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

ALUMNO RESIDENTE: Ludmila Ruiz DíazPeríodo de Práctica: Nivel SecundarioInstitución Educativa: Instituto Privado República Argentina Dirección: Lasserre 459, Rio Grande, Tierra del FuegoSala / Grado / Año - sección: 1° ESOCantidad de alumnos: 21Nivel lingüístico del curso: PrincipiantesTipo de Planificación: ClaseUnidad Temática: Información Personal / FamiliaClase Nº: 4Fecha: 5 de noviembre de 2015Hora: 16:00 - 17:20Duración de la clase: 80 minutosFecha de primera entrega: 3 de noviembre de 2015

CLASS 4

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

✓ Identify and name family members through a family tree✓ Develop their speaking skills by asking for information ✓ Develop their writing skills by completing a gap filling activity using

topic vocabulary

• Language focus:

Functions Lexis Structures Pronunciation

Revision Simple Commands

Giving/Sharing Personal InformationInformation

Talking about families

Imperatives listen / look at… / write down / glue / draw

- Age: I’m 12 years old

- Birth: 1st February 1990

- Occupation: singer- Family: brother,

sister- Favourites: food,

music. football team, singer

Family members: mother / father / grandmother / grandfather / brother / sister

Commands:- Draw a stickman- Write down

information about yourself

Verb ‘To Be’- She is 25 years old- He is a singer- Her favourite food is

pasta

’S Genitive- Bart’s father is Homer- Bart’s sister’s name is

Lisa

Pronunciation of words will be practised through repetition (drilling)

New Talking about families

Family members: wife / husband / aunt / uncle

’S Genitive- Homer is Marge’s

husband- Selma is Lisa’s aunt

Pronunciation of will be practised through repetition

(drilling)

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

family tree and writing a gap filling activity• Materials and resources: five game boards1, 5 dice, picture of The Simpsons

Family Tree2, copies of incomplete family trees for an information gap activity, copies of a gap filling activity written by the teacher, whiteboard

• Pedagogical use of ICT in class or at home: projector or laptop to show a picture of The Simpsons Family Tree

• Seating arrangement: As it is. Students will work in groups of four; for this purpose, only chairs will be moved since seating arrangement does not allow moving desks due lack of space. Later, they will carry two activities out in pairs.

• Possible problems / difficulties and their possible solutions during the class: the Simpsons are a very famous family; students are familiar with their names and will probably want to complete the information gap activity by themselves, I will encourage them to follow the speaking activity by monitoring and checking their performance

• Classroom management strategies: there are two or three students who do not participate in oral activities and talk while I monitor other students; I will assign them different seats and partners to perform the oral activity.

• Potential problems students may have with the language: students may have difficulties understanding instructions for the information gap activity, if necessary I will ask for a volunteer to explain the procedure in L1

• Assessment: I will focus assessment on the use of ’s genitive by listening to students’ performance during the speaking activity and checking each student’s writing gap filling activity.

Routine 2’I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little time to predispose themselves and pay attention.

Warm-up 5’Purpose: to talk about personal information and preferences through a board gameI will briefly brainstorm with students different items regarding information. I will say ‘We’ve been talking about personal information, for example we talked about our names, our nationalities, brothers and sisters, what else?’ I will elicit other items such as age and favourites and I will ask students ‘Good, we talked about favourite colour, animal, football team. What other favourites can you have? What about favourite actress?’ I will elicit other favourites in order to pre teach vocabulary from the board game, I will include the ones students do no include: computer games, films, books.

Transition: Good! Let’s move on, we are going to play a game.

1 Template downloaded from http://people.uncw.edu/ertzbergerj/msgames.htm 2 Downloaded from http://www.englishexercises.org/makeagame/my_documents/my_pictures/2008/sep/DBZ_Simpsons_Family_Tree_by_Marruche_web.jpg

Activity 1 15’‘We are going to work in groups of four students’ I will show students the board they

will use to play the game ‘This is a board game, it is called ‘Chat About’3 and these are dice. How do you play this kind of game?’ If necessary, I will repeat the last question in L1 in order to elicit rules about playing a board game: roll the dice, take turns, etc. As students contribute, I will write this on the board for reference.I will call students attention to the grey squares in order to pre teach instructions. ‘Let’s look at the board. Where do we begin, in the ‘Start’ square or the ‘Finish’ square?’ EA ‘Start’ T ‘Very well, the start square. Let’s look at this grey square; it says ‘move ahead 3 spaces’. What does it mean?’ I will write the instructions on the board using arrows so students can use them later on. The same procedure will be carried out for all grey squares.

