I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Instituc...
potatoes –
sweets – tea
– toast –
tomato –
water –
yoghurt
“What do you
eat for
breakfast?”
“I eat…..”
“Does she eat
fruit...
 Pedagogical use of ICT in class or at home: The use of the video works
both as comprehensible input which is a little hi...
Routine (5’)
Purpose: To greet the students and open the lesson. To create a positive
atmosphere with the group.
I will gr...
Activity 1 (20’)
Purpose: To read and understand an article about a teen celebrity
chef.
I will ask students to focus on t...
I will ask students:
“What do you think of these pictures and word – cards?” “Can you
describe the pictures?” EA: They are...
I will give students some minutes to skim the text. After that, I will ask
students the following:
“What is the text about...
Activity 2 (15’)
Purpose: To discuss the importance of healthy food.
I will ask students the following questions:
“1 – Rom...
So the next time you’re at the market be sure to fill your basket with a
variety of fruits and vegetables; and remember to...
 Disadvantages of healthy food
Group 3
 Advantages of unhealthy food
Group 4
 Disadvantages of unhealthy food
Group 5
...
UNHEALTHY FOOD
Only two groups will work with these posters. I will encourage them to add
drawings to represent the vocabu...
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Naiman Lorena
Período de Práctica: Secundaria
Instituc...
orange
juice –
peas –
potatoes –
sweets –
tea – toast
– tomato –
water -
yoghurt
“How much….do you
eat?”
New Ordering
food...
 Possible problems / difficulties and their possible solutions during
the class: Classroom management strategies:
Student...
Furthermore, If students are lost or do not feel able to comply with
the activity I will monitor their interactions servin...
I will explain to students that we use WOULD to ask and answer politely. To
illustrate this function of WOULD, I will show...
I will ask students to work in pairs. I will give out copies of the exercise from
the student’s book “Champions” 2, 2nd
ed...
Cake – cheese – chicken – cola – orange juice - potato
After students write the vocabulary on the board, I will ask them t...
Once the activity is done, I will ask three students, one for each character, to
read the conversation aloud with the answ...
I will model one role play with two more students so that to give the rest of
the group an example of the activity.If stud...
Naiman lessons for 4 e eso - secondary
of 21

Naiman lessons for 4 e eso - secondary

These are the lessons prepared for the second group.
Published on: Mar 3, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Naiman lessons for 4 e eso - secondary

  • 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Naiman Lorena Período de Práctica: Secundaria Institución Educativa: Colegio Provincial “Kloketèn” Dirección: Sala / Grado / Año - sección: 4to año “E” ESO Cantidad de alumnos: 20 Nivel lingüístico del curso: Pre - Intermedio Tipo de Planificación: clase Unidad Temática: Eating habits Clase Nº: 5 Fecha: 20/11/15 Hora: 7:45 to 9:05 hs Duración de la clase: 80’ Fecha de primera entrega: 17/11/15 Teaching points:  Revision of vocabulary about food.  Talking about healthy food.  Aims or goals: During this lesson, learners will be able to…  Develop speaking and listening skills by interacting with peers and the teacher  Develop reading skills by working with a text  Develop listening skills by watching a video about healthy food.  Language focus: Function Lexis Structure Pronunciation Revision Talking about different types of food and drinks Talking about past events Apple – banana – biscuits – carrots – cereals – cheese – chicken – chocolate – cola – crisps – egg – ham – ice cream - milk – orange juice – peas – Present simple for questions and answers DO + you/they/we/I + verb … ? DOES + He/she/it + verb … ? Yes, I do/No, I don’t Yes, she does/No, she doesn’t Apple /ˈæp.l̩/ Cheese /tʃiːz/ Orange juice /ˈorindʒ/ /dʒuːs/ Do /duː/ Does /dʌz/ Don’t /dəʊnt/ Doesn’t /ˈdʌz.ənt/ Did /dɪd/
  • 2. potatoes – sweets – tea – toast – tomato – water – yoghurt “What do you eat for breakfast?” “I eat…..” “Does she eat fruits?” “Yes, she does/No, she doesn’t” “How much….do you eat?” Present Simple Tense in the Past Did + all pronouns Regular and irregular verbs in the past New Talking about healthy food. Giving opinions. Healthy diet – favourite food – teen celebrity chef - Healthy /helθI/  Teaching approach: The lesson is based on the Communicative approach.  Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of a video, a text from the student’s course - book and the use of the book’s website. Group discussion and student – student, student– teacher interaction will be developed through the work with a poster in a wall paper. By working with a text, students will also develop reading skills.  Materials and resources: The board, markers, flashcards, wall papers, a text from the students’ coursebook “Champions” 3 2nd edition Christina de la Mare-Sheila Dignen Oxford, pages 24 - 25, a video retrieved from https://www.youtube.com/watch?v=QhDrINFFgGg called “Healthy Eating is a SNAP!”, and the book’s website www.oup.com/elt/champions.
