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Alumno residente: Trech, María Inés

Periodo de práctica: Jardín de infantes

Institución Educativa: Jardín de Infantes Nº 901 Paula Albarracín.

Dirección: Maciel 14 00 – Coronel Dorrego – Pcia Buenos Aires

Sala/ grado/ año/ sección: 3er sección sala de 5 años pura – sala Amarilla

Cantidad de alumnos: 17 ( 8 nenas y 9 nenes)

Nivel lingüístico del curso: Principiantes

Tipo de planificación: clase

Unidad temática: Saludos y Presentaciones

Clase nº: 1

Fecha: Lunes 2 de noviembre 2015

Hora: 14: 30 a 15: 00 hs

Duración de la clase: 30 minutos

Fecha de la primera entrega: 29 de octubre 2015

Antes de empezar quisiera dejar informado que durante la práctica docente, los alumnos irán haciendo pequeños trabajitos en hojas A 4 - al final de la práctica, les regalare a cada uno de ellos una carpeta de cartulina amarilla , para que puedan guardar los trabajitos como sub proyecto, ya que son la sala de egresados y un día de la última semana de clase, se organiza un picnic como institución en el cual, se les entrega la carpeta de los trabajos , anuales. A mí me encantaría incluir en ese día, la carpeta de Ingles.

Teaching points: Greetings and introductions.Lesson Aims:

By the end of the lesson, Ss will:

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Be able to greet their mates and teachers in English. Develop their listening ability by listening to the teddy bear and the teacher. Develop their speaking ability by asking their classmates their names Deepen their understanding of commands/instructions while developing their

social skill.

Language Focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

New Greetings:-Hello!Bye-bye!- How are you today? Fine!

Commands:-Sit down!-Stand up!-Come here! + please.

-Greeting.-Following commands and/or instructions.-Introducing oneself.

WH questions and answers in the simple present:What’s your name? My name is …

/h/hello, how

/w/What’s

Teaching approach: Natural approach.

Materials and resources:

A teddy bear puppet .

A box

Worksheet for girls:

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Jardín de Infantes Nº 901 – Paula Albarracin – Coronel Dorrego Proyecto de Ingles – Sala de 4y 5 años. Año 2015

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HELLO! MY NAME IS TEDDY

WHAT’S YOUR NAME?

HELLO!

MY NAME IS

…………… …………………….

Worksheet for boys :

Jardín de Infantes Nº 901 – Paula Albarracín – Coronel Dorrego Proyecto de Ingles – Sala de 4y 5 años. Año 2015

Five year olds are not expected to read in L1 or L2, if they can read in L1, they will still find it difficult to do so in English.

You should focus on speaking

And listening.

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HELLO! MY NAME IS TEDDY

WHAT’S YOUR NAME?

HELLO!

MY NAME IS

…………… …………………….

Pedagogical use of ICT:

Seating arrangement:

Students will be sat on the floor in a circle. Teacher will be siat on a chair conduction the activity. In the controlled practice stage, they will be sat on the floor but they will ask and answer in pairs.Then in the closure stage, they will be sat at their tables.

Cooperative work: Children will work as a class / in pairs. Possible problems and possible solutions regarding behaviour: Ss may get very excited at the sight of the puppet . It is possible that some of them want to touch it and stand up in order to do so, disrupting the class .

One way to avoid this from happening could be to have the puppet greeting each and every children individually, and letting Ss know that they all will be able to see the puppet at a closer distance. What is more, they (Ss) even can talk to him!

Potential problems students may have with the language: Students this age (especially as they have not had any contact with the language before) may experience a silent period. Therefore, chances are that they refuse to answer to either the Teacher or the puppet’s greeting in English, and prefer doing it in their L1 or simply using their body language.

T will take that as a signal of comprehension and keep on trying to communicate in the target language. That is to say, it is ok for children to draw to their mother tongue to achieve communication, but the teacher should keep on using the target language.

Assessment: What will be assessed and how: I will monitor that Ss enjoy this first class , which will serve the purpose establishing rapport with the students, and getting to know one each other to know

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Routine (5’)

Aim: To get Student’s s’ attention and arrange them to start the lesson. To establish rapport.

T will enter the room and greet the Ss with a warm “Hello!”.

I will ask the children to sit ion a semi circle on the floor. I will speak in English, but I will use my body language and mime to try to arrange them. The last resource I will use is L 1. Students already know that I will be here during 5 days to teach them English. They have a lot of expectations (the teacher told me during the observation period).

Perhaps some students will kiss and embrace me I will respond kindly to them.

Transition: Teacher : Hello, children!

Ss (EA): Hola/hello/(silence)

T: How are you today? Fine?

(T puts her two thumbs up and show a smile)

Ss (EA): sí/fine/ thumbs up/ a smile.

T: That’s great!

