 9x3 and say while moving from one column to the other: “Ok, group 1, group 2 and group 3… Here you have the events of the chapter all mixed up (showing the slips of paper), so you will have to put them in the correct order (here I will mime from top to bottom of the columns) what happened first, second and so on… The group that finishes first with the sentences in the correct order wins a prize. Student 1, what do you have to do? (Student answers)… Right! Ready?”Then I will distribute one set to each group with some masking tape.

I will write 1, 2 and 3 as the students finish organizing the sentences. I will ask different students to read each sentence, and we will check that the order is the correct one… Finally, one group will be acknowledged with the privilege of choosing their order in the oral exam tomorrow.

Transition (10’)“Very good! It was a short chapter but a it happened a lot, didn’t it? Now, I need your help… I’ve been doing my own homework reading this book up to chapter 8, and I was wondering if I could make some riddles describing these characters properly. Student 1, please, read this for the class” I will then give the first riddle to the student, without the answer of course. “Student 1 will read this riddle for you, and when she finishes, you have to say which character she described ”

Riddle 1:It’s a character from Huckleberry Finn.This character appears very early in the story: it is one of the main characters.This character is a good person, and loves to tell stories.This character is tall and thin, and his skin is dark.Who is this character?(Jim)

“Thank you, Student 1… What about this one? Student 2, can you read it, please?”Riddle 2:It’s a character from Huckleberry Finn.This character appears very early in the story.This character is mean, and causes much trouble.This character has long, dirty black hair, and his skin is white as a ghost.Who is this character?(Pap or Huck’s father)

“Ok, seems it was too easy! That is probably because you know the characters in the story we are reading. As you may notice, they play different roles and have different characteristics. What about the characters in “Fantastic Mr. Fox”? What can we say about Mr. Fox, for example?” I will have students say some of the things they had been analyzing about the characters, and I will ask questions to elicit some simple answers as the color of his fur and that he is smart.

Activity 2 (40’)Purpose: To produce the written base for their oral exam next day.“Perfect! So, you know that tomorrow we are having an oral exam, and for that purpose we are going to talk about the movie and design a riddle about one character of Fantastic Mr. Fox of your choice. Of course, you must not tell your classmates which character you have chosen. It must be a secret, understood? So, we are going to use this to help us write down our ideas. (I will show the guides) The oral exam will be between 2-3 minutes long, so your speech cannot be too short.

Students will work with a layout and sentence starters to help them develop the writing.I will distribute some printouts with useful phrases (taken and adapted from these links)As I give them this guide to pass on:

I will distribute the following sentence starters:

Holding a copy of the guide I will ask, “Student 1, can you read number 1 “About the movie” please?” after the learner reads aloud I will say “Good, so first, you have to write about the movie, next? Who can read part A of number 2 “About the character”?” we will proceed the same for 2B and 2C and again I will sum up: “Great, so when you write about your character you write about his or her role, personality and looks. Finally, number 3 “Final words”, Student 3, can you read it?” after the learner reads aloud I will say “Great! Thank you, so finally, you have to choose one of these topics to write a conclusion. So… 1…write about… (Elicit student’s answers: the movie”) 2, write about... (Character) what things about the character (role, personality and looks) and 3, write a… (Conclusion; final words). Perfect! On the other print you have some sentence starters to help you, please, feel free to check them as much as you need. And, also the characters you can use, in case you need some inspiration. Ok, please, start writing and remember to keep your character a secret!”

I will walk around helping students.

Closure (5’)Before students leave the classroom, I will remind them to practice for their exams. I will tell them they will be assessed in three things: the content, their attitude and their delivery (the fluency, pronunciation, etc) I will also recommend them to check the time they spend talking and wish them good luck for next day.

Homework: Student’s won’t have any homework but they will have to practice for their oral tests.