  • 3.  Pedagogical use of ICT in class or at home: The use of the video works both as comprehensible input which is a little higher than the student’s level and as visuals so that to cater for at least auditory and visual learners. The use of the student’s website helps the teacher lead the students to focus on new vocabulary. It functions as comprehensible input, bearing in mind students’ level and context. It fosters student’s autonomy using the Internet as a tool more than as entertainment.  Seating arrangement: The students will be seating in pairs.  Possible problems / difficulties and their possible solutions during the class: Classroom management strategies: Students could feel that they do not understand either the video or the text. I will explain to them that they do not need to know the meaning of each word to understand the text, but that they should focus on its full meaning. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I could change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her. A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate.  Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model the questions for them to repeat and use every time they need to. Students could feel that they do not understand either the video or the text. I will explain to them that they do not need to know the meaning of each word to understand, but that they should focus on the full meaning of the text or the video.  Assessment: what will be assessed and how Students will be assessed on their understanding of the topic, on giving their point of view about it and on their ability to identify specific information during the listening and reading activities.
  • 4. Routine (5’) Purpose: To greet the students and open the lesson. To create a positive atmosphere with the group. I will greet students and ask “How are you today?” and I will ask them about the date. I will invite one student to write the date on the board for the rest of the group to copy on their English binders. I will ask them “Do you like drinking mate in the morning? I do! I’m a mate fan! What do you drink in the morning?” EA: Coffee! / Nothing. Transition: Now tell me, how important is food for you? Warm up (10’) Purpose: To review vocabulary about food with a game and to create the context for the lesson. I will invite students to do a brainstorming activity. I will draw a thinking cloud on the board where I will write all the students ideas regarding food. I will explain students that they will have to answer to the question: “What type of food do you generally eat?” Then, students will review vocabulary about food through a game. The game will be a variation of the game “Keep the ball rolling”. I will explain to students that I will say one food item and I will through a paper ball to one of them. Students will pass the ball without repeating the food items; if they repeat the item, they will have to through the ball again to me so as to start the game again. The idea is that the group name as many food items as they can practicing pronunciation and meaning at the same time. Transition: “Do you cook at home?” Apple – banana – biscuits – carrots – cereals– cheese – chicken – chocolate – cola – crisps – egg – ham – ice cream - milk– orange juice – peas – potatoes – sweets – tea – toast – tomato – water - yoghurt
  • 5. Activity 1 (20’) Purpose: To read and understand an article about a teen celebrity chef. I will ask students to focus on the following flashcards and word - cards: Celebrity Cooking
  • 6. I will ask students: “What do you think of these pictures and word – cards?” “Can you describe the pictures?” EA: They are about a celebrity! I will guide students’ descriptions through questions: “How old do you think she is? What do you think is her profession? How can you relate the words “celebrity” and “cooking”? EA: I think she is a girl who wants to be a chef.” After students describe the pictures and find the relationship among the words and the pictures, I will ask them to open their pupil’s books at pages 24 and 25. I will ask students to read the tittle of the book. I will ask students: “What information can we find in the tittle about the text? EA: That it is about a girl.” The text is: Taken from: page 24, student’s book Champions level 2, 2nd edition Oxford. I will ask students to skim the text to get the gist of it. I will explain that to be able to do it they need to read the text without stopping on specific vocabulary, and that they could focus on the first lines of paragraphs to get a global idea of the content of the text.
  • 7. I will give students some minutes to skim the text. After that, I will ask students the following: “What is the text about?” EA: It’s about a girl who cooks!” After answering, they will work in pairs and they will match the information sentences from point 1, page 25, students book Champions level 2, 2nd edition Oxford. Students will check the answers with another pair of students. I will remind them that they can ask and answer in L2 to review the whole activity.Once students check, I will invite one of them to write the answers on the board so that the whole group checks. I will ask students to read the text again and underline information that they consider important. After that, I will invite students to answer the comprehension questions from point 2, page 25, students book Champions level 2, 2nd edition Oxford. Once students finish answering, I will ask the whole group each questions and they will discuss their answers. I will encourage students to use L2 and that they can read their answers aloud if they don’t find the way to say in L2. Finally, two students will be invited to copy the answers on the board. Transition: Great job! Let’s talk about the importance of healthy food in our lives.