(smiling)

Warm-up (5’)

Aim: To get Ss to know their English teacher and set the context for introducing the puppet .

Once Sstudents are arranged on the floor I will say:

T: I’m happy to be here today…with all of you!

(I makes gestures so as to help Ss understand meaning)

My name is Maria Ines.

What’s my name?

(I will put her hand on her ear as a signal for Ss to repeat my name)

Ss (EA): Maria Ines

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T: My name’s Maria Ines and I’ll be your English teacher.

Now, I’d like to know YOUR names.

(I will point at the students)

At that moment, T will look at a box (see materials and resources), and make a gesture for children to pay attention to it as well:

T: Shhh! Can you hear that? There’s something in my box …let me see

T will open her bag and, with a huge expression of amazement in her face, she will take out a puppet.

PRESENTATION

Timing: (5’ minutes )

Aim: To teach Ss to introduce themselves by answering to the question “What’s your name?”

Transition: OH!!! Here in my bag there is a ….

( I will open and then I will close it in order to catch students’ attention)

Wow! Look at this!

Hello! What’s your name?

(T I will open the box again and then I will take the teddy bear puppet out of it)

Hello!!!, Tell us, please! What’s your name?

(The puppet looks at the teacher, then at the children and says)

Puppet: My name’s Teddy.

T: Well, Hello Teddy!

Children, say hello to Teddy please!

(Students, answer “Hello” o may be Hola)

(Tthen teddy looks at me and asks)

P: What’s your name?

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T: My name’s Maria Inés . Nice to meet you!

(I will shake hands with the puppet and kiss it)

Look, here are some friends. Say hello to them!

(I will turn the puppet towards the children and one by one , I will say “Hello” to the children and ask their names.

Teddy bear: Hello! I’m Teddy.

Ss Hello Teddy.

I suppose that the children will answer the teddy bear.

I will move among the children and have the puppet ask the question to each and every of them.

CONTROLLED PRACTICE:

Timing (10’ minutes )

Aim: To allow children to practice introducing themselves.

I will move around the circle and I will make the puppet shake hands or kiss each of the students and ask their names.

Puppet: Hello! What’s your name?Ss : Hello! My name is ……………

Even though Ss are expected to answer “My name’s ….”, it will also be accepted that they only provide their names.( some could possibly be shy) The structure will be reinforced during upcoming encounters.

I will go on that way with all the students, paying attention to their pronunciations. Next lesson it will be their turn to ask the question and it is important to provide them with the right pronunciation from the very beginning.

Then I will make the students try to practice among themselves the structure.

I will suggest them to greet and ask to the friend who is sat next to them ( pair activity)

After this stage is over it will time for me to say goodbye to the puppet.

Transition:

T: Wow, Teddy ! You have met a lot of new friends! That’s fantastic!

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Teddy: Yes!!! Goodbye children .

(I will make the puppet wave goodbye, and I will put her into the box)

CLOSURE :

Timing: (7 minutes)

Aim: To round up the lesson and develop students’ their writing skills by means of writing their names. Seating arrangement: students will be sitting at their tables.

I will give the students a worksheet with a printed teddy bear on it saying hello and what’s your name) I will take into account to provide the necessary worksheets for girls (9) and for boys (8) The transition will be in English, but I guess that I will have to re frame it , I will make the necessary mimes in order to be understood.

Transition: Ok, Up! Up! ( I will mime up with my hands)

Let’s sit on the chair and write our names. Here you have ….

( I will give each of the students a worksheet (photocopy) in black and white for them to write their names and colour.

After they finish I will collect the worksheets. Then I will say Goodbye to the children, waving to them.

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Student’s worksheets:

Worksheet for girls:

Jardín de Infantes Nº 901 – Paula Albarracin – Coronel Dorrego Proyecto de Ingles – Sala de 4y 5 años. Año 2015

I would just leave the boy and the girl, and omit the Teddy’s text. Too many written words for a first encounted in L2.

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HELLO! MY NAME IS TEDDY

WHAT’S YOUR NAME?

HELLO!

MY NAME IS

…………… …………………….

Worksheet for boys :

Jardín de Infantes Nº 901 – Paula Albarracín – Coronel Dorrego Proyecto de Ingles – Sala de 4y 5 años. Año 2015

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HELLO! MY NAME IS TEDDY

WHAT’S YOUR NAME?

Lesson plan component

Very Good

4

Good

3

Acceptable

2

Below Standard

1

Organization

Coherence and sequencing

Learning aims

Stages

Activities

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HELLO!

MY NAME IS

…………… …………………….

Teaching strategies

Class. management strategies

Language accuracy

Observations Minimum score: 20 / 32

Score: 24/32= 7.5

Dear Ma. Inés

Very good start! Great use of the puppet to introduce the target language!

Please, consider my suggestions for this and next lesson plans.

Way to go!

Cecilia

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