3 Adapted from Primary Communication Box, Nixon Caroline, CUP

Then, I will move on to the white squares ‘In this game, you have to give personal information. For instance, if you land on ‘your age’ what information are you going to talk about?’ I will repeat the procedure with some favourites and family squares.I will distribute one board and a dice per group and walk around the classroom listening to the learners as they carry the activity out. As the time allotted for this activity may vary; I will speed the following activity up if students finish earlier or call the activity off and ask who the winners are once the time is up.

Transition: Great everyone! Who are the winners?

Activity 2 30’Purpose: to identify family members and working with ’s genitive through a The

Simpsons Family TreeI will ask students ‘In this game we’ve just played we talked about our families, who are the most famous family in the world?’ In case students do not contribute or are hesitant I will project the following picture to elicit the answer.I will ask students ‘Who are they?’ EA ‘The Simpsons’ I will point to Bart, Lisa, Maggie, Homer and Marge to elicit their names. I will write ‘Family: The Simpsons’ as a title on the board. In order to revisit ’s genitive I will write on the board as I point to the picture in an attempt to analyse the family tree and say:• Homer is Bart’s father• Marge is Bart’s mother• Bart is Lisa’s brother• Maggie is Bart’s sister

• Abraham is Bart’s grandfather• Mona is Bart’s grandmother

I will leave the sentences unfinished I as write and say these utterances so as students make their contributions and activate prior knowledge. I will teach husband, wife, aunt and uncle using the same strategy.Then I will say ‘Good, open your folder and notebooks. Copy the date, the title and these sentences please’

Transition: Very good. Let’s see how much you know about The Simpsons with the next activity.

Activity 3 20’Purpose: to practise topic vocabulary through an information gap activityI will call students’ attention to the projected picture once more and ask ‘Do you remember all the Simpsons’ names?’ I will point to Homer and say ‘What’s his name?’ EA ‘Homer’ T ‘Great! What about these ones?’ as I point to Patty and Selma.I will go one ‘We are going to work with the Simpsons’ family tree in pairs, now. Each pair will have two different family trees, but they are incomplete. You have to ask your partner the names of the family members to complete the family tree’ I may have to explain a little in L1 this procedure; however, I will hold both family trees so that students can see they are both incomplete but still have some information.Then, I will ask students how do you ask about a person’s name using ’s genitive ‘What is Bart’s father’s name?’ I will write this sentence on the board EA ‘Homer’ Then orally I will go on ‘What is Bart’s sister’s name?’ EA ‘Bart’ T ‘Good! You will ask your partner these questions in order to complete your family trees’For students not to confuse, I will tell them to relate all relatives to Bart so that they practice topic vocabulary using What is Bart’s (grandfather’s) name?

I

will ask for a volunteer to explain the activity in L1 for the sake of clarification. Next, I will distribute the family trees; two different per pair.

I will monitor students and helping them where necessary; as they have not done this kind of activity with me before I will pay special attention so they do not just sit and copy from each other’s family trees.

Once students have finished, I will project the following picture with the complete Family Tree so that we can all check the answers together

Activity 4 10’Purpose: to practise using topic vocabulary through a gap filling activity.I will distribute the following copies and say ‘We are going to work in pairs again. This time, you will read the family tree and fill in the gap’. I will demonstrate by complete with the class the first sentence.Once students finish, I will correct the activity in their notebooks. Students who do not complete the activity will have to do so for homework.

Read the Simpsons’ Family Tree and complete the blanks. Use the words from

the box.

1. __________ and __________ are Bart’s father and mother.

2. Herb is Homer’s ____________.

3. Patty is Selma’s __________.4. __________ is Bart’s grandfather.5. Jackie is Marge’s __________.6. Selma is Lisa’s __________.

Marge aunt Abraham husbandHomer sister wife brother

7. Marge is Homer’s __________.8. Homer is Marge’s __________.

Closure‘Did you enjoy working with the Simpsons? You’ve done great today. Have a nice weekend.’