  • 8. Activity 2 (15’) Purpose: To discuss the importance of healthy food. I will ask students the following questions: “1 – Romilly Newman is well known for sharing her knowledge about food, do you think that she can help teenagers get more interested in eating healthily? How? Pre teaching of the vocabulary is necessary I will invite students to watch the following video: https://www.youtube.com/watch?v=QhDrINFFgGg called “Healthy eating in a SNAP!” “What’s the quickest way to help healthy eating? Healthy eating is a SNAP! Begin with the rainbow and choose fruits and vegetables that match the colours! Make half your plate fruits and vegetables. It makes your plate more colourful and vibrant; and it also increases the amount and variety of vitamins, minerals, fiber and other substances that are good to your health. Red vegetables are high in vitamin C which helps your body heal itself. The red colour in tomatoes and peppers contains LYCOPENE which is a cancer fighter compound. Red colour fruits like strawberries have colourful antioxidants which protect against cell damage and reduce the risk of stroke and other heart diseases. The yellow colouring in vegetables like carrots, oranges and corn come from CARTENOIDS which enhance your body immune functions. They also can improve vision and decrease the risk of cataracts. Citrus food help your cuts and bruises and they are high in vitamin C. Green vegetables get their rich green colour from CHLOOPHYLL. Chlorophyll is so good for you. Dark green leafy vegetables such as spinach help keep your eyes sight sharp, while cruciferous vegetables such as kale, Brussel sprouts and broccoli can help prevent cancer. By the way, we get you didn`t know that leeks, fava beans, artichokes, Brussel sprouts and English peas are the top five crops grown by farmers in San Mateo County!
  • 9. So the next time you’re at the market be sure to fill your basket with a variety of fruits and vegetables; and remember to use the rainbow as your healthy eating guide. This material was funded by USD Supplemental Nutrition Assistant Program, SNAP. SNAP provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more contact the California State information hotline 1 – 877 – 847 – FOOD.” Students will watch the video up to minute 2. I will insist on the fact that It’s not necessary to learn the specific vocabulary, but to get the general idea and the last message that the video provides. While students watch the video, I will ask students to focus on the reasons for adding fruits and vegetables to their menus. They should get a general idea of the types of food and their advantages. I will explain the meaning of the vocabulary they do not understand, and give the Spanish version of the vegetables shown in the video so that to help understanding. After watching the video, I will ask students: 2 - What food do you think is healthy and what food do you think is unhealthy? 3 - How much healthy food do you eat? And how often do you eat healthy food? 4 - How much unhealthy food do you eat? And how often do you eat unhealthy food? 5 - Why do you think that eating healthy is important for our lives? 6 - How much damage can we make to our bodies if we eat unhealthily?” I will ask these questions to the whole group and I will encourage students to answer respecting each other answers. I will also encourage students to use L2, but if they find it difficult I will rephrase their answer in L2 and also serve as a resource when students need it. Instead, promote student-student interaction. Once the discussion is finished, I will ask students to work in groups of four. There will be four groups, and I will ask students to list: Group 1  Advantages of healthy food Group 2
  • 10.  Disadvantages of healthy food Group 3  Advantages of unhealthy food Group 4  Disadvantages of unhealthy food Group 5  List of healthy food Group 6  List of unhealthy food Students will have ten minutes to think and write down as much information as they can. Transition: Let’s start! Activity 3 (20’) Purpose: To synthesize information to create posters. I will give each group part of a chart that they will have to complete with the information they gathered. I will monitor each group’s job and I will serve as a guide and as a resource when in demand. The posters will be already prepared, students will only have to fill them with the required information. Guide the activity FOOD ADVANTAGES DISADVANTAGES HEALTHY UNHEALTHY There will be several groups that will need to work with this poster, so that they will have a short time to complete the information and change groups.
