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Lesson plan 1 Klein Natalia

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Lesson plan 1 Klein Natalia

  1. 1. KLEIN NATALIA SOLEDAD DNI 29251267 TALLER DE LA PRACTICA DOCENTE. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO PRACTICANTE: KLEIN NATALIA SOLEDAD Período de Práctica: Institución Educativa: ESCUELA 90 Dirección: COLONIA J. ECHARREN Sala / Grado / Año - sección: 1ER GRADO Cantidad de alumnos: 10 Nivel lingüístico del curso: ELEMENTAL Tipo de Planificación: DIARIA Unidad Temática: MIEMBROS DE LA FAMILIA Clase Nº: 1 Fecha: 5 de mayo de 2014 Hora: 9.30 hs a 10.30 hs Duración de la clase: 60 MINUTOS. Fecha de primera entrega: 2 de mayo de 2014 • Teaching points: - Family members: father, mother, brother and sister. • Aims or goals: During this lesson, learners will be able to recognize the family´s members and learn the pronunciation of them. The learners will be able to pronounce the words by repetition and listening activities.  Language Focus: LEXIS FUNCTIONS STRUCTURES Pronunciation REV NEW Vocabulary related to family members: father, mother, daughter and son. REV Listening to a song. NEW Recognizing the family members and being able to name each of them. REV My name is…. NEW Paulo is my father… Susana is my mother…. REV The correct pronunciation of “is”. NEW The correct pronunciation of the new words by repeating after the teacher as a model.
  2. 2. • Materials and resources: FLASHCARDS, CD PLAYER, POSTERS. • Integration of skills: The listening and speaking skills are integrated since reading and writing skills should be omitted in kindergarten. The students are still learning how to write and read in Spanish. • Seating arrangement: the students will be seated in a semicircle in order to look each other without problems. • Possible problems / difficulties and their possible solutions during the class: The possible problem could be the pronunciation of the new words but the solution should be the repetition with the teacher´s help in order to feel them more confident in speaking. • Potential problems students may have with the language: the structures are quiet easy but perhaps the new words may generate problems but the students will improve them with oral practice. • Assessment: what will be assessed and how: I will assess the student´s learning progresses through repetition of words paying attention if they take care of sounds. The assessment should be done in pairs or individually and it will be done only orally. PROCEDURE: WARM-UP (5 minutes) I will greet the students saying “Hello” to all of them and they will answer me all together. I will ask the students to sit in a semi-circle looking at me. I will ask them to sing the “hello song” all together. http://www.eslkidstuff.com/blog/songs/new-songs-the-hello-song-the-goodbye- song#sthash.RdN39X4r.F8O9uojL.dpbs After the song, each of the students will present themselves in order to revise the structure and personal questions from the previous class. Each of them will say their names. MY NAME IS ……. PRESENTATION (10 minutes) I will stick a flashcard with a famous family called “The Simpsons”. The students will feel more comfortable with a family they know. I will ask the children to name them with their own names. One student says: HOMERO
  3. 3. Another says: MARGE And the rest continues doing the same procedure. After naming the characters, I will ask the students to name them with their family reference. For example: Homero is the FATHER. The students understand the task perfectly and they start doing the same as I do. One student says: LISA IS THE DAUGTHER. Another one: BART IS THE SON. The students will try to guess the meaning of the words I am using. DEVELOPMENT ACTIVITY 1 (10 minutes) I will stick a picture of another famous family called “Picapiedras” and I will ask the students to sit in groups of two or three. After that, I will give to each group a flashcard with one name and one flashcard for each group. Then, I will tell them that they will have to stick the name of each one below each figure. They could repeat the names since the photo has two father and two mothers.
  4. 4. TRANSITION: (5 MINUTES) I: Please, sit in semi-circle again. ACTIVITY 2 (10 minutes) Once the students have listened to the song… I: Please choose one of the two families presented previously. Could you name the family members in the picture? I will give them an example: It is the father. It is the mother. The students name the family members perfectly. I help them in some of the sentences. ACTIVITY 2 (10 MINUTES) I: Well, please … repeat the names of the family members by repeating after me. For example: HOMERO IS THE FATHER. PEDRO IS THE FATHER. VILMA IS THE MOTHER. MARGE IS THE MOTHER. LISA IS THE DAUTHER. BART IS THE SON. While I am saying the sentences, I will point the family members I am saying in order to
  5. 5. make visual impact in the students. ACTIVITY 3 (10 MINUTES) The students continue sitting in semi-circle. I will stop the song by chunks. I will ask the students to repeat it chunk by chunk. The students are not able to remember the whole song, so I will play it into chunks. ACTIVITY 3 (10 MINUTES) I: Well, You will do the same but with your families. First, you will name the names of their father and mother and then, you will say sentences as in the previous activity but that time with their own family´s members. For example: NESTOR IS MY FATHER. SUSANA IS MY MOTHER. Could you give me your examples? A student says: Victor is my father. Teresa is my mother. I: Correct! Who else? Another student says: Diego is my father. María is my mother. TRANSITION (5 minutes) I will tell the students that´s all for the day. I will repeat the new vocabulary again and that´s all. CLOSURE (5 MINUTES) I will ask the students to look for a family´s photograph in their homes. They will have to write the name of each family member below them. They should write only the names of the members they have learnt.

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