IFDC LENGUAS VIVASTALLER DE PRÁCTICA DOCENTE IIIALUMNO PRACTICANTE: Andrea Alejandra Cantaroni.Período de Práctica: Tercer períodoInstitución Educativa: EES N°19Dirección: Enrique Julio 2000, Bahïa Blanca, Buenos AiresSala / Grado / Año – sección: 3º AñoCantidad de alumnos: 24Nivel lingüístico del curso: ElementalTipo de Planificación: DiariaUnidad Temática: ciudades. Clase N°: 1Fecha: 13 junio., 2015Hora: de 7:30 a 9:30hs Duración de la clase: 120 minutosFecha de primera entrega: 5 de junio.

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Teaching points:

Vocabulary related to comparative adjectives.

Teaching aims:

Students will develop their speaking and reading ability to talk about two different cities and to compare them using the target language.

They will be able to revise the adjectives learnt in the previous lessons.

Language focus:

Lexis Structure Functions

rev Revision of short adjectives small, big, old, hot, cold,Noisy, dirty, clean, quiet, new.

Is Bahia in the north of the province?Is Buenos Aires in the west of the province? Is Buenos Aires a big city? Is Bahia Blanca a hot city? Is Bahia Blanca a clean city?

Talking about two cities.

new

Comparative form : short adjectives:Smaller, bigger, newer,Dirtier ,quieter, noisier,cleaner, older, hotter,

Is....smaller than...?Is … noisier than….?Bahia Blanca is smaller than Buenos Aires.Buenos Aires is noisier than Bahia Blanca.

Comparing two cities.Is Bahia Blanca smaller than Punta Alta? An about Dorrego o Monte Hermoso? Is Monte hotter than Bahia?

Teaching approach: Communicative approach

Materials and resources: two sheets of paper, two posters with a map and two pictures with a photo of the cities.

Integration of skills: Although students will put into practice their four skills, speaking and reading will be central in my lesson. These skills will be integrated through two communicative activities to help students improve two of their four main skills.

Seating arrangement: students will get in pairs.

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Possible problems / difficulties and their possible solutions during the class: a possible problem would be distraction. In general, they respond well to the instructions.

Potential problems students may have with the language: In case students don’t understand the vocabulary or the new structure; I will mime each new structure or vocabulary in order to help them understand it.

Assessment: I will assess my student’s learning and progress during the lesson by taking into account the oral exchanges during the lesson.

Warm up (10” minutes):

I will say hello to the students and I will tell them that today we are going to talk about our city .I will ask students: ‘what is the name of our city? Students will say: ‘Bahia Blanca’. Then I will say that we are going to talk about to the capital of our country. I will ask them: ‘Do you know what the capital of our country is?’ Students will say: ‘Buenos Aires’ Then I will ask questions about Bahia Blanca and Buenos Aires such as: Is Bahia Blanca a hot city? Is Buenos Aires a noisy city? Students will say: ‘Yes or No’. I will ask: ‘what about Dorrego or Monte Hermoso? Is Monte hotter than Bahia? Is Buenos Aires a quiet city? Is it a small city? Students will answer: ‘It is colder than Bahia Blanca’. ‘It is a noisy city.’ I will write the adjectives down on the blackboard for students to refer to them, and to help visual learners in the revision process.

The idea is to ask questions to students to recycle short adjectives so that I can introduce the case of comparative adjectives. I will elicit adjectives by asking. How can you describe our city?

Presentation (25 minutes):

I will ask students: ‘Do you know where exactly Bahia Blanca is? Is it in the north of the province? Is in the south of the province? Students will say: I don’t know or in the south’. I will say: What about Buenos Aires? Is it in the north? Is it in the East? Students will say: I don’t know or it is in the East.

After that, I will show students a map of Buenos Aires province and I will highlight the two cities so that students can see the real location of them .Next I will say that Buenos Aires is bigger than Bahia Blanca. I will mime the action of bigger .I will ask students to repeat the sentences. I will copy the sentences on the board. Next, I will say so Bahia Blanca is smaller than Buenos Aires. I will mime the action. I will copy the sentences on the board .I will say: ‘In Buenos Aires, there are a lot of cars so Buenos Aires is noisier than Bahia Blanca. Bahia Blanca is quieter than Buenos Aires’. I will mime the actions of quieter by putting my hands next to my ears. I will make students infer the rule of comparative adjectives by themselves. I will ask them to focus on the end of the adjectives, Students will say ‘er ‘or ‘ier’ .I will ask students:’ when do we use this new structure?’ Students will say: ‘to compare things or cities’ .I will say:’ yes, you are comparing cities in this case.’

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Practice (20 minutes):

I will provide students with a sheet of paper with more information about Bahia Blanca and Buenos Aires.

This is the map of Bs As .Can you see Bahia Blanca?

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Buenos Aires: I will point to Buenos Aires in this map.

Buenos Aires:

Temperature in winter: 15 º

Temperature in summer: 30º

City foundation: 1536

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Bahia Blanca

Temperature in winter: 7º

Temperature in summer: 23

City foundation: 1828.

Activity (10 minutes):

Now we will learn more about cities.

I will tell students: ‘You have to look at the information of the cities. And they will say: 'n winter, is Bahia Blanca colder or hotter than Buenos Aires?’ I will continue saying:

Is ‘Buenos Aires hotter or colder than Bahia Blanca? .Students will say: ’It is hotter than Bahia Blanca’. After that I will continue doing the same with the other adjectives so that students can get plenty of practice. (Older, newer, nosier, etc)

Production (20 minutes):

Now we will use the comparative adjectives to express ideas.

I will give students another sheet of paper with more information about Bahia Blanca and Buenos Aires.

Buenos Aires:

Rubbish: xxxxxxxxxxxx

Noise from cars: xxxxxxxxx

City of area: 2.3000km2

Bahia Blanca:

Rubbish: xxxxxxx

Noise from cars: xxxxx

City of area: 2.300km2

I will ask students to write sentences using information of the photocopy and the following adjective the following adjectives. After some minutes I will ask some students to read the sentences.

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Game: (20 minutes) then I will stick on the board two pictures with a photo of Bahia Blanca and a Photo of Buenos Aires.

I will say: I will divide the class in three groups .I will give two short adjectives to each group. One member of each group has to go to the front of the class and he or she has to think how to compare the two cities by using and miming the comparative adjectives for the other members of his or her group. The group that finishes first to use the two adjectives is the winner of the game. I will give:

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Group1: big, new. For instance ,a student points to Buenos Aires city and mimes with her/his hands the adjective big or small comparing the two cities ,when a member of her/his group guesses the correct adjectives , another student continues with the following adjective.

Group2: old, clean.

Group3: dirty, small.

Closure (10 minutes)

Homework:

After that, I will ask students to investigate the same information about another city from Buenos Aires province that they would like to know about and to bring information back to the class. I will give students a sheet of paper with the following items that they will investigate for the following class about the city that they have chosen. I will model the activity on the board.

Name of the city:

Temperature in winter:

Temperature in summer:

City foundation:

Rubbish:

Noisy of cars:

City of area:

Then I will say: Goodbye. I will see you the next class.

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