  • 11. UNHEALTHY FOOD Only two groups will work with these posters. I will encourage them to add drawings to represent the vocabulary. Once the posters are ready, students will hang them on a wall. Transition: Great job! Let’s finish the lesson thinking about our friends. Closure (10’) Purpose: To reflect on the benefits of healthy food. To give homework. I will ask students to work in pairs again and answer to the following question: “What advice can you give to a friend who eats unhealthily?” They will have five minutes to give as many reasons as they can. HOMEWORK: I will invite students to take a look at Romilly Newman’s blog http://littlegirlinthekitchen.blogspot.com.ar/ and choose a recipe they would like to try. HEALTHY FOOD
  • 12. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO RESIDENTE: Naiman Lorena Período de Práctica: Secundaria Institución Educativa: Colegio Provincial “Kloketèn” Dirección: Sala / Grado / Año - sección: 4to año “E” ESO Cantidad de alumnos: 20 Nivel lingüístico del curso: Pre - Intermedio Tipo de Planificación: clase Unidad Temática: Ordering Food and Drink Clase Nº: 8 Fecha: 24/11/15 Hora: 17:55 a 18:35 hs Duración de la clase: 40’ Fecha de primera entrega: 22/11/15 Teaching points:  Revision of vocabulary about food and drink.  Talking about how to order food and drink at a restaurant.  Present the uses of “Would”.  Aims or goals: During this lesson, learners will be able to…  Develop speaking and listening skills by interacting with peers and the teacher  Develop listening skills by listening to a conversation  Language focus: Function Lexis Structure Pronunciation Revision Talking about different types of food and drinks Apple – banana – biscuits – carrots – cereals – cheese – chicken – chocolate – cola – crisps – egg – ham – ice cream - milk – Present simple for questions and answers DO + you/they/we/I + verb … ? DOES + He/she/it + verb … ? Yes, I do/No, I don’t Yes, she does/No, she doesn’t “What do you eat for breakfast?” “I eat…..” “Does she eat fruits?” “Yes, she does/No, she doesn’t” Apple /ˈæp.l̩/ Cheese /tʃiːz/ Orange juice /ˈorindʒ/ /dʒuːs/ Do /duː/ Does /dʌz/ Don’t /dəʊnt/ Doesn’t /ˈdʌz.ənt/
  • 13. orange juice – peas – potatoes – sweets – tea – toast – tomato – water - yoghurt “How much….do you eat?” New Ordering food and drink at a restaurant. I/you/we/they/she/he/it +Would/’d “What would you like to eat/drink?” “I’d like a chicken sandwich, please.” Would strong/wʊd/ weak/wəd/ /əd/ Wouldyou…? /wʊdjə/  Teaching approach: The lesson is based on the Communicative approach.  Integration of skills: During the lesson students’ listening and speaking skills will be developed through the use of an audio, and a conversation from the student’s course - book. Group discussion and student – student, student– teacher interaction will be developed through acting out the conversation and role playing a restaurant situation. By working with a text, students will also develop reading skills.  Materials and resources: The board, markers, flashcards, word - cards, a text from the students’ coursebook “Champions” 2, 2nd edition Christina de la Mare-Sheila Dignen Oxford, page 22, copies.  Pedagogical use of ICT in class or at home: The use of the audio works as comprehensible input which is a little further than the student’s level, which together with the use of pictures account for at least auditory and visual learners. The audio track presents a conversation that simulates a real life situation and also takes into account students context as the city is full of restaurants because of tourism.  Seating arrangement: The students will be seating in pairs.
  • 14.  Possible problems / difficulties and their possible solutions during the class: Classroom management strategies: Students could feel that they do not understand either the audio or the text. I will explain to them that they do not need to know the meaning of each word to understand the text, but that they should focus on its full meaning. I will also introduce the audio explaining what they have to focus on and giving some clues while students listen. Some students could be reluctant to speak; therefore, I will ask the rest of the group to help with the answer or I could change the types of questions. I can also give more time to the student to think about the answer or give him/her more examples so that to elicit the answer from him/her. A last option could be to enhance students to make exchanges in pairs before sharing with the group, so that they feel more confident at the moment of speaking and also share information with a mate. Students could be reluctant to act out or role play the situations I present to them. Therefore, I will ask strong students to give an example with me or with my help so that the rest of the group has an idea of what they have to do. Besides, I will mix the groups with strong and weak, introvert and extrovert students so that they help each other and feel eager to participate. In addition, students could misbehave during the lesson. Therefore, I will be moving close to them while they work. I will also try to ask them to change places so that they sit next to calm students who they do not find a chance to misbehave with. Apart from that, if it is necessary I will ask students who misbehave to talk to them outside the classroom so that to make them clear that they are in a classroom and that I need their collaboration.  Potential problems students may have with the language: One difficulty I may find could be that students use L1 instead of L2 during the lesson. At the beginning of the lesson I will insist on using L2 at least when asking for permission or to know the meaning of a word; I can model the questions for them to repeat and use every time they need to. I will also write the phrases on the board so that to help them use the language. Moreover, while students perform the situations I will guide them with models of questions and answers written on the board that will help them speak. Students could feel that they do not understand either the audio or the text. I will explain to them that they do not need to know the meaning of each word to understand, but that they should focus on the full meaning of the text or the audio.
  • 15. Furthermore, If students are lost or do not feel able to comply with the activity I will monitor their interactions serving as a resource and also as a guide whenever they need help.  Assessment: what will be assessed and how Students will be assessed on their understanding of the topic, on their ability to identify specific information during the listening and reading activities, and on their ability to perform the acting out and the role play. Routine (5’) Purpose: To greet the students and open the lesson. To create a positive atmosphere with the group. I will greet students and ask “How are you today?” and I will ask them about the date. I will invite one student to write the date on the board for the rest of the group to copy in their English binders. I will ask them “Do you go out to eat with your families and friends?” EA: Yes! “How often do you go out for dinner?” EA: Every Friday/ at weekends/during holidays/never. Transition: Tell me, what type of restaurants do you like the most? EA: Chinese restaurant / Pasta restaurant / Barbecue restaurant. Warm Up (10’) Purpose: To review vocabulary about food and to present the context of the lesson. I will ask students the following: “What type of food would you like to eat at a restaurant?” I will write the question on the board and I will add the word WOULD with a word card in the middle of the question. I will draw a cloud on the board to write students answers. Apple – banana– biscuits –carrots – cereals – cheese – chicken – chocolate – cola – crisps – egg – ham – ice cream - milk – orange juice – peas – potatoes – sweets – tea – toast – tomato – water - yoghurt WOULD
  • 16. I will explain to students that we use WOULD to ask and answer politely. To illustrate this function of WOULD, I will show students two pictures: one about a polite waiter, and the other one about an impolite waiter. The pictures will be: I will elicit from the students “What pictures shows a polite waiter, and which one shows an impolite waiter?” EA: The picture on the left/the picture on the right! This way I will ask students the same question about the food they would like to eat at a restaurant and I will also rephrase their answers and write them on the board. This time, I will use the short form of the word WOULD. “What type of food would you like to eat at a restaurant?” “I’d like to eat fish and chips” I will highlight the words “I’d like” with a circle, and I will explain to students that that is the short form of the word WOULD. Transition: Now, let’s listen to a restaurant conversation. Activity 1 (15’) Purpose: To develop student’s listening and reading skills.
  • 17. I will ask students to work in pairs. I will give out copies of the exercise from the student’s book “Champions” 2, 2nd edition Christina de la Mare-Sheila Dignen Oxford, page 22, point 1, CD track 12. Then, I will explain to students that they are going to listen to a conversation between at a restaurant. I will present the vocabulary students will need to understand the dialogue with flashcards. Then I will stick the pictures on the board and I will invite students to write the vocabulary for each picture on the board. This vocabulary will also help students complete the fill in the gap activity that they will complete later. The pictures will be:
  • 18. Cake – cheese – chicken – cola – orange juice - potato After students write the vocabulary on the board, I will ask them to pay close attention to the conversation they are about to listen to. While students listen, they will have to answer the following questions that I will write on the board. I will ask them to discuss the answers with their partner before they give the answer. Once they agree with their partners, they will give the answer. I will remind them that the idea of the activity is to collaborate so that to get to an agreement about their answers. The questions will be: “How many clients are there? EA: two! One of the clients asks for a cola, is it large or small? EA: large. How much money do the clients spend? EA: 15, 20.” After listening for the first time and answering the questions, I will ask students to listen to the conversation one more time. This time students will work with the course book copy and they will fill in the blanks with the necessary vocabulary.
  • 19. Once the activity is done, I will ask three students, one for each character, to read the conversation aloud with the answer included. While students read, I will write their answers on the board so that to check. The answers are: 1cola – 2potato – 3cheese – 4orange juice – 5cake. Transition: Great work! Now you will be the characters! Closure (10’) Purpose: To close the lesson with a freer activity. I will ask students to work in groups of three. I will take into account different types of students; for example, I will ask strong students to work with weak ones, and extrovert students to work with introvert ones so that to ensure student – student cooperation and opportunities to speak. I will explain to students that they will be clients and waiters/waitresses at the restaurants. Each group will discuss who will be each character. Then, those who are waiters/waitresses will have to choose food flashcards from a bag. They will gather the items they chose and add prices to the images. With that information, the waiters/waitresses will have to offer the menu from the items they chose. The clients will have the chance to take a look at the items. The food items will be:
  • 20. I will model one role play with two more students so that to give the rest of the group an example of the activity.If students finish fast, I will ask them to exchange groups so that to work with different menus. I will also monitor students’ interactions and serve as a resource and guide for those students who need it. I offer this group this activity as it enhances students to move inside the classroom and to choose the items they need so that to create their own menus. The main reason is because the group will have less time to lose the thread of the lesson.